Spelling Program – Term 1 – Year 6
Overview
Family Words
Rule
Week
Year 5
Year 6
Year 5
Year 6
3
a-e
a-e
Bossy e
Bossy e
4
ea
ea
Homophones
Homophones
5
ou
ou and ough
Silent e
Silent e
6
Australian History
Words
hard and soft ‘g’
Doubling final
consonants
Doubling final
consonants
7
‘y’ = ‘e’ words
Words ending in ‘-nce’
and ‘-nse’
Y has the sound of
long e if the Y syllable
is unaccented.
Y has the sound of long
e if the Y syllable is
unaccented.
8
qu
Suffixes
kw
Words that have a
consonant followed by
–y, form the plural by
changing the y into i
and adding –es.
‘-ant’, ‘-ent’, ‘-ance’
and ‘-ence’
9
ai
Suffixes ‘-al’ and ‘-ous’
homographs
homographs
10
revision
Prefixes ‘in’, ‘im’, ‘il’
and ‘ir’
nil
Words that have a
consonant followed by
–y, change the y to I
before adding –er.
Student Groupings: Weeks 3-10
(Based on core spelling results from Term 1)
Core / Family
Core / Family / Vocabulary
(10 words)
(15 words)
Weekly Spelling Program
Day
MON
TUES
WED
Modelled / Whole Class
Activities
 Read through spelling list
altogether orally.
 Identify key features in
words.
 Discuss the word family.
 Go through the spelling rule
for the week. Provide examples.
 Model spelling activities to
be completed in reading groups.
 Read through spelling list orally.
 Revise key features in the
list.
 Revise activities to be
finished off.
 Discuss key features and
how they relate to spelling rule
or focus.
 Model spelling sheet
activities to be completed in
reading groups.
Guided / Group Activities
Independent Activities
Assessment
 Introduce spelling rule and /
or focus. Brainstorm examples of
rule words.
 Three randomly selected
‘Spelling Activities’ to be
completed during reading groups.
 Look Cover Write Check
spelling list.
 Write Spelling Rule –
Think of more rule examples.
 Completion of spelling
activities in spelling book.
 Extension activities
Questioning
Observation
Bookwork –
correct
spelling
 Discuss word origins (e.g.
Latin).
 Three randomly selected
‘Spelling Activities’ to be
completed during reading groups.
 Look Cover Write Check
for Tuesday.
 Student choice from
‘Spelling Activities Grid’.
 Extension activities
 Reading groups - Spelling
sheet based on family words of
the week. (Taken from resource –
‘Practise Your Spelling Skills’)
 Spelling booklet for the term
– ‘Transport’.
 Look Cover Write Check
for Wednesday.
 Rank words in order of
difficulty to spell. Practise.
 Completion of weekly word
family sheet. Sheet is marked
and placed in Student’s English
folder.
 Look Cover Write Check
for Thursday.
 Tracing spelling words on
partners back – partner guesses
the word.
Observation
Bookwork –
correct
spelling of list
and check
activities
Spelling Sheet
(family words)
Spelling
Booklet –
‘Transport’
THUR
 Revise list words and
emphasise features / patterns.
 Reading groups - Spelling
sheet based on family words of
the week. (Taken from resource –
‘Practise Your Spelling Skills’)
 Spelling booklet for the term
– ‘Transport’.
FRI
 Whole Class Game – Buzz
Off, Spelling Baseball, Hoopla
etc.
 Evaluate the effectiveness of
learning – What do I need to do
next week? Set goals.
 Words spelt incorrectly are
written out for revision next
week.
 Partner test (oral).
 Partner supports and shares
ideas on how to remember correct
spelling of words.
 Spelling Test and Dictation
directed by teacher, completed
in assessment book.
