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Spelling Scope and Sequence

Suggested Sequence for Phonemic AwarenessLiteracy Teaching Guide: Phonemic Awareness p15

Students need to be taught:

PhonemeIdentity

Recognise that words can begin with the same sound, then produce such words Recognise that words can end with the same sound, then produce such words Recognise that words can have the same medial sound, then produce such words

Phoneme Isolation

Recognise that words can be broken down into individual sounds, then produce such words

Foundation Skills for Reading and

Spelling Blend sounds to make words Segment words into sounds

Phoneme Addition Recognise that sounds can be added to make new words, then produce such words

Phoneme Deletion Recognise that sounds can be deleted from words to make new words, then produce such words

Phoneme Substitution

Recognise that sounds may be substituted to make new words, then produce such words

Spelling Scope and Sequence 2011 1

KindergartenTeachers are encouraged to introduce small groups of letters in quick succession so that students can begin blending and segmenting as soon as possible. The letters/sounds have been grouped so they can be introduced over a 2 week period. Revision of learned sounds and letters will continue throughout the year.

Syllabus Outcome: WSE1.11: Begins to use letters to represent known words when spelling.

Literacy ContinuumPhonemic & Phonological

AwarenessPhonics

KnowledgeVisual Knowledge

Morphemic/ Etymological

Clusters 2-3The students will be working towards

achieving the outcomes and indicators stated in clusters 2 and 3 of the literacy

continuum. Spelling some recognisable words

(aspects of writing), Naming most of the letters in a

given word and the sounds they make (Phonics),

Identifying rhyming words, and blending and segmenting

(phonemic Awareness)

-am (Sam, am, ham)-at (sat, mat, at)

-it (sit, fit, hit)a-m-s-t-i I, a, am, boy, girl, and, he,

she, big, little, mum, dad

Morphemic:Uses -s for plural (boys, girls, mugs)

-ed and -ing endings.

Etymological:Discusses the origins of familiar

words and terms, eg ‘TV’ for television, and ‘phone’ for telephone.

-og (dog, fog, log)-ig (fig, dig, wig)

-ad (mad, sad, dad)f-d-r-o-g the, went, can, my, it, is, in,

we, like, to, go, on

-ug (mug, rug, hug)-ub (rub, tub, hub)-ob (job, sob, rob)

l-h-u-c-b was, at, said, you, me, an, play, so, are, had, has, have

-en (pen, men, hen)-eg (beg, leg, peg)

-ip (lip, rip, dip)n-k-e-v-p up, off, but, as, yes, no,

saw, fun, get, bad, hot, sad

-et (yet, wet, met)-ap (zap, cap, tap)

-ox(fox, box) j-z-w-y-xgood, nice, old, see, sat, be, cold, happy, with, got, new,

rain

Digraphs: Two letter combinations that make one sound. When using Elkonin boxes to segment sounds, these two letters are placed in the same box as

they only produce one sound. For example, shop becomes /sh/-/o/-/p/

qu- (quit, queen) qu put, very, sunny, kick, bysh (ship, shop, fish) sh do, live, wind, run, name

ch (chop, check, rich) ch came, because, up, mother, father

th (think, third, bath) th (as in think) once, after, some, out, going

th (the, that, this) th (as in that) called, all, upon, did, sister

wh (why, what, whale) wh brother, stop, give, love, after

-ck (duck, sick, back) -ck school, ate, him, watched, bought

2 Merrylands East Public School

Cluster 4The students will be working towards

achieving the outcomes and indicators stated in cluster 4 of the literacy

continuum. Names all letters in a given word, Says most of the sounds of letters

in a given word Spells unknown words phonetically

with most letters in the correct sequence

Adding or deleting phonemes to create new words.

To teach phoneme deletion or phoneme addition, use concrete materials such as counters to represent phonemes initially and then replace with

letter tiles to consolidate the link between phonemic awareness and letter-sound knowledge.Some examples:

Phoneme deletion- Say: listen to the word ‘slip’. Listen as I say the sounds in the word ‘slip’, /s/ /l/ /i/ /p/. There are four sounds

in this word (use concrete materials to show the number of sounds). What new word will I make if I take the /s/ away from

‘slip’? I will make the new word ‘lip’. Repeat activity as modelled and guided lessons as required.

Phoneme addition- Say: listen to the word ‘rip’. Listen as I say the sounds in the word ‘rip’, /r/ /i/ /p/. There are three sounds in

this word (use concrete materials to show the number of sounds). What new word will I make if I add the /t/ sound at the

beginning of the word ‘rip’? I will make the new word ‘trip’ (model using concrete materials).

