K-6 Spelling Program-S Tooney

Sharon Tooney

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 K–10 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 Nursery Rhyme Focus

2

tie, pie, bee, tea (2 phonemes)

Incy Wincy Spider Twinkle Twinkle Little Star Humpty Dumpty

3

cat, bird, house, sun, duck, pig, dog, book (3 phonemes)

Jack and Jill Little Boy Blue Der Glumph Mr Frog Jumped out of a Pond

4

horse, bus, flag, stop, frog, lamp, milk, tent (3 phonemes)

Hickory Dickory Dock Baa Baa Black Sheep Jack Be Nimble Grand Old Duke of York

Week Sounds Tricky Words Sight Words

5 a m s it, am, is, as, at

6 t i f the mum, dad, boy, girl, and

7 d r o come dog, did, sat, fit, has

8 Revision

9 g h l here school, home, cat, can, to

10 u c n he, she run, in, on, big, little

11 k b v look, this play, skip, I, walk, shouted

12 Revision

13 e p j I’m, my red, bus, yes, pig, said

14 w y x me, who where, away, not, then, went

15 q z they, have down, up, an, if, got

16 Revision of all single sounds

17 Assessment of all single sounds

18 a e i o u are, we today, some, shop, that, good

19 a e i o u came, want see, book, car, our, for

Sharon Tooney

20 cvc words; identifying: beg,

mid & end sounds

there, by one, two, three, four, five

21 cvc words; identifying: beg,

mid & end sounds

your, give six, seven, eight, nine, ten

22 Revision

23 ai oa like, you, because find, over, children, funny

24 ie ee or pretty, what blue, yellow, go, help, jump

25 oo OO ng with, new make, friend, all, ate, be

26 Revision & Assessment

27 ch th now, again black, brown, but, do, eat

28 sh wh must, was into, get, no, please, ran

29 ou oi out, saw ride, will so, soon, too

30 ue er ar ask, could under, well, white, say, after

31 Revision & Assessment

Week Sounds Extension Words

32 Revision, consolidation &

extension

every, people, from, giving, how

33 round, birthday, why, baby, horse

34 teacher, today, read, house, first

35 second, third, when, yesterday, family

36 happy, stop, their, made, party

37 you’re, don’t, haven’t, isn’t, think

Sharon Tooney

OBJECTIVE A STAGE 1

SPELLING OUTCOME A student: › uses a variety of strategies, including knowledge of sight words and letter–sound 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 K–10 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.

