Download At Strathmore North we base our teaching on the

STRATHMORE NORTH PRIMARY SCHOOL
Spelling Guide & Framework
for teachers
2009
CONTENTS












Spelling Brief/Goals (insertions of past framework)
What to include in your Spelling Program!
Components of a Spelling Program
Learning to Write: Skills and Strategies
Spelling Skill Development
Spelling Implementation VELS Level 1:
Prep
Spelling Implementation VELS Level 2:
Year 1 &
2
Spelling Implementation VELS Level 3 & 4: Years 3
to Year 6
Spelling Implementation VELS Level 4:
Year 5
&6
Spelling Rules and Generalisations: Level 3 & 4
(Years 3 to 6)
Appendix of Reference materials
Useful Web links and Further Reading references
PAGE
2
4
6
7
8
9
1011
12
13
1518
20
20
1
SPELLING BRIEF
At Strathmore North Primary School we believe that a rich spelling program is an integral part of the
curriculum. This spelling guide looks at the different learning stages of primary aged students with links to
the Victorian Essential Learning Spelling Conventions. It is also based on various guides with particular
reference to the New South Wales English Syllabus and Western Australian First Steps Programs. Our
previous school Spelling Framework has been incorporated through this guide. We place great importance
on providing our students with a rich language learning environment, of which spelling is an important
component. Spelling is explicitly taught during the Literacy Block, through intensive skill sessions. It is
applied to and practised in both reading and writing tasks. It is also reinforced in a variety of ways in other
curriculum areas.
The purpose of spelling is ‘that writing may become easier, more fluent, more expressive, and more
easily read and understood by others.’ Gentry & Gillet 1993 pp 57 Teaching Writers in the Early
Years.
‘Spelling is functional – it enables a writer to express meaning. It is therefore, a tool for writing, not a
barrier to the writing process.’ Donald Graves.
Before publishing, writers must proofread and edit their work to standardise spelling. Proofreading involves
recognising a misspelling and then doing something about it. This may occur at any time during the writing
process, especially with competent writers, but proofreading and producing standard forms of spelling all at
once may be difficult for some students.
SPELLING GOALS
Understand that the primary purpose for learning about spelling is so others can read their
writing
Know that their writing is valued regardless of the stage of their spelling development
Develop an interest in spelling and want to do their best
Learn how to apply spelling strategies that will help them to write or learn any word
Learn specific words that they use frequently and so become able to correctly spell these
words automatically
Know how to use a variety of resources to help with spelling
AT STRATHMORE NORTH WE BASE OUR TEACHING ON THE FOLLOWING BELIEFS
AND UNDERSTANDINGS:
Spelling is more that writing words conventionally.
As students develop as writers and explore how language works, they make plausible attempts
(invent spellings) for words they do not automatically know how to spell.
Students need to be explicitly taught word-solving strategies to assist them in gaining control over
the ability to spell accurately.
Students need to be able to use a range of strategies not just memorisation and/or hearing and
recording sounds in words.
Spelling development / progress cannot be measured by lists of words alone. Correct spelling and
plausible attempts within the writing are also valid measures of spelling competence.
Students need to take responsibility for their spelling through proofreading and editing.
Students need to care about correct spelling.
Spelling activities should be enjoyable, meaningful and challenging.
Parents should support students through the homework program.
2
THE PLACE OF SPELLING IN THE CURRICULUM
Spelling is a part of the writing process (Secretarial aspect- Recording)
Spelling should be explicitly taught during the Literacy Block – in both the writing strand and the
reading strand.
Links with other Key Learning Areas can provide a legitimate context for spelling.
If spelling lists are used they should be related to teaching a specific spelling strategy eg: Visual
Strategy (went, sent. lent) or Meaning Strategy (medicine, medicinal, medication) in context of student
writing and related to the spelling teaching focus. They should reflect the student’s stage of development.
Students should be engaged in tasks that consolidate and extend their spelling understandings through.
TIME ALLOCATION
All students should participate in a minimum of two explicit teaching sessions per week where the focus of
the session is developing and consolidating spelling ability. At least one of these sessions should be a whole
class focus. The content of these sessions will be determined by student needs.
CREATING A DYNAMIC CLASSROOM ENVIRONMENT
Establishing a positive and supportive classroom environment in which spelling development is fostered and
valued is crucial to meeting the learning needs of our students.
