Students progress through levels of spelling ability from 0.5 to level 4.75. The document outlines progression points and indicators of progress for each level. It provides examples of work demonstrating spelling skills developing towards or meeting each standard. For each level it describes typical spelling strategies students may use, such as sounding out letters, use of rhyming patterns, knowledge of prefixes and suffixes, and reviewing resources to assist with unfamiliar words.
This document provides an overview of the progression points and standards for writing conventions from Prep to Level 10 in the English Developmental Continuum. It describes the skills students demonstrate at various progression points as they work towards more advanced levels. For example, at progression point 0.5 students are beginning to understand that writing communicates ideas and they can write some letters and words. The document lists the key indicators of progress for each standard level.
The document discusses different stages of spelling development:
1) Pre-communicative spelling - scribbles and random letters without connections to sounds.
2) Semiphonetic spelling - letters represent some sounds but not all, and spelling is not readable. Strategies include discussing sounds and encouraging writing.
3) Phonetic spelling - letters represent all sounds heard and spelling is readable. Strategies include reading daily, modeling writing, and teaching visual word features.
Here are some spelling activities you could try at home:
- Word sorts: Cut out words with the same spelling pattern (e.g. words with 'ight') and sort them into groups.
- Scrambled words: Write words on strips of paper, scramble the letters and have your child rearrange them to spell the word.
- Find the spelling: Write clues for spelling words and have your child figure out the word (e.g. A place you sleep - B E D).
- Make words: Use letter tiles or magnetic letters to make as many words as possible that follow a spelling pattern.
- Write a story: Give your child a spelling word and have them write a short story that incorporates
The document discusses topics related to spelling, including:
- The meaning and purpose of spelling words
- How words are built from bases and affixes using morphology and etymology
- The pronunciation of words through phonology
- Activities like word sorts, word webs and matrixes to teach spelling patterns
Students progress through developmental levels in their writing strategies from emergent writing to more advanced skills. The document provides progression points and indicators of progress for writing strategy from 0.5 to level 3. It describes the developing abilities around planning, drafting, editing and publishing writing at each level.
The document summarizes the English language arts and mathematics content standards for grade 1 in the Riverside Unified School District. For reading, the standards cover word analysis, reading comprehension, literary response and analysis. For writing, the standards cover writing strategies, applications, and written language conventions. For listening and speaking, the standards cover strategies, applications, and oral language conventions. For mathematics, the standards cover number sense, algebra/functions, measurement/geometry, statistics/data analysis, and patterns.
This document provides an overview of the progression points and standards for writing conventions from Prep to Level 10 in the English Developmental Continuum. It describes the skills students demonstrate at various progression points as they work towards more advanced levels. For example, at progression point 0.5 students are beginning to understand that writing communicates ideas and they can write some letters and words. The document lists the key indicators of progress for each standard level.
The document discusses different stages of spelling development:
1) Pre-communicative spelling - scribbles and random letters without connections to sounds.
2) Semiphonetic spelling - letters represent some sounds but not all, and spelling is not readable. Strategies include discussing sounds and encouraging writing.
3) Phonetic spelling - letters represent all sounds heard and spelling is readable. Strategies include reading daily, modeling writing, and teaching visual word features.
Here are some spelling activities you could try at home:
- Word sorts: Cut out words with the same spelling pattern (e.g. words with 'ight') and sort them into groups.
- Scrambled words: Write words on strips of paper, scramble the letters and have your child rearrange them to spell the word.
- Find the spelling: Write clues for spelling words and have your child figure out the word (e.g. A place you sleep - B E D).
- Make words: Use letter tiles or magnetic letters to make as many words as possible that follow a spelling pattern.
- Write a story: Give your child a spelling word and have them write a short story that incorporates
The document discusses topics related to spelling, including:
- The meaning and purpose of spelling words
- How words are built from bases and affixes using morphology and etymology
- The pronunciation of words through phonology
- Activities like word sorts, word webs and matrixes to teach spelling patterns
Students progress through developmental levels in their writing strategies from emergent writing to more advanced skills. The document provides progression points and indicators of progress for writing strategy from 0.5 to level 3. It describes the developing abilities around planning, drafting, editing and publishing writing at each level.
The document summarizes the English language arts and mathematics content standards for grade 1 in the Riverside Unified School District. For reading, the standards cover word analysis, reading comprehension, literary response and analysis. For writing, the standards cover writing strategies, applications, and written language conventions. For listening and speaking, the standards cover strategies, applications, and oral language conventions. For mathematics, the standards cover number sense, algebra/functions, measurement/geometry, statistics/data analysis, and patterns.
The document discusses an assessment system used to evaluate English language skills in pre-school students. It includes pre-assessments to measure general language development and specific skills in listening, reading, writing and speaking. Student performance is observed across comprehension and production domains and assigned a level of beginning, intermediate or advanced. Assessment rubrics provide criteria for evaluating skills at each level in the integrated domains of comprehension and production. Assessment results are analyzed to identify areas for improvement in teaching methods.