http://www.k12reader.com/�

Sharon Tooney

SIGHTWORDS/SPELLING YEAR ONE

Term One Week Sight Words Spelling Words Vocabulary/Theme Words

1

No formal spelling

2 the of and

cat mat sat fat

____________ ____________ ____________

3 a to in

can man ran fan

____________ ____________ ____________

4 is you that

cap tap nap lap

____________ ____________ ____________

5 it he was

sit bit fit lit

____________ ____________ ____________

6 for on are

tin pin fin win

____________ ____________ ____________

7 as with his

hot pot not lot

____________ ____________ ____________

8 they I at

mop cop hop pop

____________ ____________ ____________

9 be this have

cob rob sob job

____________ ____________ ____________

10

Revision and Assessment

Sharon Tooney

Term Two Week Sight Words Spelling Words Vocabulary/Theme Words

1 from or one

see bee fee tree

____________ ____________ ____________

2 had by words

sea seat meat neat

____________ ____________ ____________

3 but not what

day say pay ray

____________ ____________ ____________

4 all were we

saw paw raw jaw

____________ ____________ ____________

5 when your can

tie lie pie die

____________ ____________ ____________

6 said there use

bow low row tow

____________ ____________ ____________

7 an each which

cow now how wow

____________ ____________ ____________

8 she do how

rain pain main train

____________ ____________ ____________

9 their if will

look book took cook

____________ ____________ ____________

10


Sharon Tooney

Term Three Week Sight Words Spelling Words Vocabulary/Theme Words

1 up other about

pool cool fool tool

____________ ____________ ____________

2 out many then

oil soil toil boil

____________ ____________ ____________

3 them these so

boy toy coy soy

____________ ____________ ____________

4 some her would

dew new few pew

____________ ____________ ____________

5 make like him

oat boat goat moat

____________ ____________ ____________

6 into time has

shed shop ship shut

____________ ____________ ____________

7 look two more

chin chop chew chip

____________ ____________ ____________

8 write go see

the thin this that

____________ ____________ ____________

9 number no way

who when what why

____________ ____________ ____________

10


Sharon Tooney

Term Four Week Sight Words Spelling Words Vocabulary/Theme Words

1 could people my than

stop step stem

____________ ____________ ____________

2 first water been called

sack back pack

____________ ____________ ____________

3 who oil sit now

deck peck neck

____________ ____________ ____________

4 find long down day

sick lick pick

____________ ____________ ____________

5 did get come

lock rock sock dock

____________ ____________ ____________

6 made may part

duck luck suck buck

____________ ____________ ____________

7

Revision and Consolidation

8


9

Assessment

10

No formal spelling

Sharon Tooney

SIGHTWORDS/SPELLING YEAR TWO


1

No formal spelling

2 over new sound

clap clip club clot

____________ ____________ ____________

3 take only little

flag flat flip flop

____________ ____________ ____________

4 work know place

spin spun spat spot

____________ ____________ ____________

5 years live me

drip drop drab drum

____________ ____________ ____________

6 back give most

slug slip slop slap

____________ ____________ ____________

7 very after things

grin grab grub grow

____________ ____________ ____________

8 our just name

plan plum plug plot

____________ ____________ ____________

9 good sentence man

trip trot trap trim

____________ ____________ ____________

10


Sharon Tooney


1 think say great

ring sing wing king

____________ ____________ ____________

2 where help through

sang bang rang hang

____________ ____________ ____________

3 much before line

sung rung hung lung

____________ ____________ ____________

4 right too means

lift left sift soft

____________ ____________ ____________

5 old any same

gold told sold bold

____________ ____________ ____________

6 tell boy follow

tent sent bent vent

____________ ____________ ____________

7 came want show

fast bust fist lost

____________ ____________ ____________

8 also around form

salt bolt kilt felt

____________ ____________ ____________

9 three small set

desk disk dusk task

____________ ____________ ____________

10


Sharon Tooney


1 put end does

take lake make rake

____________ ____________ ____________

2 another well large

mine fine line pine

____________ ____________ ____________

3 must big even

cone zone tone stone

____________ ____________ ____________

4 such because turn

sale male bale stale

____________ ____________ ____________

5 here why ask

wide side hide slide

____________ ____________ ____________

6 went men read

joke poke woke smoke

____________ ____________ ____________

7 need land different

quit quin quip quad

____________ ____________ ____________

8 home us move

knot knit knew know

____________ ____________ ____________

9 try kind hand

wrap wren wrist wrote

____________ ____________ ____________

10


Sharon Tooney


1 picture again change off

undo unhappy unwrap unmake

____________ ____________ ____________

2 play spell air away

redo reread rewrote remake

____________ ____________ ____________

3 animal house point page

midday midway midline midsong

____________ ____________ ____________

4 letter mother answer

wider slider finer taker

____________ ____________ ____________

5 found study still

fastest widest softest goldest

____________ ____________ ____________

6 learn should world

flatly trimly widely gladly

____________ ____________ ____________

7


8


9

Assessment

10

No formal spelling

Sharon Tooney

OBJECTIVE A STAGE 2

SPELLING OUTCOME A student: › uses a range of strategies, including knowledge of letter–sound 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 K–10 Syllabus 83-84)

Sharon Tooney



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


• 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 Sight Words Spelling Words Vocabulary/Theme Words