Spelling Sheet
(family words)
Spelling
Booklet –
‘Transport’
Questioning
Application
Weekly
spelling test
and dictation
English - Spelling
1
1
Term
Week
2
2
3
3
4
4
5
6
7
8
9
10
11
Focus Outcome:
Focus Outcome:
WS3.11 Spells most common words accurately and uses a
WS3.12 Produces texts in a fluent and legible style and uses
range of strategies to spell unfamiliar words.
computer technology to present these effectively in a variety of
ways.
Focus Indicators:
Focus Indicators:
o
o
o
o
o
Spells high frequency words correctly in own writing
Uses known letter patterns when attempting to spell unknown words
Uses knowledge of familiar letter patterns when attempting to spell
unknown words
Discusses strategies used for spelling difficult words
o
Quality Teaching Elements – DU, M, EQC, SS, BK, KI
o
o
Uses correct pencil grip and maintains correct body position
Uses relaxed posture and maintains finger movements and arm
slide during cursive script patterns
Joins letters when writing texts using NSW foundation style
Writes using consistent shape, size, slope and formation in
NSW foundation style.
Assessment – Student work samples of spelling activities,
weekly spelling test and dictation, lesson observation, general
bookwork.
Year 6 Core List
Family Words
(High Frequency)
(‘a-e’ words)
Vocabulary/ Theme
Words
Students select own from
pre- tested Core list errors
-whole class generated from
current theme or topic
1.
2.
3.
4.
5.
1. decade
2. forage
3. partake
4. dressage
5. preface
1.
2.
3.
4.
5.
Dictation:
Spelling Generalisation and Rule:
The author prefaced her book with an introduction explaining how
for more than a decade, her lost dressage horse was able to
forage for food. It was in the position to partake of forest
vegetation during summer.
The e is bossy because it bosses the other vowel in the word to
make a long sound or to shout out its name.
Silent -e on the end of a word "makes" the single vowel before it
long. This is called the "magic e rule."
Spelling Activities 
Phonological Knowledge
Activities-
Visual Knowledge
Activities-
Morphemic Knowledge
Activities-
Identify Vowels/Consonants
Word Frames
Word Building - Fixes
Identify Syllables
Word Stairs
Alphabetical Order
Find Smaller Words in Words
Jumbled Words
Reverse Alphabetical Order
Rhyming Words
Interesting Sentences/Questions
Antonyms/Synonyms
Words Without Vowels
Pyramid Words
Identify Nouns/Verbs/Adjectives
Find Long Vowel/Short Vowel Sounds
Block/Bubble/Squiggle Writing
Write Alliterative Sentences
Add to a Word Family
Magazine Words – Cut Letters
Creating Compound Words
Blends
Typing Fun – Word Processing
Identify Related Words
Just For Fun! -Activities-
Etymological Knowledge-Activities-
Write Left Hand/Right Hand
Design a Find-a-Word
Find Root Words /Word Origins
Secret Code Words
Word Bingo
Dictionary Meanings
Telephone words – Key Pad
Design a Crossword
Create Spelling Clues
Word Snake/Train
Write in Rainbow Colours
Match Words to Meanings
Spellamodoodles – Shape Outlines
Morse Code
Make a Word Web
Dice Fun
Hangman
Cloze Passage
Register:
Notes and Observations:
Date:
_____________________________________________________________________________
_____________________________________________________________________________
(Individual test results are collected in Teacher Mark book)
English - Spelling
1
1
Term
Week
2
2
3
3
4
4
5
6
7
8
9
10
11
Focus Outcome:
Focus Outcome:
WS3.11 Spells most common words accurately and uses a
WS3.12 Produces texts in a fluent and legible style and uses
range of strategies to spell unfamiliar words.
computer technology to present these effectively in a variety of
ways.
