Sensational Segmenting Assessment
This simple Segmenting assessment sheet has been designed to be used at the conclusion of the Segmenting Sensation unit. It includes a teacher checklist to highlight each student’s abilities with identifying and segmenting phonemes in words, as well as using their knowledge of common digraphs to spell words.
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Learning goals
- We are learning to understand that a letter can represent more than one sound, e.g. cat, swan, ball, fast etc. and that a syllable must contain a vowel sound.
- We are learning to use vowel sounds, consonant blends and digraphs when writing and reading one- and two-syllable words.
- We are learning to segment words into separate phonemes (sounds), consonant blends or clusters at the beginnings and ends of words (phonological awareness).
- We are learning how to spell one- and two-syllable words with common letter patterns.
- We are learning to segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words.
- We are learning to use vowel sounds, consonant digraphs and blends when writing and reading single syllable words.
- We are learning how to spell one and two syllable words with common letter patterns.
Curriculum alignment
AC9E1LY12
9
Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound
AC9E1LY11
9
Use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words
AC9E1LY09
9
Segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness)
AC9E1LY13
9
Spell one- and two-syllable words with common letter patterns
ACELA1822
8.4
Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words
ACELA1458
8.4
Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words
ACELA1459
8.4
Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound
ACELA1778
8.4
Understand how to spell one and two syllable words with common letter patterns
EN1-4A
old
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
EN1-5A
old
Uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words
EN1-PHOKW-01
new
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
EN1-SPELL-01
new
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
VCELA203
Identify the separate phonemes in consonant blends or clusters at the beginnings and ends of syllables
VCELA181
Recognise short vowels, common long vowels and consonant digraphs, and consonant blends
VCELA183
Understand that a letter can represent more than one sound, and that a syllable must contain a vowel sound
VCELA182
Understand how to spell one and two syllable words with common letter patterns
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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