1

No formal spelling

2 high every near add

trace pace race face

____________ ____________ ____________ ____________

3 food between own below

dice rice mice twice

____________ ____________ ____________ ____________

4 country plant last school

rage stage cage page

____________ ____________ ____________ ____________

5 father keep tree never

stair pair fair hair

____________ ____________ ____________ ____________

6 start city earth eyes

door floor poor moor

____________ ____________ ____________ ____________

7 light thought head under

dear near fear clear

____________ ____________ ____________ ____________

8 story saw left don’t

lamb bomb climb comb

____________ ____________ ____________ ____________

9 few while along might

high sigh nigh thigh

____________ ____________ ____________ ____________

10


Sharon Tooney


1 close something seem next

stage whale space craze

____________ ____________ ____________ ____________

2 hard open example begin

close joke tube pipe

____________ ____________ ____________ ___________

3 life always those both

missed hissing bubble rubber

____________ ____________ ____________ ____________

4 paper together got group

ladder puddle letter bottle

____________ ____________ ____________ ____________

5 often run important until

happy puppy collect lolly

____________ ____________ ____________ ____________

6 children side feet car

summer hammer puzzle dazzle

____________ ____________ ____________ ____________

7 night walk white sea

have gave love five

____________ ____________ ____________ ____________

8 began grow took river

city circle cent cycle

____________ ____________ ____________ ____________

9 four carry state once

giant gent gym giraffe

____________ ____________ ____________ ____________

10


Sharon Tooney


1 book hear stop without

edge badge lodge fridge

____________ ____________ ____________ ____________

2 second late miss idea

catch fetch itch hutch

____________ ____________ ____________ ____________

3 enough eat face watch

picnic panic topic basic

____________ ____________ ____________ ____________

4 far real almost let

cattle bottle cuddle little

____________ ____________ ____________ ____________

5 above girl sometimes mountains

piece thief receive ceiling

____________ ____________ ____________ ____________

6 cut young talk soon

burning counting starting throwing

____________ ____________ ____________ ____________

7 list song being leave

closing making naming saving

____________ ____________ ____________ ____________

8 family it’s body music

batting sitting nagging hugging

____________ ____________ ____________ ____________

9 colour stand sun questions

football spaceship houseboat seatbelt

____________ ____________ ____________ ____________

10


Sharon Tooney


1 fish area mark dog

refuse replay return refresh

____________ ____________ ____________ ____________

2 horse birds problem

dislike disable disown distrust

____________ ____________ ____________ ____________ ____________

3 complete room knew

mistake mislead misuse misplace

____________ ____________ ____________ ____________ ____________

4 since ever piece

careful harmful playful painful

____________ ____________ ____________ ____________ ____________

5 told usually didn’t

darkness fairness kindness lateness

____________ ____________ ____________ ____________ ____________

6 friends easy heard

lighter teacher worker slower

____________ ____________ ____________ ____________ ____________

7


8


9

Assessment

10

No formal spelling

Sharon Tooney

SIGHT WORDS/SPELLING – YEAR FOUR


1

No formal spelling

2 order red door sure

could should mould boulder shoulder mouldy

____________ ____________ ____________ ____________ ____________

3 become top ship across

might slight bright tighter fright flight

____________ ____________ ____________ ____________ ____________

4 today during short better

though tough rough cough tougher roughly

____________ ____________ ____________ ____________ ____________

5 best however low hours

bought sought thought brought thoughtful laugh

____________ ____________ ____________ ____________ ____________

6 black products happened whole

lookout backyard desktop railroad bedroom blindfold

____________ ____________ ____________ ____________ ____________

7 measure remember early waves

churches brushes splashes lunches bunches crunches

____________ ____________ ____________ ____________ ____________

8 reached listen wind rock

buzzes fizzes foxes boxes misses buses

____________ ____________ ____________ ____________ ____________

9 space covered fast several

leaves shelves knives grieves briefs*

____________ ____________ ____________ ____________ ____________ ____________

10


Sharon Tooney


1 hold himself toward five

nonstop nonsense non-stick non-drip non-smoker non-starter

____________ ____________ ____________ ____________ ____________

2 step morning passed vowel

antibody antifreeze anticlockwise antivirus antidote antisocial

____________ ____________ ____________ ____________ ____________

3 true hundred against pattern

careless powerless timeless homeless hopeless fearless

____________ ____________ ____________ ____________ ____________

4 numeral table north slowly

aloud allowed ate eight break brake

____________ ____________ ____________ ____________ ____________

5 money map farm pulled

great grate knight night prince prints

____________ ____________ ____________ ____________ ____________

6 draw voice seen cold

there their they’re rode rowed road

____________ ____________ ____________ ____________ ____________

7 cried plan notice south

broke notice brand bright badger litter

____________ ____________ ____________ ____________ ____________

8 sing war ground fall

stump counter vault change cycle

____________ ____________ ____________ ____________ ____________ ____________

9 king town I’ll unit

