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English Developmental Continuum P-10
Writing Dimension – Conventions of
                                                                                                            © 2007
Spelling
Developmental Overview
Each table contains the progression points and standards related to the Writing
Dimension and the Indicators of Progress for the focus on Conventions of Spelling. This
focus is not found beyond level 4.75.

Progressing towards Level 1


Progression Point      0.5
At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates, for
example:
     • understanding that their writing can communicate ideas, feelings and information

     • use of letters and some words in the writing of brief texts about topics of personal

        interest
     • emergent writing showing concepts about print, including left to right, top to

        bottom
     • reading back from their own writing at the time of writing

     • approximate use of letters for some letter–sound relationships and common words

     • use of a variety of writing tools, including crayons, pencils and computer software.



                                          Indicators of Progress

Students attempt to spell             Students know and can write            Students write letters for
words by writing one or               some letters (upper and                some of the letter–sound
more of the letters in the            lower case), and recall the            links they know and may
word, usually having the              names of letters, both upper           mix up upper and lower case
initial letter, or by matching        and lower case.                        letters.
the most obvious sounds,
particularly consonants.              Students match letters with            Students recall the most
                                      their common sounds, for               common sounds that are
                                      example, they can use a                linked with letters.
                                      model of the alphabet to
                                      select the letter for sounds
                                      they hear and then write the
                                      letter by copying.




www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum
                                      Writing Dimension – Conventions of Spelling, Level 1 to 4.75 - Page 1 of 16
Writing Dimension – Conventions of Spelling- Developmental Overview

Standard    1.0
At Level 1, students write personal recounts and simple texts about familiar topics to
convey ideas or messages. In their writing, they use conventional letters, groups of
letters, and simple punctuation such as full stops and capital letters. Students are
aware of the sound system and the relationships between letters and sounds in words
when spelling. They form letters correctly, and use a range of writing implements
and software.


                                Indicators of Progress

Students show they are       Students use conventional            Students spell high-
aware of the sound system    letters and frequently               frequency words that have
and the relationships        occurring patterns of letters        been taught.
between letters and sounds   such as ‘ing’ or ‘ay’ in their
in words when spelling.      writing.                    Students identify words with
                                                         a particular sound, for
                             Students use a knowledge of example, phone, farm, off,
                             letter–sound relationships  cough.
                             (especially consonants) to
                             attempt to spell unknown
                             words.




Last updated: 14.01.08              (c) State of Victoria, 2008            Page 2 of 16
Writing Dimension – Conventions of Spelling- Developmental Overview

Progressing towards Level 2


Progression Point        1.25
At 1.25, the work of a student progressing towards the standard at Level 2 demonstrates,
for example:
     • inclusion of their own experiences when writing for personal purposes and

       audiences such as in lists, letters, cards, posters
     • inclusion of one or more generally readable sentences

     • some correct use of capital letters and full stops

     • drawings that support the intended meaning of their writing

     • plausible attempts at spelling unfamiliar words, matching sound–letter

       relationships and using some simple spelling patterns.

                                 Indicators of Progress

Students recall the spelling  Students use phonological            Students identify and list
of some frequently taught     processes when recall is not         words that have the same
words used for writing.       automatic, for example, they         sound in initial, medial and
                              slowly articulate the sounds         final positions in texts (e.g.
Students predict the spelling in sequence in a word in             at, cat, catch), learn
of unfamiliar words by using order to hear the individual          consonant digraphs, e.g.,
letter–sound relationships    sounds and then represent            ‘sh’, ‘ch’, ‘ th’; substitute
and/or analogy, for example, the sounds with appropriate           letters to form new words,
they write plausible spelling letters.                             e.g., cot, pot, hot ; and build
attempts for one-syllable                                          words from a base word,
words that have regular two- Students use some simple              e.g., an, and, hand, handy.
letter rimes and predictable  spelling patterns to generate
short vowel sounds, such as, plausible attempts at spelling        Students can attempt new
‘ip’, ‘et’. They segment the unfamiliar words, relying on          words by using sound–letter
spoken word into onset and letter–sound relationships              correspondence. They make
rime, say each segment and and analogy.                            analogy by linking familiar
write it. Examples of these                                        words with unfamiliar
words are set, lap and bus.                                        words.




Progressing towards Level 2



Last updated: 14.01.08               (c) State of Victoria, 2008              Page 3 of 16
Writing Dimension – Conventions of Spelling- Developmental Overview

Progression Point        1.5
At 1.5, the work of a student progressing towards the standard at Level 2 demonstrates, for
example:
           • experimentation with a range of short text types; for example, recounts,

             letters, lists, procedures
           • sequencing of a small number of ideas in short texts for different purposes

             and audiences
           • rereading of their own writing, checking that it makes sense

           • combination of writing with drawings or computer graphics to support

             meaning
           • correct spelling of some high-frequency words and plausible attempts at

             spelling unfamiliar words.

                                  Indicators of Progress

Students recall the spelling   Students use their                  Students use more complex
of common high-frequency       knowledge of some spelling          phonological processes and
words, words of one syllable   patterns to generate                more complex phonic
with regular rime units, and   plausible attempts at spelling      conventions to spell words,
some two-syllable words        unfamiliar words by using           for example, spelling words
with regular spelling (for     analogy.                            that have the sound pattern
example, windy, playing).                                          usually associated with ‘wa’
                                                                   for example, wan, was,
                                                                   wand, water.




