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1st cluster
2nd cluster
Phonics involves making the connection between sounds and letters when reading and spelling.
Texts include oral, aural, written, visual, electronic and multimodal texts.multimodal texts.
Identies one letter that is the same in two words. Identies some letter names, e.g. rst letter of own name.
Identies two or more letters that are the same in words. Identies some letters that are the same in more than one context. Names some letters in a given word. Says one of the sounds for letters in a given word. Writes approximate letters for some sounds.
Phonemic awareness
involves hearing and
Enjoys repeating short rhyming verses, chants and jingles. Notices that some words rhyme in verses, chants and jingles.
Identies rhyming words on some occasions. Identies words that start with the same initial sound on some occasions.
First cluster of markers: Identifies one letter that is the same in two words. Identifies some letter names, e.g. first letter of own name.
Letters in print
Provide students with a set of plastic letters (both upper and lower case). Provide newspaper headlines or other large sections of print and ask students to find the plastic letters that match those in the print. Students can also use their name cards and place upper and lower case plastic letters over the letters of their name and then copy their name onto paper.
sun s u n
Sounds in words
Write out some CVC words on small cards. Provide students with coloured counters (about 10 cent size). Students take turns to select a word card. They say the word, stretching it out to hear its individual sounds, and place one counter below the word card for each sound they hear, e.g.,
b a t
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State of New South Wales through the NSW Department of Education and Communities, 2011
2nd cluster
3rd cluster
4th cluster
Identies two or more letters that are the same in words. Identies some letters that are the same in more than one context. Names some letters in a given word. Says one of the sounds for letters in a given word. Writes approximate letters for some sounds.
Identies all letters that are the same in more than one context. Names most letters in a given word. Says some of the sounds for letters in a given word. Blends up to three sounds in words when reading. Writes letters to correspond with single letter sounds.
Names all letters in a given word. Says most of the sounds for letters in a given word. Spells unknown words phonetically with most letters in the correct sequence. Recognises, says and writes names and common sounds of alphabet.
Identies rhyming words on some occasions. Identies words that start with the same initial sound on some occasions.
Consistently identies words that rhyme. Consistently identies words that start with the same initial sound. Provides a word starting with a given sound.
Says the new word when asked to delete one phoneme (phoneme deletion). Says the new word by adding a phoneme to an existing word (phoneme addition).
Second cluster of markers: Identifies two or more letters that are the same in words. Identifies some letters that are the same in more than one context. Names some letters in a given word. Says one of the sounds for letters in a given word. Writes approximate letters for some sounds.
Letters in words
Write out some short words onto word cards. Include words with two of the same letter, e.g. dad, little, good. Provide students with coloured counters (about 10 cent size). Students select a card and place a counter for each letter, using the same colour counter for the letters that are the same.
Same letters
Cut out some short words of different sizes and fonts from magazines and newspapers. Students spread out the words and then take turns to find two that contain the same letter. They can paste the pairs of words, circle the common letter and then and write it.
Letter matching
Provide some pictures of recognisable objects and a set of letter cards. Select 5 to 10 pictures where the word for each starts with a different sound and place them in a plastic bag with a set of letter cards to correspond to the beginning sound of each word (you might want to include some other letter cards as well). Students spread out the pictures and take turns to say what is in the picture and find the card with the beginning letter for that word. As they place the card on the picture, they say the letter name.
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State of New South Wales through the NSW Department of Education and Communities, 2011
Word Bingo
Make some sets of Bingo word cards using words with different combinations of known letters. Have all the words on a master sheet. Each student has a card. The caller calls out words from the master sheet. Students listen the word called out and put a counter on the word if it is on their card. The first student to cover all words on their card is the winner. The winner becomes the caller. Students can select a new word grid for a new game.
Writing letters
Students have a grid card with an initial letter in each square and a felt pen. (The card can be laminated so that it can be reused). A caller has a set of short words that have initial letters the same as those on the grid cards. As the caller says a word, students write it in a square that contains the correct initial letter. After all words have been called, students check their spelling against the callers set of words.
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State of New South Wales through the NSW Department of Education and Communities, 2011
3rd cluster
4th cluster
5th cluster
Identies all letters that are the same in more than one context. Names most letters in a given word. Says some of the sounds for letters in a given word. Blends up to three sounds in words when reading. Writes letters to correspond with single letter sounds.
Names all letters in a given word. Says most of the sounds for letters in a given word. Spells unknown words phonetically with most letters in the correct sequence. Recognises, says and writes names and common sounds of alphabet.
Blends initial consonants with common vowel patterns or word families. Attempts to read more complex words using letter/sound knowledge. Uses knowledge of letter clusters and vowel digraphs to spell unfamiliar words.
Consistently identies words that rhyme. Consistently identies words that start with the same initial sound. Provides a word starting with a given sound.
Says the new word when asked to delete one phoneme (phoneme deletion). Says the new word by adding a phoneme to an existing word (phoneme addition).