ditch fence graze jumper present temple

____________ ____________ ____________ ____________ ____________

10


Sharon Tooney


1 figure certain field travel

shouldn’t wouldn’t didn’t don’t won’t wasn’t

____________ ____________ ____________ ____________ ____________

2 wood fire upon done

we’ve you’ve who’ve should’ve would’ve could’ve

____________ ____________ ____________ ____________ ____________

3 English road half ten

I’ll you’ll we’ll they’ll she’ll I’m

____________ ____________ ____________ ____________ ____________

4 fly gave box finally

you’re we’re here’s where’s he’d they’d

____________ ____________ ____________ ____________ ____________

5 wait correct oh quickly

cities ladies babies bakeries carries studies

____________ ____________ ____________ ____________ ____________

6 person became shown minutes

married applied denied copied supplied worried

____________ ____________ ____________ ____________ ____________

7 strong verb stars front

flying copying hurrying frying trying crying

____________ ____________ ____________ ____________ ____________

8 feel fact street decided

patrolled cancelled marvelled quarrelled labelled excelled

____________ ____________ ____________ ____________ ____________

9 contain course surface produce

labelling totalling signalling rebelling controlling travelling

____________ ____________ ____________ ____________ ____________

10 Revision and Assessment

Sharon Tooney


1 building ocean class note

picnic picnicking panic panicking mimic mimicking

____________ ____________ ____________ ____________ ____________

2 nothing rest carefully scientists

exceed excel except excellent excite exclaim

____________ ____________ ____________ ____________ ____________

3 inside wheels stay

accept accident access success accent accelerate eccentric

____________ ____________ ____________ ____________ ____________

4 green known island

furious anxious obvious glorious previous serious mysterious

____________ ____________ ____________ ____________ ____________

5 week less machine

essential initial partial social official burial trivial

____________ ____________ ____________ ____________ ____________

6 base ago stood

actually equally normally finally naturally mentally originally

____________ ____________ ____________ ____________ ____________

7


8


9

Assessment

10

No formal spelling

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 K–10 Syllabus 105-106)

Sharon Tooney



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


• 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


1

No formal spelling

2 plane system behind ran round

photo photocopy paragraph autograph headphones earphones telephone sphere physical alphabet

____________ ____________ ____________ ____________ ____________

3 boat game force brought understand

ghost ghastly ghetto guard guess guide guilt vogue league vague

____________ ____________ ____________ ____________ ____________

4 warm common bring explain dry

chrome scheme anchor echo stomach chaos chemist chronic schedule technique

____________ ____________ ____________ ____________ ____________

5 though language shape deep thousands

gently gesture giant danger en gage legend stranger suggest fragile logic

____________ ____________ ____________ ____________ ____________

6 yes clear equation yet government

knack knead kneel knight knock gnat gnawed

____________ ____________ ____________ ____________ ____________

Sharon Tooney

gnome reigning signage

7 filled heat full hot check

scene scent science scissors abscess a scend a scent crescent de scend de scent

____________ ____________ ____________ ____________ ____________

8 object am rule among noun

for - get - ful de - part - ment va - ni - shing ca - mer - a fi - ni – shing o - ver – board gra - vi – ty ham - bur - ger gar - de - ner mul - ti - ply

____________ ____________ ____________ ____________ ____________

9 power cannot able six size

re - por - ter e - le - phant en - ve - lope cu - sto - mer fe - ver - ish ho - li - day af - ter - noon fan - ta - stic un - der - stand re - comm - end

____________ ____________ ____________ ____________ ____________

10


Sharon Tooney


1 dark ball material special heavy

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

____________ ____________ ____________ ____________ ____________

2 fine pair circle include built

caterpillar mathematics multiplication capacity ordinary experiment participate responsible horizontal advertisement

____________ ____________ ____________ ____________ ____________

3 can’t matter square syllables perhaps

advise advice choose chose quiet quite cloth clothe sites sights

____________ ____________ ____________ ____________ ____________

4 bill felt suddenly test direction

transport portable aquarium aquatic aquaplane Aquarius manufacture manual manuscript manipulate

____________ ____________ ____________ ____________ ____________

5 general farmers ready anything divided

minimum minute minus minor maritime marine submarine mariner liberty liberate

____________ ____________ ____________ ____________ ____________

Sharon Tooney

6 centre energy subject moon region

liberal liberation multiply multitude multiple multiplication agreed agreement agreeable

____________ ____________ ____________ ____________ ____________

7 return believe dance members picked

separate definitely manoeuvre embarrass occurrence consensus unnecessary acceptable broccoli referred

____________ ____________ ____________ ____________ ____________

8 simple cells paint mind love

centre metre kilometre litre lustre spectre theatre calibre fibre sombre

____________ ____________ ____________ ____________ ____________

9 cause rain exercise eggs train

colour neighbour labour licence defence organise maximise cancelled ageing foetus