Learning environment
 Daily opportunities for personal writing
 Explicit teaching and feedback
 Opportunities to practise skills in a variety of contexts
 Focus teaching on spelling strategies
 Word study and investigation to discover the principles underlying the construction of words
 High teacher expectations
 Opportunities for students to explore and take risks
 Opportunities for students to take some initiative and be responsible for their own learning
 Spelling matters- developing a spelling consciousness where students take responsibility and value
correct spelling
 Stimulating and challenging activities
 Opportunities to experience a range of teaching approaches and applications
Physical environment
All classrooms require examples of the following resources (taking into account the developmental stages/
age)
 Word charts- theme words, rhyming words, action words, words that have the same meaning,
family words, word study charts, word webs, spelling ‘demons’ , word walls
 Word games
 Book resources- dictionaries (picture, word, rhyming), glossaries, thesauruses, alphabet, tongue
twisters, riddles, poetry
 Learning technologies – use eg dictionary/ thesaurus on computer, use of spell checker
Teachers are encouraged to use a variety of teaching approaches to ensure all student learning styles are
catered for. Explicit teaching occurs in whole class and small group teaching.
3
P-6 Spelling Outcomes:
These outcomes will be used to plan and assess students’ writing and the development of associated
spelling skills and strategies.
VELS Level 1
(Prep)
VELS Level 2
(Year 1 & 2)
Begins to use letters to Uses knowledge of
represent known words sight words and letterwhen spelling.
sound correspondences
and a variety of
strategies to spell
familiar words.
VELS Level 3
(Year 3 &4 )
VELS Level 4
(Year 5 & 6)
Uses knowledge of
letter-sound
correspondences,
common letter patterns
and a range of
strategies to spell
familiar and unfamiliar
words.
Spells most common
words accurately and
uses a range of
strategies to spell
unfamiliar words.
What to include in your Spelling Program!
Teachers will provide direct and explicit teaching of strategies for writing new or unfamiliar words.
Students must be exposed to all strategies to maximise their skills. Over reliance on sound-to-letter
analysis has limitations as a strategy for spelling.
Phonological
Knowledge [sound
and letter patterns]
Visual
Knowledge
Morphemic
Knowledge
Etymological
Knowledge
Children need to know
a body of words that
share a common sound
so that when they need
to know a new word,
they can relate it to
familiar, known words
that sound the same
way eg:
 Word
families:
at hat mat sat
Children need to
work on patterns that
highlight the way
words and letter
combinations look.
- Common
visual
patterns may
sound
different in
different
words:
ough: rough/
tough/
cough/thought/
dough/ drought
- Double
Consonants:
gg: egg, giggle,
wiggle
Children need to learn the
meaning of words and the way
words take different spellings
when they change form. They
need to spell unknown words
by relating them to similar
previously learned words. They
need word lists that include
related forms of the same
word, words with similar base
words and words that are
related by meaning. We need
to teach common structured
patterns.
- Plurals adding s:
dogs hats boys
- Common verbs; past
and present verb forms:
talk talked talks talking
- Add ment to a verb to
make a noun:
measure / measurement
Children need
to learn the
derivations of
words. The
relation of word
derivatives are
closely linked to
the meaning of
words and
should be able
to be applied to
new situations
eg:
uni : meaning
one
unit/ universal/
unison
ear tear hear fear
smear
 Common
Beginning
consonant
blend or
diagraph
sound:
dr drive drain
draw
tele : meaning
afar/far
telephone/
televise/
telepathy/
telegram
4
What to include in your Spelling Program!
Daily Focus
Monitoring,
Analysis,
Feedback
Purposeful
lessons
Spelling
Knowledge
Regular
Modelling
Does your
Spelling Program
include…?
Dictionary
Skills
Practise
A Variety of
Strategies
Reflection
Time
Exposure
and
Experience
Modelled Spelling
Guided Spelling
Independent Spelling
Teacher demonstrates how to
use visual, phonological,
morphemic and etymological
knowledge, when spelling
words.
Teacher:
Shows, explains and instructs.
Student:
Watches, listens, engages,
follows and responds.
Teacher works with small
group of students according to
ability.
Teacher:
Instructs, teaches, questions,
prompts, observes, monitors.
Student:
Engages, solves problems,
practices, takes risks, self
corrects.
Teacher:
Designs, encourages, provides
feedback, observes and records.
Student:
Practices, initiates, selects,
uses, records and evaluates
their own spelling
development.
5
Components of a Spelling Program
Core Lists
Personal Lists
Personal lists should come from each child’s
own writing:

Words they would like to learn how to
write correctly

Words misspelt in writing

Words that reflect students experience,
In 2008 the English Priority team collaborated to
interest and language.
form a common list of high frequency words in
the Early Years of the school. The list can be
incorporated into each teacher’s spelling
program throughout the year.
These are lists of words children frequently use
in their writing. They are words most
commonly misspelt by children. They reinforce
visual knowledge- eg common appearance,
frequently appearing words.
Teachers can determine the number of words
that students of varying abilities need to learn
each week. (See Appendix for SNPS List).