Says the new word when one phoneme is substituted for another (phoneme substitution).
Third cluster of markers: Identifies all letters that are the same in more than one context. Names most letters in a given word. Says some of the sounds for letters in a given word. Blends up to three sounds in words when reading. Writes letters to correspond with single letter sounds.
Identifying letters
Provide a set of plastic letters, a page of a newspaper or magazine text and a felt pen for each student. Students select a plastic letter and circle all examples of that letter in their text.
Naming letters
Provide a set of word cards that use letters you have introduced. Students work in groups to take turns in selecting a card and naming the letters in that word. Other students check and agree if the letter names are correct. If all letters are correctly named, the student keeps the card. If not, it is returned to the bottom of the pile. The winner is the student with most word cards.
Have-a-go sheets
Introduce Have-a-go sheets for students to attempt spelling words. Provide the letters along the top and bottom for students to refer to when attempting to write letters in words. For example:
Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz
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Not part of NEALS State of New South Wales through the NSW Department of Education and Communities, 2011
One student, with a set of word cards, says a word while others attempt to write it using the letters on their Have-a-go sheet. They then check against the word card.
Word frames
Provide students with a word frame cards, on which VC and CVC words are written into boxes divided into the correct number of letters, e.g.
In pairs or small groups, students take turns to: select a card from prepared VC and CVC word frame cards say the word, breaking it into individual sounds, e.g. /r/ /u/ /n/ push a counter onto each letter, saying the sound for each letter blend the sounds together and repeat the word, e.g. run.
Flip books
Make flip books with the beginning of a word on the lefthand side, e.g. c, b, m, r, h, p and ending options on the righthand side, e.g. at, in, eg). Students flip the pages, identify words and write them in a list. As an alternative, they can write words in one list, e.g. cat, bin and not words in another list, e.g. reg, hin.
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State of New South Wales through the NSW Department of Education and Communities, 2011
4th cluster
5th cluster
6th cluster
Names all letters in a word. Says most of the sounds in a given word. Spells unknown words phonetically with most letters in the correct sequence. Recognises, says and writes names and common sounds of alphabet.
Blends initial consonants with common vowel patterns or word families. Attempts to read more complex words using letter/sound knowledge. Uses knowledge of letter clusters and vowel digraphs to spell unfamiliar words.
Segments sounds in consonant clusters to spell unfamiliar words. Uses familiar words and letter clusters to decode words when reading.
Says the new word when asked to delete one phoneme (phoneme deletion). Says the new word by adding a phoneme to an existing word (phoneme addition).
Says the new word when one phoneme is substituted for another (phoneme substitution).
Manipulates phonemes (add, delete and swap) to generate new words, e.g. swap the /p/ in spin with /k/.
Fourth cluster of markers: Names all letters in a word. Says most of the sounds in a given word. Spells unknown words phonetically with most letters in the correct sequence. Recognises, says and writes names and common sounds of alphabet.
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State of New South Wales through the NSW Department of Education and Communities, 2011
5th cluster
6th cluster
7th cluster
Blends initial consonants with common vowel patterns or word families. Attempts to read more complex words using letter/sound knowledge. Uses knowledge of letter clusters and vowel digraphs to spell unfamiliar words.
Segments sounds in consonant clusters to spell unfamiliar words. Uses familiar words and letter clusters to decode words when reading.
Recognises that common sufxes in words can have different sounds, e.g. wanted, talked. Understands that sounds can be represented in various ways when spelling words, e.g. meet, meat.
Says the new word when one phoneme is substituted for another (phoneme substitution).
Manipulates phonemes (add, delete and swap) to generate new words, e.g. swap the /p/ in spin with /k/.
Fifth cluster of markers: Blends initial consonants with common vowel patterns or word families. Attempts to read more complex words using letter/sound knowledge. Uses knowledge of letter clusters and vowel digraphs to spell unfamiliar words.
Flip books
Make flip books with the beginning of a word on the lefthand side, using letters, letter clusters and digraphs students are learning, e.g. s, p, h, sh, th, st, bl and ending options on the righthand side, e.g. at, ay, ing. Students flip the pages, identify words and write them in a list. As an alternative, students can write words in one list, e.g. stay, thing and not words in another list, e.g. shing, stat.
Card cloze
Provide a short section of text, such as part of a familiar story, with some of the words missing. Provide a set of word cards which include the missing words but also some others that students will need to look at carefully to distinguish from the right cards. In pairs or individually, students spread out the word cards and begin reading the cloze passage. When they come to a missing word, they discuss what it might be and search the word cards to find the correct word, which is then placed in the space. After the entire cloze is completed, students reread the passage to check their accuracy.
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State of New South Wales through the NSW Department of Education and Communities, 2011
Word sorts
Provide students with a list of words and some highlighter pens. Select words that include the letter clusters students are currently learning. Ask students to find a letter pattern in one word and highlight it, then find all the words in the list that have this same letter pattern. Students can then write any other words they know that use this same letter pattern. Then change colours and select another pattern.