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Writing Dimension – Conventions of Spelling- Developmental Overview

Progressing towards Level 2


Progression Point        1.75
At 1.75, the work of a student progressing towards the standard at Level 2 demonstrates,
for example:
     • inclusion of information and ideas in short texts for known audiences and selected

       purposes
     • use of strategies to revise writing; for example, reading aloud, use of feedback

       from others
     • mostly correct use of capital letters, full stops, and question marks

     • correct spelling of unfamiliar words, using knowledge of sound–letter patterns.



                                  Indicators of Progress

Students recall automatically Students use more complex             Students review in words
the spelling of high-         phonological processes and            what they know about how
frequency words.              phonic knowledge to assist            to spell an unfamiliar word:
                              the spelling of words.
Students use their                                                  (1) for some words you can
knowledge of some spelling Students review what they                listen to how you say them
patterns (regular and         know about how words are              and think of matching letter
irregular rimes) to generate  spelt, for example:                   patterns; and
plausible spellings of
unfamiliar one-syllable       (1) some words are spelt              (2) some words are unusual
words and some two-           how they are said so you              and you need to remember
syllable words with regular   need to know the matching             how to spell them, think of
spelling, for example, sunny, letter and sound patterns;            their “picture/word shape”
playing.                      and                                   or remember a saying to
                                                                    assist you.
                                (2) some words are
                                exceptional words and do
                                not sound how they are
                                spelt.




Standard    2.0
At Level 2, students write short sequenced texts that include some related ideas about
familiar topics. They write texts that convey ideas and information to known
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Writing Dimension – Conventions of Spelling- Developmental Overview
audiences. They select content, form and vocabulary depending on the purpose for
writing, and describe the purpose and audience for their own and others’ writing.
They use appropriate structures to achieve some organisation of the subject matter.
They link ideas in a variety of ways using pronouns, conjunctions and adverbial
phrases indicating time and place. They accurately spell frequently used words, and
make use of known spelling patterns to make plausible attempts at spelling
unfamiliar words. They use capital letters, full stops and question marks correctly.
They reread their own writing and use a range of editing resources to revise and
clarify meaning. They write upper- and lower-case letters legibly with consistent size,
slope and spacing.


                                   Indicators of Progress

Students spell one-syllable     Students recognise syllables        Students develop words
words with 2–4-letter           in familiar two-syllable            from base words, identify
irregular rimes and use these   words and use these to spell        words within words and
to spell related unfamiliar     unfamiliar two-syllable             group them according to
one-syllable words either by:   words by analogy.                   spelling patterns and sounds.

(1) recoding and blending       Students spell words that
onsets and rimes; or            have the same spelling
                                pattern but are pronounced
(2) making rime and onset       differently, for example, car,
analogy with known words.       care, and warm or have and
                                gave.




Last updated: 14.01.08                (c) State of Victoria, 2008             Page 6 of 16
Writing Dimension – Conventions of Spelling- Developmental Overview


Progressing towards Level 3


Progression Point        2.25
At 2.25, the work of a student progressing towards the standard at Level 3 demonstrates,
for example:
           • composition of short, sequenced factual and imaginative texts in print and

             electronic forms
           • related ideas, linked in sequence, to convey meaning to known audiences

           • simple, and some compound, sentences joined by appropriate conjunctions

           • effective vocabulary to convey meaning, including nouns, verbs and

             adjectives
           • correct spelling of words with regular spelling patterns and plausible attempts

             at some words with irregular spelling patterns.

                                  Indicators of Progress

Students spell correctly one-   Students spell accurately           Students describe the
syllable words that have        regular high-frequency two-         strategies they use to spell
‘silent letter patterns’ and    and three-syllable words and        two-syllable words, for
link these with the origin of   discuss the concept of the          example, either by analogy
the word, for example, knife    unstressed vowel for                or by recoding each syllable.
or knee. They predict how to    example, the a in about, or
spell unfamiliar one-syllable   the i in decimal.
words of these types.




Progression Point        2.5
At 2.5, the work of a student progressing towards the standard at Level 3 demonstrates, for
example:
           • composition of short texts of more than one paragraph to describe

             experiences, tell a story, express a point of view
           • appropriate ordering of events and ideas in print and electronic texts

           • compound sentences linking two ideas or events, with correct use of verb

             tenses
           • development of character, setting and plot in short narrative texts


Last updated: 14.01.08                (c) State of Victoria, 2008             Page 7 of 16
Writing Dimension – Conventions of Spelling- Developmental Overview
         • correct use of full stops and question marks, and experimentation with other

           punctuation; for example, commas, quotation marks.

                                   Indicators of Progress

Students spell accurately       Students show an awareness
two-syllable words of high      of simple morphographic
or moderate frequency.          patterns when spelling
Strategies for predicting the   words, for example, ‘s’
spelling of unfamiliar words    added to a noun can indicate
include segmenting the          a plural, ‘ed’ added to a verb
spoken word into syllables,     can indicate an action that
noting the syllable(s) with     has finished, regardless of
the unstressed vowel(s),        how the word is said.
writing each syllable and
then blending the syllables.




