Download File - Shoal Bay Public School Curriculum

Shoal Bay Public School
Year 6
Focus
Assessment
Linking spelling, grammar, punctuation, vocabulary and handwriting and
digital technologies to be taught explicitly will ensure students are given
explicit instruction in all areas. Rule based approach has been adopted (this
consist of a new rule as well as revision of rule for 2 years prior to grade
level) as well as high frequency, challenging words to ensure vocabulary
development.
Assessment will include (but is not limited to):

Weekly Spelling, Grammar and Punctuation test

South Australian Spelling Test (End of Semester 1 and 2)

Handwriting Assessment

Sentence-a-day Assessment
Spelling
Grammar, Punctuation and Vocabulary
Students develop and apply contextual knowledge
 understand that language is structured to create meaning according to
 understand how accurate spelling supports the reader to read fluently
audience, purpose and context
and interpret written text with clarity
 understand that choices in grammar, punctuation and vocabulary
contribute to the effectiveness of texts
Understand and apply knowledge of language forms and features
 understand how to use strategies for spelling words, including spelling
 understand the difference between main and subordinate clauses and that
rules, knowledge of morphemic word families, spelling generalisations,
a complex sentence involves at least one subordinate clause
and letter combinations including double letters (ACELA1485,
(ACELA1507)
ACELA1779)
 experiment using a range of language features, eg connectives, topic
 recognise homophones and know how to use context to identify correct
sentences, active and passive voice and nominalisation
spelling (ACELA1780)
 understand how noun groups/phrases and adjective groups/phrases can
 understand how knowledge of word origins supports spelling
be expanded in a variety of ways to provide a fuller description of the
person, place, thing or idea (ACELA1508)
 understand how ideas can be expanded and sharpened through careful
choice of verbs, elaborated tenses and a range of adverb groups/phrases
(ACELA1523)
 identify a variety of connectives in texts to indicate time, add information,
clarify understanding, show cause and effect and indicate
condition/concession
 use complex punctuation to engage the reader and achieve purpose
 understand how the grammatical category of possessives is signalled
through apostrophes and how to use apostrophes with common and
proper nouns(ACELA1506)
Respond to and compose texts
 use morphemic, visual, syntactic, semantic and phonological knowledge
 experiment with different types of sentences, eg short sentences to build
when attempting to spell unknown words
tension and complex sentences to add detail
 discuss and use strategies for spelling difficult words
 use topic sentences and appropriately organise main (independent) and
 identify spelling errors in own writing and unknown texts and provide
subordinate (dependent) ideas to enhance coherence in written texts
correct spelling
Shoal Bay Public School
Week
2
Explicit Spelling
Rule
Silent u
Change the y to I
and add es
3
Silent l
Keep the y and
add s
4
Silent t
Contractions
5
rh sound
Suggested Words
Blue Group
Black Group
guilt
guest
plague
league
guitar
guiltless
puppies
theories
libraries
applies
folk
yolk
would
chalkiest
salmon
baulk
monkeys
displays
employs
conveys
listen
soften
fasten
castle
often
nestle
they’re
why’s
where’ll
they’d
rhyme
circuit
disguise
guillotine
guile
rogue
silhouette
accompanies
adversaries
democracies
frequencies
baulked
colonel
halving
psalm
salmon
wouldn’t
phoneys
latchkeys
chimneys
attorneys
whistle
moisten
apostle
wrestle
mortgage
Christmas
when’s
you’ll
who’d
they’ve
rhapsody
Tricky Words
Red List
Grammar,
Punctuation and
Vocabulary
abbreviate
abyss
academic
ache
adjacent
author voice - use of
first-person and thirdperson narration
allotted
absence
accommodate
accurate
acquire
author voice - use of
first-person and thirdperson narration
acquainted
adjourn
amateur
analysis
analyse
noun group - a group of
words built around a noun
that describes or specifies
the noun: may include
adjectival/ relative clauses,
eg the chair that is next to
my desk
apologize
noun group - a group of
Registration
Shoal Bay Public School
6
rhythm rhombus
rhubarb
rhinoceros
rhetoric
rheumatic
rhythmic
rhomboid
Contractions
could’ve
shouldn’t
wouldn’t
might’ve
mustn’t
would’ve
mightn’t
‘twas
our for the or
sound
court
mourn
fourth
source
favour
computers
battlers
Aborigines
narratives
sore
swore
galore
ignore
score
carnivore
armoured
backcourt
belabour
clamour
courtesan
vacuums
collectors
accountants
documents
anchored
censored
fluorescent
humoresque
microspore
pinafore
dispatches
sandwiches
benches
approaches
unit
union
uniform
university
universe
maximises
abolishes
cleanses
blotches
workbenches
simple plurals
7
Ore for the or
sound
Words ending in
ch add es
8
Prefix Uni- (one)
Words ending in
s, x, sh add es
unification
uniformed
unilateral
uninflated
uninvited
duplexes
flummoxes
canvasses
arrangement
audience
basically
belief
words built around a noun
that describes or specifies
the noun: may include
adjectival/ relative clauses,
eg the chair that is next to
my desk
benefited
beverage
bicycle
breathe
bulletin
adjective a word that
describes a noun: modal,
eg possible
bouquet
calendar
campaign
cancelled
career
adjective a word that
describes a noun: modal,
eg possible
changeable
chemical
conscience
continuous
correspondence
elaborated tenses multiple word tenses, eg
We have been working for
three hours
Shoal Bay Public School
9
Prefix bi- (two)
Words ending in y
change to ies
when no vowel
optimises
bike
biceps
biased
bionic
biplane
bifocal
cherries
biographies
emergencies
efficiencies
accomplishes
biannual
biathlon
bicentenary
bicoastal
bilingual
binocular
accuracies
apologies
calamities
democracies
colloquial
collegial
calibration
conscientious
cooperative
elaborated tenses multiple word tenses, eg
We have been working for
three hours