IFPS Spelling
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2014 IFPS Spelling AUSTRALIAN CURRICULUM MAPPING BEK PRESSLER INGLE FARM PRIMARY SCHOOL | Belalie Road, Ingle Farm, SA 5098 Australian Curriculum Achievement Standards: Spelling & Handwriting Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Identify the letters of the English alphabet Use the sounds represented by most letters Listen for rhyme, letter patterns and sounds in words Identify and use rhyme, letter patterns and sounds in words Use familiar words and phrases and images to convey ideas Writing shows evidence of sound and letter knowledge Beginning writing behaviours and experimentation with capital letters and full stops Correctly form known upper- and lower-case letters. Use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning Listen for and reproduce letter patterns and letter clusters Accurately spell words with regular spelling patterns Use capital letters and full stops Correctly form all upper- and lower-case letters. Listen for and manipulate sound combinations and rhythmic sound patterns Accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately Legibly write unjoined upper- and lower-case letters. Use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning Write using joined letters that are accurately formed and consistent in size Use accurate spelling and punctuation Edit work to improve meaning Use accurate spelling and punctuation Edit work to provide structure and meaning Use accurate spelling and punctuation for clarity Make and explain editorial choices. Use a variety of more specialised vocabulary Use accurate spelling and punctuation IFPS Whole School Spelling Trial 2014 Australian Curriculum Content Descriptors: Spelling & Handwriting Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439) Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440) Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high frequency sight words and known words (ACELA1758) Know how to use onset and rime to spell words (ACELA1438) Know that regular one syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high frequency words (ACELA1778) Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455) Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457) Recognise sound letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458) Understand the variability of sound letter matches (ACELA1459) Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585) Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (ACELA1471) Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472) Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474) Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485) Recognise high frequency sight words (ACELA1486) Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779) Recognise homophones and know how to use context to identify correct spelling (ACELA1780) Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words (ACELA1513) Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages (ACELA1526) Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them (ACELA1539) IFPS Whole School Spelling Trial 2014 Australian Curriculum Content Knowledge Scope: Spelling Reception / Year 1 Rhymes Syllables Phonemes (letter sounds) Letter names Lower case letters Upper case letters Graphemes (letters written) High frequency words Onset Rime Syllables Common letter clusters (word families) Morphemes Phoneme deletion Phoneme substitution Vowels (short) Vowels (long) Vowel digraphs Consonant digraphs Consonant blends Alliteration Rhyme IFPS Whole School Spelling Trial 2014 Year 2 / Year 3 Digraphs Trigraphs Quadgraphs Long vowels Blends Silent letters Morphemes Syllabification Irregular words Prefixes Suffixes Vowel digraphs Consonant digraphs Sound-letter combinations High frequency words Spelling rules Compound words Year 4 / Year 5 Technical Vocabulary Spelling strategies Spelling rules Morphemic word families Spelling generalisations Letter combinations Double letters Homophones Context for spelling Word origins Prefixes Suffixes Morphemes Year 6 / Year 7 Word banks Technical vocabulary Word origins Base words Suffixes Prefixes Morphemes Spelling patterns Spelling generalisations Words from other languages Spelling rules Greek root words Latin root words Whole School Phonics Focus: Spelling & Handwriting Process Spelling Phonics Focus and Spelling Mastery are the two research & evidence based programs to be trialled in 2014. Spelling Phonics Focus will be taught 4 days per week with a focus on: Sounds operating within words – phonemes, graphs, digraphs, trigraphs, quagraphs or morphographs working in the word Sounds and Syllables in words – counting the sounds, counting the syllables, specifying the sounds and syllables Meaning of words – definitions, cloze exercises, sentences The weekly rotation consists of: Day 1 Introduce sound focus and list words in handwriting Introduce sound focus and rules