Last updated: 14.01.08                (c) State of Victoria, 2008     Page 8 of 16
Writing Dimension – Conventions of Spelling- Developmental Overview

Progressing towards Level 3

Progression Point        2.75
At 2.75, the work of a student progressing towards the standard at Level 3 demonstrates,
for example:
           • composition of texts for different purposes; for example, to narrate, inform,

             describe, present a point of view or explain
           • composition of texts of three or four logically ordered paragraphs

           • composition of texts that take account of the needs and interests of familiar

             and some unfamiliar audiences
           • combinations of written and visual elements in print and electronic texts

           • correct spelling of two-syllable words with regular spelling patterns, and

             plausible attempts at spelling two-syllable words with irregular spelling
             patterns.

                                  Indicators of Progress
Students spell accurately       Students review what they           Students review by saying
three-syllable words of high    know about how words are            aloud what they know about
or moderate frequency and       spelt, for example:                 how to spell an unfamiliar
two-syllable words that                                             word:
have irregular spelling,        (1) some words are spelt
discuss the strategies they     how they are said so you            (1) for some words you can
use (for example, how they      need to know the matching           listen to their sound pattern,
deal with the unstressed        letter and sound patterns;          how you say it, and think of
vowel) and predict how to                                           matching letter patterns;
                                (2) the spelling of some
spell unfamiliar two-
                                words is based on what they         (2) for some words you
syllable words of these
                                mean so you need to know            think of what they mean and
types.
                                the matching meaning and            look for ‘meaning
Students spell correctly        letter patterns;                    segments’;
frequently occurring one-
                                (3) some words sound the            (3) some words will be like
syllable homonyms and
                                same but are spelt                  words you already know and
homophones and describe
                                differently and you need to         you can use their spelling
the strategies they use for
                                listen for how they are used;       patterns; and
assisting with each.
                                and
                                                                    (4) you decide whether it
                                (4) some words are                  could be an exceptional
                                exceptional words and their         word and know other
                                spelling is hard to predict         resources to find the spelling
                                from how they are said.             pattern.


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Writing Dimension – Conventions of Spelling- Developmental Overview

Standard    3.0
At Level 3, students write texts containing several logically ordered paragraphs that
express opinions and include ideas and information about familiar topics. They write
narratives which include characters, setting and plot. They order information and
sequence events using some detail or illustrative evidence, and they express a point of
view providing some information and supporting detail. They combine verbal and
visual elements in the texts they produce. They meet the needs of audiences by
including appropriate background information.
They write a variety of simple and compound sentences and use verb tenses correctly.
They use punctuation to support meaning, including exclamation marks and
quotation marks, and accurately use full stops, commas and question marks. They
use vocabulary appropriate to context and spell most one- and two-syllable words
with regular spelling patterns, and frequently used words which have less regular
spelling patterns. They use sound and visual patterns when attempting to spell
unfamiliar words.

                                    Indicators of Progress
Students spell accurately     Students spell accurately       Students review by saying aloud
three-syllable words of       familiar three-syllabic         what they know about how to spell
high or moderate              words by integrating            an unfamiliar word:
frequency that have           morphographic and    (1) “for some words you can listen
irregular spelling patterns   graphophonic strategies
                                                   to their sound pattern, how you say
and discuss how they          for known patterns.  it and think of matching letter
might predict the spelling
of irregular words.      Students spell words that patterns”;
                         are topic or context      (2) “ for some words you think of
Students identify        specific; they show they what they mean and look for
frequently occurring     are aware that the        ‘meaning segments’” ;
bound morphographs (for meaning and spelling of (3) “some words will be like words
example, ‘s’ when added a word may vary            you already know and you can use
to a noun or a verb) and depending on the topic    their spelling patterns”; and
use these simple         for which it is used.
morphographic patterns                             (4) “you decide whether it could be
to assist in working out                           an exceptional word.”
the meanings of                                    Students proofread the words they
unfamiliar words.                                  write, identify incorrectly spelt
                                                   words in their writing and correct
                                                   them.




Last updated: 14.01.08                 (c) State of Victoria, 2008            Page 10 of 16
Writing Dimension – Conventions of Spelling- Developmental Overview

Progressing towards Level 4


Progression Point        3.25
At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates,
for example:
     • inclusion of familiar ideas and information for different purposes and audiences in

       print and electronic texts
     • use of strategies for planning, drafting, proofreading, editing and revising

     • appropriate vocabulary, punctuation and tense according to context, purpose and

       audience
     • typical features and structures of different texts such as narratives and reports

     • correct spelling of frequently occurring two- and three-syllable words and use of

       strategies to spell unknown words.

                                   Indicators of Progress

Students identify the           Students spell less familiar
meanings of some word           two- and three-syllable
stems, for example, they use    regular words:
‘ port’, meaning to move or
carry something, to spell       (1) by using morphographic
words such as export,           features, graphics and
deport, portable, porter and    analogy with known words
car port.                       for isolated words; and

                                (2) for words in prose, the
                                use, as well, information
                                sources such as the semantic
                                and grammatical contexts of
                                the word.




