Key Area: Spelling and Decoding Skills
Many parents wonder if their child’s reading skills are developing at the normal rate. While there are individual differences, there is a general progression of skill development.
Ages And Stages Of Literacy Development
It is recommended that if you child has not attained the skills outlined for his/her age, that a school-based meeting be scheduled. Following this, it is likely that a referral to a specialist (e.g. Speech and Language Pathologist) may be necessary to provide an in-depth check on your child’s development. Research clearly states that the earlier intervention commences the better the outcomes for the child.
3 Year Olds Start To Discover “Writing” Around Them.
3 To 5 Year Olds Start To Engage In ‘Sound Play’.
4 To 5 Year Olds Start To Figure Out How The Alphabet Works.
5 To 6 Year Olds Start Formal Literacy Learning.
Children In Year 2 Start To Acquire Automatic Processes.
• They become interested in the print on signs or labels and may come to recognise some of these in particular.
• They begin to focus on the sounds within words (phonological awareness). 4 year olds begin to appreciate and produce rhymes, clap syllables in words and start to notice how certain words sound the same.
• They begin to hear the beginning sound in words. (E.g. ‘sun’ starts with /s/).
• Learn to recall the alphabetic letter sounds with accuracy and with speed.
• They learn that the sounds
• Learn to “sound out” words
• The challenge in Year 2 is to achieve fluency. This mean reading becomes “effortless”. It is through lots and lots of reading practice that children become fast and automatic readers.
• They may recognise several books by their covers, know the titles, understand that they are read from front to back, from left to right and by looking at the print rather than just the pictures. • They may understand that one can use writing for communication through cards and notes, for list making, for finding television programs in the guide and for a host of other purposes. • Through focusing on print, 3 year olds start to become familiar with letters and may learn to recognise and name some. • Story telling skills are important for literacy. 3 year olds should start to move from just requesting and commanding to explaining their experiences and telling stories.
• They continue to make progress identifying and reproducing letters. They may even be able to write their own name and mix scribble, some letters and drawing in “writing” notes and stories.
they hear at the start and end of words are represented by alphabetic letters. (E.g. /s/ at the start of ‘sun’ is represented by a /s/. • They are able to tell a story without support.
• Are expected to demonstrate their comprehension skills and discuss books they have read or that have been read to them.
• Writing becomes more automatic and less phonetic as children acquire early vowel digraphs such as ou, oa, ow, ir, ur, ue, ew etc.
• Initially writing is phonetic in nature. Over the year children integrate early phonic concepts such as sh, ch, th, ing, oo, ee. ar, or, all, ck etc. to written tasks.
• Story telling skills should continue to develop. Their stories should become fairly easy to follow.
1
and over the year reading should become accurate and automatic.
2
3
Children In Year 3 And Above Are Required To Focus On Comprehension, Writing And The Curriculum • Children are required to read and write at length and with relative ease. Children are increasingly expected to read silently rather than aloud and are increasingly expected to write independently. • The content of reading material becomes much more complex and the focus of reading shifts to developing comprehension skills.