Note: Teach phoneme deletion and phoneme addition before you teach phoneme substitution.

Concept Grouping:These are words which could be taught using any of the four forms

of knowledge but would usually be presented together. At this stage, they would be modelled for students and used by them from sources around the room. Some students could learn to spell these

words independently in their writing.

Some examples:

Days, Months, Seasons

Sunday, Monday...January, February...Summer, Autumn...

Numbers 1-20

one, two, three, four, five, six, seven, eight, nine, ten,

eleven...

Ordinal Numbers

First, second, third, fourth, fifth, sixth, seventh, eighth,

ninth, tenth.

Animals

pets: cat, dog, birds...farm: cow, sheep, pig...zoo: giraffe, elephant...


Stage 1 - Year 1

Literacy ContinuumPhonemic & Phonological

AwarenessPhonics Knowledge Visual Knowledge

Extension(From the four sources of

spelling)

Clusters 5 and 6The students will be working towards achieving the outcomes and indicators stated in clusters 5 and 6 of the literacy continuum.

Blends initial consonants with common vowel patterns or word families.

Uses knowledge of letter clusters and vowel diagraphs to spell unfamiliar words.

Segments sounds into consonant clusters to spell unfamiliar words.

Says the new word when one phoneme is substituted for another (phoneme substitution)

For example- Explain that sometimes a new word can be made by changing one of the sounds in a word. Say: ‘hat’. Now I am going to make a new word by changing the /t/ at the end of ‘hat’ to a /m/. Listen as I say the word /h/ /a/ /m/. The new word is ‘ham’. I like ham and eggs.

Important: Phonemic Awareness ceases as students are able to hear, identify and relate sounds to letters.

Revision of single sounds and digraphs learned in Kindergarten before introduction to blends.

br (brain, brake, brick, brush, broom) out, have, because, home, are Homophones: their-there-they’re; two, to, too.

cr (crab, cry, crash, creek, cross) saw, came, time, house, calleddr (dress, drum, drink, drop, dry) get, as, like, back, after /oo/ as in took, shook, look -

and /oo/ as in good, mood, stoodfr (fry, free, frog, from, fresh) going, him, what, be, dadRevision

gr (green, grass, grab, grin, grub) not, do, them, two, school

/th/ as in then, that, this - and /th/ as in bath, with, both

pr (pram, press, prod, print, prick) some, this, did, next, ran

Outcome:WS1.11: Uses knowledge of sight words and letter-sound correspondences and a variety of strategies to spell familiar words.

tr (trick, truck, tree, trap, trunk) could, very, from, into, can Etymological: Sunday, Monday, Tuesday, Wednesday, Thursday,

Friday, Saturday.bl (block, bloom, black, blink, blue) their, will, an, about, played

Revision

cl (climb, clown, clock, clap, click) people, down, no, big, just short vowel sounds: /a/ /e/ /i/ /o/ /u/

fl (flag, flap, flat, fling, fly) our, off, didn’t put, friendsgl (glass, glad, glow, glue, gloom) am, would, see, once, little

/ow/ as in flow, row, grow, glowpl (play, plant, plug, plum, plane) play, if, name, night, foundRevision

sl (slug, slow, slap, sleep, slam) I’m, started, really, first, bed Irregular verbs: Past tense - run = ran, sing = sang, ring = rang, sleep

= slept.sc (scar, scarf, scoop, scan, score) again, know, other, now, took


sm (small, smell, smoke, smash, smile) lived, it’s, later, your, over Regular verbs: adding -ed or -d - want = wanted, look = looked,

smoke = smoked.sn (snap, snake, snip, snack, snow) who, by, dog, fun, looked

Revision

sw (swan, sweet, sweep, swim, swap) don’t girl, door, want, madeWord building: When a word of

one syllable contains a single short vowel, double the final

consonant before adding a suffix - swap, swapped, swapping, - swim, swimming, swimmer.

tw (twist, tweet, twig, twin, twenty) man, too, morning, boy, come

sk- (skip, sky, skull, skin, sketch) good, where, asked, best, friend Vowels: Sometimes ‘y’ acts as a vowel. This occurs when ‘y’ has

the sound of ‘i’ in any word. - sky, my, fly, by, try

-sk (mask, tusk, desk, risk, disk) us, game, water, car, how

Revision

sp- (sport, spell, spill, speech, spoon) okay, three, brother, lots, only Onset and rime: b - est, ch - est, r- est - l - ong, s - ong - f - ell, y -ell,

sp - ell.-sp (gasp, clasp, wasp, crisp, grasp) old, room, something, away, has

st- (stitch, stick, star, stamp, stone) find, woke, yes, family, suddenly After a short vowel sound we put ‘t’ before ‘ch’ to keep the short

vowel short. - stitch, fetch, patch, witch.-st (cast, last, fast, best, nest) happy, told, everyone, or,

thoughtRevision

scr ( scrub, scrap, scratch, screen, scream) food, around, heard, long, upon Sound: -ea - scream, sea, tea, team.