Progression Point        3.5
At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for
example:
     • production of texts for a range of different audiences and purposes in print and

        electronic forms
     • use of strategies for planning; for example, using models of others’ writing or mind

Last updated: 14.01.08                (c) State of Victoria, 2008       Page 11 of 16
Writing Dimension – Conventions of Spelling- Developmental Overview
      mapping
    • deletion of unnecessary information or addition of new information when editing

      and revising writing
    • inclusion of appropriate visual images and information in print and electronic texts.



                                  Indicators of Progress

Students identify the          Students spell less familiar
meanings of some word          two- and three-syllable
stems, for example, they use   irregular and exceptional
‘port’, meaning to move or     words presented individually
carry something, to spell      by using morphographic
words such as export,          features and graphic
deport, portable, porter and   knowledge and by making
car port.                      analogy with known words
                               (for example, from ‘light’ to
                               spell ‘fright’). For words in
                               prose, they use, as well,
                               information sources such as
                               the semantic and
                               grammatical contexts of the
                               word.




Last updated: 14.01.08               (c) State of Victoria, 2008        Page 12 of 16
Writing Dimension – Conventions of Spelling- Developmental Overview

Progressing towards Level 4


Progression Point        3.75
At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates,
for example:
           • use of structures and features appropriate to purpose and audience of print and

             electronic texts
           • appropriate use of topic sentences and organisation of main and subordinate

             ideas
           • selection of vocabulary, text structures and visual features to effectively

             communicate ideas and information
           • maintenance of plot, characterisation and setting throughout extended

             narrative texts.
           • use of knowledge about spelling patterns, including morphemic knowledge,

             visual and phonic patterns.

                                   Indicators of Progress

Students display an             Students spell isolated two-        Students spell unfamiliar
integrated and systematic set   to four-syllabic words using        two- and three-syllabic
of strategies for spelling      morphographic and                   words in prose using
unfamiliar words.               graphophonic analysis               morphographic,
                                strategies, for example, they       graphophonic semantic and
                                become aware of suffixes            syntactic knowledge.
                                such as ‘tion’, ‘age’, ‘ance ’
                                or ‘ness’ and how these are
                                linked with existing words
                                such as attract, appear or
                                tidy and use these when
                                spelling words such as
                                attraction, appearance,
                                tidiness or carriage.




Standard    4.0
At Level 4, students produce, in print and electronic forms, a variety of texts for
different purposes using structures and features of language appropriate to the
purpose, audience and context of the writing. They begin to use simple figurative

Last updated: 14.01.08                (c) State of Victoria, 2008            Page 13 of 16
Writing Dimension – Conventions of Spelling- Developmental Overview
language and visual images. They use a range of vocabulary, a variety of sentence
structures, and use punctuation accurately, including apostrophes. They identify and
use different parts of speech, including nouns, pronouns, adverbs, comparative
adverbs and adjectives, and use appropriate prepositions and conjunctions. They use
a range of approaches to spelling, applying morphemic knowledge and an
understanding of visual and phonic patterns. They employ a variety of strategies for
writing, including note-making, using models, planning, editing and proofreading.


                               Indicators of Progress

Students spell accurately   Students review and                 For unfamiliar three-syllable
familiar multi-syllabic     automatise what they have           words, students identify the
words by integrating        learnt about morphographic          morphographs and the
morphographic and           units and how they can              unstressed vowels and
graphophonic strategies.    predict the spelling of words       predict their spelling.
                            using them.




Last updated: 14.01.08            (c) State of Victoria, 2008             Page 14 of 16
Writing Dimension – Conventions of Spelling- Developmental Overview

Progressing towards Level 4.75


Progression Point        4.25
At 4.25, the work of a student progressing towards the standard at Level 5 demonstrates,
for example:
           • composition of print and electronic texts for a range of purposes, including

             speculative, imaginative, explanatory and persuasive
           • development of topics in coherent ways according to the purpose, and the

             needs and experience of the intended audience
           • use of a variety of sentence structures, including combinations of simple and

             compound sentences for particular effects
           • awareness of grammatical conventions; for example, tense and subject–verb

             agreement, appropriate punctuation
           • use of a range of planning strategies.




                                   Indicators of Progress

Students draw on                Students can identify the           Students review and
graphophonic, morphemic         prefixes and suffixes in two-       automatise what they have
and context knowledge to        to five-syllable unfamiliar         learnt about morphographic
spell unfamiliar words and      words they need to spell and        units and say how they can
represent every sound with a    use this knowledge to assist        predict the spelling of words
logical letter combination.     their spelling attempts.            using them.

                                                                    Students show that they are
                                                                    aware that word spellings
                                                                    are subject specific.


Progression Point        4.5
At 4.5, the work of a student progressing towards the standard at Level 5 demonstrates, for
example:
           • composition of print and electronic texts in a wide range of forms, including

             narratives, reports, explanations, procedures and points of view
           • composition of persuasive texts about contemporary issues, including

             justification of personal points of view with supporting arguments
           • experimentation with different techniques to influence audiences and achieve

             the intended purpose of their writing
           • correct spelling, except of unfamiliar words with unusual spelling patterns

           • use of headings and subheadings in the organisation of information in texts
Last updated: 14.01.08                (c) State of Victoria, 2008             Page 15 of 16
Writing Dimension – Conventions of Spelling- Developmental Overview
         • use of editing and proofreading skills for clarity and cohesion of ideas.




