Word knowledge WC 1 xiii Suggested teaching and learning Spell: Highlight high-frequency sight words within texts. high-frequency Display high-frequency sight words, familiar words and words and familiar words on a clothesline around the room, adding new words correctly words when encountered in viewing and reading. Write consonant–vowel–consonant words, including onset and consonant words rime and changing initial and final sounds. words containing known Construct and deconstruct words containing known base base words and word words and word endings using letter tiles, highlighters, cutting, endings tracing and covering. WC 1 xiv Suggested teaching and learning Spell unfamiliar words Use phonological knowledge and sound–symbol relationships using: by: phonological knowledge exploring syllabification to spell words, e.g. clapping, and covering up syllables relationships making sounds associated with letters and groups of letters vowels and simple when spelling and viewing the letter groups. long-vowel patterns by Use short vowels and simple long-vowel patterns by: listening for rhyming innovating on familiar rhymes patterns listening for and identifying short vowels and simple regular spelling patterns, patterns in rhyme when reading poems and including common vowel performing raps and digraphs developing games and play resources for word building, and consonant blends e.g. dominoes, flip books. common letter clusters Use common vowel and consonant digraphs and consonant and morphemes in word blends by developing spelling wheels that create new words families every time you turn them. analogies and Use common letter clusters and morphemes in word families connections with known by developing word searches, crossword and jumble-word words games. Use analogies and connections with known words by: writing shared texts and talking aloud about strategies, e.g. I know how to spell It sounds like “cake”. “make”. sorting words into groups and explaining why.
Word knowledge WC 1 xiii Suggested teaching and learning Spell: high-frequency words and familiar words correctly words words containing known base words and word endings Highlight high-frequency sight words within texts. Display high-frequency sight words, familiar words and words on a clothesline around the room, adding new words when encountered in viewing and reading. Write consonant–vowel–consonant words, including onset and rime and changing initial and final sounds. Construct and deconstruct words containing known base words and word endings using letter tiles, highlighters, cutting, tracing and covering. WC 1 xiv Suggested teaching and learning Spell unfamiliar words using: phonological knowledge and relationships vowels and simple long-vowel patterns by listening for rhyming patterns regular spelling patterns, including common vowel and consonant digraphs and consonant blends Use phonological knowledge and sound–symbol relationships by: exploring syllabification to spell words, e.g. clapping, covering up syllables making sounds associated with letters and groups of letters when spelling and viewing the letter groups. Use short vowels and simple long-vowel patterns by: innovating on familiar rhymes listening for and identifying short vowels and simple patterns in rhyme when reading poems and performing raps developing games and play resources for word building, e.g. dominoes, flip books. common letter clusters and morphemes in word families analogies and connections with known words Use common vowel and consonant digraphs and consonant blends by developing spelling wheels that create new words every time you turn them. Use common letter clusters and morphemes in word families by developing word searches, crossword and jumble-word games. Use analogies and connections with known words by: writing shared texts and talking aloud about strategies, e.g. I know how to spell “cake”. It sounds like “make”. sorting words into groups and explaining why.
yr1_lit_num_checkpoints_future.docx