spl (splash, splint, split, splat, splendid) well, more, named, look, birthdayspr (spring, sprint, sprang, spray, sprinkle) playing, make, sister, still, ever Sound: i-e (silent ‘e’) - ride, side,

tide.str (string, straw, strap, street, stroll) eat, wanted, inside, five, hearRevision

-ft (drift, gift, left, soft, shift) won, why, also, ate, every Contractions: could not = couldn’t, would not = wouldn’t,

has not = hasn’t, they are = they’re.-ld (told, old, wild, bald, build) outside, way, let’s, dark, last

-lf (golf, shelf, wolf, myself, itself) new, scared, another, opened, until

Hyphenated words (hold hands): ice-cream, twenty-one.

lm (film, helmet, almost, elm, helm) couldn’t, world, sleep, think, walked


Revision


Stage 1 - Year 2

Literacy Continuum Phonological Knowledge Visual Knowledge Morphemic or Etymological Knowledge

Clusters 7 and 8The students will be working towards achieving the outcomes and indicators stated in clusters 5

and 6 of the literacy continuum. Recognises that common suffixes in words can have different sounds, e.g., wanted, talked.

Understands that sounds can be represented in various ways when spelling words e.g. meet

and meat. Knows common sounds for vowel diagraphs and used syllabification when reading/spelling.

Uses knowledge of word identification strategies including blending, segmenting and

letter patterns when reading/spelling..

Outcomes:WS1.11: Uses knowledge of sight words and

letter-sound correspondences and a variety of strategies to spell familiar words.

-lp (help, yelp, gulp, pulp, scalp) because, saw, house, school, people /ou/ as in found, cloud, loud - and /ow/ as in down, clown, brown-mp (bump, lump, camp, limp, jump) friend, found, really, again, know

-nd (and, friend, wind, bend, pond) later, morning, brother, only, something/ee/ sound: see, tree, free

-nt (pant, tent, mint, spent, hunt) woke, family, suddenly, everyone, thought

Revisionzz (jazz, sizzle, fuzz, puzzle, grizzly) around, heard, upon, birthday, sister Compound words: birthday, classroom,

bedroom.ss (class, grass, lesson, kiss, possum) inside, every, outside, way, let’s

ff (traffic, coffee, muffin, cliff, off) dark, scared, another, opened, couldn’t/ue/ as in blue, true, glue, Sue

ll (ball, smell, yellow, hello, hill) world, think, night, name, where

Revision

ee (bee, tree, queen, cheese, beetle) years, things, ball, never, fell Spelling rule: Plural - change the ‘y’ to ‘ie’ before adding ‘s’ fly-fliesea (clean, each, mean, please, speak) party, black, gave, tried, always

oa (boat, road, throat, toast, goat) finished, turned, help, thing, teacher/a-e/ as in game, plane, same, plate

ow (bow, grow, window, pillow, shown) that’s favourite, minutes, bought, place,

Revision

ai (afraid, pain, fail, again, snail) finally, yelled, coming, left, ready Plurals: irregular (man = men), -es (lunches), -y ies (families)ay (play, stay, spray, crayon, holiday) take, watched, four, lot, even

or (born, horse, corner, morning, north) looking, great, eyes, fast, girls Suffixes: comparison - old, older, oldest - big, bigger, biggest.aw (draw, claw, yawn, crawl, saw) person, tell, work, shouted, nice

Revision

ow (brown, crown, down, shower, power) ten, while, jumped, need, dragon Word building: When a word of one syllable contains two vowels, just add the suffix -

eat, eating - seat, seating.ou (about, mouth, mouse, pouch, shout) which, box, cool, love, through


oo (choose, food, room, hoop, smooth) walking, much, dinner, tree, before Contractions: it’s = it is, I’m = I am, you’re = you are, we’re = we are.oo (book, crook, stood, wood, took) lunch, right, television, cat, shop

Revision

ir (bird, birth, first, shirt, skirt) knew, let, park, soon, wasn’tSilent letters: silent ‘k’ - know, knife, knee,

ur (burnt, church, purple, surf, nurse) everything, hair, lost, pool, each

ar (bark, farm, start, dark, yard) screamed, kids, red, whole, stoppedSound: -ay - stay, today, bay, say.