Focus Indicators:
Focus Indicators:
o
o
o
o
o
o
Spells high frequency words correctly in own writing
Uses known letter patterns when attempting to spell unknown words
Uses knowledge of familiar letter patterns when attempting to spell
unknown words
Discusses strategies used for spelling difficult words
Quality Teaching Elements – DU, M, EQC, SS, BK, KI
o
o
Uses correct pencil grip and maintains correct body position
Uses relaxed posture and maintains finger movements and arm
slide during cursive script patterns
Joins letters when writing texts using NSW foundation style
Writes using consistent shape, size, slope and formation in
NSW foundation style.
Assessment – Student work samples of spelling activities,
weekly spelling test and dictation, lesson observation, general
bookwork.
Year 6 Core List
Family Words
Vocabulary/ Theme
Words
(the three sounds of ‘ea’)
(High Frequency)
1. Each of the words on the Family list contains the vowel combination –ea.
2. Depending on the words and their language of origin, the ea letters might
sound like a short e, a long e, or a long a.
Students select own from
pre- tested Core list errors
Students choose homophones
from core list this week.
1.
2.
3.
4.
5.
1. conceal
2. pleasant
3. breathe
4. steak
5. already
-whole class generated from
current theme or topic
1.
2.
3.
4.
5.
Dictation:
Spelling Generalisation and Rule:
The pleasant and fresh country air made us all breathe in deeply.
We could not conceal our enjoyment at already having such a
lovely day at the picnic. The steak luncheon was delicious.
Homophones are words that sound the same but have different
meanings and are spelt differently. Eg: road rode – scent sent
cent.
Spelling Activities 
Phonological Knowledge
Activities-
Visual Knowledge
Activities-
Morphemic Knowledge
Activities-
Identify Vowels/Consonants
Word Frames
Word Building - Fixes
Identify Syllables
Word Stairs
Alphabetical Order
Find Smaller Words in Words
Jumbled Words
Reverse Alphabetical Order
Rhyming Words
Interesting Sentences/Questions
Antonyms/Synonyms
Words Without Vowels
Pyramid Words
Identify Nouns/Verbs/Adjectives
Find Long Vowel/Short Vowel Sounds
Block/Bubble/Squiggle Writing
Write Alliterative Sentences
Add to a Word Family
Magazine Words – Cut Letters
Creating Compound Words
Blends
Typing Fun – Word Processing
Just For Fun! -Activities-
Identify Related Words
Etymological Knowledge-Activities-
Write Left Hand/Right Hand
Design a Find-a-Word
Find Root Words /Word Origins
Secret Code Words
Word Bingo
Dictionary Meanings
Telephone words – Key Pad
Design a Crossword
Create Spelling Clues
Word Snake/Train
Write in Rainbow Colours
Match Words to Meanings
Spellamodoodles – Shape Outlines
Morse Code
Make a Word Web
Dice Fun
Hangman
Cloze Passage
Register:
Notes and Observations:
Date:
_____________________________________________________________________________
_____________________________________________________________________________
(Individual test results are collected in Teacher Mark book)
English - Spelling
1
1
Term
Week
2
2
3
3
4
4
5
6
7
8
9
10
11
Focus Outcome:
Focus Outcome:
WS3.11 Spells most common words accurately and uses a
WS3.12 Produces texts in a fluent and legible style and uses
range of strategies to spell unfamiliar words.
computer technology to present these effectively in a variety of
ways.
Focus Indicators:
Focus Indicators:
o
o
o
o
o
o
Spells high frequency words correctly in own writing
Uses known letter patterns when attempting to spell unknown words
Uses knowledge of familiar letter patterns when attempting to spell
unknown words
Discusses strategies used for spelling difficult words
Quality Teaching Elements – DU, M, EQC, SS, BK, KI
o
o
Uses correct pencil grip and maintains correct body position
Uses relaxed posture and maintains finger movements and arm
slide during cursive script patterns
Joins letters when writing texts using NSW foundation style
Writes using consistent shape, size, slope and formation in
NSW foundation style.
Assessment – Student work samples of spelling activities,
weekly spelling test and dictation, lesson observation, general
bookwork.
