Spelling Content Overview K-6

Sharon Tooney

OBJECTIVE A

EARLY STAGE 1

SPELLING
OUTCOME
A student:

demonstrates developing skills in using letters, simple sound blends and some sight words to
represent known words when spelling ENe-5A

CONTENT
Students: Develop and apply contextual knowledge understand that initial approximations can lead to correct formal spelling Understand and apply knowledge of language forms and features spell unknown words phonetically with closer approximations know how to use onset and rime to spell words (ACELA1438) identify patterns in words leading to the identification of word families use and write beginning and ending sounds of spoken words know that letters are used to represent sounds when writing words Respond to and compose texts use approximations and some conventional spelling attempt to spell unknown words using simple strategies, eg segmenting spell some common words accurately in their own writing vocalise or subvocalise words when trying to write them use plural form when spelling some words

ESL scales links to the English syllabus

The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 1. An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing strand from Beginning level 1 to level 1. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes. For EAL students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Strategies ESL scales strand organiser. See ESL scales outcomes B1.8, B2.8, 1.12.
(English K10 Syllabus 40)

Spelling Program
The program consist of three specific content areas: Phonemic Awareness and Nursery Rhymes Phonics High frequency sight words and Tricky words High frequency sight words include words from the top 100 sight word list. Tricky words have been adapted from the Jolly Phonics Program. Phonics is an adaptation of the Ants in the Apple program and Jolly Phonics program, that is, single sound order is taken from Ants in the Apple and diagraphs and blends order from Jolly Phonics. Sharon Tooney

Week

Phonemic Awareness tie, pie, bee, tea (2 phonemes) cat, bird, house, sun, duck, pig, dog, book (3 phonemes)

Nursery Rhyme Focus Incy Wincy Spider Twinkle Twinkle Little Star Humpty Dumpty Jack and Jill Little Boy Blue Der Glumph Mr Frog Jumped out of a Pond

horse, bus, flag, stop, frog, lamp, milk, tent Hickory Dickory Dock (3 phonemes) Baa Baa Black Sheep Jack Be Nimble Grand Old Duke of York Sounds ams t if dro Revision ghl ucn kbv Revision epj wyx qz Im, my me, who they, have red, bus, yes, pig, said where, away, not, then, went down, up, an, if, got here he, she look, this school, home, cat, can, to run, in, on, big, little play, skip, I, walk, shouted the come Tricky Words Sight Words it, am, is, as, at mum, dad, boy, girl, and dog, did, sat, fit, has

Week 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Revision of all single sounds Assessment of all single sounds aeiou aeiou are, we came, want today, some, shop, that, good see, book, car, our, for

Sharon Tooney

20

cvc words; identifying: beg, mid & end sounds cvc words; identifying: beg, mid & end sounds

there, by

one, two, three, four, five

21

your, give

six, seven, eight, nine, ten

22 23 24 25 26 27 28 29 30 31 Week 32 Sounds Revision, consolidation & extension ch th sh wh ou oi ue er ar ai oa ie ee or oo OO ng

Revision like, you, because pretty, what with, new find, over, children, funny blue, yellow, go, help, jump make, friend, all, ate, be

Revision & Assessment now, again must, was out, saw ask, could black, brown, but, do, eat into, get, no, please, ran ride, will so, soon, too under, well, white, say, after

Revision & Assessment Extension Words every, people, from, giving, how

33 34 35 36 37

round, birthday, why, baby, horse teacher, today, read, house, first second, third, when, yesterday, family happy, stop, their, made, party youre, dont, havent, isnt, think

Sharon Tooney

OBJECTIVE A

STAGE 1

SPELLING
OUTCOME
A student:

uses a variety of strategies, including knowledge of sight words and lettersound correspondences,
to spell familiar words EN1-5A

CONTENT
Students: Develop and apply contextual knowledge demonstrate growing awareness of how accurate spelling supports the reader in understanding written texts to read fluently Understand and apply knowledge of language forms and features 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)