er (person, term, serve, number, teacher) getting, today, been, fish, hours

Revision

oy (boy, enjoy, annoy, toy, royal) Saturday, bad, buy, can’t, head Syllables - yes/ter/day, com/put/er, hel/p, zoo, nowoi (poison, join, coin, avoid, noise) parents, blue, hard, mother, bit

ie (pie, cried, fried, lie, diet) games, weekend, say, swimming, scary Spelling rule: Drop ‘y’ and add -ies - try = tries, cry = criesoe (toe, goes, potatoes, tomatoes. oboe) beach, replied, should, someone, Sunday

Revision

ue (glue, tissue, blue, Tuesday, statue) class, second, year, beautiful, money Little words within bigger words: dragon = drag and on, rabbit = bit, another = an and

other.-ng (sang, spring, wrong, stung, nothing) felt, happened, story, hit, king

-nk (bank, drink, trunk, twinkle, stink) run, life, leave, boys, lightPast Tense: adding -d - loved, lived, traced.

squ (square, squash, squeak, squeeze, squirt) small, ghost, team, cold, fire

Revision


Stage 2 - Year 3

Outcomes and Indicators Phonological Knowledge Visual Knowledge Morphemic or Etymological Knowledge/Spelling Rule

W2.11: Uses knowledge of letter-sound correspondences, common letter patterns and a range of strategies to spell familiar and unfamiliar words.

spells high frequency words correctly in own writing

uses known letter patterns when attempting to spell unknown words

writes words containing less common digraphs and letter combinations

uses knowledge of familiar letter patterns when attempting to spell unknown words

identifies possible spelling errors in own writing, e.g. by circling or underlining doubtful words

discusses strategies for spelling difficult words

deletes or adds words, adds information and rereads work to clarify meaning

self-corrects words that do not look right

uses spell check as one strategy for checking spelling

are (hare, mare, spare, stare, scare) years, never, minutes, finally, yelled Prefix: ‘after’ (following or behind) - afternoon, afterwards, aftershock.

ai (aim, claim, chain, drain, stain) left, ready, even, looking, eyes Morphemic (suffix): ‘ing’ (continuous action) - running, walking, talking.

ale (male, pale, stale, tale, whale) girls, person, tell, shouted, tenSpelling Rule: words ending in ‘e’ make the

preceding vowel long - huge, pine, hope, tube.

ake (cake, make, stake, brake, shake) while, which, tried, cool, through Prefix: ‘bi’ (two or twice) - bicycle, bisect, biannual

Revision

oke (poke, woke, smoke, stroke, spoke) before, right, knew, always, soon Morphemic (suffix): ‘er’ (comparative degree) - colder, faster, hotter.

ow (cow, how, fowl, crown, crowd) wasn’t, everything, hair, each, screamedSpelling Rule: The consonants ‘f’, ‘l’ and ‘s’

are doubled at the end of most words of one syllable - sniff, dress, wall

one (lone, clone, stone, drone, alone) bought, whole, stopped, getting, been Prefix: ‘for’ (denial, from, away) - forbid, forgiven, forget.

ose (rose, close, chose, those, suppose) hours, Saturday, parents, favourite, mother Morphemic (suffix): ‘est’ (superlative degree) - greatest, largest, slowest.

Revision

ea (head, read, bread, breath, leather) beautiful, replied, should, class, second Spelling Rule: ‘q’ is generally followed by ‘u’ - quarter, quaint, quiz.

ear (near, dear, fear, spear, beard) year, money, felt, happened, story Prefix: ‘mid’ (in the middle of) - midair, midday, midnight.

ice (mice, slice, price, twice, advice) suddenly, thought, heard, later, dark Morphemic (suffix): ‘ful’ (full of or filled) - cupful, beautiful, graceful

u-e (use, fuse, cube, tune, fume) light, scary, coming, great, teacherSpelling Rule: When ‘c’ or ‘g’ are followed by

‘a’, ‘o’ or ‘u’, they have a hard sound - colour, gone, gap, gum

Revision

ile (mile, file, while, smile, awhile) same, I’ll, police, quickly, loved, running Prefix: ‘out’ (beyond) - outback, outfield, outline, outlook, outdoors.


oe (toe, doe, tiptoe, potatoes, tomatoes) no one, most, movie, animals, baby Morphemic (suffix): ‘ern’ (denotes direction) - Northern, Western.

ow (yellow, bellow, hollow, pillow, shadow) football, give, watch, white, stopSpelling Rule: When ‘c’ or ‘g’ are followed by

‘e’ or ‘i’ they usually have a soft sound - cent, ginger, cinema.

ea (easy, plea, leave, squeak, weave) died, end, anything, cousin, monster Prefix: ‘de’ (away from, reversal, separation, negation) - descend, defend, depart.