The document discusses the Australian Curriculum and Assessment Reporting Authority's (ACARA) development of the Australian Curriculum: Languages. It provides an overview of the languages included in the curriculum, which are Arabic, Chinese, French, German, Indonesian, Italian, Japanese, Korean, Modern Greek, Spanish, Vietnamese and Aboriginal/Torres Strait Islander languages. It describes the second language learner, background language learner, and first language learner pathways. It outlines the curriculum's design including strands, substrands and content descriptors. An example achievement standard for Foundation to Year 2 is also provided.
This document outlines competencies and content standards for mother tongue development in grades 1-3. It covers oral language skills like listening comprehension, sequencing events, relating stories to personal experiences, and discussing texts. It also covers phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, handwriting, and composing. The standards progress from basic skills like identifying letters and sounds in grade 1 to more advanced skills like inferring characters' feelings and predicting outcomes in grades 2-3. The overall purpose is to develop students' competency in their mother tongue across multiple literacy domains.
English k to 12 curriculum guide grades 1 to 3, 7 to 10Whiteboard Marker
This document provides the K to 12 curriculum guide for English in the Philippines. It outlines the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension from Grades 1 to 3 and Grades 7 to 10. The guide focuses on developing learners' understanding and use of English in both oral and written communication. It emphasizes acquiring vocabulary, comprehending texts listened to, and correctly applying grammatical rules.
This document provides an overview of the topics and activities to be covered in Class Session #3 of the LCRT 5810 workshop. It includes instructions for reconnecting with classmates, a discussion of observing how language varies based on social context, and an agenda for the day's session. The session will cover linguistics tools for analyzing language like phonology, morphology, syntax, semantics, and pragmatics. It will also discuss examining language in the classroom, collecting language samples from learners, and analyzing oral language. The document provides details on upcoming assignments and guidance for supporting classmates.
This document provides an overview of the topics and activities to be covered in Class Session #3 of the workshop LCRT 5810: Workshop in Language Development & Acquisition. The session will focus on using linguistic tools to observe and analyze language in the classroom. Activities include reconnecting with classmates, examining how one's own language varies in different contexts, and collecting and transcribing oral language samples from a case study learner. The document outlines the linguistic areas to be covered, such as phonology, morphology, syntax and pragmatics, and how they can be applied to analyze language samples. Requirements for upcoming assignments on analyzing oral language and collecting additional language samples are also provided.
The document provides an overview of two professional learning days focused on the English K-10 Syllabus. On day one, the agenda included an overview of the English syllabus, learning continuum, comprehension strategies, vocabulary development, and demonstrations of assessment for learning (AL) lessons. Teachers were asked to summarize the stage statements in 66 words. On day two, the agenda covered recommended resources for the new syllabus, text requirements, choosing appropriate texts, and how to plan a unit of work with demonstrations from Jess and Gayle. The document provides information about the content and activities covered during the two professional development days for teachers on the new English syllabus.
The document provides an overview of the K to 12 English curriculum for grades 1 to 3 and 7 to 10 in the Philippines. It outlines the content and performance standards as well as competencies for key areas of English including oral language, phonics, grammar, vocabulary development, and listening comprehension. The standards and competencies progress in complexity from grade 1 through grade 3 to develop students' English language skills.
The document outlines the K to 12 curriculum guide for grade 8 English, which focuses on developing communicative competence and appreciation of Afro-Asian literature and culture. It includes standards, learning competencies, and assessments for various domains of literacy including listening comprehension, oral language, vocabulary, reading, literature, and viewing comprehension. The content is organized by quarter and covers strategies and skills for understanding different text types, genres, and applying various reading and listening approaches.
This document outlines the K to 12 curriculum guide for English in the Philippines from Grade 1 to Grade 10. It provides the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension for Grades 1 through 3 and Grades 7 through 10. The document focuses on developing learners' English language skills including oral communication, reading, writing, and listening comprehension through attaining specific competencies by grade level.
This document provides an overview of effective vocabulary instruction strategies. It discusses the number of words students need to know, what it means to know a word, and characteristics of effective instruction. Specific strategies are outlined, including teaching individual words, word learning strategies, fostering word consciousness, and selecting words to teach. Factors like word types, meanings, and interrelatedness are addressed. The document emphasizes multiple exposures, representations of word knowledge, discussion, and applying words in different contexts.
The document provides the K to 12 competencies in English for grades 1 to 3. It outlines the content standards and competencies for oral language, phonological awareness, phonics and word recognition, grammar, vocabulary development, book and print knowledge, listening comprehension, reading comprehension, fluency, spelling, and writing/composition. The competencies describe the skills students should demonstrate at each grade level in areas such as listening, speaking, reading, phonics, spelling, grammar, and writing. The document was issued by the Department of Education on January 31, 2012 to outline the English curriculum for primary grades.
This document provides strategies for speech language pathologists to support students with reading difficulties. It discusses the components of reading comprehension, including background knowledge, phonological awareness, decoding, fluency, and vocabulary. For each component, it identifies potential areas of difficulty for students and provides strategies SLPs can use to assess and support students. These include pre-teaching activities, modeling fluent reading, teaching spelling patterns, and incorporating vocabulary instruction across disciplines. References are also provided on effective practices for developing these reading skills in students.