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 (ACELA1455,
ACELA1472)

begin to understand how knowledge of word origins supports spelling and vocabulary Respond to and compose texts spell high-frequency and common sight words accurately when composing texts spell known words using letter names isolate and write the initial, medial and final sound of a word exchange one letter in a written word with a different letter to make a new word use double consonants where appropriate, eg 'hopping' begin to use a dictionary for spelling activities and word meaning recognise when a word is spelt incorrectly use morphemic and phonological knowledge when spelling

ESL scales links to the English syllabus

The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 3. An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing strand from Beginning level 1 to level 3. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes. For EAL students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Strategies ESL scales strand organiser. See ESL scales outcomes B1.8, B2.8, B3.8, 1.12, 2.12, 3.12.
(English K10 Syllabus page 60-61)

Sharon Tooney

Spelling Program
Words within the program consist of three specific content areas: High frequency sight words Core spelling words Class vocabulary / theme words High Frequency Words High frequency sight words included in the Year 1 program are derived from the Fry Words The First Hundred. High frequency sight words included in the Year 2 program are derived from the Fry Words The Second Hundred. This list can be sourced free of charge for classroom use from www.k12reader.com Core Spelling Words Stage 1 outcomes require that students at this level know: one-syllable words, made up of common letter clusters digraphs long vowels blends silent letters prefixes and suffixes and that they are able to: isolate and write initial, medial and final sounds of words exchange one letter within a word, to make a new word use double consonants use a dictionary recognise misspelt words The words selected within the Year 1 program consist of word families (at, an, ap, it, in, ot, op, ob), digraphs (ee, ea, ay, aw, ie, ow, ai, oo, oi, oy, ew, oa) and blends (sh, ch, th, wh, st, ck). The words selected within the Year 2 program consist of initial blends (cl, fl, sp, dr, sl, gr, pl, tr), final blends (ng, ft, ld, nt, st, lt, sk), long vowels (ake, ine, one, ale, ide, oke), silent letters (qu, kn, wr), prefixes (un, re, mid) and suffixes (er, est, ly)

Class Vocabulary / Theme Words These words should be added by the classroom teacher and support the current English content being taught within the context of the classroom, for example, high frequency words from a text or concept being studied. Commonly misspelt words could also be included here. Emphasis should be given to those words that students will be required to read and write accurately in context. These words may also provide a means by which students can be extended within the structure of the Spelling Program.

Sharon Tooney

SIGHTWORDS/SPELLING YEAR ONE Term One Week 1 2 Sight Words Spelling Words No formal spelling the of and cat mat sat fat can a man to ran in fan cap is tap you nap that lap sit it bit he fit was lit for tin on pin are fin win hot as pot with not his lot mop they cop I hop at pop cob be rob this sob have job Revision and Assessment Vocabulary/Theme Words

____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

10

Sharon Tooney

Term Two Week 1 Sight Words from or one Spelling Words see bee fee tree sea had seat by meat words neat day but say not pay what ray saw all paw were raw we jaw tie when lie your pie can die bow said low there row use tow cow an now each how which wow she rain do pain how main train look their book if took will cook Revision and Assessment Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

10

Sharon Tooney

Term Three Week 1 Sight Words up other about Spelling Words pool cool fool tool oil out soil many toil then boil boy them toy these coy so soy dew some new her few would pew oat make boat like goat him moat shed into shop time ship has shut chin look chop two chew more chip write the go thin see this that who number when no what way why Revision and Assessment Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

10

Sharon Tooney

Term Four Week 1 Sight Words could people my than first water been called who oil sit now find long down day did get come Spelling Words stop step stem sack back pack deck peck neck sick lick pick Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

7 8 9 10

lock rock sock dock duck made luck may suck part buck Revision and Consolidation Revision and Consolidation Assessment No formal spelling

