Shoal Bay Public School

Kindergarten
Focus / Assessment
Linking spelling, grammar, punctuation, vocabulary and handwriting and digital technologies to be taught explicitly will ensure students are given explicit instruction in all areas. Rule based approach has been adopted (this consist of a new rule as well as revision of rule for 2 years prior to grade level) as well as high frequency, challenging words to ensure vocabulary development. / Assessment will include (but is not limited to):
Weekly Spelling, Grammar and Punctuation test
South Australian Spelling Test (End of Semester 1 and 2)
Handwriting Assessment
Sentence-a-day Assessment
Spelling / Grammar, Punctuation and Vocabulary / Handwriting and Digital Technologies
Students develop and apply contextual knowledge
understand that initial approximations can lead to correct formal spelling / begin to understand that grammar, punctuation and vocabulary are needed to achieve the purpose of the text
show a growing awareness of words that enrich their vocabulary / demonstrate a growing understanding that handwriting and presentation of work needs to reflect audience and purpose in order to communicate effectively
Understand and apply knowledge of language forms and features
spell unknown words phonetically with closer approximations
know how to use onset and rime to spell words (ACELA1438)
identify patterns in words leading to the identification of word families
know that letters are used to represent sounds when writing words / recognise that sentences are key units for expressing ideas (ACELA1435)
identify statements, questions, commands and exclamations and their functions in texts
experiment with adverbial phrases in structured and guided activities to indicate when, where and how actions occurred, eg last week, at home
demonstrate an awareness of nouns, pronouns and conjunctions
identify features of sentence punctuation, eg question marks and exclamation marks, when reading and composing / understand foundation movements that underpin NSW Foundation Style
begin to understand the sequence of letters through structured and guided activities
Respond to and compose texts
use approximations and some conventional spelling
attempt to spell unknown words using simple strategies, eg segmenting
spell some common words accurately in their own writing / attempt to incorporate unfamiliar words in writing
use a growing vocabulary to describe everyday events and experience / use foundation movements as a basis for the introduction of formal letters when composing simple imaginative and other texts for enjoyment or to convey an idea or experience
develop basic skills of writing, including correct pencil grip, good posture, handwriting movements and accurate use of alternative writing tools, to form some lower case and upper case letters
write from left to right and leave spaces between words
produce some lower case and upper case letters using learned letter formations (ACELY1653)
use simple functions of keyboard and mouse, including typing letters, scrolling, selecting icons and dropdown menus
experiment using digital technologies, eg produce own name, commonly used words and simple sentences
construct texts using software including word processing programs (ACELY1654)

These words are to be used for blending activities and not as a spelling list to be tested.

Term 1.

Week / Explicit Spelling Rule / Suggested Words
List / Tricky Words / Grammar, Punctuation and Vocabulary / Handwriting and Digital Technologies / Registration
1
core / 2 / 3
1 / s a t i p / sentence - oneor moreclauses;a keyunitforexpressingideas.Awrittensentencebeginswith a capitalletter andendswithafullstop,questionmarkorexclamationmark.
2 / n c/k e h r / it
tin
pat
sat
as
ant
tip
pan
sit
in / I
am
a / capital letter - usedfornamesandtosignalthebeginningofasentence
3 / m d g o u / pest
tap
pin
is
pit
snap
in
man
red
dip / we
go
in / full stop - usedtosignaltheendofasentence
4 / l f b ai j / hip
pet
mat
ran
dip
ham
map
rat
his
rip / is
big
my / noun - anamingword for a person,placeorthing
5 / oa ie ee or z / cat
hen
can
hat
neck
camp
kick
met
pen
deck / little
go
to / noun - anamingword for a person,placeorthing
6 / w ng v oo /oo y / kiss
mist
pram
hiss
test
get
pig
log
fat
bat / The /the
Here/here
Look/look / statement - providesinformation,egIam leavingnow
7 / x ch sh th/th qu / drip
miss
rock
back
duck
pot
gas
fit
stamp
bad / at
Dad
Mum / statement - providesinformation,egIam leavingnow
8 / ou oi ue er ar / leg
rot
up
top
but
flag
brick
slip
fog
flap / said
on
me / pronoun reference – determining the noun to which a pronoun refers, eg Koalas eat leaves. Koalas are not bears. They are…
9 / revision / come/
comes
and
no/No
10 / for
you
are

Term 2.

Week / Explicit Spelling Rule / Suggested Words
List / Tricky Words / Grammar, Punctuation and Vocabulary / Handwriting and Digital Technologies / Registration
1
core / 2 / 3
1 / cvc / cat
dog
Dad
red
top
six
him
hat
sad
hot / went
with
this / capital letter - used for names and to signal the beginning of a sentence
2 / cvc / cap
dot
mat
tap
did
rot
sat
pet
had
ham / has
going
I’m / command
tells us to do something, eg Close the door
3 / cvc / set
hit
it
dip
Mum
Bet
Yes
Hut
Zip
lap / see
her
some / command
tells us to do something, eg Close the door
4 / cvc / up
let
rod
hop
cot
mud
bed
lid
bit
bat / put
into
where / who/what/when/where words
5 / cvc / hid
hum
fun
job
pig
win
not
sun
web
fog / up
can
not / who/what/when/where words
6 / cvc / van
jug
in
on
men
bun
leg
wet
fun
peg / they
over
under / questions and question marks
asks for an answer, eg Are you busy?
7 / cvc words starting and ending with sh / log
jam
rug
net
lip
tip
ship
she
fish
wish / he
like
looked / pronouns (he, she, they)
a word that stands instead of a noun, eg I, me, he, she
8 / cvc words starting and ending with ch / hug
got
dig
lot
big
bag
chip
chop
rich
such / down
looking
shouted / conjunctions
joining word, eg and, so, but
9 / cvc words starting and ending with th / bud
gap
mug
dug
mix
fed
thin
this
with
tooth / will
she
us / clause structure revision -statement, command, question

