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Word of the Day
F 1 2 3 4 5 6 Pre & Primary Essentials Resources Classroom Displays English Phonic & Word Knowledge Languages 7 Pages

Word of the Day

Put this display up in your classroom for daily reference. A great way to encourage spelling and vocabulary knowledge in your students.
 

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Learning goals

  • We are learning to use letters and sounds to spell words.
  • We are learning to use letters and sounds, including onset and rime, to spell words.
  • We are learning to read and write high frequency words and other familiar words.
  • We are learning that words are made up of meaningful parts, e.g. ‘dog’ has 2 parts: ‘dog’ and ‘s’.
  • We are learning that words are made up of meaningful parts; e.g. “dogs” has 2 parts: “dog” and “s”.
  • We are learning to blend sounds orally to read and write CVC words.
  • We are learning to use vowel sounds, consonant blends and digraphs when writing and reading one- and two-syllable words.
  • We are learning to use vowel sounds, consonant digraphs and blends when writing and reading single syllable words.
  • 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 how to spell one- and two-syllable words with common letter patterns.
  • We are learning how to spell one and two syllable words with common letter patterns.
  • We are learning to recognise and know how to use simple grammatical morphemes to create word families, e.g. jump, jumps, jumping, jumped.
  • We are learning to recognise and know how to use simple grammatical morphemes to create word families. E.g. jump, jumps, jumping, jumped.
  • We are learning to use most letter-sound matches including vowel diagraphs, less common long vowel patterns, e.g. ight, consonant clusters and silent letters, e.g. knife, thumb, when reading and writing words of one or more syllables.
  • We are learning to understand that a sound can be represented by various letter combinations, e.g. the long ‘a’ sound in stay, weight, able, make.
  • We are learning to understand how to use letter-sound relationships and less common letter patterns to spell words.
  • We are learning to understand how to use letter-sound relationships and less common letter patterns to spell words.
  • We are learning to recognise and know how to write most high frequency words including some single-syllable homophones, e.g. eight, ate.
  • We are learning to use knowledge of letter-sound relationships, syllables, blending and segmenting to read and write words with more than one syllable or with complex letter patterns.
  • We are learning to use knowledge of letter-sound relationships, syllables, blending and segmenting to read and write words with more than one syllable or with complex letter patterns.
  • We are learning to understand how to use letter patterns, spelling generalisations, morphological word families, affixes and word origins to spell more complex words.
  • We are learning to understand how to use letter patterns, spelling generalisations, morphemic word families, prefixes, suffixes and word origins to spell more complex words.
  • We are learning to read and write a large core of high frequency words and use context to make correct spelling choices, e.g. homophones – know, no.
  • 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 less common plurals, e.g. cactus/cacti, louse/lice and understand how a suffix changes the meaning or grammatical form of a word, e.g. ‘tion’ can change verbs into nouns, protect – protection.
  • We are learning to use less common plurals, e.g. cactus/cacti, louse/lice, and understand how a suffix changes the meaning or grammatical form of a word, e.g. ‘tion’ can change verbs into nouns, protect – protection.
  • 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 known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words including technical words.
  • We are learning to use known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words, including technical words.
  • 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.
  • 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.

