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English / Foundation / Language / Phonics and word knowledge

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View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438)

Elaborations
  • recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds, for example ‘p-op’
  • breaking words into onset and rime, noticing words that share the same pattern, for example ‘p-at’, ‘b-at’
  • breaking words into onset and rime to learn how to spell words that share the same pattern, for example ‘p-at’, ‘b-at’, ‘t-all’ and ‘f-all’
  • building word families using onset and rime, for example ‘h-ot’, ‘g-ot’, ‘n-ot’, ‘sh-ot’
General capabilities
  • Literacy Literacy
ScOT terms

Spelling,  Syllables

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16 direct matches to ACELA1438 | 4 other related resources
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Daily review example

  • TLF-IDA002761

This slide pack provides a sample daily review lesson which is a key component of teaching phonics using a systematic synthetic phonics (SSP) model that follows evidence-based research. It can be adapted to follow any phonics progression or lesson.

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Assessment and intervention for an SSP approach

  • TLF-IDA002894

This self-paced learning module outlines the specific areas of knowledge and skills that are assessed for a systematic synthetic phonics approach to teaching reading and spelling. It explains how this approach to assessment is helpful to identify student needs across the Response to Intervention framework. It contains a ...

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Video

Explicit instruction for phonics overview

  • TLF-IDA002765

This video provides an overview of a phonics instructional model for reading and spelling. It is presented by literacy specialists Elaine Stanley and Rebecca McEwan.

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Q&A session: Making a start with a phonics progression and phonological awareness instruction

  • TLF-IDA002767

This recording of a 30-minute Q&A session supports schools in choosing and following a systematic synthetic phonics (SSP) progression, including phonological and phonemic awareness instruction.

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Fluency and progress monitoring

  • TLF-IDA002833

This self-paced learning module explains fluency at the letter-sound correspondence level, word, sentence and whole-text level, and explains how to use a progress monitoring tool. It contains a webinar, free downloadable resources and further professional reading. It is the fourth of seven professional learning modules ...

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For school leaders: Leading effective practice

  • TLF-IDA002972

This webpage provides information for school leaders on how to drive quality instruction and improve student literacy outcomes. It recommends a range of resources that can be used to support leaders in coaching and mentoring staff in best practice literacy instruction.

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Student learning support

  • TLF-IDA002975

This webpage provides information and resources to support teachers to target specific student learning needs and create an inclusive classroom. It discusses differentiation and inclusion.

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Online

Spelling generalisations and SSP

  • TLF-IDA002954

This self-paced learning module outlines what makes English an opaque language and why it is valuable to teach students spelling generalisations. It explains how to support students to apply spelling generalsiations and how to incorporate them into your systematic synthetic phonics (SSP) lessons. The module contains two ...

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For school leaders: Understanding the evidence

  • TLF-IDA002973

This webpage provides information and resources for school leaders about the evidence and research on how students learn to read. It discusses cognitive load theory, explicit instruction, a whole-school curriculum approach, the Big Six of literacy and using a systematic synthetic phonics approach to instruction.

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Planning resources

  • TLF-IDA002976

This webpage provides information on how to scope specific literacy content, and to plan what to teach and how to teach it. It provides links to further information and quality resources to support teacher planning.

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Video

Teaching tips for phonics related skills

  • TLF-IDA002980

This short video (2 minutes and 54 seconds) shows two teachers discussing strategies that can be used to support students when they are developing phonics-related skills.

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Video

Demonstration of a daily review

  • TLF-IDA003045

This video provides a demonstration of a phonics daily review using explicit instruction principles. It is presented by literacy specialists Elaine Stanley and Rebecca McEwan.

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For school leaders: Using data-informed instruction

  • TLF-IDA002974

This webpage provides information and resources for school leaders on how to facilitate the use of data to track student progress and inform instruction.

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TrackSAFE Education Primary School Resources: Foundation, Year 1 and Year 2 English

  • TLF-IDM025085

This unit of work focuses on developing student understanding of the importance of being track safe and the key message 'Stop, Look, Listen, Think'. It builds students' familiarity with the vocabulary and key concepts related to rail safety and provides differentiated activities for writers at different stages of development ...

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Online

Creating change as a literacy coach

  • TLF-IDS7065

This teacher resource describes how a literacy coach made a substantial difference to students' literacy achievements, teachers' involvement in literacy strategies and whole-school culture at Allendale East Area School in South Australia. Organised in nine sections: Summary; Target student group; Method; Results; Lessons ...

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Video

Demonstration of a phonics lesson

  • TLF-IDA002766

This video provides a demonstration of a phonics lesson using explicit instruction principles. It is presented by literacy specialists Elaine Stanley and Rebecca McEwan.

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Online

Patterns

  • TLF-IDM013231

This is a unit of inquiry made up of 12 learning sequences for year F in the English for the Australian Curriculum resource. Each learning sequence contains a series of resources, suggested activities to carry out with students and a post-activity reflection. This unit examines patterns in literature and language, with ...

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Getting started with a phonics progression

  • TLF-IDA002716

This professional learning module explains how to use a phonics progression for reading and spelling, and outlines the skills required for phonological and phonemic awareness development. It contains a recording of a webinar, free downloadable resources and further professional reading. It is the first of seven modules ...

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Video

The Big Six: a whirlwind tour

  • TLF-IDA002734

This one-hour webinar recording provides an overview of the Big Six components of literacy (oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension). It includes theoretical understandings and practical ideas for the classroom. It is the first in a series of eight webinars about the Big Six ...

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Introduction to SSP - Module 3: key understandings

  • TLF-IDA002732

This 13-minute professional learning video, presented by literacy expert Jocelyn Seamer, discusses key understandings of a systematic, synthetic approach to teaching phonics. It includes information on alphabetic code, sight words, blending and how to meet the needs of all children in the classroom. The other videos in ...

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