Topic Lists
Generalisations/Spelling rules
These are lists developed for specific purposes –
eg: Unit/topic/theme being covered in the
classroom.
The knowledge of words and the
generalizations/spelling rules that can be applied
– ie: the meaning of word and the way words
take different spelling when they change form.
These words may be drawn from Key Learning
Areas or Language topics.
Rules and generalizations have been compiled
for year one to six.
Specific purpose lists may include common
letter sequence and regular sound letter patterns.
These lists can be chosen by both the teacher
and the students and will vary from class to
class.
6
Learning to Write: Skills and Strategies
Level 1:
Prep
Level 2:
Years 1 & 2
Level 3:
Years 3 & 4
Level 4:
Years 5 & 6
Begins to use letters to
represent known words
when spelling.
Uses knowledge of sight
words and letter-sound
correspondences and a
variety of strategies to
spell familiar words.
Uses knowledge of letter
sound correspondences,
common letter- patterns
and a range of strategies
to spell familiar and
unfamiliar words.
Spells most common
words accurately and uses
a range of strategies to
spell unfamiliar words.
 Says beginning and
ending sounds of
spoken words, eg “sit”
ends with “t”
 Uses groups of letters or
symbols to represent
words
 Uses approximations
and some conventional
spelling
 Vocalises words when
trying to write them
 Attempts to spell by
listening carefully to the
sounds in the word and
trying to write them
accurately in own
writing, eg own name,
friends’ name, family
names
 Copies the sequence of
letters from models of
high frequency, topic
and personal words
 Says and writes
beginning and ending
sounds of spoken words
 Segments word into
individual sounds and
forms letter that relates
to sound
 Isolates and writes the
initial, medial and final
sound of a word
 Exchanges one letter in a
written word with a
different letter to make a
new word
 Builds word families
 Writes words using
blends, letter
combinations and long
vowel sounds
 Spells word using letter
names
 Writes letters for double
consonants a sin
“hopping”
 Writes letters for double
vowels, as in “seed”,
“dead”
 Draws on knowledge of
common letter patterns
and letter-sound
correspondence
 Reads own writing aloud
and makes some
corrections to clarify
meaning
 Spells high frequency
words correctly in own
writing
 Uses known letter
patterns when
attempting to spell
unknown words
 Writes word containing
less common digraphs
and letters
combinations
 Uses knowledge of
familiar letter patterns
when attempting to
spell unknown words
 Identifies possible
spelling errors in own
writing, eg by circling
or underlining doubtful
words
 Discuss strategies used
for spelling difficult
words
 Delete words 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.
 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 part, eg prefixes,
suffixes and compound
words to spell unknown
words
 Uses knowledge of base
words to construct new
words
 Recognises most
misspelt words in own
writing and uses a
variety of resources for
correction
 Uses a thesaurus to find
synonyms
 Demonstrates an
awareness of the
limitations of spell
check features in word
processing programs.
7
Spelling Skill Development
Code:
E=Expose
T=Teach
C=Continue to Teach
Introducing higher skills when appropriate
Spelling Form
Invented Spelling
Single Sounds
Common Letter Patterns
Sight Words
Pronunciation
Rhyming Words
Vowel and Consonant Sounds
Word Families
Blends
Substitutions
Digraphs
Compound Words
Long Vowels
Contractions
Root words: word building, eg add “ing”, “ed”
Singular or plurals
Alphabetical Order
Silent Letters
Word meanings
Double Letters
Spelling Rules
Homophones and Homographs
Synonyms and Antonyms
Syllabifications
Suffix and Prefix
Anagrams
Comparatives and Superlatives
Origins-etymology
Level
1
P
E
T
T
T
T
T
T
E
E
E
E
E
E
E
Level
2
1
T
C
C
C
C
C
C
T
T
T
T
T
T
T
E
E
E
E
E
E
E
E
Level
3
2
C
C
C
C
C
C
C
C
C
C
C
C
C
C
T
T
T
T
T
T
T
T
E
E
3
T
C
T
T
C
T
C
T
C
T
T
T
T
C
C
C
C
C
C
C
C
C
T
T
E
Level
4
4
C
C
C
C
C
C
C
C
C
C
C
C
C
C
T
T
T
T
T
T
T
T
C
C
T
E
E
E
5
T
C
T
T
C
C
C
T
C
T
C
C
T
C
C
C
C
C
C
C
C
C
T
T
C
T
T
T
6
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
T
C
C
C
8
Spelling Development towards VELS Level 1: Prep
At Level 1, students begin to use letters to represent known words when spelling.
VELS 0.5
Spelling Indicators of Progress
 Students attempt to spell words by writing one or more of the letters in the word, usually having the
initial letter, or by matching the most obvious sounds, particularly consonants.