____________ ____________ ____________ ____________ ____________

10


Sharon Tooney


1 blue wish drop developed window

lethargy android chronic biopsy irony enthusiasm synopsis orthodox character asterisk

____________ ____________ ____________ ____________ ____________

2 difference distance heart site sum

stoic eulogy cosmetic Spartan homonym cryptic academy antibiotic trauma semantics

____________ ____________ ____________ ____________ ____________

3 summer wall forest probably sum

accommodate adjacent affinity aggregate aquatic benefactor benevolent candidate canine carnivore

____________ ____________ ____________ ____________ ____________

4 sum sat main winter wide written

cognition confidence conjecture corporal credentials credible curriculum dejected discipline electoral

____________ ____________ ____________ ____________ ____________

5 length reason kept interest arms

peloton barrage chagrin manicure mystique boutique dressage croquet gorgeous mirage

____________ ____________ ____________ ____________ ____________

Sharon Tooney

6 brother race present beautiful store

beige diplomat motif suave ambulance rehearse prairie diorama expertise matinee

____________ ____________ ____________ ____________ ____________

7 job edge past sign record

bangalow barramundi bilby billabong boomerang brolga brumby bunyip cooee currawong

____________ ____________ ____________ ____________ ____________

8 finished discovered wild happy beside

jackaroo jarrah kookaburra koori mulga nulla-nulla pademelon pyalla quandong quoll

____________ ____________ ____________ ____________ ____________

9 gone sky grass million west

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


Sharon Tooney


1 lay weather root instruments meet

liger (lion + tiger) malware (malicious + software)

Medifraud (medical + fraud)

modem (modulator + demodulator) motel (motor + hotel) motorcade (motor + cavalcade)

multiplex (multiple + complex) Muppet (marionette + puppet)

paratrooper (parachute + trooper) pixel (picture + element)

____________ ____________ ____________ ____________ ____________

2 third months paragraph raised represent

August biro cereal decibel epicure fauna galvanise hertz Jacuzzi knickers

____________ ____________ ____________ ____________ ____________

3 soft whether clothes flowers shall

leotard maverick nicotine ottoman pavlova quisling Rambo sandwich titanic vandal

____________ ____________ ____________ ____________ ____________

4 teacher held describe drive cross

aspirin sellotape cellophane celluloid escalator kerosene tabloid zipper band-aid fiberglass

____________ ____________ ____________ ____________ ____________

5 speak solve appear metal son

taser thermos teflon skivvies rollerblade

____________ ____________ ____________ ____________ ____________

Sharon Tooney

dumpster Frisbee hoover powerpoint ping-pong

6 either ice sleep village factors

Research ‘neologism’ words and select 10 that suit the context of your class setting.

____________ ____________ ____________ ____________ ____________

7


8


9

Assessment

10

No formal spelling

Sharon Tooney

SIGHT WORDS/SPELLING – YEAR SIX


1

No formal spelling

2 result jumped snow ride care

photograph photosynthesis biography geography microphone phonics spherical atmosphere emphasis triumph

____________ ____________ ____________ ____________ ____________

3 floor hill pushed baby buy

ghostly spaghetti disguise guilty guarantee guardian fatigue intrigue dialogue rogue

____________ ____________ ____________ ____________ ____________

4 century outside everything tall already

chaotic character chemical chemistry chronicle technical mechanic orchestra anarchy psychic

____________ ____________ ____________ ____________ ____________

5 instead phrase soil bed copy

oblige tragic generous genuine dangerous tragedy passenger teenager emergency originate

____________ ____________ ____________ ____________ ____________

6 free hope spring case laughed

knee cap knocker knowledge knuckle knowingly assigned designing

____________ ____________ ____________ ____________ ____________

Sharon Tooney

foreigner resigning assignment

7 nation quite type themselves temperature

a scending de scending muscle obscene scenery scientist disciple discipline fascinate adolescent

____________ ____________ ____________ ____________ ____________

8 bright lead everyone method section

happ - en - ing le - mo - nade bal - co - ny e - ner - gy app - e - tite va - len - tine en - ter - tain li - ber - ty lott - er - y pro - per - ty

____________ ____________ ____________ ____________ ____________

9 lake iron within dictionary hair

ten - den - cy an - ce - stor di - sa - ster re - gi - ster me - di - cine sen - si - tive ve - ni - son mu - si - cal hi - ber - nate me - di - um