Term 3

Week / Explicit Spelling Rule / Suggested Words
List / Tricky Words / Grammar, Punctuation and Vocabulary / Handwriting and Digital Technologies / Registration
1
support / 2
core / 3
extension
1 / ccvc / bin
mix
fed
bin
pop / frog
trip
crib
grip
drip
step
pram
slip
drum
spit / day
them
goes / adjectives
aword thatdescribesa noun
2 / Focus ck / bus
fix
pod
nut
run / duck
neck
thick
sock
back
clock
rock
quick
thick
tack / woodpecker
chicken
docket
pocket
rocket
crack
check / back
too
asleep / adjectives
aword thatdescribesa noun
3 / ccvc / bad
get
jog
bug
met / spin
chin
trap
plum
then
flat
drop
from
blob
clap / wakes
hungry
of / conjunctions
joining word, eg and, so, but
4 / Focus qu / lit
pot
us
but
can / queen
quest
quilt
quack
quiet
quail
quick
quit
quiz
quest / question
quartz
quarter / was
have
had / conjunctions
joining word, eg and, so, but
5 / cvcc / hen
fit
mad
ten
pit / damp
mist
lamp
test
limp
west
just
mend
jump
wind / then
so
when / pronoun
awordthatstandsinsteadofanoun,egI,me,he,she
6 / Focus ng / fox
cup
rat
jet
rub / king
sing
ring
song
thong
dong
bang
lung
rang
wing / strong
spring
zing
sling
thing
wring
bring
fling
string / that
but
one / pronoun
awordthatstandsinsteadofanoun,egI,me,he,she
7 / Ccvc/cvcc words / man
vet
cut
pan
fat / swim
then
Gran
cloth
flat
dump
bump
hunt
bent
hand / were
there
out / exclamations and exclamation marks
foremphasis,egIwon!
8 / Ccvc/cvcc / map
rip
step
pram
mist / drop
from
clip
clap
grub
loft
band
just
lent
very / got
all
his / exclamations and exclamation marks
for emphasis, eg I won!
9 / blends / lamp
test
body
slip
drum / brick
fresh
slid
plan
spell
lost
hush
long
film
bang / saw
as
came / clause structure revision
statement, command, question, exclamation

Term 4Plus ‘tricky words’

Week / Explicit Spelling Rule / Suggested Words
List / Tricky Words / Grammar, Punctuation and Vocabulary / Handwriting and Digital Technologies / Registration
1 / 2 / 3
1 / ai ay a-e / list
west
just
spit
mend
rain
play / rain
snail
wait
brain
stay
play
tray
him
after
very / cake
plate
shade
paint
chain / him
after
very / adverbial phrases (where)
contributes extra information about the main clause
2 / ee / ea / jump
wind
dump
bump
hunt
tree
bean / tree
feet
green
sleep
read
bean
seat
about
me
home / teeth
sheep
speak
please
street / about
be
home / adverbial phrases (when)
contributes extra information about the main clause
3 / ie / y / i-e / bent
hand
spin
band
pie
spy
ride / pie
ties
cried
lied
spy
try
fly
an
live
do / ride
smile
drive
high
light / an
live
do / adverbial phrases (how)
contributes extra information about the main clause
4 / oa / ow / o-e / hid
hum
fun
job
pig
coat
snow / coat
float
road
soap
toast
snow
grow
many
should
any / coach
smoke
hose
window
throw / many
should
any / conjunctions
joiningword,egand,so,but
5 / ou / or / just
lent
very
chin
trap
count
fork / shout
found
count
mouse
fork
corn
storm
could
old
more / pouch
sound
morning
sport
brown / could
old
more / quotation marks
usedtosignalquoted(direct)speech
6 / ar / ue / plum
lost
hush
snap
swim
blue
star / blue
glue
jar
card
dark
farm
start
would
before
why / rescue
statue
farmer
spark
backyard / would
before
why / quotation marks
usedtosignalquoted(direct)speech
7 / oo/oo / long
then
bang
flat
wing
foot
moon / foot
shook
good
moon
broom
scoop
roof
because
right
what / pool
stood
goose
cooking
spoon / because
right
what / pronoun
awordthatstandsinsteadofanoun,egI,me,he,she
8 / oi / oy / drop
crust
from
thing
trim
oil
toy / oil
coin
point
soil
boy
toy
joy
other
two
does / boiling
noise
spoil
enjoy
annoy / other
two
does / adjective/noun
9 / er / ir / ur / spin
chin
trap
then
sister
shirt
hurt / sister
clever
letter
bird
shirt
hurt
turn
who
want
made / mother
father
first
birthday
nurse / who
want
made / clause structure revision
statement, command, question, exclamation
10 / Revision / which
their