uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words
- 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
- 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.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN1-5A the sub-elements (and levels) of Phonic knowledge and word recognition (PkW4–PkW6), Creating texts (CrT4–CrT5) and Spelling (SpG5–SpG9) describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning.
The progression sub-elements and indicators can be viewed by accessing the National Literacy Learning Progression.