Revision

ou (south, couch, pouch, cloud, proud) used, excited, gone, shopped, together Morphemic (suffix): ‘ess’ (feminine words) - princess, lioness, actress.

oi (oil, coil, soil, spoil, spoilt) under, walk, arrived, chocolate, days

Spelling Rule: ‘k’ is generally followed by ‘e’ or ‘i’- kettle, kitten, kept

In a number of foreign words are used in the English language ‘k’ is followed by ‘a’ or ‘o’ e.g. kangaroo and koala.

ir (dirt, birth, bird, third, whirl) both, decided, kept, nothing, doing Prefix: ‘mis’ (bad, wrong, fault) - misbehave, mishap, misspell.

aw (saw, law, prawn, fawn, awful) open, wait, few, front, happily Morphemic (suffix): ‘less’ (without) - lifeless, colourless, thoughtless.

Revision

au (maul, haul, sauce, launch, taunt) than, stuff, any, having, forestSpelling Rule: ‘c’ and ‘k’ go together to end a short, one-syllable word containing a short

vowel - black, truck, deck.

ew (few, blew, chew, screw, threw) ground, space, window, eating, green Prefix: ‘up’ (upwards) - uphill, uplift, upright.

mb (comb, climb, thumb, bomb, limb) hole, drove, raining, breakfast, different Morphemic (suffix): ‘ly’ (like, manner) - happily, loudly, sadly.

wr (wrong, wreck, wrist, write, wrap) puppy, ride, sunny, giant, itsSpelling Rule: ‘k’ is always used on its own

after a short vowel sound that is followed by a consonant - pink, donkey, thank.

Revision

air (hair, stairs, chair, airport, repair) clothes, goal, brown, face, hear Prefix: ‘to’ (this) - tomorrow, today, tonight.

dge (bridge, ridge, edge, hedge, lodge) hour, horse, kicked, race, stay Morphemic (suffix): ‘ed’ (past tense, furnished with or having) - talked, gifted,

wanted.

10

Merrylands East Public School

ou (ought, fought, bought, thought, brought) whose, who’s, against, either, althoughSpelling Rule: words are always spelt with a ‘k’ where a double vowel precedes the ‘k’ -

speak, book, cloak.

kn (knit, knot, knife, knee, know) however, of course, since, Australia, Canberra Prefix: ‘un’ (not, opposite, reverse) - unable, unclean, undone.

Revision

wh (while, white, whip, whether, whistle) Sydney, Aboriginal, capital, history, principal Morphemic (suffix): ‘ty’ or ‘teen’ (ten) - fourteen, forty.

igh (sigh, high, sight, right, bright) answer, question, sentence, half, litreSpelling Rule: After a short vowel sound we put ‘d’ before ‘ge’ to keep the short vowel

short - edge, bridge, judge.

tch (catch, match, scratch, fetch, pitch) metre, kilometre, earth, cycle, country Prefix: ‘re’ (back or again) - recall, report, redo, recycle.

shr (shrimp, shrink, shrank, shrunk, shriek) enough, recess, flavour, religion, neighbour Morphemic (suffix): ‘ship’ (rank, state of being) - lordship, friendship, premiership.

Revision


Stage 2 - Year 4

Outcomes and Indicators Phonological Knowledge Visual Knowledge Morphemic or Etymological Knowledge

W2.11: Uses knowledge of letter-sound correspondences, common letter patterns and a range of strategies to spell familiar and unfamiliar words.

spells high frequency words correctly in own writing

uses known letter patterns when attempting to spell unknown words

writes words containing less common digraphs and letter combinations

uses knowledge of familiar letter patterns when attempting to spell unknown words

identifies possible spelling errors in own writing, e.g. by circling or underlining doubtful words

discusses strategies for spelling difficult words

deletes or adds words, adds information and rereads work to clarify meaning

self-corrects words that do not look right

uses spell check as one strategy for checking spelling

igh (sigh, high, sight, right, bright) which, whom, whatever, instead, unlessSpelling Rule: After a short vowel sound we

put ‘t’ before ‘ch’ to keep the short vowel short - kitchen, sketch, scratch.

wh (while, white, whip, whether, whistle) ahead, among, during, towards, therefore Prefix: ‘centi’ (one hundredth) - centimetre, centigrade, centipede.

are (fare, stare, dared, spared, careful) though, whenever, address, dollar, angle Morphemic (suffix): ‘ble’ (capable of) - audible, edible, soluble.

ear (bear, wear, wearing, hear, hearing) graph, length, equal, decimal, surface

Spelling Rule: For words ending in ‘l’ the single consonant after the short vowel has been

doubled before adding ‘l’. This is done to keep the short vowel short - battle, giggle, puddle.