Introduction to the k to 12 integrated language arts competenciesWhiteboard Marker
The document outlines the Integrated Language Arts Curriculum for primary grades in the Philippines. It details 14 language and literacy domains that will be taught from Kindergarten to Grade 3 using the students' mother tongue, Filipino, and English. The skills within each domain will spiral across grade levels to develop strong linguistic foundations. By Grade 3, students are expected to demonstrate competencies within each domain using their oral and written language skills.
The document discusses the history and development of listening instruction. It summarizes that listening was incorporated into language instruction in the 1980s and became an important area of study in the 1990s. However, listening is still regarded as the least important skill. It then outlines different models of listening instruction, including listening and repeating, listening and answering comprehension questions, and listening and carrying out tasks. The focus has shifted from pattern drills to developing communicative competence.
The document provides information about the Keystone Exams being administered in December 2012 at the school. It outlines the exam subjects and dates, describes the exam format and time allotted, and notes accommodations for students needing extra time. It also provides sample exam questions and constructed response prompts, details scoring guidelines, and offers testing advice and security reminders for students.
The document describes the assessment system used in the Spotlight on English Book 1. It measures general language development and specific skills in listening, reading, writing and speaking (LRWS). Students are assessed on comprehension and production and assigned a beginning, early intermediate, intermediate, early advanced or advanced level. Rubrics describe student performance at each level for comprehension and production.
Making Paid Search Campaigns Successful for SMBsTim Mayer
This document discusses best practices for pay-per-click (PPC) campaigns targeted at small and medium-sized businesses (SMBs). It notes that SMB campaigns face challenges like small budgets, data sets, and optimization roles. The document recommends consistency in messaging, focused ad groups, long tail keywords, and dynamic keyword insertion to improve click-through rates and quality scores. It also suggests negative keywords, dayparting, call tracking, ad extensions, and landing page optimization to enhance campaign performance for SMBs. Metrics like click-through rates and anecdotal feedback are discussed for evaluating campaign effectiveness.
The document discusses an assessment system used to evaluate English language skills in pre-school students. It includes pre-assessments to measure general language development and specific skills in listening, reading, writing and speaking. Student performance is observed across comprehension and production domains and assigned a level of beginning, intermediate or advanced. Assessment rubrics provide criteria for evaluating skills at each level in the integrated domains of comprehension and production. Assessment results are analyzed to identify areas for improvement in teaching methods.
The document discusses the Australian Curriculum and Assessment Reporting Authority's (ACARA) development of the Australian Curriculum: Languages. It provides an overview of the languages included in the curriculum, which are Arabic, Chinese, French, German, Indonesian, Italian, Japanese, Korean, Modern Greek, Spanish, Vietnamese and Aboriginal/Torres Strait Islander languages. It describes the second language learner, background language learner, and first language learner pathways. It outlines the curriculum's design including strands, substrands and content descriptors. An example achievement standard for Foundation to Year 2 is also provided.
This document outlines competencies and content standards for mother tongue development in grades 1-3. It covers oral language skills like listening comprehension, sequencing events, relating stories to personal experiences, and discussing texts. It also covers phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, handwriting, and composing. The standards progress from basic skills like identifying letters and sounds in grade 1 to more advanced skills like inferring characters' feelings and predicting outcomes in grades 2-3. The overall purpose is to develop students' competency in their mother tongue across multiple literacy domains.
English k to 12 curriculum guide grades 1 to 3, 7 to 10Whiteboard Marker
This document provides the K to 12 curriculum guide for English in the Philippines. It outlines the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension from Grades 1 to 3 and Grades 7 to 10. The guide focuses on developing learners' understanding and use of English in both oral and written communication. It emphasizes acquiring vocabulary, comprehending texts listened to, and correctly applying grammatical rules.
This document provides an overview of the topics and activities to be covered in Class Session #3 of the LCRT 5810 workshop. It includes instructions for reconnecting with classmates, a discussion of observing how language varies based on social context, and an agenda for the day's session. The session will cover linguistics tools for analyzing language like phonology, morphology, syntax, semantics, and pragmatics. It will also discuss examining language in the classroom, collecting language samples from learners, and analyzing oral language. The document provides details on upcoming assignments and guidance for supporting classmates.
This document provides an overview of the topics and activities to be covered in Class Session #3 of the workshop LCRT 5810: Workshop in Language Development & Acquisition. The session will focus on using linguistic tools to observe and analyze language in the classroom. Activities include reconnecting with classmates, examining how one's own language varies in different contexts, and collecting and transcribing oral language samples from a case study learner. The document outlines the linguistic areas to be covered, such as phonology, morphology, syntax and pragmatics, and how they can be applied to analyze language samples. Requirements for upcoming assignments on analyzing oral language and collecting additional language samples are also provided.
The document provides an overview of two professional learning days focused on the English K-10 Syllabus. On day one, the agenda included an overview of the English syllabus, learning continuum, comprehension strategies, vocabulary development, and demonstrations of assessment for learning (AL) lessons. Teachers were asked to summarize the stage statements in 66 words. On day two, the agenda covered recommended resources for the new syllabus, text requirements, choosing appropriate texts, and how to plan a unit of work with demonstrations from Jess and Gayle. The document provides information about the content and activities covered during the two professional development days for teachers on the new English syllabus.