4
5
PLD Organisation Pty. Ltd.. This information sheet can be downloaded and distributed providing PLD’s logo and contact details are not removed. 116 Parry Street, Perth WA 6000, Australia • T: +61 (08) 9227 0846 • F: +61 (08) 9227 0865 • www.pld-literacy.org •
[email protected] PLD’s programs that develop the above skills can be viewed by searching the codes: 1) CCst 2) CCal/CCalc, CCpfa, CCpfr, CCpfs 3) CCfrw, CCfsw, CCsight, Mfwa, Bsw1, CHph1, Md1 4) CCread, CCspell, Bsw2, CHph2, Md2 5) Bsw3, CHph3, Md3 on www.pld-literacy.org
Key Area: Spelling and Decoding Skills
Stage 1 (or Year 1) Decoding and Spelling Skill Checklist Alphabet Sounds In Medial Vowels Simple CVC Words s a t p i n c h e r m d
g o u l f b w x j z v y k
a e i o u
Initial Consonant Clusters tr dr bl cl fl gl pl sl br cr fr
Final Consonant Clusters
gr pr sc sk sm sn sp st sw tw
Phonic Sounds
-ft -ld -nd -nk -st -sk -nt -mp
sh ch th wh ck ee oo qu ay
ai all ing or ar er oy oi
Stage 1 Sight Words List Sight Word at in it on and a I from with this that for is his as was to be he of have are the they you
Reading Spelling
Sight Word up if had but not him did get can an then them than look see been by my no go so we she into or
Reading Spelling
Sight Word will day way may her over number long all call each first oil when which make made like time write these come some how now
Reading Spelling
Sight Word
Reading Spelling
down out about part has find one said your two do many other what word were there their use more water who people could would
PLD Organisation Pty. Ltd.. This information sheet can be downloaded and distributed providing PLD’s logo and contact details are not removed. 116 Parry Street, Perth WA 6000, Australia • T: +61 (08) 9227 0846 • F: +61 (08) 9227 0865 • www.pld-literacy.org •
[email protected] PLD’s programs that develop the above skills can be viewed by searching the codes: Bal, Bcvc, Bph1, Bblends, Bph2, Bsw1, CHph1, Md1 on www.pld-literacy.org
Key Area: Spelling and Decoding Skills
Stage 2 (or Year 2) Decoding and Spelling Skill Checklist CCVCC and Tri-blends scr spl spr str shr thr squ -nch -ang -ong -old
Double Long Vowels Consonants ff ll ss zz
Phonic Concepts
a-e e-e i-e o-e u-e
Silent Letters
oa oe ow ie ue ew ea ow ou aw ind ir ur y as ‘i’ and ‘e’
kn
Suffixes -ly -er -s -ing -ed -es
Stage 2 Sight Words List Sight Word us man set men big tell well old just land spell hand still went off must end help such much good need think thing back
Reading Spelling
Sight Word three say play away form small boy take place name same came line home page change here where give live too even letter again point
Reading Spelling
Sight Word study very read mean found around house sound our show know follow me kind most new little year why try turn right high put want
Reading Spelling
Sight Word
Reading Spelling
any ask after another mother answer air only sentence America large animal different also through great move does learn should world work before because picture
PLD Organisation Pty. Ltd.. This information sheet can be downloaded and distributed providing PLD’s logo and contact details are not removed. 116 Parry Street, Perth WA 6000, Australia • T: +61 (08) 9227 0846 • F: +61 (08) 9227 0865 • www.pld-literacy.org •
[email protected] PLD’s programs that develop the above skills can be viewed by searching the codes: Bsw2, CHph2, Md2, Bpsw on www.pld-literacy.org
Key Area: Spelling and Decoding Skills
Stage 3 (or Year 3) Decoding and Spelling Skill Checklist Phonic Concepts -ace
ice
air
are
ear
ey
-y
dge
ge
Silent Letters b
Suffixes
Contractions
-ing
n’t
-er
‘ll
-est
‘s
-en
‘m
any
-igh
alk
oar
be-
-ould
-ed
‘ve
oor
ore
our
ble fle
dle gle
or as ‘er’
-ful
‘re
qu-
-fully
‘d
kle
ple
-tch
-ier
tle
zle
ph
-less
-se
-ze
ea as ‘e’
ly
eer
ear
tion
Stage 3 Sight Words List Sight Word every near add food between own below country plant last school father keep tree never start city earth eye light thought head under story saw
Reading Spelling
