In this vignette, the Foundation teacher describes how she gathers data to differentiate the teaching and learning of onset and rime to spell words.
In a whole-class lesson, the students are taught about onset and rime and the teacher models how to use it to spell words. The teacher describes how she plans for small-group activities, based on her analysis of data, for students to practise, synthesise and consolidate learning.
The TeachingACEnglish project was developed by the Department of Education, Training and Employment, Queensland in collaboration with Education Services Australia.
This vignette was filmed at Bentley Park College, Queensland.
In the Australian Curriculum: English, the content descriptions about spelling knowledge, understanding and skills from Foundation to year 10 appear in the Language Strand in the sub-strand of Expressing and developing ideas. They progress from an early focus on sound–letter knowledge, spelling rules and knowledge of irregular spelling to applying spelling knowledge, such as etymological knowledge, to spell unusual and technical words.
Spelling knowledges include graphophonic, morphemic, visual and etymological knowledge. Development of knowledge and evidence of understanding and skills about spelling knowledge is cumulative across the curriculum, from Foundation, where students learn about using onset and rime to spell words, to the secondary years where students use knowledge about word origins and nominalisation to spell words.
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials.
Know how to use onset and rime to spell words (ACELA1438)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA). Icon of book
Please note: this resource does not address all focus areas of these standards.
This publication is funded by the Australian Government Department of Education, Employment and Workplace Relations.