The document provides an overview of the K to 12 English curriculum for grades 1 to 3 and 7 to 10 in the Philippines. It outlines the content and performance standards as well as competencies for key areas of English including oral language, phonics, grammar, vocabulary development, and listening comprehension. The standards and competencies progress in complexity from grade 1 through grade 3 to develop students' English language skills.
The document outlines the K to 12 curriculum guide for grade 8 English, which focuses on developing communicative competence and appreciation of Afro-Asian literature and culture. It includes standards, learning competencies, and assessments for various domains of literacy including listening comprehension, oral language, vocabulary, reading, literature, and viewing comprehension. The content is organized by quarter and covers strategies and skills for understanding different text types, genres, and applying various reading and listening approaches.
This document outlines the K to 12 curriculum guide for English in the Philippines from Grade 1 to Grade 10. It provides the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension for Grades 1 through 3 and Grades 7 through 10. The document focuses on developing learners' English language skills including oral communication, reading, writing, and listening comprehension through attaining specific competencies by grade level.
This document provides an overview of effective vocabulary instruction strategies. It discusses the number of words students need to know, what it means to know a word, and characteristics of effective instruction. Specific strategies are outlined, including teaching individual words, word learning strategies, fostering word consciousness, and selecting words to teach. Factors like word types, meanings, and interrelatedness are addressed. The document emphasizes multiple exposures, representations of word knowledge, discussion, and applying words in different contexts.
The document provides the K to 12 competencies in English for grades 1 to 3. It outlines the content standards and competencies for oral language, phonological awareness, phonics and word recognition, grammar, vocabulary development, book and print knowledge, listening comprehension, reading comprehension, fluency, spelling, and writing/composition. The competencies describe the skills students should demonstrate at each grade level in areas such as listening, speaking, reading, phonics, spelling, grammar, and writing. The document was issued by the Department of Education on January 31, 2012 to outline the English curriculum for primary grades.
This document provides strategies for speech language pathologists to support students with reading difficulties. It discusses the components of reading comprehension, including background knowledge, phonological awareness, decoding, fluency, and vocabulary. For each component, it identifies potential areas of difficulty for students and provides strategies SLPs can use to assess and support students. These include pre-teaching activities, modeling fluent reading, teaching spelling patterns, and incorporating vocabulary instruction across disciplines. References are also provided on effective practices for developing these reading skills in students.
Introduction to the k to 12 integrated language arts competenciesWhiteboard Marker
The document outlines the Integrated Language Arts Curriculum for primary grades in the Philippines. It details 14 language and literacy domains that will be taught from Kindergarten to Grade 3 using the students' mother tongue, Filipino, and English. The skills within each domain will spiral across grade levels to develop strong linguistic foundations. By Grade 3, students are expected to demonstrate competencies within each domain using their oral and written language skills.
The document discusses the history and development of listening instruction. It summarizes that listening was incorporated into language instruction in the 1980s and became an important area of study in the 1990s. However, listening is still regarded as the least important skill. It then outlines different models of listening instruction, including listening and repeating, listening and answering comprehension questions, and listening and carrying out tasks. The focus has shifted from pattern drills to developing communicative competence.
The document provides information about the Keystone Exams being administered in December 2012 at the school. It outlines the exam subjects and dates, describes the exam format and time allotted, and notes accommodations for students needing extra time. It also provides sample exam questions and constructed response prompts, details scoring guidelines, and offers testing advice and security reminders for students.
The document describes the assessment system used in the Spotlight on English Book 1. It measures general language development and specific skills in listening, reading, writing and speaking (LRWS). Students are assessed on comprehension and production and assigned a beginning, early intermediate, intermediate, early advanced or advanced level. Rubrics describe student performance at each level for comprehension and production.
Making Paid Search Campaigns Successful for SMBsTim Mayer
This document discusses best practices for pay-per-click (PPC) campaigns targeted at small and medium-sized businesses (SMBs). It notes that SMB campaigns face challenges like small budgets, data sets, and optimization roles. The document recommends consistency in messaging, focused ad groups, long tail keywords, and dynamic keyword insertion to improve click-through rates and quality scores. It also suggests negative keywords, dayparting, call tracking, ad extensions, and landing page optimization to enhance campaign performance for SMBs. Metrics like click-through rates and anecdotal feedback are discussed for evaluating campaign effectiveness.
Getting More Business from Your Members with Electronic Strategies (Credit Un...NAFCU Services Corporation
This document discusses how financial institutions can use mobile technology and data to better communicate with customers, drive growth, and increase profitability. It notes that over 90% of Americans now carry mobile phones and use them for various activities like texting, shopping, and checking email. The document then recommends that financial institutions analyze customer data to identify their most profitable customer segments. It suggests communicating with customers across multiple channels like statements, direct mail, and personalized digital messages to cross-sell additional products, increase customer lifetime value, and generate more revenue and higher returns on marketing investments. Specific engagement tactics highlighted include using QR codes and personalized URLs in communications to track customer responses and measure campaign results.
Las relaciones internacionales surgieron como ciencia después de la Segunda Guerra Mundial para estudiar la interacción entre estados y su impacto social, con el fin de mantener la paz. Se consideran una de las ciencias sociales más importantes para la humanidad debido a que la política puede causar la muerte más que la física, y siguen siendo relevantes en un mundo globalizado.