Revision

air (dairy, pair, stairs, aircraft, airport) dictionary, centre, choice, community, council

Prefix: ‘be’ (to make or do all over, by, near to) - befriend, beside, behind.

tch (hatch, hatching, patch, patched, match) money, month, symbol, method, ingredient Morphemic (suffix): ‘dom’ (state, condition or domain) - kingdom, wisdom, freedom.

tion (caption, traction, fiction, action, satisfaction) choice, breakfast, false, group, naught

Spelling Rule: ‘s’ or ‘z’ at the end is always followed by a silent ‘e’ - because, prize,

surprise.bble (rabble, dabble, bubbles, squabble,

babble)language, human, material, necessary,

tomorrowPrefix: ‘dis’ (opposite, negation) - disable,

disappoint, disapprove.

Revision

ttle (bottle, throttle, little, settle, rattle) health, none, dozen, history, opposite Morphemic (suffix); ‘y’ (like, nature of) - dirty, sandy, smelly.

o-e (close, smoke, froze, spoke, drove) office, breath, system, primary, featureSpelling Rule: When the sound of ‘ie’ says ‘ee’ then ‘i’ comes before ‘e’ except after ‘c’ when

we write ‘ei’ - believe, shield, piece.

i_e (drive, beside, thrive, wire, shire) children, straight, computer, special, message Prefix: ‘di’ (twice) - dissect, dialogue, digraph.

ea (beat, cheap, peace, scream, cheat) passenger, suitable, different, interest, further

Morphemic (suffix): ‘ee’ or ‘ent’ (one who) - student, employee.

12


Revision

ai (paid, saint, remain, praise, grain) flora, fauna, habitat, animal, respect Spelling Rule: ‘ei’ says ‘ee’ after ‘c’ - receive, ceiling, perceive.

au (cause, fraud, exhaust, naughty, applaud) calendar, colony, custom, instrument, important

Prefix: ‘kilo’ (1 000 times greater) - kilogram, kilojoule, kilobyte.

silent h (honour, honest, ghost, ache, stomach) similar, thousand, without, attend, occupy Morphemic (suffix): ‘like’ (similar to) -

wormlike, childlike.

ew (chew, fewer, grew, threw, newest) yesterday, design, already, research, remember

Spelling Rule: To form the plural of most nouns we just add an ‘s’ - biscuits, solutions, bicycles.

Revision

ph (phone, orphan, photo, nephew, phantom)

program, record, understand, estimate, escape

Prefix: ‘post’ (after, behind) - postpone, postnatal, postdate.

oi (boil, soil, coin, choice, noise) identify, multiply, breathe, laugh, subtract Morphemic (suffix): ‘an’ (of, having to do with) - historian, electrician, politician.

silent k (knot, kneel, known, knuckle, knitting)

mountain, coast, science, English, mathematics

Spelling Rule: Words ending in ‘ful’ form the plural in the usual way, by adding an ‘s’ -

cupfuls, spoonfuls, handfuls.

ow (yellow, sorrow, shown, fellow, barrow) kangaroo, platypus, kookaburra, koala, cockatoo

Prefix: ‘inter’ (among, between) - interview, interrupt, intercept.

Revision

ect (direct, effect, inject, select, defect) cylinder, prism, pyramid, hexagon, quadrilateral

Morphemic (suffix): ‘ese’ (having to do with) Japanese, Burmese, Siamese.

ness (business, quickness, laziness, closeness, brightness)

muscle, oxygen, skeleton, heart, carbon dioxide

Spelling Rule: Add ‘es’ to nouns that end in ‘ch’, ‘sh’, ‘o’, ‘s’, ‘x’ and ‘z’ to form the plural -

echoes, watches, potatoes. silent w (wrist, wrote, wrong, whole,

wrestle)vegetable, cauliflower, pumpkin, zucchini,

bananaPrefix: ‘over’ (above, beyond) - overcast,

overact, overcoat.

er (baker, sister, mister, neither, allergic) enormous, gorgeous, amazing, weary, anxious

Morphemic (suffix): ‘fy’ (to make) - justify, magnify, horrify.

