An analysis of the Board of Studies English syllabus for the Australian Curriculum, the DEC Literacy Continuum K-6 and Early Action for Success (EAfS) benchmarking aspects of literacy underpinned the development of Markers that can be utilized to inform teaching and learning practices. The following pages include a suggested scope and sequence as well as 5 weekly cycle Benchmarks. It should however be noted that each school should use the Markers to develop their own Scope and Sequence and finally use this information to establish school context specific Benchmarks.

Acknowledgement

The content of PLAT has been the result of the contribution from many outstanding, dedicated professionals and a full list is included in the PLAT handbook. The strength of the PLAT initiative is in the willingness of staff to share experiences and expertise and these resources must continue to be refined throughout the initiative.

Whilst the high quality support materials from EAfS have been used in the development of the Benchmarks and associated Markers PLAT is not an EAfS initiative.

Year 2:Aspect: SpellingMetric: Continuum Markers/Syllabus Content

Term 1 / Term 2 / Term 3 / Term 4
Week 5 / Week 10 / Week 5 / Week 10 / Week 5 / Week 10 / Week 5 / Week 10
Zone of High Performance / 3+ markers / 5+ markers / 8+ markers / 11+ markers / 14+ markers / 17+ markers / 20 + markers / 24+ markers
Zone of Expected Achievement / 2 markers / 3-4 markers / 6-7 markers / 7-10 markers / 11-13 markers / 14-16 markers / 15-19 markers / 16-23 markers
Educationally at Risk
Tier 1 Intervention / 1 markers / 2 markers / 4-5 markers / 5-6 markers / 7-10 markers / 8-13 markers / 9-14 markers / 12-15 markers
Tier 2 Intervention / 0-markers / 1 markers / 2-3 markers / 3-4 markers / 4-6 markers / 6-7 markers / 7-8 markers / 8-11 markers
Tier 3 Intervention / 0-18 Yr 1 markers / 0 markers / 0- 1 markers / 0-2 markers / 0-3 markers / 0-5 markers / 0-6 markers / 0-7 markers
Year Two Markers/ Content- Spelling / Term 1 / Term 2 / Term 3 / Term 4
W5 / W10 / W5 / W10 / W5 / W10 / W5 / W10
1 / Recognises that common suffixes in words can be different sounds, e.g. wanted, talked. (7)
2 / Understands that sounds can be represented in various ways when spelling words, e.g. meet, meat. (7)
3 / Knows common sounds for vowel diagraphs. (8)
4 / Uses syllabification when spelling. (8)
5 / Recognise common prefixes and suffixes and how they change a word’s meaning
6 / Recognise common consonant diagraphs (sh, ch, wh, ph)
7 / Recognise common vowel diagraphs (ea, ar, ay, er, or)
8 / Recognise consonant blends (spl, str)
9 / Recognise long vowel sounds (the silent e)
10 / Recognise silent letters and less common sound/letter combinations.
11 / Spell unknown words using developing visual, graphophonic and morphemic knowledge.
12 / Recognise when a word is spelt incorrectly.
13 / Uses morphemes to break up simple words.
14 / Uses visual memory to write irregular words.
15 / Segments consonant blends cc (s-p-ot) and ccc (s-p-l-it) to show awareness of identity of separate phonemes. (tr-, dr-, -mp, -nt, -nd and –nk may need extra explanations, with attention to how they are formed in the mouth)
16 / Blend single sounds to form a spoken word ccvc (slip, clock, sneeze) ccvc (desk, lunch) cccvc (street) ccvcc (crust)
17 / Exchange one letter in a written word with a different letter to make a new word.
18 / Spell high frequency and common sight words accurately when composing texts.
19 / Spells known words using letter names.
20 / Isolate and write the initial , medial and final sound of a word.
21 / Uses knowledge of word identification strategies including blending, segmenting and letter patterns when spelling.
22 / Begin to understand word origin and how it supports spelling and vocab.
23 / Begin to use a dictionary for spelling activities and word meaning.