This document discusses challenges and strategies for teaching diverse learners in mainstream classrooms. Chapter 1 discusses the importance of cultural diversity in schools and culturally responsive pedagogy. It addresses challenges for teachers in learning about their students' backgrounds and understanding that differences do not imply deficits. Chapter 2 discusses English language learners and effective instructional strategies like using content to teach language, organizing curriculum around themes, and drawing on students' cultural backgrounds. It also references Krashen's theory of second language acquisition.
The student will learn to solve systems of equations using elimination with addition and subtraction. This involves putting the equations in standard form, eliminating one variable by adding or subtracting the equations, solving for the eliminated variable, plugging back into one equation to solve for the other variable, and checking the solution. Two examples are shown of solving systems of two equations with two variables using this elimination method.
Swingle Collins & Associates offers personalized insurance programs and risk management for high-net worth individuals and families. They have licensed agents around the world who can create tailored insurance plans. The agency represents top insurers and focuses on insuring properties, vehicles, valuables, liability, and other risks for affluent clients. Jason Pond is an agent who specializes in personalized risk management solutions and has over 10 years of experience in the field.
The document discusses several photographic composition techniques including: the rule of thirds for positioning subjects off-center; using simplicity, balance, lines and symmetry to create visually pleasing arrangements; considering viewpoint, depth of field, framing and cropping to direct the viewer's eye to the subject. Examples of each technique are provided with accompanying images.
The document provides 7 tips for improving email response rates. It recommends (1) testing plain text content to check for HTML formatting issues, (2) testing footers and unsubscribe text, and (3) testing the from and reply-to email addresses to ensure proper SPF records. It also suggests (4) testing message content for "speech patterns" that could flag the email as junk, (5) sending different messages to engaged vs unengaged subscribers, (6) purging "dead" leads or sending from different IP addresses over time, and (7) encouraging new subscribers to whitelist the sending domain.
10 Things Credit Union Executives Need to Know about Pensions and 401(k)s (We...NAFCU Services Corporation
This document discusses 10 things credit union executives need to know about pensions and 401(k) plans. It covers topics such as how interest rates impact defined benefit and defined contribution plans, the risks of bad tax reform proposals, how fiduciary outsourcing can save time and money, and that the primary source of fiduciary risk is plan administration rather than investments. It also discusses how most plans can cut costs by at least 20% through lower fees, ways to run a plan that is above reproach, steps fiduciaries can take to mitigate liability, issues with fee disclosure requirements, the complexity of how pension costs affect financial statements, and developing a proactive plan to terminate a pension in the lowest risk and cost manner.
ILC-UK and the Actuarial Profession debate: Changing the perception of retire...ILC- UK
For the third year in a row. ILC-UK launched into the new year with events in both Scotland and England. These events, in partnership with the Actuarial Profession, and supported by Swiss Re, explored how the perception of retirement is changing and could change in the future.
The original concept of retirement is being eroded. Increasing concern over the costs of retirement has led to a shift of responsibility from Government and the corporate sector to the individual. The State Pension Age has been increased and public and private pensions are being scaled back.
Individuals are likely to have to work longer, contribute more and receive less than earlier generations. However, we need also to reflect that the older population is a very heterogeneous group, and the current balance of public and private funding will vary dramatically across the population.
At the same time we have seen dramatic improvements in life expectancy, and there is a huge opportunity (a longevity dividend) if further increases in life expectancy are spent in good health. This is certainly the case if we don’t just prolong survival for those with disease but delay the onset of disease and its progression. This requires flexibility in encouraging those that can work to work beyond current state pension ages and in focusing healthcare to those that will benefit. It also means changing people's behaviours towards work and retirement by highlighting the implications and restrictions of a long life beyond retirement, dependant on state funding.
At these events we highlighted particular initiatives that might help this period of transition - for example:
• developing agreed metrics of health status;
• cross-generational sharing of concerns so that each generation understands the challenges faced by others;
• moving towards patient-centred healthcare where geriatricians and GPs consider the holistic health of the individual;
• recognising the benefits and costs of preventative medicine and avoiding the trap of always assuming preventative medicine is preferable because it will cost less (it may not);
• provision of a suitable level of post-retirement income for all members of society and understanding what balance of public and private pension provision can help in this aim.
Following these events, the ILC-UK will launch a think piece which will explore the debate outlined above.
Agenda from the event
16:30 – 16:35
Welcome and introduction from chair Baroness Sally Greengross, Chief Executive, International Longevity Centre – UK
16:35 – 16:50
Sarah Vickerstaff, Professor of Work and Employment at the School of Social Policy, Sociology and Social Research, University of Kent
16:50 – 17:05
David Sinclair, ILC-UK
17:05 – 17:20
Stephen Balchin, DWP
17:20 – 17:35
Daniel Ryan, Swiss Re
17:35 – 18:30
Discussion and Q&A
Social Connections and Wellbeing in Later LifeILC- UK
The study examined the relationship between caregiving transitions and emotional well-being among older adults using data from the English Longitudinal Study of Ageing (ELSA). It found that among older women, long-term caregiving was associated with decreased quality of life and increased depressive symptoms over time. Cessation of caregiving duties was also linked to poorer emotional well-being. The findings suggest caregiving takes an emotional toll and highlight the need for support during different stages of a caregiving career.