 Students know and can write some letters (upper and lower case), and recall the names of letters,
both upper and lower case.
 Students match letters with their common sounds, for example, they can use a model of the alphabet
to select the letter for sounds they hear and then write the letter by copying.
 Students write letters for some of the letter–sound links they know and may mix up upper and lower
case letters.
 Students recall the most common sounds that are linked with letters.
VELS 1.0
Spelling Indicators of Progress
 Students show they are aware of the sound system and the relationships between letters and sounds
in words when spelling.
 Students use conventional letters and frequently occurring patterns of letters such as ‘ing’ or ‘ay’ in
their writing.
 Students use a knowledge of letter–sound relationships (especially consonants) to attempt to spell
unknown words.
 Students spell high-frequency words that have been taught.
 Students identify words with a particular sound, for example, phone, farm, off, cough.
Included below is the sequence of single sounds that need to be taught in Prep. The sight word list (from
SNPS frequency word list) is to be introduced in conjunction with these sounds and phonemic awareness
activities.
1.
Suggested Order of Sounds
c
y
2.
a
i
d
j
g
l
q
k
e
t
f
h
o
p
w
m
s
n
b
r
u
x
v
z
Suggested Order of Blends (Suggestion to teach simple 3 letter words)
at
an
id
ib
et
en
od
ob
it
in
ud
ub
ot
on
am
ap
ut
un
em
ep
ag
ax
im
ip
eg
ix
om
op
ig
ox
um
up
og
ad
ab
us
ug
ed
eb
y
e
9
Spelling Development towards VELS Level 2: Years 1 & 2
By the end of Term 1, in Year 1, students should know all single sounds. Students should be generating
groups of words in Year 1 and 2 that reinforce phonological, morphemic and visual knowledge.
VELS 1.25
Spelling Indicators of Progress

Students recall the spelling of some frequently taught words used for writing.
 Students predict the spelling of unfamiliar words by using letter–sound relationships and/or analogy,
for example, they write plausible spelling attempts for one-syllable words that have regular twoletter rimes and predictable short vowel sounds, such as, ‘ip’, ‘et’. They segment the spoken word
into onset and rime, say each segment and write it. Examples of these words are set, lap and bus.
 Students use phonological processes when recall is not automatic, for example, they slowly articulate
the sounds in sequence in a word in order to hear the individual sounds and then represent the sounds
with appropriate letters.
 Students use some simple spelling patterns to generate plausible attempts at spelling unfamiliar
words, relying on letter–sound relationships and analogy.
 Students identify and list words that have the same sound in initial, medial and final positions in
texts (e.g. at, cat, catch), learn consonant digraphs, e.g., ‘sh’, ‘ch’ , ‘th’; substitute letters to form
new words, e.g., cot, pot, hot ; and build words from a base word, e.g., an, and, hand, handy.
 Students can attempt new words by using sound–letter correspondence. They make analogy by
linking familiar words with unfamiliar words.
VELS 1.5
Spelling Indicators of Progress
 Students recall the spelling of common high-frequency words, words of one syllable with regular
rime units, and some two-syllable words with regular spelling (for example, windy, playing).
 Students use their knowledge of some spelling patterns to generate plausible attempts at spelling
unfamiliar words by using analogy.
 Students use more complex phonological processes and more complex phonic conventions to spell
words, for example, spelling words that have the sound pattern usually associated with ‘wa’ for
example, wan, was, wand, water.
VELS 1.75
Spelling Indicators of Progress
 Students recall automatically the spelling of high-frequency words.
 Students use their knowledge of some spelling patterns (regular and irregular rimes) to generate
plausible spellings of unfamiliar one-syllable words and some two-syllable words with regular
spelling (for example, sunny, playing ).
 Students use more complex phonological processes and phonic knowledge to assist the spelling of
words.
 Students review what they know about how words are spelt. For example some words are spelt how
they are said so you need to know the matching letter and sound patterns and some words are
exceptional words and do not sound how they are spelt.
 Students review in words what they know about how to spell an unfamiliar word for some words you
can listen to how you say them and think of matching letter patterns and some words are unusual and
you need to remember how to spell them, think of their picture/word shape or remember a saying to
assist you.
VELS 2.0
Spelling Indicators of Progress
 Students spell one-syllable words with 2–4-letter irregular rimes and use these to spell related
unfamiliar one-syllable words by either recoding and blending onsets and rimes or making rime and
onset analogy with known words.
 Students recognise syllables in familiar two-syllable words and use these to spell unfamiliar twosyllable words by analogy.
10


Students spell words that have the same spelling pattern but are pronounced differently, for example,
car, care, and warm or have and gave.
