(for example by contrast, ‘however’, ‘therefore’, addition’, ‘nevertheless’, ‘in ‘by in contrast’, summary’) ‘in summary/summation * Identifying how participants are he, she, they, them, tracked through a text by, for example, one, it using pronouns to refer back to noun groups/phrases * Describing how texts connectives firstly, secondly, then, link sections of a text providing next, finally sequences through time, for example and ‘firstly’, ‘then’, ‘next’, ‘finally’ Understand how to use phonic Using knowledge of complex spelling Bought • generalisations to identify and write patterns to read and write words, for Sought words with more complex letter example 'bought' Fought 4 combinations WRITING Taught Fraught (VCELA294) Understand how to use spelling * phonological knowledge (for Generalisations patterns and generalisations example long vowel patterns in I before e except after including syllabification, letter words); consonant clusters c combinations including double (for example 'straight', 'throat', 'screen', Receipt letters, and morphemic knowledge 'squawk') recieive to build word families * Using visual knowledge (for example (VCELA295) diphthongs in more complex words drop the e add ly and other ambiguous vowel sounds, easily as in 'oy', 'oi', 'ou', 'ow', 'ould', 'u', NOT extremely 'ough', 'au', 'aw'); silent beginning consonant patterns (for example 'gn' 4 drop the e add ing WRITING and 'kn') * Applying generalisations, for hoping example doubling (for example 'running'); 'e'drop (for example keep the y add ing 'hoping') burying worrying drop the y add iful beautiful
(for example ‘however’, ‘therefore’, ‘nevertheless’, ‘in addition’, ‘by contrast’, ‘in summary’) * Identifying how participants are tracked through a text by, for example, using pronouns to refer back to noun groups/phrases * Describing how texts connectives link sections of a text providing sequences through time, for example ‘firstly’, ‘then’, ‘next’, and ‘finally’ by contrast, in summary/summation he, she, they, them, one, it firstly, secondly, then, next, finally WRITING 4 Understand how to use phonic generalisations to identify and write words with more complex letter combinations (VCELA294) • Using knowledge of complex spelling patterns to read and write words, for example 'bought' Bought Sought Fought Taught Fraught WRITING 4 Understand how to use spelling patterns and generalisations including syllabification, letter combinations including double letters, and morphemic knowledge to build word families (VCELA295) * phonological knowledge (for example long vowel patterns in words); consonant clusters (for example 'straight', 'throat', 'screen', 'squawk') * Using visual knowledge (for example diphthongs in more complex words and other ambiguous vowel sounds, as in 'oy', 'oi', 'ou', 'ow', 'ould', 'u', 'ough', 'au', 'aw'); silent beginning consonant patterns (for example 'gn' and 'kn') * Applying generalisations, for example doubling (for example 'running'); 'e'drop (for example 'hoping') Generalisations I before e except after c Receipt recieive drop the e add ly easily NOT extremely drop the e add ing hoping keep the y add ing burying worrying drop the y add iful beautiful
spelling_test_mapped_to_the_victorian_curriculum.docx