Introduce list words one by one orally: Say the word Spell the word (letter names) Say the phonemes (letter sounds) Clap the syllables IFPS Whole School Spelling Trial 2014 Day 2 Focus on list words one by one orally: Say the word Spell the word (letter names) Say the phonemes (letter sounds) Clap the syllables Review the meaning Day 3 Focus on sound and list words during handwriting Focus on list words one by one written: Say the word Spell the word (letter names) Write the phonemes (letter sounds) Put the word in sentences (orally) Day 4 Focus on list words one by one written: Say the word Spell the word (letter names) Write the syllables (letter sounds) Put some words in sentences (written) Day 5 Written test of focus words Test of meanings Whole School Phonics Focus: Spelling & Handwriting List Words Week 1 Reception/Year 1 Year 2/3 Year 4/5 Year 6/7 ar as in car - ar is a digraph (two letters making one sound) car tar far jar bar hard card lard arm hard scarf card jar part start shark farm march afar czar barbell blizzard charge disarm depart marking custard darn cardinals carnivorous carnivals coward courtyard afterwards arbitrage bartender bombardment boulevard charcoal darling darkroom darkened crowbarred cardiographer carnivorousness department disarmament carbonized decarbonize czars barf bargains barge abbreviating abducting aboding absconding camouflaging carjacking disfiguring detracting clinging cloaking absorbing accelerating accepting broaching disfavouring disgusting disheartening clogging clinching shoplifting 2 ng as in ring - ng is a digraph (two letters making one sound) sing ding wing king gong long tong song 3 ring sang song spring sung wing strong lung bring long breeding brewing bribing bridging camping disappointing dipping deserving challenging changing briefing bristling conspiring chaffing clinging ea as in tea sea tea pea flea leaf bean eat meat IFPS Whole School Spelling Trial 2014 NAPLAN 4 bee see tree pee knee glee green cheese 5 hay bay say lay may pay ray way ee as in bee – ee is a diagraph ei as in seize – is a diagraph ea as in tea – is a digraph ey as in key – is a digraph y as in happy meat Easter kneed breaching clean teapot preen cheapest tease beating reeks appeals beating beaming rupee beakers green beagle bleeps ceasing street greasy seizing cheaply screen happy being haughtily Greek naughty either nastily jeep ghastly keyhole astronomy beefy nicely monkeying appendectomy ai as in sail – ai is a digraph ay as in say – ay is a digraph a_e as in mate – a_e is a split digraph where the e changes the sound of the a to A tray airway mislaid chardonnay bray player braise midday clay bricklayer bridesmaid motorway sail daydreamer chaining overstaying tail mayday slaves passageway mail displayed draped portrayal male dismayed crates cottage mate motorway skates rampage cave sailor graves grimace gate brainstorming behaved footage banshee beetles eeriest escapee frisbee humvees lychees seized being either proclaim acclaimed acquaintances ailments algebraic containers containment multigrain painstakingly praiseworthy 6 ll as in doll bell tell sell well ill bill hill will IFPS Whole School Spelling Trial 2014 dolly folly smelly drill bellow skull shell tallest hello balloon allegation allotted allowance galley fellow bellow billet fillet fullest gorilla billows dollars dollops dullest galleys intellectual install illegal illicit illumed illogical alluring allusive annulled annually ballasts balloons bulletin cellular chenille collagen collapse collided ellipsis enthralled 7 five live jive hive time lime slime bike hike trike smile slide spine arrive attire feline invite online shrine upsize hero zero echo motto radio mango tomato mosquito torpedo potato tornedo buffalo volcano soprano piano banjo off cuff stuff gruff buff huff effort bluff affect giraffe daffodil stuff huffy stuffy coffee toffee 8 9 i_e as in five advertise alongside actualize beastlike combine communise dramatize dreamtime fertilize fossilize O ending : o as in hero studio trio ratio avocado subzero pronto psycho Latino stereo tuxedo Ff as in giraffe effect effort efficient effective effervescence baffled bluff affect officer suffer 10 Revision IFPS Whole School Spelling Trial 2014 ghostlike graveside guideline intestine sterilize alchemise bloodline carbonize landslide lunchtime feminine masculine modernize multisided normalize oxidize pantomime parasite pasteurized porcupine privatize apologise proscribe pulverise ritualize poncho indigo gelato gazebo embryo calypso cassino inferno placebo pecorino vertigo tempo pimento bronco calico rodeo maestro memento risotto tobacco alfredo bravado soprano crescendo decrescendo official diffuse affection affiliate affirm affluent affordability antidandruff bouffant bailiff buffetings buffoon bullmastiffs caffeine chauffeur diffusing creampuffs counteroffensive cufflinks differently difficulties effervescent graffiti offensive paraffin