Students develop words from base words, identify words within words and group them according to
spelling patterns and sounds.
Spelling Development towards VELS Level 2: Year 1 & 2
The following may be used as a guide when introducing word families.
1.
Initial Blends
sa
fa
na
ba
pa
ca
ha
wa
za
se
fe
ne
be
pe
ke
he
we
ze
si
fi
ni
bi
pi
ki
hi
wi
zi
so
fo
no
bo
po
co
ho
va
su
fu
nu
bu
pu
cu
hu
ve
ma
ra
ga
ta
da
la
ja
vi
me
re
ge
te
de
le
je
ya
mi
ri
gi
ti
di
li
ji
ye
mo
ro
go
to
do
lo
jo
yo
mu
ru
gu
tu
du
lu
ju
yu
2. Initial Consonants Blends
(These should be highlighted where relevant during shared and guided reading from start
of Prep and taught formally after students have been taught single sounds)
bl
tr
qu
3.
cl
wr
sh
fl
sk
th
br
st
eck
cr
sn
ick
dr
sw
ock
fr
tw
Uck
gr
pr
shr
thr
squ
spr
Word Groups
ell
ill
oll
ull
ang
ing
ong
ung
End Letter Consonant Blends
ft
ink
6.
sl
sp
ack
str
all
5.
pl
sm
wh
Three Letter Initial Consonant
scr
4.
gl
sc
ch
ld
onk
lk
unk
lp
nt
lt
py
mp
ry
nd
sk
end
sp
ind
st
and
ty
ank
Final e Long Vowel Sounds
a-e
i-e
o-e
u-e
e-e
During the year revision of level 2 skills and sound combinations will need to be revisited and
consolidated.
The following may be used as a guide when introducing more complex letter blends.
1.
Letter Clusters and Digraph Blends
ace
ui
ough
th
2.
ice
ge
ought
wh
age
dge
ugh
ph
air
oor
ce
wr
eight
ould
ci
gh
alk
igh
cy
ng
ure
ight
sh
oe
ph
ch
Silent Letter Groupings
mb
kn
wr
gn
11
Spelling Development towards VELS Level 3 and 4: Years 3 - Year 6
VELS 2.25
Spelling Indicators of Progress
 Students spell correctly one-syllable words that have silent letter patterns and link these with the
origin of the word, for example, knife or knee. They predict how to spell unfamiliar one-syllable
words of these types.
 Students spell accurately regular high-frequency two- and three-syllable words and discuss the
concept of the unstressed vowel (for example, the a in about, or the i in decimal).
 Students describe the strategies they use to spell two-syllable words (for example, either by analogy
or by recoding each syllable).
VELS 2.5
Spelling Indicators of Progress
 Students spell accurately two-syllable words of high or moderate frequency. Strategies for predicting
the spelling of unfamiliar words include segmenting the spoken word into syllables, noting the
syllable(s) with the unstressed vowel(s), writing each syllable and then blending the syllables.
 Students show an awareness of simple morphographic patterns when spelling words, for example, ‘s’
added to a noun can indicate a plural, ‘ed’ added to a verb can indicate an action that has finished,
regardless of how the word is said.
VELS 2.75
Spelling Indicators of Progress
 Students spell accurately three-syllable words of high or moderate frequency and two-syllable words
that have irregular spelling, discuss the strategies they use (for example, how they deal with the
unstressed vowel) and predict how to spell unfamiliar two-syllable words of these types.
 Students spell correctly frequently occurring one-syllable homonyms and homophones and describe
the strategies they use for assisting with each.
 Students review what they know about how words are spelt, for example, some words are spelt how
they are said so you need to know the matching letter and sound patterns, the spelling of some words
is based on what they mean so you need to know the matching meaning and letter patterns, some
words sound the same but are spelt differently and you need to listen for how they are used and some
words are exceptional words and their spelling is hard to predict from how they are said.
 Students review by saying aloud what they know about how to spell an unfamiliar word, for some
words you can listen to their sound pattern, how you say it, and think of matching letter patterns, for
some words you think of what they mean and look for meaning segments, some words will be like
words you already know and you can use their spelling patterns and you decide whether it could be
an exceptional word and know other resources to find the spelling pattern.
VELS 3.0
Spelling Indicators of Progress
 Students spell accurately three-syllable words of high or moderate frequency that have irregular
spelling patterns and discuss how they might predict the spelling of irregular words.
 Students identify frequently occurring bound morphographs (for example, ‘s’ when added to a noun
or a verb) and use these simple morphographic patterns to assist in working out the meanings of
unfamiliar words.
 Students spell accurately familiar three-syllabic words by integrating morphographic and
graphophonic strategies for known patterns.