                                      Indicators of Progress

Students            Students use morphographic knowledge to             Students describe the
usually show        spell unfamiliar two- and three-syllable words      effect on the meaning of
correct             by identifying the meaning of the stem when         words when suffixes
spelling,           the stem is not a known word. They can, for         such as ‘age’, ‘er’, ‘ist’,
having              example:                                            ‘or ’ are added to nouns
difficulty only     (1) identify the stem ‘ject ’, infer its meaning    or verbs and use this to
with unusual        by analysing what they know about reject,           spell words that have
spelling            project, subject and use it to spell injection or   these suffixes, for
patterns.           trajectory; or                                      example, passage,
                                                                        manager or chemist.
                    (2) identify ‘vert’ in convert and invert, work
                    out its meaning and use it to spell inversion.

Progression Point        4.75
At 4.75, the work of a student progressing towards the standard at Level 5 demonstrates,
for example:
           • control of writing texts in various forms, including narratives, reports,

             explanations, procedures and persuasive texts
           • composition of imaginative and informative texts presenting challenging ideas

             and issues
           • appropriate use of figurative language to achieve particular effects

           • strategic use of headings, subheadings, graphics, photographs and art work to

             support the meaning of the text
           • use of a variety of software packages to plan, organise, revise and present

             electronic texts.

                                      Indicators of Progress

Students use morphemic knowledge to spell words when adding suffixes and prefixes and
usually recognise when a word is spelt incorrectly.




Last updated: 14.01.08                    (c) State of Victoria, 2008         Page 16 of 16