Year 6 Core List
Family Words
(High Frequency)
(vowel diagraph: ou and ough)
1. The words on this Family list all have vowel digraphs.
2. Vowel digraphs are two–letter combinations which have their own unique
sound.
Students select own from
pre- tested Core list errors
1.
2.
3.
4.
5.
1. tournament
2. route
3. brought
4. adjourn
5. throughout
Vocabulary/ Theme
Words
-whole class generated from
current theme or topic
1.
2.
3.
4.
5.
Dictation:
Spelling Generalisation and Rule:
We had to adjourn the tennis tournament as the main route which
brought the players to the court was flooded. It rained throughout
the day.
If a word ends in a silent e, the e is dropped before adding ing.
Eg: dine - dining
Spelling Activities 
Phonological Knowledge
Activities-
Visual Knowledge
Activities-
Morphemic Knowledge
Activities-
Identify Vowels/Consonants
Word Frames
Word Building - Fixes
Identify Syllables
Word Stairs
Alphabetical Order
Find Smaller Words in Words
Jumbled Words
Reverse Alphabetical Order
Rhyming Words
Interesting Sentences/Questions
Antonyms/Synonyms
Words Without Vowels
Pyramid Words
Identify Nouns/Verbs/Adjectives
Find Long Vowel/Short Vowel Sounds
Block/Bubble/Squiggle Writing
Write Alliterative Sentences
Add to a Word Family
Magazine Words – Cut Letters
Creating Compound Words
Blends
Typing Fun – Word Processing
Identify Related Words
Just For Fun! -Activities-
Etymological Knowledge-Activities-
Write Left Hand/Right Hand
Design a Find-a-Word
Find Root Words /Word Origins
Secret Code Words
Word Bingo
Dictionary Meanings
Telephone words – Key Pad
Design a Crossword
Create Spelling Clues
Word Snake/Train
Write in Rainbow Colours
Match Words to Meanings
Spellamodoodles – Shape Outlines
Morse Code
Make a Word Web
Dice Fun
Hangman
Cloze Passage
Register:
Notes and Observations:
Date:
_____________________________________________________________________________
_____________________________________________________________________________
(Individual test results are collected in Teacher Mark book)
English - Spelling
1
1
Term
Week
2
2
3
3
4
4
5
6
7
8
9
10
11
Focus Outcome:
Focus Outcome:
WS3.11 Spells most common words accurately and uses a
WS3.12 Produces texts in a fluent and legible style and uses
range of strategies to spell unfamiliar words.
computer technology to present these effectively in a variety of
ways.
Focus Indicators:
Focus Indicators:
o
o
o
o
o
o
Spells high frequency words correctly in own writing
Uses known letter patterns when attempting to spell unknown words
Uses knowledge of familiar letter patterns when attempting to spell
unknown words
Discusses strategies used for spelling difficult words
Quality Teaching Elements – DU, M, EQC, SS, BK, KI
o
o
Uses correct pencil grip and maintains correct body position
Uses relaxed posture and maintains finger movements and arm
slide during cursive script patterns
Joins letters when writing texts using NSW foundation style
Writes using consistent shape, size, slope and formation in
NSW foundation style.
Assessment – Student work samples of spelling activities,
weekly spelling test and dictation, lesson observation, general
bookwork.
Year 6 Core List
Family Words
(High Frequency)
(hard and soft ‘g’)
Vocabulary/ Theme
Words
1. Each word on the Family list has either a soft or hard g.
2. The soft sound is the /j/ sound. It can be spelled j, g, or dge.
3. It is spelled with a g at the beginning of a syllable when followed by e, I, or y.
4. At the end of a syllable it is spelled ge or dge.
Students select own from
pre- tested Core list errors
1.
2.
3.
4.
5.
1. dialogue
2. disguise
3. judgement
4. tongue
5. language
-whole class generated from
current theme or topic
1.
2.
3.
4.
5.