Curriculum alignment

AC9E2LY10 9 Use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words AC9E3LY11 9 Use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words 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 AC9E3LY12 9 Recognise and know how to write most high-frequency words including some homophones AC9E3LY09 9 Understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns AC9E4LY10 9 Understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words AC9E4LY11 9 Read and write high-frequency words including homophones and know how to use context to identify correct spelling AC9E5LY09 9 Build and spell new words from knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations AC9E5LY10 9 Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word AC9E5LY08 9 Use phonic, morphemic and vocabulary knowledge to read and spell words that share common letter patterns but have different pronunciations AC9E6LY09 9 Use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words AC9E6LY08 9 Use phonic knowledge of common and less common grapheme–phoneme relationships to read and write increasingly complex words AC9EFLY13 9 Use knowledge of letters and sounds to spell words AC9EFLY14 9 Read and write some high-frequency words and other familiar words 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 AC9E1LY13 9 Spell one- and two-syllable words with common letter patterns AC9E1LY15 9 Recognise and know how to use grammatical morphemes to create word families AC9EFLY15 9 Understand that words are units of meaning and can be made of more than one meaningful part AC9EFLY12 9 Write consonant–vowel–consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC AC9E1LY12 9 Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound 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 ACELA1826 8.4 Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns ACELA1779 8.4 Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words ACELA1780 8.4 Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling ACELA1458 8.4 Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words ACELA1526 8.4 Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical 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 ACELA1514 8.4 Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word ACELA1820 8.4 Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words 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 ACELA1459 8.4 Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound ACELA1486 8.4 Recognise and know how to write most high frequency words including some homophones ACELA1818 8.4 Understand that words are units of meaning and can be made of more than one meaningful part ACELA1778 8.4 Understand how to spell one and two syllable words with common letter patterns ACELA1485 8.4 Understand how to use letter-sound relationships and less common letter patterns to spell words ACELA1817 8.4 Know how to read and write some high-frequency words and other familiar words ACELA1825 8.4 Understand that a sound can be represented by various letter combinations ACELA1438 8.4 Understand how to use knowledge of letters and sounds including onset and rime to spell words ACELA1455 8.4 Recognise and know how to use simple grammatical morphemes to create word families
EN1-5A old Uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words EN2-4A old Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies ENe-5A old Demonstrates developing skills in using letters, simple sound blends and some sight words to represent known words when spelling EN3-4A old Draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts 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 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 EN2-REFLU-01 new Sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose, audience and meaning EN1-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts EN1-PHOKW-01 new Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts EN1-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas EN1-RECOM-01 new Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for 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 ENE-PHOAW-01 new Identifies, blends, segments and manipulates phonological units in spoken words as a strategy for reading and creating texts EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts 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 ENE-REFLU-01 new Reads decodable texts aloud with automaticity ENE-VOCAB-01 new Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension 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 ENE-PHOKW-01 new Uses single-letter grapheme–phoneme correspondences and common digraphs to decode and encode words when reading and creating texts ENE-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts
VCELA158 Know how to use onset and rime to spell words where sounds map more directly onto letters 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 VCELA147 Blend sounds associated with letters when reading consonant-vowel-consonant words VCELA354 Understand how to use banks of known words, word origins, base words, prefixes, suffixes, spelling patterns and generalisations to spell new words, including technical words and words adopted from other languages VCELA157 Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar words including their name VCELA326 Recognise and write less familiar words that share common letter patterns but have different pronunciations VCELA181 Recognise short vowels, common long vowels and consonant digraphs, and consonant blends 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 VCELA296 Recognise homophones and know how to use context to identify correct spelling VCELA183 Understand that a letter can represent more than one sound, and that a syllable must contain a vowel sound VCELA295 Understand how to use spelling patterns and generalisations including syllabification, letter combinations including double letters, and morphemic knowledge to build word families VCELA250 Recognise most high-frequency words, know how to use common prefixes and suffixes, and know some homophones and generalisations for adding a suffix to a base word VCELA182 Understand how to spell one and two syllable words with common letter patterns VCELA249 Understand how to apply knowledge of letter–sound relationships, and blending and segmenting to read and use more complex words with less common consonant and vowel clusters VCELA263 Understand how to use letter–sound relationships and less common letter combinations to spell words VCELA191 Recognise and know how to use simple grammatical morphemes in word families VCELA239 Identify all Standard Australian English phonemes, including short and long vowels, separate sounds in clusters VCELA226 Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words VCELA218 Recognise most letter–sound matches including silent letters, trigraphs, vowel digraphs and common long vowels, and understand that a sound can be represented by various letter combinations

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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