Sharon Tooney

SIGHTWORDS/SPELLING YEAR TWO Term One Week 1 2 Sight Words Spelling Words No formal spelling over new sound clap clip club clot flag take flat only flip little flop spin work spun know spat place spot drip years drop live drab me drum back slug give slip most slop slap grin very grab after grub things grow plan our plum just plug name plot trip good trot sentence trap man trim Revision and Assessment Vocabulary/Theme Words

____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

10

Sharon Tooney

Term Two Week 1 Sight Words think say great Spelling Words ring sing wing king sang where bang help rang through hang sung much rung before hung line lung lift right left too sift means soft gold old told any sold same bold tent tell sent boy bent follow vent fast came bust want fist show lost also salt around bolt form kilt felt desk three disk small dusk set task Revision and Assessment Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

10

Sharon Tooney

Term Three Week 1 Sight Words put end does Spelling Words take lake make rake mine another fine well line large pine cone must zone big tone even stone sale such male because bale turn stale wide here side why hide ask slide joke went poke men woke read smoke quit need quin land quip different quad home knot us knit move knew know wrap try wren kind wrist hand wrote Revision and Assessment Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

10

Sharon Tooney

Term Four Week 1 Sight Words picture again change off play spell air away animal house point page letter mother answer Spelling Words undo unhappy unwrap unmake redo reread rewrote remake midday midway midline midsong wider slider finer taker fastest found widest study softest still goldest flatly learn trimly should widely world gladly Revision and Consolidation Revision and Consolidation Assessment No formal spelling Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

7 8 9 10

Sharon Tooney

OBJECTIVE A

STAGE 2

SPELLING
OUTCOME
A student:

uses a range of strategies, including knowledge of lettersound correspondences and common

letter patterns, to spell familiar and some unfamiliar words EN2-5A

CONTENT
Students: Develop and apply contextual knowledge understand how accurate spelling supports the reader to read fluently and interpret written text Understand and apply knowledge of language forms and features understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters
(ACELA1485, ACELA1779)

recognise homophones and know how to use context to identify correct spelling (ACELA1780) understand how knowledge of word origins supports spelling Respond to and compose texts use a variety of spelling strategies to spell high-frequency words correctly when composing imaginative and other texts use morphemic, visual, syntactic, semantic and phonological knowledge when attempting to spell unknown words discuss and use strategies for spelling difficult words experiment with spell check applications and develop an awareness of the limitations of their features in digital technology use knowledge of alphabetical order to locate information in texts, eg dictionaries, glossaries identify spelling errors in own writing and unknown texts and provide correct spelling

ESL scales links to the English syllabus

The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 5. An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing strand from Beginning level 1 to level 5. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes. For EAL students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Strategies ESL scales strand organiser. See ESL scales outcomes B1.8, B2.8, B3.8, 1.12, 2.12, 3.12, 4.12, 5.12.
(English K10 Syllabus 83-84)

Sharon Tooney

Spelling Program
Words within the program consist of three specific content areas: High frequency sight words Core spelling words Class vocabulary / theme words High Frequency Words High frequency sight words included in the Year 3 program are derived from the Fry Words The Third Hundred and List 1 of The Fourth Hundred. High frequency sight words included in the Year 4 program are derived from the Fry Words List 2 - 4 The Fourth Hundred and List 1- 2 of The Fifth Hundred This list can be sourced free of charge for classroom use from www.k12reader.com Core Spelling Words Stage 2 outcomes require that students at this level know: Strategies for spelling words Spelling rules Morphemic word families Spelling generalisations Letter combinations, including doubles and that they are able to: Use a variety of strategies Use morphemic, visual, syntactic and phonological knowledge Spell check Use knowledge of alphabetical order Correct own spelling The words selected within the Year 3 program consist of dipthongs (ace, ice, age, air, oor, mb, ear), spelling rules (bossy e, double letters, ve word endings, c says s, g says j, dge keeps the vowel short, two syllable words ending in ic, double consonant + le keeps the vowel short, i before e except after c, adding ing) compound words, prefixes (re, dis, mis) and suffixes (ful, ness, er) The words selected within the Year 4 program consist of dipthongs (ould, ight, ough, ought, aught), compound words, spelling rules (ch, sh, x, zz es plural, f ending-change to ves, drop y to add ies/ied, keep y to add ing, double ll to add ed/ing, c ending-add k for ing), homophones, homonyms, contractions, prefixes and suffixes