 Students spell words that are topic or context specific; they show they are aware that the meaning
and spelling of a word may vary depending on the topic for which it is used.
 Students review by saying aloud what they know about how to spell an unfamiliar word, for some
words you can listen to their sound pattern, how you say it and think of matching letter patterns, for
some words you think of what they mean and look for meaning segments, some words will be like
words you already know and you can use their spelling patterns and you decide whether it could be
an exceptional word
 Students proofread the words they write, identify incorrectly spelt words in their writing and correct
them.
12
The degree of emphasis depends on the types of spelling knowledge that are appropriate to the
writing purposes and stages of spelling development of students.
Students should look for examples/exceptions for each generalization.
Examples/exceptions should vary with students ability
Revisit and consolidate level 1 and 2 rules and generalizations throughout the year.
The following may be used as a guide when introducing rules and generalizations.
1.
Prefixes
pe
con
2. Suffixes and Endings
les
ward
es
ies
way
er
pro
dis
ment
est
ence
ex
Ir
ly
ist
ed
be
Im
ness
ish
ant
or
ion
ance
un
In
ous
hood
al
a
re
sion
ful
ally
anti
al
tion
fully
able
some
ever
Ible
Spelling Development towards VELS Level 4: Years 5 & 6
Teaching at Level 4 builds upon outcomes from previous levels. Ensure the above Level 3 and 4 stages are
covered. Students should also understand the relationship between common letter patterns and meaning.
They should be taught the etymology of words (the derivation/meaning of root words).
VELS 3.25
Spelling Indicators of Progress
 Students identify the meanings of some word stems, for example, they use ‘port’, meaning to move
or carry something, to spell words such as export, deport, portable, porter and car port.
 Students spell less familiar two- and three-syllable regular words by using morphographic features,
graphics and analogy with known words for isolated words, and for words in prose, the use, as well,
information sources such as the semantic and grammatical contexts of the word.
VELS 3.5
Spelling Indicators of Progress
 Students identify the meanings of some word stems, for example, they use ‘port’, meaning to move
or carry something, to spell words such as export, deport, portable, porter and car port.
 Students spell less familiar two- and three-syllable irregular and exceptional words presented
individually by using morphographic features and graphic knowledge and by making analogy with
known words (for example, from ‘light’ to spell ‘fright’). For words in prose, they use, as well,
information sources such as the semantic and grammatical contexts of the word.
VELS 3.75
Spelling Indicators of Progress
 Students spell isolated two- to four-syllabic words using morphographic and graphophonic analysis
strategies, for example, they become aware of suffixes such as ‘tion’, ‘age’, ‘ance ’ or ‘ness’ and
how these are linked with existing words such as attract, appear or tidy and use these when spelling
words such as attraction, appearance, tidiness or carriage.
 Students spell unfamiliar two- and three-syllabic words in prose using morphographic, graphophonic
semantic and syntactic knowledge.
VELS 4.0
Spelling Indicators of Progress
 Students spell accurately familiar multi-syllabic words by integrating morphographic and
graphophonic strategies.
 Students review and automatise what they have learnt about morphographic units and how they can
predict the spelling of words using them.
 For unfamiliar three-syllable words, students identify the morphographs and the unstressed vowels
and predict their spelling.
13
Some examples of etymological words are listed below:
Students should be able to make generalizations and apply them to new situations.
Eg:
octa : octagon, octagonal, octogenarian
Communicate: communicating, communication, communicated
acro: top
audio : hear
cento : hundred
cosmeo : world
demo : people
eques : horse
finis : end
graph : write
holo : whole
mini : small
myx : slimy
nocti : night
pan : all
philia : lover of
photo: light
primus : first
psyche : mind
scrib : write
spiro : spiral
tele : afar/far
video : see
aero: air
auto : self
chrome : colour
counter : against
denti : tooth
endo : inside
gastro : stomach
gyno : woman
homo : same
mono : one
navis : ship
octa : eight
patho : suffering
phlebo : vein
physio : physical
project : throw
quadric : four
sect : cut
stat : stationary
tri : three
vox : voice
amphi: on all sides
bio : life
chrono : time
cycl : cycle
derma : skin
entero : intestine
geo : earth
gyro : circle
idio : idea
multi : manhy
necro : dead
omni : all
ped : foot
phobia : fear
phyto : plant
proto : first
quinque : five
septum : seven
statua : statue
tetra : four
aqua : water
cardio : heart
cide : killer
deca : ten
duo : two
ethno : race
gram : letter
metero : other
mille : thousand
myth : myth
neo : new
ortho : to fix right
penta : five
phono : sound
poly: many
pseudo : false
rect : set up right
spectro : look
terra : earth
uni : one
14
Spelling Rules and Generalisations:
Level 3 and 4 (Years 3 to 6)
The following rules and generalizations need to be explicitly taught in Levels 3 and 4 within an
integrated language environment.
