English Developmental Continuum P–10 – Writing

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Conventions of Spelling Scaffolding learning from 1.75

• Indicators of Progress

 

Indicators of Progress

• Students recall automatically the spelling of high-frequency words.
• Students use their knowledge of some spelling patterns (regular and irregular rimes) to generate plausible spellings of unfamiliar one-syllable words and some two-syllable words with regular spelling (for example, sunny, playing ).
• Students use more complex phonological processes and phonic knowledge to assist the spelling of words.
• Students review what they know about how words are spelt. For example some words are spelt how they are said so you need to know the matching letter and sound patterns and some words are exceptional words and do not sound how they are spelt.
• Students review in words what they know about how to spell an unfamiliar word for some words you can listen to how you say them and think of matching letter patterns and some words are unusual and you need to remember how to spell them, think of their picture/word shape or remember a saying to assist you.