Bound for Success Scope and Sequence Statements

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Concepts to beconsolidated• Oral vocabulary growth• Phonological awareness• Alphabet knowledge• Letter-sound knowledge• Concept of word in textSPELLINGYear One Year Two Year Three Year Four Year FiveFocused teaching Concepts to be Focused teaching Concepts to be Focused teaching Concepts to be Focused teaching Concepts to be Focused instructionconsolidatedconsolidatedconsolidatedconsolidatedBeginning consonants insingle syllable wordsShort vowel in onset andrime patterns in singlesyllable words• at, an, ad, ap, ag• op, ot, og• et, eg, en• ug, ut, un• ip, ig, illDigraphs and blends• sh, ch, th, wh• st, sp, sk, and sm• sc, sn and sw• pl, bl,• cr, cl, fl, fr• bl, br, gr, gl• pr, tr, dr• k, wh, qu, twShort vowels in singlesyllable cvc 1 words• Short a (sad, ham)• Short o• Short i• Short u• Short e (bed, yes)Contractions(I’m, I’ll)Beginning consonants insingle syllable wordsOnset and rime patterns(see Year 1 sequence)Digraphs and blends(see Year 1 sequence)Short vowels in singlesyllable cvc words(see Year 1 sequence)Short vowels and initialdigraphs• (that, ship, when)Short vowels before –ng, -nt, -nd, -mpCommon long vowelpatterns in single syllablewordsR-influenced vowels insingle syllable wordsor, ar, ir, er, urDiphthongs in simple, singlesyllable wordsConsonant patternsNasal continuants in morecomplex wordsLess common long vowelpatterns• Short i and long i (write,might, why)• Long i (wild, find, child)• Long o (told, both, roll,ghost)R-influenced vowel patternsin single syllable words• ar, are, air• er, ear, eer• ir, ire, ier• or, ore, oar• ur, ure, ureW-influenced vowelpatterns• wa (watch, wash), war(warm war), wor (word,work worm)Diphthongs and otherambiguous vowel sounds inmore complex words• oi (pointer, enjoy, noise)• oo (soon, good, could)• ou, ow (mountain, brown)Silent beginning consonant• kn, wr, (knife, wrong)Less common long vowelpatternsR influenced vowel patternsDiphthongs and otherambiguous vowel sounds• oi (point, enjoy, noise)• oo (soon, good, could)• ou, ow (sound, brown)Silent beginning consonantpatternsknife, wrong,Beginning consonantclustersLess common long vowelpatterns in multi syllablewordsR influenced vowel patternsin multi-syllable wordsDiphthongs in morecomplex words and otherambiguous vowel sounds• oy,oi, ou, ow, ould, /u/,ough, au, awSilent beginning consonantpatternsgn, (gnat, gnaw)(wreath, knight)Beginning complexconsonant clustersstraight, throat, screen,squawkDiphthongs and otherambiguous vowel soundsin more complex wordsComplex consonant clustersin multi syllable wordsSilent beginning consonantpatternsHard and soft c and gpatternsdge and ge word patternsComplex vowel clusters inmulti syllable wordsSilent beginning consonantpatterns in more complexwords(Knead, knoll, wreath, gnaw)Hard and soft c and gpatterns in more complexwordsdge and ge word patterns inmore complex wordsShort vowels and initialblends• (glad, drip, crab)Short vowels and finaldigraphs• (cash, rich, much)Short vowels before ng, nt,nd and mp• (rang, went, end, jump)R-influenced vowels insingle syllable words• or, ar, ir, er, urInflectional endingsPlurals and past tensemarkerCompound wordsTriple r-blends• scr, str, sprConsonant digraphs• thr, shr, squ(three, shrink, spring)Inflectional endings insingle syllable words• Plural and past tense• Three sounds of the pasttense –ed markerCompound words(Inside, beside, itself)Where compound words areprepositions, ensure studentsunderstand and can ‘act out’the preposition.Hard and soft c and gpatterns(candle/ centre, garage/giant)dge and ge word endings• Short-vowel pattern (edge)• Long vowel patterns (stage)r, l or n indicate ge pattern(large, bulge, range)tch, ch word endingsAs above(catch, reach, porch)Inflectional endings• No change• Doubling• E-dropCompound wordsOpen and closed syllablesInflectional endings in morecomplex wordsChanging final y to iMore complex compoundwordsOpen and closed syllables• vccv double (supper,dinner)• vcv open (super, diner)• vccv different (window,sister)• vcv closed (river, cover)Vowel patterns in accentedsyllables• Long-a patterns (rainbow,crayon, basement)• Long –i patterns (frighten,ninety, higher)• Long –o patterns (toaster,lonely, owner)• Long –u patterns (cougar,noodle, loser, blue)• Long –e patterns (season,freedom, people)• Long –(y)u patterns(useful, knew, tuber)1C – consonant; V – vowel.Bound for Success Scope and Sequence Statements V2 Page 15 Working Document Semester One 2007
