Learning intention
- use knowledge of letters and sounds to spell words
Foundation English · AC9EFLY13
Use knowledge of letters and sounds to spell words
making plausible spelling choices using letter-sound correspondences and morphemic knowledge
Ready to project and teach
Learning goalsSay it simply
Clean visual examplesOne-page board
Clean one-page examples
AC9EFLY13 - AC9EFLY13: Use knowledge of letters and sounds to spell words
Example 1
making plausible spelling choices using letter-sound correspondences and morphemic knowledge
Example 2
Sound-to-letter spelling: Say: dog Hear: /d/ /o/ /g/ Write: d-o-g
Example 3
Use the skill in reading, speaking or writing: Spell by saying the word slowly and matching sounds to letters. Say: dog Hear: /d/ /o/ /g/ Write: d-o-g
Example 4
Teacher model: Read or say the first card. Ask: what does this show?
Curriculum examplesCurriculum examples
Elaboration expansion and examples 1
- E1: making plausible spelling choices using letter-sound correspondences and morphemic knowledge
- Sound-to-letter spelling: Say: dog Hear: /d/ /o/ /g/ Write: d-o-g
- Use the skill in reading, speaking or writing: Spell by saying the word slowly and matching sounds to letters. Say: dog Hear: /d/ /o/ /g/ Write: d-o-g
Elaboration expansion and examples 2
- Teacher model: Read or say the first card. Ask: what does this show?
Teach, ask and checkTopic-aligned
AC9EFLY13 · letters and sounds for spelling
Learning focus: I can listen to a word and use what I know about letters and sounds to make a sensible spelling.
Model it: Worked example: use a letter team in fish Worked-model method: say, map each sound, spell, then blend to check. 1. Say fish slowly and notice three speech sounds even though the word needs four letters. 2. Write lower-case f for the first sound, lower-case i for the short middle sound and the letter team sh for the quiet sound at the start of ship. 3. Blend the spelling fish and check that the final letter team represents one speech sound. Model answer: Fish uses four letters for three sounds because the letter…
Ask the learner: What is the main idea of letters and sounds for spelling?
Look for: The learner can I can listen to a word and use what I know about letters and sounds to make a sensible spelling in a fresh example and explain the evidence or reasoning without copying the model.
If they are stuck: If the learner guesses or repeats a rule without evidence, return to the concrete or visual model and ask them to explain what each part shows.
Review hints and exit ticketReady for practice
Assessment-style questions and review hints 1
Questions
- What is the main idea of letters and sounds for spelling?
- Which example shows the skill?
Review hints
- Remember: Use known sounds and letters to spell
- Use the routine: Say word → Stretch sounds → Choose letters → Check
Assessment-style questions and review hints 2
Questions
- What is one common mix-up?
- How can you check your answer?
Review hints
- Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
- Self-check: change the example slightly and see whether the same reasoning still works.
Exit ticket
- Name the skill
- Use a model example
- Try independently
- Explain evidence
Curriculum alignmentStart here
Curriculum
- use knowledge of letters and sounds to spell words
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