Your search for "Spelling" returned 287 result(s)
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ACLSPU138

Experiment with Spanish pronunciation, intonation and spelling rules, including patterns associated with questions and statements[Key concepts: intonation, spelling, accent; Key processes: discriminating sounds, recognising words]

literacy critical-creative Elaborations ScOT Terms

ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | 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

ACLVIU134

Experiment with pronunciation and spelling of Vietnamese vowels, consonants and tone markers[Key concepts: pronunciation, spelling; Key processes: listening, distinguishing, applying]

literacy critical-creative Elaborations ScOT Terms

ACLVIU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU168

Apply Vietnamese pronunciation, spelling and intonation patterns in a range of sentences such as statements, questions and exclamations[Key concepts: sound systems, writing systems; Key process: applying]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLVIU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU012

Recognise the features of the Vietnamese sound and writing system, including tones and tone markers, and explore Vietnamese pronunciation and spelling rules[Key concepts: sound and writing system, pronunciation; Key processes: recognising, comparing]

literacy critical-creative intercultural-understanding asia-australia Elaborations ScOT Terms

ACLVIU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU029

Apply knowledge of sounds, tones and spelling to spoken and written Vietnamese, inferring the meaning of unfamiliar words encountered in a range of contexts, and explore intonation patterns and pauses in a range of sentences[Key concepts: inference, connections; …

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLVIU029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

PKW8

Phonic knowledge and word recognition reads less common graphemes that contain alternative spelling for phonemes (/ch/tch/j/g/) and applies when reading continuous texts reads multisyllabic words, including those with prefixes and suffixes, and applies …

PKW8 | Phonic knowledge and word recognition | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT4

Crafting ideas talks about the purpose and audience of familiar imaginative and informative texts writes one or more ideas which are not necessarily related, using sentence fragments (labels a drawing) writes texts in different forms (lists, story) combines …

CrT4 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT5

Crafting ideas writes text for a familiar purpose (to recount a personal experience, to tell a story, to express thoughts and feelings, to give an opinion) writes two or three related ideas which may include other unrelated ideas uses ideas from informative …

CrT5 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT6

Crafting ideas writes for a range of purposes (to recount a personal experience, to observe and describe, to provide a reason why, to express thoughts and feelings about a topic) writes four or more sequenced and clearly connected ideas includes a simple …

CrT6 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT7

Crafting ideas writes informative, imaginative and persuasive texts using evidence of structure (to recount a personal experience or a sequence of events; to describe a person, thing or process; to provide a reason why; to provide an opinion backed up …

CrT7 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT8

Generic indicators tense mostly correct throughout text (see Grammar) consistently writes compound sentences correctly and uses a greater range of complex sentences (see Grammar) uses a variety of sentence structures and sentence beginnings spells some …

CrT8 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT9

Generic indicators maintains appropriate tense throughout the text (see Grammar) uses a range of sentences including correctly structured complex sentences (see Grammar) spells simple, most complex and some challenging words correctly (see Spelling) uses …

CrT9 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT10

Generic indicators organises related information and ideas into paragraphs/sections uses a range of complex punctuation flexibly and correctly (see Punctuation) spells complex and most challenging words correctly (see Spelling) uses a range of sentence …

CrT10 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT11

Generic indicators spells a range of challenging words correctly (see Spelling)

CrT11 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

SpG8

writes most common and high-frequency words correctly writes common words with silent letters correctly (white) writes some common contractions correctly (won’t, don’t) uses three-letter consonant blends in words correctly (three, string, splash) uses …

SpG8 | Spelling | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

SpG9

writes all words from the hundred high-frequency words correctly writes words with common prefixes and suffixes (unhappy, helpful) uses some common spelling generalisations when attempting to spell unfamiliar words (drop e from base word when adding …

SpG9 | Spelling | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

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