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State of New South Wales through the NSW Department of Education and Communities, 2011
6th cluster
7th cluster
8th cluster
Segments sounds in consonant clusters to spell unfamiliar words. Uses familiar words and letter clusters to decode words when reading.
Recognises that common sufxes in words can have different sounds, e.g. wanted, talked. Understands that sounds can be represented in various ways when spelling words, e.g. meet, meat.
Knows common sounds for vowel digraphs and uses syllabication when reading/spelling. Uses knowledge of word identication strategies including blending, segmenting and letter patterns when reading/spelling.
Manipulates phonemes (add, delete and swap) to generate new words, e.g. swap the /p/ in spin with /k/.
Sixth cluster of markers: Segments sounds in consonant clusters to spell unfamiliar words. Uses familiar words and letter clusters to decode words when reading.
Letter clusters
Provide a set of consonant letter cards and a sand-timer (1 minute or 3 minutes). In pairs or groups, students select two or three cards and place them into a cluster. Then each student writes as many words as they can, using this cluster, until the timer has finished. As a group, students check the words they have written to find who has found the most correct words.
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State of New South Wales through the NSW Department of Education and Communities, 2011
7th cluster
8th cluster
Recognises that common sufxes in words can have different sounds, e.g. wanted, talked. Understands that sounds can be represented in various ways when spelling words, e.g. meet, meat.
Knows common sounds for vowel digraphs and uses syllabication when reading/spelling. Uses knowledge of word identication strategies including blending, segmenting and letter patterns when reading/spelling.
Seventh cluster of markers: Recognises that common suffixes in words can have different sounds, e.g. wanted, talked. Understands that sounds can be represented in various ways when spelling words, e.g. meet, meat.
Word sort
Provide sets of cards where a common suffix is pronounced in two different ways, e.g. wanted/talked or says/hops. Provide two circles with appropriate labels, e.g. sounds like d, sounds like t. Cards are placed face down and students take turns to take a card, say the word and place it in the correct circle. Other students confirm or challenge.
Proofreading #1
Provide a proofreading passage on an Interactive Whiteboard, overhead transparency or chart paper with a focus on homonyms. Students take turns to underline the mistakes and write the correct spelling above the word, e.g. Kate ran two meat her friend, Sienna. They were going four a swim in the see. Commonly confused homonyms include: here/hear their/there/theyre to/two/too new/knew wood/would threw/through see/sea where/wear no/know meat/meet which/witch passed/past
Proofreading #2
Provide time for students to proofread their own writing with a partner. The writer reads their own work and both discuss the spelling of homonyms. If they cant decide which is correct, they write both options in different colours to discuss with the teacher.
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State of New South Wales through the NSW Department of Education and Communities, 2011
Word sorts
Provide students with a list of words and ask them to sort the words according to the different ways the phoneme can be represented, e.g. /or/ as in torn, door, worn, haul, law, call and /ee/ as in sweet, heat, thief, these. Give students sets of word cards with words that have a range of letter combinations. Ask them to find words that have the same phoneme represented by different letter or letter combinations. For example, words starting with c that have the /s/ phoneme, such as city, cycle, centipede or words that have different letter combinations (e.g. ship, mission, chef) that have the /sh/ phoneme.
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State of New South Wales through the NSW Department of Education and Communities, 2011
8th cluster
Knows common sounds for vowel digraphs and uses syllabication when reading/spelling. Uses knowledge of word identication strategies including blending, segmenting and letter patterns when reading/spelling.
Eighth cluster of markers: Knows common sounds for vowel digraphs and uses syllabification when reading/spelling. Uses knowledge of word identification strategies including blending, segmenting and letter patterns when reading/spelling.
Word games
Play word games which focus on word recognition. These include games such as Concentration, matching words to pictures, computer games, Snap, Fish, Battleships, Word Dominoes.
Word chunking
Students write their spelling words on a grid, one word per space. They then draw cut lines to indicate where they word can be usefully split to aid spelling and reading, e.g. draw/ing, kang/ar/oo, list/en/ing. These lines might not strictly indicate the syllables in the word, but instead relate to meaning chunks. Students cut the words into their identified chunks and spread them out. They then reassemble each word (using a master list or from memory). The word chunks can be saved in an envelope and this task can be done more than once.
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State of New South Wales through the NSW Department of Education and Communities, 2011
Flip books
Make flip books with the beginning of a word on the lefthand side, e.g. c, b, m, r, h, p and ending options using consonant digraphs on the right hand side, e.g. oat, ail, eep. Students flip the pages, identify words and write them in a list. As an alternative, they can write words in one list, e.g. boat, moat and not words in another list, e.g. cail, meep.
Computer games
Identify computer games that require knowledge of vowel digraphs, blending segmenting. Students play in pairs, assisting each other.
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State of New South Wales through the NSW Department of Education and Communities, 2011