This document provides an overview of the progression points and standards for writing conventions from Prep to Level 10 in the English Developmental Continuum. It describes the skills students should demonstrate at various progression points as they work towards more advanced levels. For example, at progression point 1.25, students' writing will include their own experiences and drawings to support meaning in texts for personal purposes. They will make plausible attempts at spelling unfamiliar words. The document outlines indicators of progress such as punctuation usage that provide more details about expected writing development at each progression point.
The document provides an overview of the developmental progression of writing skills focusing on communicating ideas from pre-level 1 to level 1. It outlines progression points and indicators of progress including:
- At pre-level 1, students begin to understand writing can communicate ideas and use letters and words to convey meaning accompanied by pictures.
- At level 1, students write personal recounts and simple texts using letters, groups of letters, and simple punctuation to convey ideas.
- As students progress towards level 2, their writing includes more sentences, capitalization, punctuation, and attempts at spelling as they experiment with short text types for different purposes and audiences.
Students are progressing in their writing abilities and moving towards more advanced levels of writing proficiency. They are learning to:
1) Write short sequenced texts with some related ideas on familiar topics to convey information to known audiences.
2) Use appropriate structures, vocabulary, and linking words to organize their writing and connect their ideas.
3) Produce a variety of short text types in print and digital formats for different purposes such as narratives, descriptions, instructions, and opinions.
The document provides an overview of the developmental progression of writing skills focused on communicating ideas from pre-level 1 to level 1. It describes how students progress from using letters and words to convey meaning in their writing to writing simple texts about familiar topics using letters, words, and basic punctuation. The indicators of progress show how students begin to sequence ideas and write for different purposes as their skills develop.
This document provides an overview of the three areas of study in VCE English: 1) Reading and Responding, which involves analyzing a variety of text types and genres; 2) Creating and Presenting, where students create their own written works informed by their reading; and 3) Using Language to Persuade, where students study persuasive texts and techniques. Key terms are also defined, such as SAC (School Assessed Coursework), Areas of Study, Outcomes, and Context. Details are given about the objectives and assessments for each of the three areas of study.
The document provides definitions for key terms related to early literacy and language arts (ELAR). It defines 26 terms from A to Z, including alliteration, bottom-up approach, criterion-referenced tests, denotation, emergent readers, fluency disorders, graphemes, homophones, imitation, journals, K-W-L charts, language play, morphemes, norm-referenced tests, open-class words, phonemes, questioning, reciprocal teaching, syntax, top-down approach, using parts of a book, visualizing, whole language approach, lexicon, syllabication, and graphic organizers. Each definition is 1-2 sentences and provides a concise explanation of the educational concept
This document summarizes a pupil free day for teachers at Plympton Primary School focused on improving reading comprehension. The objectives of the day were to analyze student reading data, understand expectations in the Australian English curriculum, identify areas for growth using descriptive scales, and develop action plans. Teachers worked in groups to review class and individual reading levels, determine learning goals, and identify strategies and resources from shortlisted Book Week books to help students reach targets by the next meeting. The goal was to develop consistency in practices to better support and challenge students at different levels.
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to:
1. Analyze current reading level data to understand student strengths and weaknesses. Teachers will work in pairs to assess comprehension by year level.
2. Learn about the Australian curriculum standards and how to differentiate instruction based on descriptive scales that identify student reading levels. Teachers will identify support structures needed for students at different levels.
3. Create a plan of action for improving comprehension that includes setting SMART goals and using shortlisted books from Book Week to explicitly teach strategies aligned with student needs.
This document summarizes a pupil free day for Plympton Primary School focused on improving reading comprehension. The day included:
1) Analyzing student reading level data to understand strengths and areas for growth. Teachers worked in pairs to analyze data by year level.
2) Learning about the Australian Curriculum achievement standards for reading comprehension. Standards were reviewed from Foundation to Year 2 to understand learning progressions.
3) Using descriptive scales from standardized reading tests to identify student reading levels and plan appropriate support, such as choosing leveled texts and strategies.
4) Teachers analyzed their class reading level data and set goals to improve comprehension, considering student needs and support structures. They planned to implement strategies using upcoming Book
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to analyze student data to develop a clear picture of reading levels, determine consistency in teaching practices, and create a plan of action. Teachers will use descriptive continua from PAT-R assessments to identify student strengths and needs. They will analyze class and individual data to determine targets and support structures. The plan is to use shortlisted Book Week books to implement strategies and goals by designing graphic organizers to help students reach their targets.
This document provides an overview of the Pronunciation II course at the Universidad Tecnológica de Pereira. The course focuses on suprasegmental features of English pronunciation including rhythm, intonation, stress, and connected speech. Students will learn strategies for teaching pronunciation and analyze the effectiveness of collaborative learning groups. Evaluation includes exams, presentations, and reflections. Technological resources will support pronunciation practice and development of teaching skills.