Dictation:
Spelling Generalisation and Rule:
The language coach told the actor to use his mouth and tongue to
disguise his voice whilst practising the dialogue for his new play.
His judgement was correct.
Doubling final consonants – after a short vowel, the last
consonant is doubled when adding ed or ing. Eg: chop chopped
chopping.
Spelling Activities 
Phonological Knowledge
Activities-
Visual Knowledge
Activities-
Morphemic Knowledge
Activities-
Identify Vowels/Consonants
Word Frames
Word Building - Fixes
Identify Syllables
Word Stairs
Alphabetical Order
Find Smaller Words in Words
Jumbled Words
Reverse Alphabetical Order
Rhyming Words
Interesting Sentences/Questions
Antonyms/Synonyms
Words Without Vowels
Pyramid Words
Identify Nouns/Verbs/Adjectives
Find Long Vowel/Short Vowel Sounds
Block/Bubble/Squiggle Writing
Write Alliterative Sentences
Add to a Word Family
Magazine Words – Cut Letters
Creating Compound Words
Blends
Typing Fun – Word Processing
Identify Related Words
Just For Fun! -Activities-
Etymological Knowledge-Activities-
Write Left Hand/Right Hand
Design a Find-a-Word
Find Root Words /Word Origins
Secret Code Words
Word Bingo
Dictionary Meanings
Telephone words – Key Pad
Design a Crossword
Create Spelling Clues
Word Snake/Train
Write in Rainbow Colours
Match Words to Meanings
Spellamodoodles – Shape Outlines
Morse Code
Make a Word Web
Dice Fun
Hangman
Cloze Passage
Register:
Notes and Observations:
Date:
_____________________________________________________________________________
(Individual test results are collected in Teacher Mark book
English - Spelling
1
1
Term
Week
2
2
3
3
4
4
5
6
7
8
9
10
11
Focus Outcome:
Focus Outcome:
WS3.11 Spells most common words accurately and uses a
WS3.12 Produces texts in a fluent and legible style and uses
range of strategies to spell unfamiliar words.
computer technology to present these effectively in a variety of
ways.
Focus Indicators:
Focus Indicators:
o
o
o
o
o
o
Spells high frequency words correctly in own writing
Uses known letter patterns when attempting to spell unknown words
Uses knowledge of familiar letter patterns when attempting to spell
unknown words
Discusses strategies used for spelling difficult words
Quality Teaching Elements – DU, M, EQC, SS, BK, KI
o
o
Uses correct pencil grip and maintains correct body position
Uses relaxed posture and maintains finger movements and arm
slide during cursive script patterns
Joins letters when writing texts using NSW foundation style
Writes using consistent shape, size, slope and formation in
NSW foundation style.
Assessment – Student work samples of spelling activities,
weekly spelling test and dictation, lesson observation, general
bookwork.
Year 6 Core List
Family Words
Vocabulary/ Theme
Words
Words ending with –nce and –nse
(High Frequency)
Students select own from
pre- tested Core list errors
1. The -ance, -ence, and –ince endings are noun suffixes.
2. –ance, ence, and –ince usually occur in unaccented syllables and they are
pronounced Əns.
3. The –ance and ence suffixes change verbs to nouns.
1.
2.
3.
4.
5.
1.license
2. absence
3. independence
4. condense
5. diligence
-whole class generated from
current theme or topic
1.
2.
3.
4.
5.
Dictation:
Spelling Generalisation and Rule:
The student’s frequent absence from driving school showed a lack of
independence and diligence in her learning. Despite her attempt to
condense the lessons, she failed her license test.
When Y comes at the end of a two or more syllable word, Y has the
sound of long e if the Y syllable is unaccented. Eg: funny, penny, soapy,
flaky, tidy.