Plurals
Most words form a plural by adding s
Words that end in sh, ch, s, ss, x and x form plurals by adding es
Words ending in ay, ey and oy from plurals by adding s
Words ending in a consonant and then y from plurals by
changing the y to an i and then adding es (no change when
adding ..ing)
Some words change their form when they become plural
Some words which end in bold form the plural by adding es
Some words that end in f or fe form the plural by changing the f
or fe to v and adding es
Certain nouns existing in plural form only
Examples
dogs
dishes churches gases
classes boxes buzzes
bays keys toys
spies
mouse (mice)
tomatoes
leaves
measles
Changing Tense of Verbs
When adding ing to words that end in y leave the y
When a word ends in a short vowel followed by a single
consonant, double the consonant before adding ed or ing
When a word ends in a consonant followed by y change the y to
i before adding es
When a word ends in e drop the e before adding ing, ed BUT
retain when ending begins with a consonant
When a word ends in l, double the l before adding ed or ing.
Some verbs change their form when the tense changes
Examples
enjoying spying
batted batting
Comparatives and Superlatives
Words that end in a consonant followed by y change the y to i
before adding er and est
Examples
easier easiest
Changing the part of speech
If a word ends in l, double the l before adding er, ing, ed
If a word ends in ie, change the ie to y before adding ing
Final silent e is left out when adding y
If a word ends in a short vowel with only one final consonant
double the consonant before adding er.
Examples
traveler travelling travelled
lying
scare – scary
swim swimmer
Contractions
The apostrophe replaces the letter / letters dropped
Examples
can’t wouldn’t
cries flies
loving loved lovely
travelled travelling
ran run
write wrote
go went
I’ll
15
Spelling Rules and Generalisations:
Level 3 and 4 (Years 3 to 6) continued:
Possessive Apostrophes
Note placing of apostrophe depending on whether noun is
singular or plurals
Examples
Michael’s school’s
Abbreviations
Common abbreviations should be taught
(Note that full stops are no longer necessary – Australia Post’s
ruling on no punctuation because computer scanning has
changed usage)
Examples
Mr
Mrs
Rd
NSW
Homonyms
Some words sound the same but are spelt differently
Examples
write right
to too two
weather whether
there their they’re
Compound Words
Some words are formed by joining two smaller words
Examples
Cupboard
football
Word Derivations
Find appropriate examples (see Level 4 Spelling
Implementation)
Examples
aqua = water (latin)
auto = self (greek)
Suffixes
When full, till, are used as a suffix, one l is dropped
Examples
care + full = careful
un + till = until
beauty + full = beautiful
If a word ends in a consonant followed by y, change the y to i
before adding ful
If a word ends in y, change it to i before adding ly
Contractions
The apostrophe replaces the letter / letters dropped
St
etc
bathroom
busy + ly = busily
gay + ly = gaily
day + ly = daily
Examples
can’t wouldn’t
i’ll
16
Spelling Rules and Generalisations:
Level 3 and 4 (Years 3 to 6) continued:
Consonants
Double l, f, or s, after single short vowel at the end of a word
(exceptions: us, bus, gas, if, of, this, yes, plus, nil, pal)
k goes in front of e and i
When c goes in front of a, o, u, it is a hard c which sounds like k
When c is followed by e, i, o y it sounds like s
When c is followed by h, it nearly always sounds as it does in
church. Sometimes, however, it sounds like k
ck is only used after a short vowel sound
q is always followed by u (except in QANTAS)
When g is followed by e, i or y, it sound like j
No English words end in v or j
When w is followed by a, the a is hardly ever pronounced as it is
in apple. There are a few exceptions – wag
Vowels
The sound ee on the end of a word is nearly always
represented by y – (exceptions – committee, coffee)
Omit the final e from a root word before adding an ending
that begins with a vowel.
Keep the final e if the ending starts with a consonant ‘e’
goes away when ‘ing’ comes to say
Words which end in e following a soft e or soft g, retain the
e when any suffix other than ing is added
A silent e on the end of a word of a word makes the
preceding vowel long (in other words, letter name)
(exceptions: done, come, give, have , love, gone)
i comes before e when it is pronounced ee except when it
follows e or is pronounced a – weigh; (exceptions; neither,
foreigner, sovereign, seize, counterfeit, leisure, forfeit,
reign, veil, neighbor, weird)
our becomes or when ous is added
When a c is followed by ee sound, use ei
Other letters are generally followed by ie (Note: seize)
all / well at beginning of word (one l is dropped)
Final – l
Most words of two or more syllables ending in l have only
one l
Examples
call
tall
stuff
moss less
keg kick
cat cot cut
centre circus cyst
chemist Christmas
sack brick locket cricket
quintessential
gesture giant tipsy rage
want water wart wall
Examples
have – having
crave – craving
care – caring
hate – hating
manageable noticeable courageous
late bike cube bone scene
brief field receive ceiling
humour – humorous
vigour – vigorous
receive
believe
all + most = almost
all + ready = already
well + come = welcome
shovel parallel
17
Spelling Rules and Generalisations:
Level 3 and 4 (Years 3 to 6) continued.