____________ ____________ ____________ ____________ ____________

10


Sharon Tooney


1 age amount scale although per

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

____________ ____________ ____________ ____________ ____________

2 broken moment tiny possible gold

reproduction precipitation particular politician minority corporation representative absolutely punctuation interference

____________ ____________ ____________ ____________ ____________

3 milk quiet natural lot stone

affect effect conscience conscious source sauce allowed aloud course coarse

____________ ____________ ____________ ____________ ____________

4 act build middle speed count

bureaucracy supersede questionnaire connoisseur a lot entrepreneur particularly liquify conscience parallel

____________ ____________ ____________ ____________ ____________

5 consonant someone sail rolled bear

comfort comforter comfortable forgive forgiveness forgivable autograph autobiography automobile automatic

____________ ____________ ____________ ____________ ____________

6 wonder smiled

telephone telegraph

____________ ____________

Sharon Tooney

angle fraction killed

telescope television telephoto transfer transparent transplant transmit transportable

____________ ____________ ____________

7 melody bottom trip hole poor

circumference circulate circular circumstance circumnavigate microscope microscopic microchip microfilm microphone

____________ ____________ ____________ ____________ ____________

8 let’s fight surprise died beat

analyse specialise civilise judgement lodgement acknowledgement paediatrician anaesthetic rumour honour

____________ ____________ ____________ ____________ ____________

9 exactly remain dress cat couldn’t

meagre offence pretence realise recognise colonisation catalyse paralyse catalogue analogue

____________ ____________ ____________ ____________ ____________

10


Sharon Tooney


1 fingers row least catch climbed

aristocracy patriarch hierarchy eclectic melancholy chronology cynical hypothesis pentathlon etymology

____________ ____________ ____________ ____________ ____________

2 wrote shouted continued itself else

hydraulic hygiene thesaurus phenomenon protagonist acronym paradox sarcasm nemesis apostrophe

____________ ____________ ____________ ____________ ____________

3 plains gas burning design joined

alleviate alliteration ambiguity ambivalent amicable animosity belligerent colloquial condolences consensus

____________ ____________ ____________ ____________ ____________

4 foot law ears glass you’re

contiguous efficacy exacerbate exuberant fastidious femininity fidelity formidable gregarious imperative

____________ ____________ ____________ ____________ ____________

5 grew skin valley cents key

altruism bureaucracy neologism entourage fuselage amenable plateau physique nougat regime

____________ ____________ ____________ ____________ ____________

Sharon Tooney

6 president brown trouble cool cloud

egalitarian quiche fatigue morgue flamboyant souvenir impasse finesse rapport surveillance

____________ ____________ ____________ ____________ ____________

7 lost sent symbols wear bad

bombora corroboree didgeridoo wallaroo witchetty (grub) wobbegong woomera wurley yakka yarrah

____________ ____________ ____________ ____________ ____________

8 save experiment engine alone drawing

youi Yamidgee warrigal taipan mopoke myall goondie galah bogong (moth) budgeree

____________ ____________ ____________ ____________ ____________

9 east choose single touch information

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


Sharon Tooney


1 express mouth yard equal decimal

flounder (flounce +blunder)

fortnight (fourteen + nights)

freeware (free + software)

glitz (glamour + ritz) hazmat (hazardous + material) seascape (sea + landscape)

simulcast (simultaneous + broadcast) sitcom (situation + comedy) smog (smoke + fog) telethon (telephone + marathon)

____________ ____________ ____________ ____________ ____________

2 yourself control practice report straight

ammonia boycott camellia diesel excelsior furphy guillotine hooligan juggernaut klondike

____________ ____________ ____________ ____________ ____________

3 rise statement stick party seeds

luddite macadamia nemesis odyssey pasteurise Quixotic ritzy salmonella Tasmania volcano

____________ ____________ ____________ ____________ ____________

4 suppose woman coast bank period

Xerox walkman vaseline velcro windbreaker teletype teleprompter Styrofoam sheetrock scrabble

____________ ____________ ____________ ____________ ____________

5 wire pay clean visit bit

popsicle polaroid plexiglass laundromat microchip Jacuzzi hi-lighter

____________ ____________ ____________ ____________ ____________

Sharon Tooney

onesies Tupperware crockpot

6 whose received garden please strange

Research ‘neologism’ words and select 10 that suit the context of your class setting

____________ ____________ ____________ ____________ ____________

7


8


9

Assessment

10

No formal spelling

Documents

K-6 Spelling Program-S Tooney