Spelling Activities 
Phonological Knowledge
Activities-
Visual Knowledge
Activities-
Morphemic Knowledge
Activities-
Identify Vowels/Consonants
Word Frames
Word Building - Fixes
Identify Syllables
Word Stairs
Alphabetical Order
Find Smaller Words in Words
Jumbled Words
Reverse Alphabetical Order
Rhyming Words
Interesting Sentences/Questions
Antonyms/Synonyms
Words Without Vowels
Pyramid Words
Identify Nouns/Verbs/Adjectives
Find Long Vowel/Short Vowel Sounds
Block/Bubble/Squiggle Writing
Write Alliterative Sentences
Add to a Word Family
Magazine Words – Cut Letters
Creating Compound Words
Blends
Typing Fun – Word Processing
Identify Related Words
Just For Fun! -Activities-
Etymological Knowledge-Activities-
Write Left Hand/Right Hand
Design a Find-a-Word
Find Root Words /Word Origins
Secret Code Words
Word Bingo
Dictionary Meanings
Telephone words – Key Pad
Design a Crossword
Create Spelling Clues
Word Snake/Train
Write in Rainbow Colours
Match Words to Meanings
Spellamodoodles – Shape Outlines
Morse Code
Make a Word Web
Dice Fun
Hangman
Cloze Passage
Register:
Notes and Observations:
Date:
_____________________________________________________________________________
_____________________________________________________________________________
(Individual test results are collected in Teacher Mark book)
English - Spelling
Term
Week
1
1
2
2
3
3
4
4
5
6
7
8
9
10
11
Focus Outcome:
Focus Outcome:
WS3.11 Spells most common words accurately and uses a
WS3.12 Produces texts in a fluent and legible style and uses
range of strategies to spell unfamiliar words.
computer technology to present these effectively in a variety of
ways.
Focus Indicators:
Focus Indicators:
o
o
o
o
o
o
Spells high frequency words correctly in own writing
Uses known letter patterns when attempting to spell unknown words
Uses knowledge of familiar letter patterns when attempting to spell
unknown words
Discusses strategies used for spelling difficult words
Quality Teaching Elements – DU, M, EQC, SS, BK, KI
o
o
Uses correct pencil grip and maintains correct body position
Uses relaxed posture and maintains finger movements and arm
slide during cursive script patterns
Joins letters when writing texts using NSW foundation style
Writes using consistent shape, size, slope and formation in
NSW foundation style.
Assessment – Student work samples of spelling activities,
weekly spelling test and dictation, lesson observation, general
bookwork.
Year 6 Core List
Family Words
Vocabulary/ Theme
Words
(High Frequency)
Suffix: - -ant, -ent, -ance and -ence.
Students select own from
pre- tested Core list errors
1. The words on this Family list all have suffixes.
2. A suffix is a group of letters added to the end of a root word that changes its meaning.
3. The suffixes –ant and –ent mean full of and are used to create nouns and adjectives.
4. The suffixes –ance and –ence mean quality or state of and are used to form nouns.
1.
2.
3.
4.
5.
1. relevant
2. different
3. elegance
4. indulgence
5. appearance
-whole class generated from
current theme or topic
1.
2.
3.
4.
5.
Dictation:
Spelling Generalisation and Rule:
We could see the movie star’s elegance as well as her life of
indulgence as she swept from the stretch limo. Her appearance at
a relevant award ceremony was no different than usual.
