Your search for "Spelling" returned 59 result(s)
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ACLFWU163

Distinguish and produce the speech sounds of the language, understanding how these are represented in writing[Key concepts: punctuation, upper and lower case letters, diacritics, intonation, spelling; Key processes: identifying, discriminating, noticing,listening, …

literacy Elaborations ScOT Terms

ACLFWU163 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU099

Produce sounds, stress, intonation patterns of the target language, using developing phonemic awareness linked to the writing system[Key concepts; punctuation, upper and lower case letters, diacritics, intonation, spelling; Key processes: identifying, …

literacy aboriginal-torres Elaborations ScOT Terms

ACLFWU099 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLHIU066

Identify correspondence between individual and combined elements of spoken and written Hindi, such as pronunciation of consonant clusters or the pronunciation and spelling of English words used in Hindi[Key concepts: syntax, prefixes, suffixes, word derivation; …

literacy Elaborations ScOT Terms

ACLHIU066 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLHIU084

Recognise regular and variable elements of spoken Hindi, such as social and regional variations in the pronunciation of diphthongs, or inconsistencies between Hindi pronunciation and spelling and variations from Sanskrit and Perso-Arabic conventions[Key …

literacy Elaborations ScOT Terms

ACLHIU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLTUU012

Recognise and reproduce the sounds and spellings of Turkish-specific phonemes, /ı/, /ğ/, /ö/, /ü/ /ş/ and /ç/ and make connections between spoken language, alphabetic elements and written forms of the language[Key concepts: pronunciation, letters, sounds; …

literacy Elaborations ScOT Terms

ACLTUU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU029

Understand and apply the principle of vowel harmony, experiment with Turkish pronunciation, intonation and spelling patterns[Key concepts: intonation, vowel harmony, pronunciation; Key processes: recognising, applying, distinguishing]

literacy Elaborations ScOT Terms

ACLTUU029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU097

Understand the relationship between the sounds, rhythms, stress and intonation patterns of spoken Turkish, and recognise elements of the written language, such as spelling patterns, agglutination, vowel harmony and symbols[Key concepts: pronunciation, …

literacy Elaborations ScOT Terms

ACLTUU097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLTUU114

Understand and apply features of the Turkish sound and writing systems, including pronunciation and spelling patterns, to produce different types of texts and to participate in extended interactions[Key concepts: word building, pronunciation, stress, …

literacy Elaborations ScOT Terms

ACLTUU114 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACELA1573

Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots

literacy writing listening speaking reading ScOT Terms

ACELA1573 | Content Descriptions | Year 10 | English | F-10 curriculum

ACELA1780

Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling

literacy reading Elaborations ScOT Terms

ACELA1780 | Content Descriptions | Year 4 | English | F-10 curriculum

ACELA1526

Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words

literacy writing reading Elaborations ScOT Terms

ACELA1526 | Content Descriptions | Year 6 | English | F-10 curriculum

ACELA1539

Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them

literacy writing speaking reading ScOT Terms

ACELA1539 | Content Descriptions | Year 7 | English | F-10 curriculum

ACELA1779

Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words

literacy writing reading Elaborations ScOT Terms

ACELA1779 | Content Descriptions | Year 4 | English | F-10 curriculum

ACELA1513

Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words

literacy writing reading Elaborations ScOT Terms

ACELA1513 | Content Descriptions | Year 5 | English | F-10 curriculum

ACELA1562

Understand how spelling is used creatively in texts for particular effects, for example characterisation and humour and to represent accents and styles of speech

literacy writing listening speaking reading ScOT Terms

ACELA1562 | Content Descriptions | Year 9 | English | F-10 curriculum

ACELA1823

Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds

literacy writing reading Elaborations ScOT Terms

ACELA1823 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration ACELA1485

using sound and visual spelling strategies to explore less common letter patterns after a short vowel, for example words that end in ‘dge’ such as ‘badge’, ‘edge’, ‘fridge’, ‘dodge’ and ‘smudge’

literacy

Elaboration | ACELA1485 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (1) ACELA1485

using sound and visual spelling strategies to spell words with three-letter blends, for example ‘str-ip’

literacy

Elaboration (1) | ACELA1485 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (1) ACELA1513

using knowledge of known words and base words to spell new words, for example the spelling and meaning connections between ‘vision’, ‘television’ and ‘revision’

literacy

Elaboration (1) | ACELA1513 | Content Descriptions | Year 5 | English | F-10 curriculum

Elaboration (3) ACELA1513

applying knowledge of spelling generalisations to spell new words, for example ‘suitable’, ‘likeable’ and ‘collapsible’

literacy

Elaboration (3) | ACELA1513 | Content Descriptions | Year 5 | English | F-10 curriculum

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