Revision

ou (pounds, amount, counter, fountain, trousers)

furious, peaceful, themselves, happiness, television

Spelling Rule: When a noun ends in ‘f’ or ‘fe’ we change the ‘f’ to ‘v’ and add ‘es’ to form the

plural - calves, knives, yourselves.

ound (sound, hound, mound, around, found faithful, strength, several, telescope, soldiers Prefix: ‘penta’ (five) - pentagon, pentagonal, pentathlon.


qu (queue, queen, quite, quiet, liquid) trapezium, autograph, defence, astronauts, opposition

Morphemic (suffix): ‘ward’ (direction) - eastward, forward, downward, backwards.

less (bless, worthless, lessons, tireless, useless) marathon, colour, village, income, manage

Spelling Rule: Irregular plurals - many nouns form their plurals by changing their vowel or vowels - man - men, tooth - teeth, axis - axes.

Revision

dge (badge, hedge, ledge, wedge, bridge) sausage, message, agreement, score, cushion Prefix: ‘oct’ (eight) - octagon, octopus, octagonal.

silent b (comb, crumb, doubt, bomb, thumb) sneeze, scissors, interest, except, completed Morphemic (suffix): ‘ous’ (full of, marked by) - courteous, famous, righteous.

ea (earn, early, pearl, heard, earned) disappointed, parallelogram, perimeter, geometry, vertices

Spelling Rule: Some nouns have no singular form - trousers, scissors, tweezers.

igh (sigh, fright, higher, plight, tighten) properties, strategies, radius, scientific, hygiene

Prefix: ‘pre’ (before, prior to) - prearrange, preface, predict.

Revision

14


Stage 3 - Year 5 (extension stage 2)

Outcomes and Indicators Phonological Knowledge Visual Knowledge Morphemic or Etymological Knowledge

WS3.11: Spells most common words accurately and uses a range of strategies to spell unfamiliar words.

spells needed words correctly with effective strategies for attempting and checking unknown words

uses knowledge of word meanings as a spelling strategy

consistently makes informed attempts at spelling using a multistrategy approach

uses knowledge of word parts, e.g. prefixes, suffixes, compound words, to spell unknown words

uses knowledge of base words to construct words

uses visual and phonological strategies such as recognition of common letter patterns and critical features of words

checks own attempts using a dictionary or spell check

recognises most misspelt words in own writing and uses a variety of resources for correction

uses a thesaurus to find synonyms when writing

demonstrates an awareness of the limitations of spell check features in word processing programs

are (scare, aware, square, beware, prepare) commence, committee, community, accommodation, immediate

Morphemic (suffix): ‘et’ and ‘ling’ (small, little) - duckling, piglet, cygnet.

ure (future, picture, feature, fracture, creature)

accompanied, account, accurate, accused, accident

Spelling Rule: When a short vowel is followed by more than one consonant, do not double

the last letter before adding ‘ed’ or ‘ing’ - knock, knocked, knocking, inform, informed,

informing.

ect (bisect, select, reflect, inspect, perfect) apparently, appear, appearance, appetite, appreciate

Prefix: ‘auto’ (self) - autograph, autobiography, autonomous

le (able, single, stable, couple, trouble) character, chemist, choir, chorus, champion Morphemic (suffix): ‘al’, ‘an’ and ‘ar’ (having the nature of) - Australian, floral, solar.

Revision

ain (main, brain, claim, contain, entertain) humorous, serious, previously, enormous, famous

Spelling Rule: When a word ends in a silent ‘e’, drop the ‘e’ before adding ‘ing’ - escape -

escaping, shine - shining

ue (true, clue, issue, value, accrue) friendship, farewell, therefore, afterwards, otherwise

Prefix: ‘ant and ‘anti’ (against) - anticlockwise, antivenom, antibiotic.

ough (bough, trough, enough, though, thorough)

possession, possible, necessary, successful, expression,

Morphemic (suffix): ‘ance’, ‘ence’ (state of being, action) - appearance, confidence,

defence.

our (four, detour, armour, saviour, harbour) disappear, disappoint, discount, discovery, discussion

Spelling Rule: When a word ends in a short vowel followed by a single consonant, double

the last consonant before adding ‘er’, ‘ed’, and ‘ing’ stop, stopper, stopped, stopping.

Revision

ate (mate, state, relate, create, separate) collapse, collect, collision, excellent, especially

Prefix: ‘ante’ and ‘anti’ (before in time) - antenatal, anterior, anticipate, antiquity.

ew (blew, crew, knew, screw, threw) anniversary, announce, annoy, annual, connection

Morphemic (suffix): ‘ant’ or ‘ent’ (having quality of) - ignorant, vibrant, effervescent.

ory (glory, story, victory, territory, directory) different, shuffle, difference, sufficient, suffer Spelling Rule: Verbs ending in ‘y’ keep the ‘y’ when ‘ing’ is added - hurry - hurrying, study -

studying.


oi (soil, joint, voice, avoid, embroider) punishment, parliament, ornament, excitement, employment

Prefix: ‘ex’ (former, out of) - exchange, excellence, exterior.