Class Vocabulary / Theme Words These words should be added by the classroom teacher and support the current English content being taught within the context of the classroom, for example, high frequency words from a text or concept being studied. Commonly misspelt words could also be included here. Emphasis should be given to those words that students will be required to read and write accurately in context. These words may also provide a means by which students can be extended within the structure of the Spelling Program.

Sharon Tooney

SIGHT WORDS/SPELLING YEAR THREE Term One Week 1 2 Sight Words Spelling Words No formal spelling trace high pace every race near face add food dice between rice own mice below twice rage country stage plant cage last page school stair father pair keep fair tree hair never door start floor city poor earth moor eyes light dear thought near head fear under clear story lamb bomb saw climb left dont comb high few sigh while nigh along thigh might Revision and Assessment Vocabulary/Theme Words

____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

10

Sharon Tooney

Term Two Week 1 Sight Words Spelling Words close stage whale something seem space next craze close hard joke open tube example pipe begin missed life hissing always bubble those rubber both ladder paper puddle together letter got bottle group often happy run puppy important collect until lolly summer children hammer side puzzle feet dazzle car have night gave walk love white five sea began city grow circle took cent river cycle four giant carry gent state gym once giraffe Revision and Assessment Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ___________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

10

Sharon Tooney

Term Three Week 1 Sight Words Spelling Words book edge badge hear stop lodge without fridge catch second fetch late itch miss hutch idea picnic enough panic eat topic face basic watch cattle far bottle real cuddle almost little let above piece girl thief sometimes receive mountains ceiling burning cut counting young starting talk throwing soon closing list making song naming being saving leave family batting its sitting body nagging music hugging colour football stand spaceship sun houseboat questions seatbelt Revision and Assessment Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

10

Sharon Tooney

Term Four Week 1 Sight Words fish area mark dog horse birds problem Spelling Words refuse replay return refresh dislike disable disown distrust mistake mislead misuse misplace careful harmful playful painful darkness fairness kindness lateness lighter teacher worker slower Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

complete room knew

since ever piece

told usually didnt

friends easy heard

7 8 9 10

Revision and Consolidation Revision and Consolidation Assessment No formal spelling

Sharon Tooney

SIGHT WORDS/SPELLING YEAR FOUR

Term One Week 1 2 Sight Words No formal spelling order red door sure Spelling Words Vocabulary/Theme Words

become top ship across

today during short better

best however low hours

black products happened whole

measure remember early waves

reached listen wind rock

space covered fast several

could should mould boulder shoulder mouldy might slight bright tighter fright flight though tough rough cough tougher roughly bought sought thought brought thoughtful laugh lookout backyard desktop railroad bedroom blindfold churches brushes splashes lunches bunches crunches buzzes fizzes foxes boxes misses buses leaves shelves knives grieves briefs*

____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

10

Revision and Assessment

Sharon Tooney

Term Two Week 1 Sight Words hold himself toward five Spelling Words nonstop nonsense non-stick non-drip non-smoker non-starter antibody antifreeze anticlockwise antivirus antidote antisocial careless powerless timeless homeless hopeless fearless aloud allowed ate eight break brake great grate knight night prince prints there their theyre rode rowed road broke notice brand bright badger litter stump counter vault change cycle Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

step morning passed vowel

true hundred against pattern

numeral table north slowly

money map farm pulled

draw voice seen cold

cried plan notice south

sing war ground fall

10

ditch fence graze jumper present temple Revision and Assessment

king town Ill unit

Sharon Tooney

Term Three
Week 1 Spelling Words shouldnt wouldnt didnt dont wont wasnt wood weve fire youve upon whove done shouldve wouldve couldve English Ill youll road half well ten theyll shell Im fly youre gave were box heres finally wheres hed theyd wait cities correct ladies oh babies quickly bakeries carries studies person married became applied shown denied minutes copied supplied worried strong flying verb copying stars hurrying frying front trying crying feel patrolled fact cancelled street marvelled decided quarrelled labelled excelled contain labelling course totalling surface signalling produce rebelling controlling travelling Revision and Assessment Sight Words figure certain field travel Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

