Spelling Test Mapped to the Victorian Curriculum Progressive Frameworks Strand Level Content Descriptor / Standard Elaboration Possible Spelling Test Words Students who did not achieve 80% or more WRITING Foundation Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar words including their name (VCELA157) * Recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds * Writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words * Knowing that spoken are written down by listening to the sounds heard in the word and then writing letters to represent those sounds Write the letters fat, sat Peg, leg Tin, sin Dot, hot Mug, rug This test. Any dictation. Student work books. High Frequency M100W – Gold, Red / Oxford Words 1-20 Student’s name WRITING Foundation Know how to use onset and rime to spell words where sounds map more directly onto letters (VCELA158) * Breaking words into onset and rime, for example c/at * Building word families using onset and rime, for example h/ot, g/ot, n/ot, sh/ot, sp/ot Same Rime cat, fat. mat, hot, got, not, shot, spot WRITING Foundation Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops.
READING AC: S & L 1 Recognise vowels, common long vowels and consonant digraphs, and consonant blends (VCELA181) * Saying words with the same onset as a given word (for example words that begin like 'd/og', 'bl/ue') * Saying words with the same rime as a given word (for example words that end like 'c/at', 'pl/ay') Same Dog, dig, dug Blue, black, blend Same rime Cat: 2 that rhyme with Play Two words that rhyme with play. READING 1 Understand how to one and two syllable words with common letter patterns (VCELA182) * Investigating one and two syllable words containing common consonant blends and vowel sounds, for example ‘tree’, ‘star’ and 'about', 'begin', identified in shared texts * Learning an increasing number of high-frequency sight words recognised in shared texts and in texts being read independently (for example 'one', 'have', 'them', 'about') Tree Star About Begin One Have Them about READING AC: S & L 1 Understand that a letter can represent more than one sound, and that a syllable must contain a vowel sound (VCELA183) * Recognising that letters can have more than one sound (for example ‘u’ in ‘cut’, ‘put’, ‘use’ and a in ‘cat’, ‘father’, ‘any’) * Recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’) Same letter / Different Sound Cat, father, any Cut, put, use Sat, cent, scene Speaking & Listening AC: S & L 1 Manipulate phonemes by addition, deletion and substitution of initial, medial and final phonemes to generate new words (VCELA204) * Recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word * Recognising and producing rhyming words Start/Middle/End & Rhyme Write first word then write two rhyming words: Mat, cat, rat
* Replacing sounds in spoken words, for example replace the ‘m’ in 'mat' with 'c' to form a new word 'cat', deleting the 'f' from 'farm' to form a new word 'arm', and substituting the 't' in 'pet' with 'n' to form a new word 'pen' * Saying sounds in order for a given spoken word (for example f/i/sh, th/i/s) Farm, arm Pet, pen, peg Peg, leg, egg Hello, yellow, mellow Fish, dish, wish Dog, log, hog Sun, run, fun, one Fish, this WRITING AC: S 1 Understand how to use visual memory to write high-frequency words, and that some words have regular and irregular spelling components (VCELA184) Modified content description from Reading ACELA1778 * Using strategies such as to learn an increasing number of high-frequency sight words recognised in texts, including words with regular spelling patterns such as 'them' and 'got' and irregular patterns such as 'one' and 'was' Blue, blow Stop, stay Them, got One was High Frequency One, have, them, about M100W/Oxford 100 WRITING 1 Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (VCELA191) * Building word families from common morphemes (for example 'play', 'plays', 'playing', 'played', 'playground') * Using morphemes to read words (for example by recognising the 'stem' in words such as 'walk/ed') Play, plays, played, playing, playground Now write one of your own Walk, walked, walking, walker frequency
Motion Action Lotion Mission Decision Permission Ocean Politician magician READING AC: L and R&V 2 They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. Significant number of High Frequency Words M200W test WRITING 2 Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (VCELA224) * Exploring how texts develop their themes and ideas, building information through connecting similar and contrasting dissimilar things * Mapping examples of word associations in texts, for example words that refer to the main character Antonyms: Spell first word, then write the opposite: Same different Yes no Boy girl Synonyms: first word, then a synonym/another word that could be used instead of...: Boy, man, male Girl, woman, women Said, cried, yelled, screamed