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Conventions of spelling

  • 1. English Developmental Continuum P-10 Writing Dimension – Conventions of © 2007 Spelling Developmental Overview Each table contains the progression points and standards related to the Writing Dimension and the Indicators of Progress for the focus on Conventions of Spelling. This focus is not found beyond level 4.75. Progressing towards Level 1 Progression Point 0.5 At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates, for example: • understanding that their writing can communicate ideas, feelings and information • use of letters and some words in the writing of brief texts about topics of personal interest • emergent writing showing concepts about print, including left to right, top to bottom • reading back from their own writing at the time of writing • approximate use of letters for some letter–sound relationships and common words • use of a variety of writing tools, including crayons, pencils and computer software. Indicators of Progress Students attempt to spell Students know and can write Students write letters for words by writing one or some letters (upper and some of the letter–sound more of the letters in the lower case), and recall the links they know and may word, usually having the names of letters, both upper mix up upper and lower case initial letter, or by matching and lower case. letters. the most obvious sounds, particularly consonants. Students match letters with Students recall the most their common sounds, for common sounds that are example, they can use a linked with letters. model of the alphabet to select the letter for sounds they hear and then write the letter by copying. www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum Writing Dimension – Conventions of Spelling, Level 1 to 4.75 - Page 1 of 16
  • 2. Writing Dimension – Conventions of Spelling- Developmental Overview Standard 1.0 At Level 1, students write personal recounts and simple texts about familiar topics to convey ideas or messages. In their writing, they use conventional letters, groups of letters, and simple punctuation such as full stops and capital letters. Students are aware of the sound system and the relationships between letters and sounds in words when spelling. They form letters correctly, and use a range of writing implements and software. Indicators of Progress Students show they are Students use conventional Students spell high- aware of the sound system letters and frequently frequency words that have and the relationships occurring patterns of letters been taught. between letters and sounds such as ‘ing’ or ‘ay’ in their in words when spelling. writing. Students identify words with a particular sound, for Students use a knowledge of example, phone, farm, off, letter–sound relationships cough. (especially consonants) to attempt to spell unknown words. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 2 of 16
  • 3. Writing Dimension – Conventions of Spelling- Developmental Overview Progressing towards Level 2 Progression Point 1.25 At 1.25, the work of a student progressing towards the standard at Level 2 demonstrates, for example: • inclusion of their own experiences when writing for personal purposes and audiences such as in lists, letters, cards, posters • inclusion of one or more generally readable sentences • some correct use of capital letters and full stops • drawings that support the intended meaning of their writing • plausible attempts at spelling unfamiliar words, matching sound–letter relationships and using some simple spelling patterns. Indicators of Progress Students recall the spelling Students use phonological Students identify and list of some frequently taught processes when recall is not words that have the same words used for writing. automatic, for example, they sound in initial, medial and slowly articulate the sounds final positions in texts (e.g. Students predict the spelling in sequence in a word in at, cat, catch), learn of unfamiliar words by using order to hear the individual consonant digraphs, e.g., letter–sound relationships sounds and then represent ‘sh’, ‘ch’, ‘ th’; substitute and/or analogy, for example, the sounds with appropriate letters to form new words, they write plausible spelling letters. e.g., cot, pot, hot ; and build attempts for one-syllable words from a base word, words that have regular two- Students use some simple e.g., an, and, hand, handy. letter rimes and predictable spelling patterns to generate short vowel sounds, such as, plausible attempts at spelling Students can attempt new ‘ip’, ‘et’. They segment the unfamiliar words, relying on words by using sound–letter spoken word into onset and letter–sound relationships correspondence. They make rime, say each segment and and analogy. analogy by linking familiar write it. Examples of these words with unfamiliar words are set, lap and bus. words. Progressing towards Level 2 Last updated: 14.01.08 (c) State of Victoria, 2008 Page 3 of 16
  • 4. Writing Dimension – Conventions of Spelling- Developmental Overview Progression Point 1.5 At 1.5, the work of a student progressing towards the standard at Level 2 demonstrates, for example: • experimentation with a range of short text types; for example, recounts, letters, lists, procedures • sequencing of a small number of ideas in short texts for different purposes and audiences • rereading of their own writing, checking that it makes sense • combination of writing with drawings or computer graphics to support meaning • correct spelling of some high-frequency words and plausible attempts at spelling unfamiliar words. Indicators of Progress Students recall the spelling Students use their Students use more complex of common high-frequency knowledge of some spelling phonological processes and words, words of one syllable patterns to generate more complex phonic with regular rime units, and plausible attempts at spelling conventions to spell words, some two-syllable words unfamiliar words by using for example, spelling words with regular spelling (for analogy. that have the sound pattern example, windy, playing). usually associated with ‘wa’ for example, wan, was, wand, water. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 4 of 16
  • 5. Writing Dimension – Conventions of Spelling- Developmental Overview Progressing towards Level 2 Progression Point 1.75 At 1.75, the work of a student progressing towards the standard at Level 2 demonstrates, for example: • inclusion of information and ideas in short texts for known audiences and selected purposes • use of strategies to revise writing; for example, reading aloud, use of feedback from others • mostly correct use of capital letters, full stops, and question marks • correct spelling of unfamiliar words, using knowledge of sound–letter patterns. Indicators of Progress Students recall automatically Students use more complex Students review in words the spelling of high- phonological processes and what they know about how frequency words. phonic knowledge to assist to spell an unfamiliar word: the spelling of words. Students use their (1) for some words you can knowledge of some spelling Students review what they listen to how you say them patterns (regular and know about how words are and think of matching letter irregular rimes) to generate spelt, for example: patterns; and plausible spellings of unfamiliar one-syllable (1) some words are spelt (2) some words are unusual words and some two- how they are said so you and you need to remember syllable words with regular need to know the matching how to spell them, think of spelling, for example, sunny, letter and sound patterns; their “picture/word shape” playing. and or remember a saying to assist you. (2) some words are exceptional words and do not sound how they are spelt. Standard 2.0 At Level 2, students write short sequenced texts that include some related ideas about familiar topics. They write texts that convey ideas and information to known Last updated: 14.01.08 (c) State of Victoria, 2008 Page 5 of 16