SPELLINGYear One Year Two Year Three Year Four Year FiveContractions(I’m, I’ll)Common long-vowelpatterns in single syllablewords• Long a (space, rain)• Long e (seem, clean)• Long o (drove, road)• Long u (cube, food, fruit)Exception to vce pattern –vepattern(give, love, have, dove)Short /e/ sound spelled ea(dead, head, bread)Diphthongsoi/oy (coin, boy)ou/ow (loud/cow)Final /k/ sound spelled ck,ke, k(chick, make, book)Inflectional endings (changefunction of word-numberand tense)Plurals e and esEnsure students understandconcept of ‘one’ or ‘morethan one’ before embarkingon plurals.Past tense endingsExplore the concept of ‘time’as linear. Use timelines,calendars, etc to model andreinforce this concept.Compound words(Indoors, breakfast, today)Discuss pronunciationdifferences of words whenused in a compound word egbreak + fast sounds likebreakfastContractions• (It’s, that’s, he’s)• (can’t, didn’t, wasn’t, isn’t)Common homophones(two/to/too; see/sea, of/off)Contractions• It’s, that’s, he’s• can’t, didn’t, wasn’t, isn’tHomophones-simpleContractions – morecomplexHomophones – morecomplex single syllable(break/brake, ate/eight)Meanings of these wordsmust be clearly understood bystudents so they can makeaccurate choices.Inflectional endings• Plurals and past tense• Three sounds of the pasttense markerCompound wordsContractionsHomophonesHigh frequency words• Starting with unaccentedsyllable a-• Starting with unaccentedsyllable be-Inflectional endings• No change (walking,asking)• Doubling (stopping)• E-drop (hoping)Unusual past tense words(sleep/slept, keep/kept,shine/shone)Unusual plurals(wife/wives, life/lives)Compound words – morecomplex(butterfly, anthill, seahorse,windmill, dishwasher,bookcase, lightbulb)Contractions in morecomplex words• Verb + not (couldnot/couldn’t)• Word + is (there is/ there’s)• Pronoun + verb (they are/they’re)Introduce concept of openand closed syllables• Open syllables end with along vowel sound: tiger,reason• Closed syllables contain ashort-vowel sound that isusually ‘closed’ by 2consonants: rabbit, racketHomophones – singlesyllable• Long –a (pale/pail;hair/hare)• Long –i (write/right;find/fined)Meanings of these wordsmust be clearly understood bystudents so they can makeaccurate choices.Homophones in singlesyllable wordsAmbiguous vowels (Vowelsthat are neither long norshort, thus ambiguous in thecontext of syllable stress)• Oy/oi, ow/ou(voyage,moisture,amount, employ)Vowel patterns inunaccented syllables• Unaccented final syllable(–le spelled le/el/il/al)• Unaccented final syllableer spelled er/ar/or• Unaccented final syllablechur spelled ture, sure(picture, measure)Homophones in two syllablewordsspedal/petal/peddle)Two syllable homographsPRESent/presENTAffixes (introduced as unitsof meaning)• Base word plus simpleprefixes• un, re, dis, mis• Base word plus simplesuffixes• -ful, -ly, -less,- ness• Comparative suffixes–er, -est, -ier, -iestAdding –ion to base words,no spelling change• Base –ct(subtract/subtraction)• Base –ss(express/expression)Bound for Success Scope and Sequence Statements V2 Page 16 Working Document Semester One 2007
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Page 11 and 12: ENGLISHWriting Imaginative TextsIn
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Page 17: SPELLINGAbout spellingWhile English
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STUDIES OF SOCIETY AND ENVIRONMENTI
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THE ARTSThe role of the Arts in Soc
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TECHNOLOGYTechnology PracticeNote t
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TECHNOLOGYInformationMany forms of
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