Words that have a consonant followed by –y, form the plural by
changing the y into i and adding –es. Example: century –
centuries, community – communities, tragedy-tragedies
Spelling Activities 
Phonological Knowledge
Activities-
Visual Knowledge
Activities-
Morphemic Knowledge
Activities-
Identify Vowels/Consonants
Word Frames
Word Building - Fixes
Identify Syllables
Word Stairs
Alphabetical Order
Find Smaller Words in Words
Jumbled Words
Reverse Alphabetical Order
Rhyming Words
Interesting Sentences/Questions
Antonyms/Synonyms
Words Without Vowels
Pyramid Words
Identify Nouns/Verbs/Adjectives
Find Long Vowel/Short Vowel Sounds
Block/Bubble/Squiggle Writing
Write Alliterative Sentences
Add to a Word Family
Magazine Words – Cut Letters
Creating Compound Words
Blends
Typing Fun – Word Processing
Identify Related Words
Just For Fun! -Activities-
Etymological Knowledge-Activities-
Write Left Hand/Right Hand
Design a Find-a-Word
Find Root Words /Word Origins
Secret Code Words
Word Bingo
Dictionary Meanings
Telephone words – Key Pad
Design a Crossword
Create Spelling Clues
Word Snake/Train
Write in Rainbow Colours
Match Words to Meanings
Spellamodoodles – Shape Outlines
Morse Code
Make a Word Web
Dice Fun
Hangman
Cloze Passage
Register:
Notes and Observations:
Date:
_____________________________________________________________________________
_____________________________________________________________________________
(Individual test results are collected in Teacher Mark book)
English - Spelling
Term
Week
1
1
2
2
3
3
4
4
5
6
7
8
9
10
11
Focus Outcome:
Focus Outcome:
WS3.11 Spells most common words accurately and uses a
WS3.12 Produces texts in a fluent and legible style and uses
range of strategies to spell unfamiliar words.
computer technology to present these effectively in a variety of
ways.
Focus Indicators:
Focus Indicators:
o
o
o
o
o
o
Spells high frequency words correctly in own writing
Uses known letter patterns when attempting to spell unknown words
Uses knowledge of familiar letter patterns when attempting to spell
unknown words
Discusses strategies used for spelling difficult words
Quality Teaching Elements – DU, M, EQC, SS, BK, KI
o
o
Uses correct pencil grip and maintains correct body position
Uses relaxed posture and maintains finger movements and arm
slide during cursive script patterns
Joins letters when writing texts using NSW foundation style
Writes using consistent shape, size, slope and formation in
NSW foundation style.
Assessment – Student work samples of spelling activities,
weekly spelling test and dictation, lesson observation, general
bookwork.
Year 6 Core List
Family Words
(High Frequency)
Suffixes: -al and –ous
Vocabulary/ Theme
Words
Students select own from
pre- tested Core list errors
1. The words on this Family list all have suffixes.
2. A suffix is a group of letters added to the end of a root word that changes its meaning.
3. The suffix –al means pertaining to.
4. The suffix –ous means full of.
-whole class generated from
current theme or topic
1.
2.
3.
4.
5.
1. partial
2. rehearsal
3. luminous
4. outrageous
5. beneficial
1.
2.
3.
4.
5.
Dictation:
Spelling Generalisation and Rule:
The comedian’s partial rehearsal was outrageous. A good laugh is
beneficial in bringing a luminous glow to the face.
Homographs are words that have the same spelling but different
sounds and different meanings. Eg: tear – I will tear the paper
carefully. OR A tear ran down my cheek.
Spelling Activities 
Phonological Knowledge
Activities-
Visual Knowledge
Activities-
Morphemic Knowledge
Activities-
Identify Vowels/Consonants
Word Frames
Word Building - Fixes
Identify Syllables
Word Stairs
Alphabetical Order
Find Smaller Words in Words
Jumbled Words
Reverse Alphabetical Order
Rhyming Words
Interesting Sentences/Questions
Antonyms/Synonyms
Words Without Vowels
Pyramid Words
Identify Nouns/Verbs/Adjectives
Find Long Vowel/Short Vowel Sounds
Block/Bubble/Squiggle Writing
Write Alliterative Sentences
Add to a Word Family
Magazine Words – Cut Letters
Creating Compound Words
Blends
Typing Fun – Word Processing
Identify Related Words
Just For Fun! -Activities-
Etymological Knowledge-Activities-
Write Left Hand/Right Hand
Design a Find-a-Word
Find Root Words /Word Origins
Secret Code Words
Word Bingo
Dictionary Meanings
Telephone words – Key Pad
Design a Crossword
Create Spelling Clues
Word Snake/Train
Write in Rainbow Colours
Match Words to Meanings
Spellamodoodles – Shape Outlines
Morse Code
Make a Word Web
Dice Fun
Hangman
Cloze Passage
Register:
Notes and Observations:
Date:
_____________________________________________________________________________
_____________________________________________________________________________
(Individual test results are collected in Teacher Mark book)
English - Spelling
1
1
Term
Week
2
2
3
3
4
4
5
6
7
8
9
10
11
Focus Outcome:
Focus Outcome:
WS3.11 Spells most common words accurately and uses a
WS3.12 Produces texts in a fluent and legible style and uses
range of strategies to spell unfamiliar words.