  • 6. Writing Dimension – Conventions of Spelling- Developmental Overview audiences. They select content, form and vocabulary depending on the purpose for writing, and describe the purpose and audience for their own and others’ writing. They use appropriate structures to achieve some organisation of the subject matter. They link ideas in a variety of ways using pronouns, conjunctions and adverbial phrases indicating time and place. They accurately spell frequently used words, and make use of known spelling patterns to make plausible attempts at spelling unfamiliar words. They use capital letters, full stops and question marks correctly. They reread their own writing and use a range of editing resources to revise and clarify meaning. They write upper- and lower-case letters legibly with consistent size, slope and spacing. Indicators of Progress Students spell one-syllable Students recognise syllables Students develop words words with 2–4-letter in familiar two-syllable from base words, identify irregular rimes and use these words and use these to spell words within words and to spell related unfamiliar unfamiliar two-syllable group them according to one-syllable words either by: words by analogy. spelling patterns and sounds. (1) recoding and blending Students spell words that onsets and rimes; or have the same spelling pattern but are pronounced (2) making rime and onset differently, for example, car, analogy with known words. care, and warm or have and gave. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 6 of 16
  • 7. Writing Dimension – Conventions of Spelling- Developmental Overview Progressing towards Level 3 Progression Point 2.25 At 2.25, the work of a student progressing towards the standard at Level 3 demonstrates, for example: • composition of short, sequenced factual and imaginative texts in print and electronic forms • related ideas, linked in sequence, to convey meaning to known audiences • simple, and some compound, sentences joined by appropriate conjunctions • effective vocabulary to convey meaning, including nouns, verbs and adjectives • correct spelling of words with regular spelling patterns and plausible attempts at some words with irregular spelling patterns. Indicators of Progress Students spell correctly one- Students spell accurately Students describe the syllable words that have regular high-frequency two- strategies they use to spell ‘silent letter patterns’ and and three-syllable words and two-syllable words, for link these with the origin of discuss the concept of the example, either by analogy the word, for example, knife unstressed vowel for or by recoding each syllable. or knee. They predict how to example, the a in about, or spell unfamiliar one-syllable the i in decimal. words of these types. Progression Point 2.5 At 2.5, the work of a student progressing towards the standard at Level 3 demonstrates, for example: • composition of short texts of more than one paragraph to describe experiences, tell a story, express a point of view • appropriate ordering of events and ideas in print and electronic texts • compound sentences linking two ideas or events, with correct use of verb tenses • development of character, setting and plot in short narrative texts Last updated: 14.01.08 (c) State of Victoria, 2008 Page 7 of 16
  • 8. Writing Dimension – Conventions of Spelling- Developmental Overview • correct use of full stops and question marks, and experimentation with other punctuation; for example, commas, quotation marks. Indicators of Progress Students spell accurately Students show an awareness two-syllable words of high of simple morphographic or moderate frequency. patterns when spelling Strategies for predicting the words, for example, ‘s’ spelling of unfamiliar words added to a noun can indicate include segmenting the a plural, ‘ed’ added to a verb spoken word into syllables, can indicate an action that noting the syllable(s) with has finished, regardless of the unstressed vowel(s), how the word is said. writing each syllable and then blending the syllables. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 8 of 16
  • 9. Writing Dimension – Conventions of Spelling- Developmental Overview Progressing towards Level 3 Progression Point 2.75 At 2.75, the work of a student progressing towards the standard at Level 3 demonstrates, for example: • composition of texts for different purposes; for example, to narrate, inform, describe, present a point of view or explain • composition of texts of three or four logically ordered paragraphs • composition of texts that take account of the needs and interests of familiar and some unfamiliar audiences • combinations of written and visual elements in print and electronic texts • correct spelling of two-syllable words with regular spelling patterns, and plausible attempts at spelling two-syllable words with irregular spelling patterns. Indicators of Progress Students spell accurately Students review what they Students review by saying three-syllable words of high know about how words are aloud what they know about or moderate frequency and spelt, for example: how to spell an unfamiliar two-syllable words that word: have irregular spelling, (1) some words are spelt discuss the strategies they how they are said so you (1) for some words you can use (for example, how they need to know the matching listen to their sound pattern, deal with the unstressed letter and sound patterns; how you say it, and think of vowel) and predict how to matching letter patterns; (2) the spelling of some spell unfamiliar two- words is based on what they (2) for some words you syllable words of these mean so you need to know think of what they mean and types. the matching meaning and look for ‘meaning Students spell correctly letter patterns; segments’; frequently occurring one- (3) some words sound the (3) some words will be like syllable homonyms and same but are spelt words you already know and homophones and describe differently and you need to you can use their spelling the strategies they use for listen for how they are used; patterns; and assisting with each. and (4) you decide whether it (4) some words are could be an exceptional exceptional words and their word and know other spelling is hard to predict resources to find the spelling from how they are said. pattern. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 9 of 16
  • 10. Writing Dimension – Conventions of Spelling- Developmental Overview Standard 3.0 At Level 3, students write texts containing several logically ordered paragraphs that express opinions and include ideas and information about familiar topics. They write narratives which include characters, setting and plot. They order information and sequence events using some detail or illustrative evidence, and they express a point of view providing some information and supporting detail. They combine verbal and visual elements in the texts they produce. They meet the needs of audiences by including appropriate background information. They write a variety of simple and compound sentences and use verb tenses correctly. They use punctuation to support meaning, including exclamation marks and quotation marks, and accurately use full stops, commas and question marks. They use vocabulary appropriate to context and spell most one- and two-syllable words with regular spelling patterns, and frequently used words which have less regular spelling patterns. They use sound and visual patterns when attempting to spell unfamiliar words. Indicators of Progress Students spell accurately Students spell accurately Students review by saying aloud three-syllable words of familiar three-syllabic what they know about how to spell high or moderate words by integrating an unfamiliar word: frequency that have morphographic and (1) “for some words you can listen irregular spelling patterns graphophonic strategies to their sound pattern, how you say and discuss how they for known patterns. it and think of matching letter might predict the spelling of irregular words. Students spell words that patterns”; are topic or context (2) “ for some words you think of Students identify specific; they show they what they mean and look for frequently occurring are aware that the ‘meaning segments’” ; bound morphographs (for meaning and spelling of (3) “some words will be like words example, ‘s’ when added a word may vary you already know and you can use to a noun or a verb) and depending on the topic their spelling patterns”; and use these simple for which it is used. morphographic patterns (4) “you decide whether it could be to assist in working out an exceptional word.” the meanings of Students proofread the words they unfamiliar words. write, identify incorrectly spelt words in their writing and correct them. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 10 of 16