10

Sharon Tooney

Term Four Week 1 Sight Words building ocean class note Spelling Words picnic picnicking panic panicking mimic mimicking nothing exceed rest excel carefully except scientists excellent excite exclaim inside accept wheels accident stay access success accent accelerate eccentric furious green anxious known obvious island glorious previous serious mysterious week essential less initial machine partial social official burial trivial actually base equally ago normally stood finally naturally mentally originally Revision and Consolidation Revision and Consolidation Assessment No formal spelling Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

7 8 9 10

Sharon Tooney

OBJECTIVE A

STAGE 3

SPELLING
OUTCOME
A student:

draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing
texts EN3-4A

CONTENT
Students: Develop and apply contextual knowledge understand how accurate spelling supports the reader to read fluently and interpret written text with clarity Understand and apply knowledge of language forms and features 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 (ACELA1513, ACELA1514, ACELA1526) understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500) Respond to and compose texts recognise most misspelt words in their own writing and use a variety of resources for correction integrate a range of spelling strategies and conventions to accurately spell most words, including words of many syllables, when composing imaginative and other texts use morphemic, visual, syntactic, semantic and phonological strategies, eg recognition of letter patterns of words, when composing texts demonstrate an awareness of the limitations of spell check features in digital communication

ESL scales links to the English syllabus

The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 6/7. An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing strand from Beginning level 1 to level 6/7. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes. For EAL students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Language structures and features and Strategies ESL scales strand organisers. See ESL scales outcomes B1.8, B2.8, B3.8, 1.12, 2.12, 3.12, 4.12, 5.12, 6.12, 7.12.
(English K10 Syllabus 105-106)

Sharon Tooney

Spelling Program
Words within the program consist of three specific content areas: High frequency sight words Core spelling words Class vocabulary / theme words High Frequency Words High frequency sight words included in the Year 5 program are derived from the Fry Words List 3 - 4 of The Fifth Hundred and The Sixth Hundred High frequency sight words included in the Year 6 program are derived from the Fry Words The Seventh Hundred and List 1 - 3 of The Eighth Hundred. This list can be sourced free of charge for classroom use from www.k12reader.com Core Spelling Words Stage 3 outcomes require that students at this level know: Banks of known words Word origins Base Words Suffixes Prefixes Morphemes Spelling patterns Generalisations and that they are able to: Recognise most misspelt words Integrate range of strategies and conventions Use morphemic, visual, syntactic and phonological strategies Awareness of spell checker limitations The words selected within the Year 5/6 program consist of initial sounds (ph says f, gh & gu say g, ch says k, g says j, kn & gn say n, sc says s), syllabification (3 and 4 syllable), common homophone confusions, root words (port, aqua-, man-, min-, mari-, liber-, multi, agree, comfort, for, auto, tele, trans, circ-, micro) 20 most misspelt words, Australian vs American spelling (limitations of spell checker), word origins (Greek, Latin, French, Aboriginal), portmanteau words (blend of two words to create a new word), eponyms (words that originate from the names of people), proprietary words (trademark or trade name that is used generically), neologisms (newly invented words)

Class Vocabulary / Theme Words These words should be added by the classroom teacher and support the current English content being taught within the context of the classroom, for example, high frequency words from a text or concept being studied. Commonly misspelt words could also be included here. Emphasis should be given to those words that students will be required to read and write accurately in context. These words may also provide a means by which students can be extended within the structure of the Spelling Program.