computer technology to present these effectively in a variety of
ways.
Focus Indicators:
Focus Indicators:
o
o
o
o
o
o
Spells high frequency words correctly in own writing
Uses known letter patterns when attempting to spell unknown words
Uses knowledge of familiar letter patterns when attempting to spell
unknown words
Discusses strategies used for spelling difficult words
Quality Teaching Elements – DU, M, EQC, SS, BK, KI
o
o
Uses correct pencil grip and maintains correct body position
Uses relaxed posture and maintains finger movements and arm
slide during cursive script patterns
Joins letters when writing texts using NSW foundation style
Writes using consistent shape, size, slope and formation in
NSW foundation style.
Assessment – Student work samples of spelling activities,
weekly spelling test and dictation, lesson observation, general
bookwork.
Year 6 Core List
Family Words
Vocabulary/ Theme
Words
(High Frequency)
Prefixes: in-, im-, il-, and ir
Students select own from
pre- tested Core list errors
1. The words on this Family list all have prefixes.
2. A prefix is placed before a root word to change its meaning.
3. The spelling of the root word is not changed when adding a prefix.
4. The prefixes in-, im-, il-, and ir- mean not.
1.
2.
3.
4.
5.
1. incomplete
2. impolite
3. illiterate
4. irregular
5. irresponsible
-whole class generated from
current theme or topic
1.
2.
3.
4.
5.
Dictation:
Spelling Generalisation and Rule:
The impolite and irresponsible man was irregular in bringing his
son to school. The boy’s incomplete education resulted in him
being illiterate.
Words that have a consonant followed by –y, change the y to I
before adding –er. Example: happy – happier, healthy – heathier,
noisy – noisier, wealthy – wealthier.
Spelling Activities 
Phonological Knowledge
Activities-
Visual Knowledge
Activities-
Morphemic Knowledge
Activities-
Identify Vowels/Consonants
Word Frames
Word Building - Fixes
Identify Syllables
Word Stairs
Alphabetical Order
Find Smaller Words in Words
Jumbled Words
Reverse Alphabetical Order
Rhyming Words
Interesting Sentences/Questions
Antonyms/Synonyms
Words Without Vowels
Pyramid Words
Identify Nouns/Verbs/Adjectives
Find Long Vowel/Short Vowel Sounds
Block/Bubble/Squiggle Writing
Write Alliterative Sentences
Add to a Word Family
Magazine Words – Cut Letters
Creating Compound Words
Blends
Typing Fun – Word Processing
Identify Related Words
Just For Fun! -Activities-
Etymological Knowledge-Activities-
Write Left Hand/Right Hand
Design a Find-a-Word
Find Root Words /Word Origins
Secret Code Words
Word Bingo
Dictionary Meanings
Telephone words – Key Pad
Design a Crossword
Create Spelling Clues
Word Snake/Train
Write in Rainbow Colours
Match Words to Meanings
Spellamodoodles – Shape Outlines
Morse Code
Make a Word Web
Dice Fun
Hangman
Cloze Passage
Register:
Notes and Observations:
Date:
_____________________________________________________________________________
_____________________________________________________________________________
(Individual test results are collected in Teacher Mark book)