Commonly Misspelled Word Challenge 2
With so much text-based interaction on social media and via email, spelling ability is on display everywhere.
Focusing on the most commonly misspelled words, this resource aims to challenge students to spell tricky words correctly. These are everyday words that they will use constantly, so it’s a great way to reinforce correct spelling.
This activity is designed for students in Years 4-6.
You can use this in a few different ways. You might like to assign students a number of words to focus on, depending on their strengths. Some students might work on only 3 words, whilst others may choose to tackle the entire 15 words in each challenge. Students can record accuracy and then measure their progress over time. You can complete the activity each day for a week and then repeat the same list one week per term to be able to measure progress over time.
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Learning goals
- We are learning to use phonological and morphological knowledge to read and write words with multiple syllables, complex letter patterns and known prefixes and suffixes.
- We are learning to use phonic knowledge to read and write words with multiple syllables and complex letter patterns.
- We are learning to use known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words.
- We are learning to use known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words.
- We are learning to use phonic and morphemic knowledge to read and spell less familiar words that share common letter patterns but have different pronunciations, e.g. journey, your, tour, sour.
- We are learning to use phonic knowledge to read and write less familiar words that share common letter patterns but have different pronunciations, e.g. journey, your, tour, sour.
- We are learning to use phonic knowledge to read and write complex words using blending, letter-sound relationships, uncommon letter patterns, e.g. pneumonia, resuscitate and vegetation and phonic generalisations.
- We are learning to use phonic knowledge to read and write complex words using blending, letter-sound relationships, common and uncommon letter patterns and phonic generalisations.
Curriculum alignment
AC9E6LY08
9
Use phonic knowledge of common and less common grapheme–phoneme relationships to read and write increasingly complex words
AC9E5LY08
9
Use phonic, morphemic and vocabulary knowledge to read and spell words that share common letter patterns but have different pronunciations
AC9E5LY09
9
Build and spell new words from knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations
AC9E4LY09
9
Understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes
ACELA1829
8.4
Understand how to use phonic knowledge to read and write less familiar words that share common letter patterns but have different pronunciations
ACELA1830
8.4
Understand how to use phonic knowledge and accumulated understandings about blending, letter-sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex words
ACELA1513
8.4
Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words
ACELA1828
8.4
Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes
EN2-5A
old
Uses a range of strategies, including knowledge of letter– sound correspondences and common letter patterns, to spell familiar and some unfamiliar words
EN3-4A
old
Draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
EN3-SPELL-01
new
Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
EN3-RECOM-01
new
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
EN3-VOCAB-01
new
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
EN2-SPELL-01
new
Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-REFLU-01
new
Sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose, audience and meaning
EN2-VOCAB-01
new
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
VCELA326
Recognise and write less familiar words that share common letter patterns but have different pronunciations
VCELA353
Understand how to use phonic knowledge and accumulated understandings about blending, letter–sound relationships, common and uncommon letter patterns and phonic generalisations to recognise and write increasingly complex words
VCELA312
Understand how to use banks of known words, syllabification, spelling patterns, word origins, base words, prefixes and suffixes, to spell new words, including some uncommon plurals
VCELA294
Understand how to use phonic generalisations to identify and write words with more complex letter combinations
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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