and combinations of letters represent different sounds, including less common combinations, for example, 'dge' after a short vowel as in 'badge', to write words in independent writing Edge Badge Nudge fridge WRITING 3 Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (VCELA260) * Recognising both grammatically accurate and inaccurate usage of the apostrophe in everyday texts such as signs in the community and newspaper advertisements can’t, won’t, wouldn’t it’s, he’s, she’s I’d, he’d I’ve, shoud’ve WRITING 3 They use knowledge relationships and high-frequency words to spell words accurately, and can write words with complex consonant and vowel clusters. See all above and student books. WRITING 3 They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. See student WRITING 4 Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (VCELA290) * Knowing how authors construct texts that are cohesive and coherent through the use of: pronouns that link to something previously mentioned; determiners (for example ‘this’, ‘that’, ‘these’, ‘those’, ‘the’,); text connectives that create links between sentences This, that, these, those, the However, therefore, nevertheless, in addition,
(for example ‘however’, ‘therefore’, ‘nevertheless’, ‘in addition’, ‘by contrast’, ‘in summary’) * Identifying how participants are tracked through a text by, for example, using pronouns to refer back to noun groups/phrases * Describing how texts connectives link sections of a text providing sequences through time, for example ‘firstly’, ‘then’, ‘next’, and ‘finally’ by contrast, in summary/summation he, she, they, them, one, it firstly, secondly, then, next, finally WRITING 4 Understand how to use phonic generalisations to identify and write words with more complex letter combinations (VCELA294) • Using knowledge of complex spelling patterns to read and write words, for example 'bought' Bought Sought Fought Taught Fraught WRITING 4 Understand how to use spelling patterns and generalisations including syllabification, letter combinations including double letters, and morphemic knowledge to build word families (VCELA295) * phonological knowledge (for example long vowel patterns in words); consonant clusters (for example 'straight', 'throat', 'screen', 'squawk') * Using visual knowledge (for example diphthongs in more complex words and other ambiguous vowel sounds, as in 'oy', 'oi', 'ou', 'ow', 'ould', 'u', 'ough', 'au', 'aw'); silent beginning consonant patterns (for example 'gn' and 'kn') * Applying generalisations, for example doubling (for example 'running'); 'e'drop (for example 'hoping') Generalisations I before e except after c Receipt recieive drop the e add ly easily NOT extremely drop the e add ing hoping keep the y add ing burying worrying drop the y add iful beautiful
Captain Mountain Already baggage Boiling consonant clusters straight, throat, screen, squawk in – tin, sin oy – boy, toy oi – boil, soil ou – our, sour ow - wow ould – could, should u - put ough – tough, rough au – author, daughter, slaughter aw – paw, straw, draw doubling a e swimming shopping hopping putting shutting running drop e add ing
waking shaking taking gaming completing competing driving firing hoping sloping amusing pruning WRITING 4 Recognise homophones and know how to use context to identify correct spelling (VCELA296) * Using meaning and context when spelling words (for example when differentiating between homophones such as ‘to’, ‘too’, ‘two’) Homophones: Identify in context of a sentence Their/there/they’re Know/no where/wear/we’re Threw/through One/won Who’s/whose Red/read Your/you’re WRITING 4 They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning. See above and student writing books WRITING 4 They make use of increasing knowledge of phonics.... See above and student writing books WRITING 5 Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different * Moving from general, ‘all-purpose’ words, for example ‘cut’ to more specific words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’ Precision: Cut, slice, dice, fillet, segment
contexts (VCELA325) Homonyms (spelled and sounds the same) Bark (dog )/ bark (tree) lead (metal) / led (front past tense) Spelled the same, sounds different lead (metal) / lead (front present/fuutre tense) wind (the path would...) / wind (blows) Homophones: wind, whined, WRITING 5 Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (VCELA322) * Learning that in Standard Australian English regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe (for example ‘my parents' car’) * Learning that in Standard Australian English for proper nouns a variant form without the second ‘s’ is sometimes found (for example ‘James’s house’ or ‘James’ house’) Parent’s house (x1) Parents’ (x2) Grandparent’s house (x1) Grandparents’ house (x2) Sam’s Jesus’ house Abbas’ house READING AC: W & R 5 Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words including some uncommon plurals * Learning that many complex words were originally hyphenated but have become ‘prefixed’ as in ‘uncommon’, ‘renew’ ‘email’ and ‘refine’ * Talking about how suffixes change Uncommon Renew Email Etag refine
Half/halves Matrix/matrices Child / children / geese Tuna Scissors WRITING 5 Recognise and write less familiar words that share common letter patterns but have different pronunciations (VCELA326) • Spelling that share common letter patterns but have different pronunciations, for example the 'ou' in 'journey', 'your', 'tour', 'sour' Journey Your Tour Sour WRITING 5 When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning. See above and student work samples. WRITING 5 When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation. WRITING 6 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 (VCELA354) * Adopting a range of spelling strategies to recall and attempt to spell new words * Using a dictionary to correct students’ own spelling See above and student work samples. Adopted from other languages Restaurant Cafe Rendezvous Entree Sushi A cappella Duet