Sharon Tooney

SIGHT WORDS/SPELLING YEAR FIVE Term One Week 1 2 Sight Words Spelling Words No formal spelling plane system behind ran round photo photocopy paragraph autograph headphones earphones telephone sphere physical alphabet ghost ghastly ghetto guard guess guide guilt vogue league vague chrome scheme anchor echo stomach chaos chemist chronic schedule technique gently gesture giant danger en gage legend stranger suggest fragile logic knack knead kneel knight knock gnat gnawed Vocabulary/Theme Words

____________ ____________ ____________ ____________ ____________

boat game force brought understand

____________ ____________ ____________ ____________ ____________

warm common bring explain dry

____________ ____________ ____________ ____________ ____________

though language shape deep thousands

____________ ____________ ____________ ____________ ____________

yes clear equation yet government

____________ ____________ ____________ ____________ ____________

Sharon Tooney

10

gnome reigning signage filled scene heat scent full science hot scissors check abscess a scend a scent crescent de scend de scent for - get - ful object de - part - ment am va - ni - shing rule ca - mer - a among fi - ni shing noun o - ver board gra - vi ty ham - bur - ger gar - de - ner mul - ti - ply re - por - ter power e - le - phant cannot en - ve - lope able cu - sto - mer six fe - ver - ish size ho - li - day af - ter - noon fan - ta - stic un - der - stand re - comm - end Revision and Assessment

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

Sharon Tooney

Term Two Week 1 Sight Words dark ball material special heavy Spelling Words im - poss - i - ble e - le - va - tor con - ver - ti - ble wa - ter - me - lon cal - cu - la - tor har - mo - ni - ca o - per - a - tion di - sco - ver - y in - vi - ta - tion kin - der- gar - ten caterpillar mathematics multiplication capacity ordinary experiment participate responsible horizontal advertisement advise advice choose chose quiet quite cloth clothe sites sights transport portable aquarium aquatic aquaplane Aquarius manufacture manual manuscript manipulate minimum minute minus minor maritime marine submarine mariner liberty liberate Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________

fine pair circle include built

____________ ____________ ____________ ____________ ____________

cant matter square syllables perhaps

____________ ____________ ____________ ____________ ____________

bill felt suddenly test direction

____________ ____________ ____________ ____________ ____________

general farmers ready anything divided

____________ ____________ ____________ ____________ ____________

Sharon Tooney

centre energy subject moon region

10

liberal liberation multiply multitude multiple multiplication agreed agreement agreeable separate return definitely believe manoeuvre dance embarrass members occurrence picked consensus unnecessary acceptable broccoli referred centre simple metre cells kilometre paint litre mind lustre love spectre theatre calibre fibre sombre cause colour rain neighbour exercise labour eggs licence train defence organise maximise cancelled ageing foetus Revision and Assessment

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

Sharon Tooney

Term Three Week 1 Sight Words blue wish drop developed window Spelling Words lethargy android chronic biopsy irony enthusiasm synopsis orthodox character asterisk stoic eulogy cosmetic Spartan homonym cryptic academy antibiotic trauma semantics accommodate adjacent affinity aggregate aquatic benefactor benevolent candidate canine carnivore cognition confidence conjecture corporal credentials credible curriculum dejected discipline electoral peloton barrage chagrin manicure mystique boutique dressage croquet gorgeous mirage Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________

difference distance heart site sum

____________ ____________ ____________ ____________ ____________

summer wall forest probably sum

____________ ____________ ____________ ____________ ____________

sum sat main winter wide written

____________ ____________ ____________ ____________ ____________

length reason kept interest arms

____________ ____________ ____________ ____________ ____________

Sharon Tooney

brother race present beautiful store

job edge past sign record

finished discovered wild happy beside

gone sky grass million west

beige diplomat motif suave ambulance rehearse prairie diorama expertise matinee bangalow barramundi bilby billabong boomerang brolga brumby bunyip cooee currawong jackaroo jarrah kookaburra koori mulga nulla-nulla pademelon pyalla quandong quoll avionics
(aviation + electronics)