Sight Word left don’t few while along might close something seem next hard open example begin life always those both paper together got group often run important
Reading Spelling
Sight Word until children side feet car mile night walk white sea began grow took river four carry state once book hear stop without second late miss
Reading Spelling
Sight Word
Reading Spelling
idea enough eat face watch far Indian real almost let above girl sometimes mountain cut young talk soon list song leave family body music colour
PLD Organisation Pty. Ltd.. This information sheet can be downloaded and distributed providing PLD’s logo and contact details are not removed. 116 Parry Street, Perth WA 6000, Australia • T: +61 (08) 9227 0846 • F: +61 (08) 9227 0865 • www.pld-literacy.org •
[email protected] PLD’s programs that develop the above skills can be viewed by searching the codes: Bsw3, CHph3, Md3, Bpsw on www.pld-literacy.org
Key Area: Spelling and Decoding Skills
Stage 4 (or Year 4) Decoding and Spelling Skill Checklist Sounds That Change
Phonic Concepts
a as ‘ar’ a as ‘o’ c as ‘s’ ch as ‘k’ g as ‘j’ o as ‘u’ or as ‘er’ s as ‘sh’ u as ‘oo’/‘i’ y as ‘i-e’/‘i’
age nct ear use au sion ation ain alf ine our ture ie ough ti as ‘sh’ mm ll rr ss tt
Silent Letters l t u w
augh tion ician
ough
sure ei
ous
Prefixes com con a micro un
Suffixes fill/full/til ar er/eer/ier or less ist
ci as ‘sh’
Stage 4 Commonly Misspelt Words happened
thought
that’s
dinner
there/their/they’re
beginning
where/we’re
were
always
surprise
received
until
our
sure
off/of
your/you’re
something
looked
allowed
pretty
believe
together
frightened
interesting
different
wanted
hear/here
bought
money
dropped
jumped
children
friend(s)
every
before
four/for/forty
another
threw
animals
woman/women
know/knew
beautiful
ask(ed)
people
clothes
through/threw
all right
cousin
babies
heard/herd
caught
again
stopped
tried
many
it’s/its
around
prefer
an
February
getting
mother
would
could
should
school
both
let’s
two/to/too
because
swimming
started PLD Organisation Pty. Ltd.. This information sheet can be downloaded and distributed providing PLD’s logo and contact details are not removed. 116 Parry Street, Perth WA 6000, Australia • T: +61 (08) 9227 0846 • F: +61 (08) 9227 0865 • www.pld-literacy.org •
[email protected] PLD’s programs that develop the above skills can be viewed by searching the codes: Bsw4, CHph4, Md4, Bpsw on www.pld-literacy.org
Key Area: Spelling and Decoding Skills
Stage 5 (or Year 5) Decoding and Spelling Skill Checklist Phonic Concepts
Prefixes
Suffixes
Homophones
ac
ad
-able/ible/uble
weight-wait
cord/chord
-er/re
bi
a
aisle-isle
dual/duel
c as ‘sh’
cir
ant
sent/sent/scent
idol/idle
-ou as ‘u’
ex
ent
current/currant
pact/packed
-ial
in, im
ess
foul/fowl
prophet/profit
silent c
mis
ment
guessed/guest
tear/tier
ious/cious
re
ship
key/quay
cereal/serial
trans
ian
patience/patients
pane/pain
de
ery, ary, ory
queue/cue
wail/whale
extra
ar
cheque/check
allowed/aloud
pro
ling
thyme/time
berry/bury
fy
vain/vane/vein
course/coarse
ology
weather/whether
reign/rain/rein
yolk/yoke
bough/bow
wring/ring
boy/buoy
berth/birth
Stage 5 Commonly Misspelt Words happened
thought
that’s
dinner
there/their/they’re
beginning
where/we’re
were
always
surprise
received
until
our
sure
off/of
your/you’re
something
looked
allowed
pretty
believe
together
frightened
interesting
different
wanted
hear/here
bought
money
dropped
jumped
children
friend(s)
every
before
four/for/forty
another
threw
animals
woman/women
know/knew
beautiful
ask(ed)
people
clothes
through/threw
all right
cousin
babies
heard/herd
caught
again
stopped
tried
many
it’s/its
around
prefer
an
February
getting
mother
would
could
should
school
both
let’s
two/to/too
because
swimming
started PLD Organisation Pty. Ltd.. This information sheet can be downloaded and distributed providing PLD’s logo and contact details are not removed. 116 Parry Street, Perth WA 6000, Australia • T: +61 (08) 9227 0846 • F: +61 (08) 9227 0865 • www.pld-literacy.org •
[email protected] PLD’s programs that develop the above skills can be viewed by searching the codes: Bsw5, Bpsw on www.pld-literacy.org
