English Developmental Continuum P–10 – Writing
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Conventions of Spelling Scaffolding learning from Level 1
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.
Teaching Strategies
The learning and teaching approach for writing is illustrated for students responding within the context of Pets.
Composing phase
Awareness of the sound system and the relationships between letters and sounds
Students are shown a partially complete sentence taken from the Pets book, they read each sentence and complete it by writing the appropriate word/s, using letter sound knowledge and known high-frequency words (such as I, can, is, the). For example:
- Ann has a _____.
- Sam has a _____ called _____.
- Jack has a yellow ______ _______ Tweety.