Revision

au (cause, beauty, caution, August, applaud) environment, arrangement, experiment, government, amusement

Morphemic (suffix): ‘ant’, ‘ar’, ‘er’ and ‘or’ (one who, that which) - assistant, teacher,

actor.

ow (clown, drown, browse, shower, disallow) frequent, consequently, equipment, requires, quantity

Spelling Rule: When ‘full’ is added to the end of a word, drop one of the ‘l’s’ - useful,

powerful, regretful.ed (invited, scared, divided, surprised,

abolished)supplying, support, suppose, opportunity,

oppositePrefix: ‘bene’ (well) - benefactor, beneficial,

benefit.ery (fiery, every, bakery, recovery,

machinery)wrapping, knowledge, February, foreign,

receiptMorphemic (suffix): ‘ish’ ( quality, belong to) -

childish, British, foolish.

Revision

ar (solar, similar, regular, circular, singular) patience, patient, signature, population, position

Spelling Rule: Words that end in ‘ay’, ‘ey’, ‘oy’ and ‘uy’ add ‘s’ to form the plural - valleys,

convoys, trays.

or (actor, victor, creator, collector, inspector) wharves, whistle, whisper, meanwhile, whaling

Prefix: ‘contra’ and ‘counter’ (against, opposite) contradict, counteract,

counterbalance. ily (noisily, angrily, cheerily, steadily,

shabbily) yatch, weigh, verandah, wriggle, vehicle Morphemic (suffix): ‘ism’ (state of being, action) - heroism, Catholicism, baptism.

al (trial, spiral, factual, cordial, personal) scenery, science, scrapped, sculpture, scaledSpelling Rule: Many nouns that end in ‘o’

preceded by a consonant have ‘es’ in the plural - echoes, heroes, potatoes.

Revision

ise (rise, wise, realise, advise, devise) mischief, mischievous, miserable, disease, disappointment

Prefix: ‘fore’ (before, front) - forearm, forewarn, forecast.

en (sicken, shorten, broaden, sweeten, lengthen) eighth, either, neither, neighbour, reign Morphemic (suffix): ‘ive’ (relating to, able to) -

native, supportive, attractive.

silent g (sign, reign, resign, design, foreign) include, increase, influence, indigenous, information

Spelling Rule: Most adjectives add ‘ly’ to form the adverb - suddenly, carefully, properly.

age (savage, voyage, package, carriage, marriage)

examine, example, except, excursion, exercise

Prefix: hexa (six) - hexagon, hexagonal, hexagram.

Revision

16


ion (friction, opinion, session, election, selection)

ambulance, bandage, operation, emergency, hospital

Morphemic (suffix): ‘ist’ (concerned with) - biologist, scientist, geologist.

ous (curious, famous, cautious, gracious, generous) principal, principle, practice, practise, rhythm Spelling Rule: When adding a ‘y’ to words do

not drop the silent ‘e’ - safely, lovely, securely.ance (romance, entrance, abundance,

annoyance, attendance)tomatoes, vegetation, product, growth,

valleysPrefix: ‘circum’ (about, around) -

circumference, circumstance.

silent p (corps, tempt, empty, raspberry) autumn, drought, harbour, temperature, warmth

Morphemic (suffix): ‘ic’ (belonging to) - athletic, poetic, public.

Revision

silent k (knot, knife, kneel, knight, knowledge)

biscuit, cupboard, awkward, preferred, listened

Spelling Rule: Words that end in ‘y’ with a consonant immediately before it, change the

‘y’ into ‘i’ and add ‘ly’ - noisily, steadily, happily.

silent s (isle, aisle, island, debris) calendar, column, circular, division, fraction Prefix: ‘multi’ (many) - multicultural, multipurpose, multitask.

silent w (wrist, wrote, wrong, whole, wrestle)

height, identical, intersect, measurement, method

Morphemic (suffix): ‘wise’ (direction of, manner) - lengthwise, likewise, otherwise.

ph (phone, orphan, photo, nephew, phantom) obtuse, occurred, parallel, pattern, rhombus

Spelling Rule: Nouns that end in ‘o’ immediately preceded by a vowel have their plurals ending in ‘s’ rather than ‘es’ - pianos,

radios, scenarios.Revision


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