Shoal Bay Public School

Year 3
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):
ü  Weekly Spelling, Grammar and Punctuation test
ü  South Australian Spelling Test (End of Semester 1 and 2)
ü  Handwriting Assessment
ü  Sentence-a-day Assessment
Spelling / Grammar, Punctuation and Vocabulary / Handwriting and Digital Technologies
Students develop and apply contextual knowledge
ü  understand how accurate spelling supports the reader to read fluently and interpret written text / ü  understand that effective organisation of ideas in imaginative, informative and persuasive texts enhances meaning
ü  understand that choice of vocabulary impacts on the effectiveness of texts / ü  recognise that effective handwriting and presentation of work is required in order to communicate effectively for a range of audiences
Understand and apply knowledge of language forms and features
ü  understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1485, ACELA1779)
ü  recognise homophones and know how to use context to identify correct spelling (ACELA1780)
ü  understand how knowledge of word origins supports spelling / ü  understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)
ü  identify and use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information / ü  write using NSW Foundation Style cursive, as appropriate, and explore joins that facilitate fluency and legibility
ü  recognise that legibility requires consistent size, slope and spacing
Respond to and compose texts
ü  use morphemic, visual, syntactic, semantic and phonological knowledge when attempting to spell unknown words
ü  discuss and use strategies for spelling difficult words
ü  identify spelling errors in own writing and unknown texts and provide correct spelling / ü  use grammatical features to create complex sentences when composing texts / ü  write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1684, ACELY1696)
ü 
Week / Explicit Spelling Rule / Suggested Words / Tricky Words / Grammar, Punctuation and Vocabulary / Handwriting and Digital Technologies / Registration
Blue Group / Black Group / Red List
2 / <a> for the /ai/ sound / acre
alien
angel
aching
Asian
alias / acreage
alienate
ancient
aviary
Abraham
apiary / like
open
brown
swimming
around / dictionary use (JG unit 1)
complex sentence an independent (main) clause and a dependent (subordinate) clause linked by a subordinating conjunction . eg We all went outside when the sun came out. When the sun came out, we all went outside.
Revision Rule – year 1
sh / shift
short
share
should / shifting
shortening
sharing
shouldn’t
3 / <e> for the /ee/ sound / equal
Egypt
evenly
egret
eland
eternal / equator
Egyptian
evenness
eruption
eliminate
equinox / friends
cracked
great
barked
barking / clauses – a complete message or thought expressed in words: a clause includes a verb
dictionary use (JG unit 1)
Revision Rule – year 1
ch / change
charge
chirp
chip / changing
chirping
charger
challenge
4 / <i> for the /ie/ sound / ivory
idled
itemise
ideal
island
irony / idyllic
idling
identical
idealise
islander
ironbark / complained
wheel
helmet
seat
special / complex sentence an independent (main) clause and a dependent (subordinate) clause linked by a subordinating conjunction . eg We all went outside when the sun came out. When the sun came out, we all went outside.
Revision Rule – year 1
th / they
their
they’re
there / they
their
they’re
there
5 / <o> for the /oa/ sound / motto
echo
domino
odour
cargo
bistro / avocado
stiletto
armadillo
possum
buffalo
flamingo / sword
could
animal
present
little / paragraphs (JG unit 13)
Revision Rule – year 1
ng / bring
sing
bling
spring / bringing
single
changing
bringing
6 / <u> for the /ue/ sound / actual
educate
deputy
humid
occupy
stupid / fabulous
century
eventual
situation
museum
unusual / millions
oxygen
properly
match
loudly / paragraphs (JG unit 14)
Revision Rule – year 1
qu / queer
queen
quest
squeeze / queerest
queasiest
question
questioning
7 / <ue>For the /oo / sound / queue
trueness
issue
cruelly
tissue
gluey / clueless
gruelling
reissue
construe
cruelty
gruesome / hoping
pour
aboard
around
attach / simple tense
eg Koalas eat leaves (present)
past tense
eg, She went home (past)
Revision Rule – year 1
ar / start
arch
March
lark / archery
startled
artistically
characteristic
8 / <ew> for the /oo/ sound / regrew
cashew
chewed
screw
jeweller
brewed / shrewd
aircrew
chewier
corkscrew
jewellery
brewery / appear
aren’t
able
adventure
actually / direct speech
(JG unit 15 and 16)
eg, ‘I am going to leave,’ she said
Revision Rule – year 1
Short vowels / apple
ego
ignite
octopus / application
ecstatic
ignition
occupy
9 / <ou> for the /oo/ sound / tourist
cougar
regroup
youthful
troupe
toucan / tourism
coupon
groupie
routine
contour
kilojoules / because
beautiful
breathe
boulder
barley / indirect speech
eg, She said that she was going to leave
Revision Rule – year 1
Short vowels / uncle
unclear
anchor
angry / unavailable
upper
anchorage
manageable
10 / <ui> for the /oo/ sound / suitor
fruity
juiciest
bruising
lawsuit
suitably / suitcase
fruiterer
juiciness
recruited
cruiser
suitability / could
clock
close
colour
catch
Revision Rule – year 1
ff / puffy
fluffy
buff
stuff / buffering
muffled
stuffiest
huffier