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

bionic (biology + electronic) biopic

(biographical + picture)

blog (web + log) brunch (breakfast + lunch) camcorder

(camera + recorder)

____________ ____________ ____________ ____________ ____________

chortle (chuckle + snort) Cineplex

(cinema + complex)

infomercial
(information + commercial)

intercom
(internal + communication)

10

Revision and Assessment

Sharon Tooney

Term Four Week 1 Sight Words lay weather root instruments meet Spelling Words liger (lion + tiger) malware
(malicious + software)

Medifraud
(medical + fraud)

modem
(modulator + demodulator)

Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________

motel (motor + hotel) motorcade

(motor + cavalcade)

multiplex
(multiple + complex)

Muppet
(marionette + puppet)

paratrooper (parachute +
trooper)

third months paragraph raised represent

soft whether clothes flowers shall

teacher held describe drive cross

pixel (picture + element) August biro cereal decibel epicure fauna galvanise hertz Jacuzzi knickers leotard maverick nicotine ottoman pavlova quisling Rambo sandwich titanic vandal aspirin sellotape cellophane celluloid escalator kerosene tabloid zipper band-aid

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

fiberglass
5 speak solve appear metal son taser thermos teflon skivvies rollerblade ____________ ____________ ____________ ____________ ____________

Sharon Tooney

either ice sleep village factors

dumpster Frisbee hoover powerpoint ping-pong Research neologism words and select 10 that suit the context of your class setting.

____________ ____________ ____________ ____________ ____________

7 8 9 10

Revision and Consolidation Revision and Consolidation Assessment No formal spelling

Sharon Tooney

SIGHT WORDS/SPELLING YEAR SIX Term One Week 1 2 Sight Words Spelling Words No formal spelling result jumped snow ride care photograph photosynthesis biography geography microphone phonics spherical atmosphere emphasis triumph ghostly spaghetti disguise guilty guarantee guardian fatigue intrigue dialogue rogue chaotic character chemical chemistry chronicle technical mechanic orchestra anarchy psychic oblige tragic generous genuine dangerous tragedy passenger teenager emergency originate knee cap knocker knowledge knuckle knowingly assigned designing Vocabulary/Theme Words

____________ ____________ ____________ ____________ ____________

floor hill pushed baby buy

____________ ____________ ____________ ____________ ____________

century outside everything tall already

____________ ____________ ____________ ____________ ____________

instead phrase soil bed copy

____________ ____________ ____________ ____________ ____________

free hope spring case laughed

____________ ____________ ____________ ____________ ____________

Sharon Tooney

10

foreigner resigning assignment nation a scending quite de scending type muscle themselves obscene temperature scenery scientist disciple discipline fascinate adolescent happ - en - ing bright le - mo - nade lead bal - co - ny everyone e - ner - gy method app - e - tite section va - len - tine en - ter - tain li - ber - ty lott - er - y pro - per - ty ten - den - cy lake an - ce - stor iron di - sa - ster within re - gi - ster dictionary me - di - cine hair sen - si - tive ve - ni - son mu - si - cal hi - ber - nate me - di - um Revision and Assessment

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

Sharon Tooney

Term Two Week 1 Sight Words age amount scale although per Spelling Words in - for - ma - tion fer - ti - li - zer he - li - cop - ter e - lec - tri cian e - mer - gen - cy de - li - ver - y ac - ce - ler - ate ce - le - bra - tion ce - me - ter y in - vi - si - ble reproduction precipitation particular politician minority corporation representative absolutely punctuation interference affect effect conscience conscious source sauce allowed aloud course coarse bureaucracy supersede questionnaire connoisseur a lot entrepreneur particularly liquify conscience parallel comfort comforter comfortable forgive forgiveness forgivable autograph autobiography automobile automatic telephone telegraph Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________