These slides deals with another primary skill in linguistics. Why we write and what is purpose of writing..What are the process in which people write. and how we analyse it...and most importantly what are the types in writing and their exercises.
The grammar translation method focuses on translating texts and studying grammar rules. It was originally used to teach Latin and Greek in the 19th-20th centuries. Under this method, students memorize vocabulary lists and grammar rules, the teacher explains rules deductively, and accuracy and memorization are emphasized. Little attention is paid to speaking or listening skills, and the goal is to read and understand literature through translation exercises. Critics argue it lacks theory and motivation for students.
The grammar translation method focuses on translating texts and studying grammar rules. It was originally used to teach Latin and Greek in the 19th-20th centuries. Under this method, students memorize vocabulary lists and grammar rules, the teacher explains rules deductively, and accuracy and memorization are emphasized. Little attention is paid to speaking or listening skills, and the goal is to read and understand literature through translation exercises. Critics argue it lacks theory and motivation for students.
The document provides an overview of the English program for stage 1 year 2 students. It discusses the focus areas of talking and listening, reading, and writing. For talking and listening, students communicate effectively for different purposes and audiences. In reading, students use various skills and strategies to make connections between texts and their own experiences. For writing, students plan and review their writing to produce simple texts for known readers using basic grammar and punctuation. The document also provides details on how English is taught, including time spent on independent reading, guided reading and writing, spelling, and language learning.
TKT GLOSSARY OF ENGLISH LANGUAGE TEACHING TERMINOLOGY
In this glossary you will find some relevant words from units 1-2-3-4-5-6-7 and 8 of the Teaching Kwoledge Test (TKT) book.
The terms are aphabetically arranged. Moreover, each word has its definition, its phonemic script, an example of the use of the word and how you as an English professor can teach the different topics.
Additionally, the activitites suggested can vary according to your learners`level, age, needs, and porpuses. Therefore, you can adapt the activities and use them for different ends or outcomes.
This document outlines the syllabus for an AP English Language and Composition course. The course focuses on developing students' skills in both reading and writing rhetoric through analyzing various texts and applying rhetorical techniques to their own writing. Students will read both fiction and nonfiction works and engage in both formal and informal writing assignments. The goal is to prepare students for success in a college freshman composition course and on the AP exam through close analysis of model essays and applying concepts like rhetorical devices, organization, and textual support to their own writing. Students will write in multiple formats and receive feedback to improve their skills in developing a mature prose style.
The curriculum guide provides standards and guidelines for teaching English and Filipino languages. The program standard focuses on developing communicative competence through understanding macro language skills. The content standard aims to demonstrate understanding of how the languages serve communication through linguistic competencies. The performance standard is for students to acquire language skills using various second language techniques. The guide outlines content, activities, and success indicators for beginner, intermediate and advanced levels with a task-based approach. It provides standards and guidelines for developing language skills like listening, speaking, reading, writing, vocabulary and grammar.
This document contains planning ideas for using various quality texts in the classroom. For the book Vietnam Diary by Mark Wilson, it provides three comprehension activities: having students infer why the two brothers made different choices about going to war; using a map to plot Jason's journey; and tuning into the context to understand where Vietnam is located. It also suggests talking and listening activities like inviting students to share experiences about the Vietnam War, and writing activities such as writing a summary or letter from another character's perspective.
This document provides prompts for activities related to the novel "Treasure Fever" by Andy Griffiths. The prompts include making an A-Z list of words from the novel, writing questions that could be answered by the character Fiona, brainstorming items that could be in a treasure chest, imagining what would happen if buried treasure was found near a school, constructing a map of the school, improving the design of a treasure detecting device, arguing that two characters are not bullies as stated, drawing a mind map of disadvantages of a teacher like Mr. Brainfright, and using a Venn diagram to show commonalities between two teachers from the novel.
This document provides descriptions of various brainstorming techniques called "keys" that can be used to generate ideas and discussion. It summarizes 18 different keys including the Reverse Listing Key, the What If Key, and the Disadvantages Key which involve posing questions to students that start discussions on various topics, scenarios, and ways of thinking about objects or ideas from different perspectives.
Frank is a character in a story who changes color throughout the tale. Students will learn about the history of tattoos, interview older community members, and write stories about special people or unusual events. They can also create interview questions for grandparents and compare old and new objects while learning vocabulary like "retiree" and common sayings.
This document provides a lesson plan focused on the book "The Dot" by Peter H. Reynolds. The plan includes 3 main activities: 1) Having students predict what will happen in the book based on its cover and retelling the beginning, middle, and end. 2) Discussing the book and connecting it to other similar texts. 3) Having students draw their own art inspired by the book and famous artist Damien Hirst, then display their work in a dot gallery like Aboriginal dot paintings. The lesson also includes developing vocabulary around signatures and setting personal reading goals.
The characters are arriving somewhere new and experiencing feelings of uncertainty as they think about leaving their family and starting a new life in an unfamiliar home, but they also have some expectations of what their future will bring in this new place.
This document provides ideas for lesson plans and activities to teach a story about King Pig to students. It includes suggestions for predicting the story, sequencing events, shared reading, role playing characters, asking questions from different perspectives, writing letters from characters, using iPad apps related to the story, making props like crowns and masks, designing clothes, building a castle, and vocabulary activities. The main text used is the story "King Pig" by Nick Bland.
