English Developmental Continuum P–10 – Writing
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Conventions of Spelling Scaffolding learning from 1.25
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 two-letter 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.