Silent Letters
k
w
e short and long vowels and “magic e”
b
n
g
p
t
c
d
gh
u
h
Examples
know, knew, knee, knife
wrap, writ, wrong, wriggle
rid – ride
lamb, thumb, debt, doubt
solemn, column
gnaw
psychology, tempt
castle, often, whistle, fasten
science, scissors
hedge
eight, right
guard, guide
hour, honest
English Continuum Progression Points following Level 4.0:
The English Continuum ends the spelling indicators of progress at 4.75 progression point [see
remaining indicators of progress prior to appendix].
VELS 4.25 Spelling Indicators of Progress
 Students spell accurately familiar multi-syllabic words by integrating morphographic and
graphophonic strategies.
 Students review and automatise what they have learnt about morphographic units and how
they can predict the spelling of words using them.
 For unfamiliar three-syllable words, students identify the morphographs and the unstressed
vowels and predict their spelling
VELS 4.5
Spelling Indicators of Progress
 Students use morphographic knowledge to spell unfamiliar two- and three-syllable words by
identifying the meaning of the stem when the stem is not a known word. They can, for
example: identify the stem ject, infer its meaning by analysing what they know about reject,
project, subject and use it to spell injection or trajectory or identify ‘vert’ in convert and
invert, work out its meaning and use it to spell inversion.
 Students describe the effect on the meaning of words when suffixes such as age, er, ist, or
are added to nouns or verbs and use this to spell words that have these suffixes, for example,
passage, manager or chemist.
VELS 4.75 Spelling Indicators of Progress
 Students use morphemic knowledge to spell words when adding suffixes and prefixes and
usually recognise when a word is spelt incorrectly.
18
COMMON ASSESSMENT TASKS OF SPELLING AND ON GOING MONITORING
Administration of assessment tasks is not enough; the results of data collected must be analysed and
used to provide future direction for teaching programs.
Minimum expectation for students will be identified (according to indicative VELS levels).
Teachers will make observations of students’ writing and spelling behaviours through on going
monitoring.
Individual Learning Plans will be devised for identified students.
Identification and administration of these tasks will rest with each team however the nature of these
tasks must include:
At Level 1 (Prep):
- Letter Identification
- Marie Clay 15 Word Reading Test
- Read and write 20 High Frequency Words (SNPS Prep List from high frequency list)
- Analysis of personal writing samples – focus on spelling
At Level 2 (Year 1 & 2):
- SNPS High Frequency Words assessed for reading and writing
- Peters and Smith Dictation Passage [and diagnosing specific spelling difficulties]
- Burt Word Test
- Analysis of personal writing samples – focus on spelling
At Level 3 (Year 3 & 4):
- South Australian Spelling Test
- Peters and Smith Dictation Passage [and diagnosing specific spelling difficulties]
- Burt Word Test
- Analysis of personal writing samples – focus on spelling
At Level 4 (Year 5 & 6):
- South Australian Spelling Test
- Peters and Smith Dictation Passage [and diagnosing specific spelling difficulties]
- Burt Word Test
- Analysis of personal writing samples – focus on spelling
19
Appendix:
-
Multiple Intelligences Spelling and Word Knowledge Activities
SNPS High Frequency Words
Spelling Assessments
Peters and Smith Diagnosing Specific Spelling Difficulties
BURT words administration
Writing vocabulary (10 minute word writing task)
Letter Identification
Further Reading References
-
Web links
Useful Web links and Further Reading References:

Glossary If viewing the electronic version of this document, the blue links will take you
straight to the English online glossary which is helpful in clarifying terminology to parents
or for self. Here is the direct link
http://www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum/engli
shglossarylz.htm#top

Spelling Task Cards Useful suggestions for ILP tasks as well as extension of children.
Various strategies can be downloaded to create task cards.
http://www.busyteacherscafe.com/worksheets/SpellingCards72.pdf

Spelling Bee
http://www.learner.org/interactives/spelling/index.html

Victorian Government Student Learning Writing Continuum
http://www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum/writi
ng/default.htm

Dianne Snowball & Faye Bolton: “Spelling K-8 Spelling”

20