Planning with a quality text i had a black dogG.j. Darma
This document provides suggestions for classroom activities related to the concept of depression represented as a "black dog." It recommends having students create illustrations to accompany a text about the black dog, reading the text aloud dramatically, finding another article about depression, discussing what they would say to someone with a black dog, writing a letter to or about the black dog, using an app to create images of black and white dogs, designing their own portrayal of the black dog, imagining what a story about a "white dog" might be like, listing words describing the black dog, and building lists of adjectives and verbs related to the black dog.
This document provides a series of writing prompts related to depression. The prompts include identifying what two characters have in common regarding depression, asking questions with the answers "depression" or "hope", listing things a depressed person would not do, rewriting and illustrating a story page, inventing a product to cure depression, listing words related to depression A-Z, suggesting ways to help someone with depression, predicting outcomes without help, and brainstorming solutions for depression. The prompts are intended to encourage discussion and exploration of depression through various creative writing exercises.
This document provides ideas for lesson plans and activities about Flat Stanley to engage students in comprehension, reading, writing, discussion, art, and vocabulary. Some of the suggested activities include having students summarize what happened before and after in the story, discuss places Flat Stanley visited in his adventures, write their own versions of the story putting Flat Stanley in new situations, make a paper or play-doh model of Flat Stanley, design a stamp for his envelope, and learn vocabulary words related to being flat through metaphors, similes and adjective illustrations. The document also lists some iPad apps and websites related to Flat Stanley.
Jason went to war in Vietnam while his brother Leigh refused. Students should infer why the brothers made different choices. They should also plot Jason's journey on a map. Students should learn about the context and culture of Vietnam. They could share any experiences their families have had with the Vietnam war. Writing assignments include summarizing the book, writing a letter from another character's perspective, or creating a movie with iMovie about a conversation between the brothers. Students could also make an old-fashioned looking picture or letter. Key vocabulary words from the book should be discussed.
This document appears to be an assessment or lesson plan that covers various skills including comprehension, reading, talking, listening, writing, and vocabulary. It also mentions ICT (information and communications technology) and making, but provides little other context or details to summarize further in 3 sentences or less.
This document provides guidance for literacy teaching in Prep to Year 6. It outlines the teacher knowledge, literacy focus, assessments, and planning/instruction needed at each stage. For Prep, it emphasizes developing oral language and concepts of print. Years 1-2 focus on phonics, comprehension, and composition. Years 3-4 expand on these areas and introduce more complex texts and writing genres. Years 5-6 focus on analytical comprehension and sophisticated composition skills. The document aims to support differentiated teaching to meet all students' needs based on continual assessment of progress against standards.
This document provides guidance for numeracy teaching in Prep and Years 1-2. It outlines the knowledge teachers require, essential numeracy skills and concepts to focus on, recommended assessments, and advice on planning differentiated instruction using the e5 instructional model. Teachers are advised to use assessment data to determine individual student needs and focus on number, patterns, addition/subtraction, measurement, geometry, data, and time concepts appropriate for each year level. Ongoing monitoring of student progress is recommended, along with providing feedback and opportunities for self-assessment. A range of teaching strategies including explicit instruction, questioning, discussion and hands-on activities with concrete materials should be used.
The literacy team will focus on specific writing text types each term in 2011, building on exploration of the text type with the whole staff the prior term. Term 1 will focus on persuasive writing, term 2 on descriptive writing, term 3 on poetry, and term 4 on information reports. The team will base their understanding of text types on those listed in "Jenny Eather's, Writing is Fun". When meeting with Andrea Hillbrick, the focus will shift from lesson observation to planning with their team. Teachers will display success criteria and have students set their own writing goals.
The document provides a rubric for assessing exposition writing in 5 areas: structure, language, spelling, punctuation, and writing process. It rates student work on a scale from 0 to 2.75. Higher scores are given for including more elements in writing structure like introductions, arguments, and conclusions. Language use is assessed based on vocabulary, sentence structure, and voice. Spelling, punctuation, and editing skills are also evaluated. The rubric is intended as a guide for teachers to use when moderating the writing process and student work.
Christopher Wong, a Chinese student, was bullied in the school toilets by Danny and three others who laughed at his appearance and pushed him. Danny was suspended for a week for this incident. Many years later, Danny fell through a glass roof while working and landed badly injured in the school toilets. Christopher Wong, now a paramedic, arrived to treat Danny and saved his life using his medical training. When Danny later tried to thank his rescuer, he discovered to his surprise that it was the same Christopher Wong he had bullied years earlier.
The document provides guidance for teachers on preparing students for the National Assessment Program - Literacy and Numeracy (NAPLAN) test. It includes recommendations for activities before, during and after the test. It also provides information on assessing the writing task, teaching writing skills, and language conventions. Appendices with additional resources are referenced at the end.
The document discusses a problem, but does not provide any details about who was involved, where it took place, when it happened, how the problem was fixed, or what the actual problem was. It only lists questions without answers.
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.
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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
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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.
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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
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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.
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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
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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.
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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.
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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.
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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
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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.
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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
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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.
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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
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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