  • 11. Writing Dimension – Conventions of Spelling- Developmental Overview Progressing towards Level 4 Progression Point 3.25 At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates, for example: • inclusion of familiar ideas and information for different purposes and audiences in print and electronic texts • use of strategies for planning, drafting, proofreading, editing and revising • appropriate vocabulary, punctuation and tense according to context, purpose and audience • typical features and structures of different texts such as narratives and reports • correct spelling of frequently occurring two- and three-syllable words and use of strategies to spell unknown words. Indicators of Progress Students identify the Students spell less familiar meanings of some word two- and three-syllable stems, for example, they use regular words: ‘ port’, meaning to move or carry something, to spell (1) by using morphographic words such as export, features, graphics and deport, portable, porter and analogy with known words car port. for isolated words; and (2) for words in prose, the use, as well, information sources such as the semantic and grammatical contexts of the word. Progression Point 3.5 At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for example: • production of texts for a range of different audiences and purposes in print and electronic forms • use of strategies for planning; for example, using models of others’ writing or mind Last updated: 14.01.08 (c) State of Victoria, 2008 Page 11 of 16
  • 12. Writing Dimension – Conventions of Spelling- Developmental Overview mapping • deletion of unnecessary information or addition of new information when editing and revising writing • inclusion of appropriate visual images and information in print and electronic texts. Indicators of Progress Students identify the Students spell less familiar meanings of some word two- and three-syllable stems, for example, they use irregular and exceptional ‘port’, meaning to move or words presented individually carry something, to spell by using morphographic words such as export, features and graphic deport, portable, porter and knowledge and by making car port. analogy with known words (for example, from ‘light’ to spell ‘fright’). For words in prose, they use, as well, information sources such as the semantic and grammatical contexts of the word. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 12 of 16
  • 13. Writing Dimension – Conventions of Spelling- Developmental Overview Progressing towards Level 4 Progression Point 3.75 At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates, for example: • use of structures and features appropriate to purpose and audience of print and electronic texts • appropriate use of topic sentences and organisation of main and subordinate ideas • selection of vocabulary, text structures and visual features to effectively communicate ideas and information • maintenance of plot, characterisation and setting throughout extended narrative texts. • use of knowledge about spelling patterns, including morphemic knowledge, visual and phonic patterns. Indicators of Progress Students display an Students spell isolated two- Students spell unfamiliar integrated and systematic set to four-syllabic words using two- and three-syllabic of strategies for spelling morphographic and words in prose using unfamiliar words. graphophonic analysis morphographic, strategies, for example, they graphophonic semantic and become aware of suffixes syntactic knowledge. such as ‘tion’, ‘age’, ‘ance ’ or ‘ness’ and how these are linked with existing words such as attract, appear or tidy and use these when spelling words such as attraction, appearance, tidiness or carriage. Standard 4.0 At Level 4, students produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing. They begin to use simple figurative Last updated: 14.01.08 (c) State of Victoria, 2008 Page 13 of 16
  • 14. Writing Dimension – Conventions of Spelling- Developmental Overview language and visual images. They use a range of vocabulary, a variety of sentence structures, and use punctuation accurately, including apostrophes. They identify and use different parts of speech, including nouns, pronouns, adverbs, comparative adverbs and adjectives, and use appropriate prepositions and conjunctions. They use a range of approaches to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns. They employ a variety of strategies for writing, including note-making, using models, planning, editing and proofreading. Indicators of Progress Students spell accurately Students review and For unfamiliar three-syllable familiar multi-syllabic automatise what they have words, students identify the words by integrating learnt about morphographic morphographs and the morphographic and units and how they can unstressed vowels and graphophonic strategies. predict the spelling of words predict their spelling. using them. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 14 of 16
  • 15. Writing Dimension – Conventions of Spelling- Developmental Overview Progressing towards Level 4.75 Progression Point 4.25 At 4.25, the work of a student progressing towards the standard at Level 5 demonstrates, for example: • composition of print and electronic texts for a range of purposes, including speculative, imaginative, explanatory and persuasive • development of topics in coherent ways according to the purpose, and the needs and experience of the intended audience • use of a variety of sentence structures, including combinations of simple and compound sentences for particular effects • awareness of grammatical conventions; for example, tense and subject–verb agreement, appropriate punctuation • use of a range of planning strategies. Indicators of Progress Students draw on Students can identify the Students review and graphophonic, morphemic prefixes and suffixes in two- automatise what they have and context knowledge to to five-syllable unfamiliar learnt about morphographic spell unfamiliar words and words they need to spell and units and say how they can represent every sound with a use this knowledge to assist predict the spelling of words logical letter combination. their spelling attempts. using them. Students show that they are aware that word spellings are subject specific. Progression Point 4.5 At 4.5, the work of a student progressing towards the standard at Level 5 demonstrates, for example: • composition of print and electronic texts in a wide range of forms, including narratives, reports, explanations, procedures and points of view • composition of persuasive texts about contemporary issues, including justification of personal points of view with supporting arguments • experimentation with different techniques to influence audiences and achieve the intended purpose of their writing • correct spelling, except of unfamiliar words with unusual spelling patterns • use of headings and subheadings in the organisation of information in texts Last updated: 14.01.08 (c) State of Victoria, 2008 Page 15 of 16
  • 16. Writing Dimension – Conventions of Spelling- Developmental Overview • use of editing and proofreading skills for clarity and cohesion of ideas. Indicators of Progress Students Students use morphographic knowledge to Students describe the usually show spell unfamiliar two- and three-syllable words effect on the meaning of correct by identifying the meaning of the stem when words when suffixes spelling, the stem is not a known word. They can, for such as ‘age’, ‘er’, ‘ist’, having example: ‘or ’ are added to nouns difficulty only (1) identify the stem ‘ject ’, infer its meaning or verbs and use this to with unusual by analysing what they know about reject, spell words that have spelling project, subject and use it to spell injection or these suffixes, for patterns. trajectory; or example, passage, manager or chemist. (2) identify ‘vert’ in convert and invert, work out its meaning and use it to spell inversion. Progression Point 4.75 At 4.75, the work of a student progressing towards the standard at Level 5 demonstrates, for example: • control of writing texts in various forms, including narratives, reports, explanations, procedures and persuasive texts • composition of imaginative and informative texts presenting challenging ideas and issues • appropriate use of figurative language to achieve particular effects • strategic use of headings, subheadings, graphics, photographs and art work to support the meaning of the text • use of a variety of software packages to plan, organise, revise and present electronic texts. Indicators of Progress Students use morphemic knowledge to spell words when adding suffixes and prefixes and usually recognise when a word is spelt incorrectly. Last updated: 14.01.08 (c) State of Victoria, 2008 Page 16 of 16