broken moment tiny possible gold

____________ ____________ ____________ ____________ ____________

milk quiet natural lot stone

____________ ____________ ____________ ____________ ____________

act build middle speed count

____________ ____________ ____________ ____________ ____________

consonant someone sail rolled bear

____________ ____________ ____________ ____________ ____________

wonder smiled

____________ ____________

Sharon Tooney

angle fraction killed

melody bottom trip hole poor

lets fight surprise died beat

exactly remain dress cat couldnt

telescope television telephoto transfer transparent transplant transmit transportable circumference circulate circular circumstance circumnavigate microscope microscopic microchip microfilm microphone analyse specialise civilise judgement lodgement acknowledgement paediatrician anaesthetic rumour honour meagre offence pretence realise recognise colonisation catalyse paralyse catalogue analogue

____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

10

Revision and Assessment

Sharon Tooney

Term Three Week 1 Sight Words fingers row least catch climbed Spelling Words aristocracy patriarch hierarchy eclectic melancholy chronology cynical hypothesis pentathlon etymology hydraulic hygiene thesaurus phenomenon protagonist acronym paradox sarcasm nemesis apostrophe alleviate alliteration ambiguity ambivalent amicable animosity belligerent colloquial condolences consensus contiguous efficacy exacerbate exuberant fastidious femininity fidelity formidable gregarious imperative altruism bureaucracy neologism entourage fuselage amenable plateau physique nougat regime Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________

wrote shouted continued itself else

____________ ____________ ____________ ____________ ____________

plains gas burning design joined

____________ ____________ ____________ ____________ ____________

foot law ears glass youre

____________ ____________ ____________ ____________ ____________

grew skin valley cents key

____________ ____________ ____________ ____________ ____________

Sharon Tooney

president brown trouble cool cloud

lost sent symbols wear bad

save experiment engine alone drawing

east choose single touch information

egalitarian quiche fatigue morgue flamboyant souvenir impasse finesse rapport surveillance bombora corroboree didgeridoo wallaroo witchetty (grub) wobbegong woomera wurley yakka yarrah youi Yamidgee warrigal taipan mopoke myall goondie galah bogong (moth) budgeree breathalyser
(breath + analyser)

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

cellophane
(cellulose + diaphane)

chillaxing
(chilling + relaxing)

____________ ____________ ____________ ____________ ____________

infotainment
(information + entertainment)

internet
(international + network)

prissy (prim + sissy) pulsar (pulsating + star) email (electronic + mail) emoticon (emotion + icon) fantabulous
(fantastic + fabulous)

10

Revision and Assessment

Sharon Tooney

Term Four Week 1 Sight Words express mouth yard equal decimal Spelling Words flounder
(flounce +blunder)

fortnight
(fourteen + nights)

freeware (free + software) glitz (glamour + ritz) hazmat

(hazardous + material)

Vocabulary/Theme Words ____________ ____________ ____________ ____________ ____________

seascape (sea + landscape) simulcast

(simultaneous + broadcast)

sitcom (situation + comedy) smog (smoke + fog) telethon

(telephone + marathon)

yourself control practice report straight

rise statement stick party seeds

suppose woman coast bank period

wire pay clean visit bit

ammonia boycott camellia diesel excelsior furphy guillotine hooligan juggernaut klondike luddite macadamia nemesis odyssey pasteurise Quixotic ritzy salmonella Tasmania volcano Xerox walkman vaseline velcro windbreaker teletype teleprompter Styrofoam sheetrock scrabble popsicle polaroid plexiglass laundromat microchip Jacuzzi hi-lighter

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________

Sharon Tooney

7 8 9 10

whose received garden please strange Revision and Consolidation Revision and Consolidation Assessment No formal spelling

onesies Tupperware crockpot Research neologism words and select 10 that suit the context of your class setting

____________ ____________ ____________ ____________ ____________

Sharon Tooney