Spelling and word study < Ar ais go dtí Writing Spelling and word study Stage 1 Junior & Senior Infants Through appropriately playful and engaging learning experiences, children should be able to Stage 2 1st & 2nd Class Through appropriately playful and engaging learning experiences, children should be able to Stage 3 3rd & 4th Class Through appropriately playful and engaging learning experiences, children should be able to Stage 4 Fifth and Sixth class Through appropriately engaging learning experiences, children should be able to Recognise, name and sound Sound The term ‘sound’ relates to the sound we make when we utter a letter or word, not to the letter in print. A letter may have more than one sound, such as the letter ‘a’ in was, a sound can be represented by more than one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items. letters and use some correct spellings, drawing on their sound Sound The term ‘sound’ relates to the sound we make when we utter a letter or word, not to the letter in print. A letter may have more than one sound, such as the letter ‘a’ in was, a sound can be represented by more than one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items. and letter patterns to try out invented spelling Invented spelling Invented or approximate spelling is a term used when a child uses his/her own combination of letters to make words when creating texts. . Spell high frequency and high interest words accurately. Use knowledge of letter- sound Sound The term ‘sound’ relates to the sound we make when we utter a letter or word, not to the letter in print. A letter may have more than one sound, such as the letter ‘a’ in was, a sound can be represented by more than one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items. correspondences and common spelling patterns to accurately spell words. Spell a wide range of high frequency words High frequency words High frequency words are words that appear frequently in texts e.g. the, is, are, to, said, come etc. accurately and begin to use reference materials to check and correct spelling. Straitéisí litrithe a úsáid chun focail nua agus athruithe gramadaí a litriú agus iad a úsáid mar is cuí agus tuiscint a léiriú ar na difríochtaí idir an teanga ó bhéal agus an leagan scríofa den teanga. Réimse focal ardmhinicíochta a litriú go cruinn agus ábhair thagartha a úsáid go neamhspleách chun litrithe a cheartú agus a sheiceáil. Anailís a dhéanamh ar an gcaoi a dtéann comhfhreagairtí idir litreacha agus fuaimeanna, patrúin litrithe choitianta agus codanna agus fréamhacha lánbhrí d’fhocail i bhfeidhm ar litriú, agus úsáid a bhaint as an eolas sin chun focail a litriú i gceart ina gcuid scríbhneoireachta. Úsáid a bhaint as ábhar tagartha cuí chun litriú a sheiceáil agus a cheartú go neamhspleách. A aithint go n-athraíonn focail Ghaeilge uaireanta de réir chomhthéacs na gramadaí (séimhiú, úrú, uimhir iolra, tuiseal ginideach). Cosúlachtaí agus difríochtaí idir focail agus patrúin litreacha i dteangacha (Gaeilge, Béarla, nó teangacha eile) agus i seánraí éagsúla a aithint agus phlé. (TF4, C2 + 3) Analyse how letter- sound Sound The term ‘sound’ relates to the sound we make when we utter a letter or word, not to the letter in print. A letter may have more than one sound, such as the letter ‘a’ in was, a sound can be represented by more than one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items. correspondences, common spelling patterns and meaningful word parts and roots impact on spelling, using this knowledge to correctly spell words in their writing. Use appropriate reference materials to independently check and correct spelling. Réimse focail ardmhinicíochta a litriú go cruinn agus straitéisí litrithe a úsáid chun focail neamhaitheanta a litriú. Ábhair thagartha a úsáid go neamhspleách chun litrithe a cheartú agus a sheiceáil. A aithint go n-athraíonn focail Ghaeilge uaireanta de réir chomhthéacs na gramadaí (séimhiú, úrú, uimhir iolra, tuiseal ginideach). Cosúlachtaí agus difríochtaí idir focail agus patrúin litreacha i dteangacha (Gaeilge, Béarla agus teangacha eile) agus i seánraí éagsúla a aithint. (TF4, C4) Progression steps The child… creates shapes in mark making. The child… creates shapes in mark-making to communicate meaning. The child… recognises some letters in familiar words and uses these and other symbols to represent text. recalls features/ differences of pictures and/or objects. The child… connects the letter symbol to the sound Sound The term ‘sound’ relates to the sound we make when we utter a letter or word, not to the letter in print. A letter may have more than one sound, such as the letter ‘a’ in was, a sound can be represented by more than one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items. for some upper and lower case letters, and uses random strings of letters showing emerging awareness of letter sounds to represent text. understands the connection between the written and the spoken word. begins to copy print. The child… uses some phonetically correct letters, common letter patterns and familiar words. begins to distinguish between short and long vowel sounds. recognises similarities and differences between some letters. The child… sounds and names all upper- and lower-case letters. uses some correct consonants and vowels in approximate spellings and spells some highfrequency and familiar words with appropriate sequencing of phonemes. demonstrates an awareness of sounds covered through sounding out unfamiliar words while spelling. recognises consonant/vowel sound Sound The term ‘sound’ relates to the sound we make when we utter a letter or word, not to the letter in print. A letter may have more than one sound, such as the letter ‘a’ in was, a sound can be represented by more than one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items. patterns in syllables of spoken words. The child… uses digraphs and letter strings and a range of familiar words, draws on visual memory for high-frequency words and begins to use dictionaries. begins to understand that some words are spelled differently from how they are pronounced. The child… uses strategies including syllabification, strings and patterns, and dictionaries to spell a wider range of words and self-corrects more often. understand that some words are spelled differently from how they are pronounced. The child… uses a range of strategies flexibly to spell unusual and difficult words. The child… identifies and discusses similarities and differences between words in different languages. discusses and evaluates the purpose of standardised spelling. analyses and discusses the origins of words from a range of subject areas. identifies, explains, and uses a range of strategies to spell unusual and difficult words to create texts. The child… reflects on sources and strategies used to aid spelling and assesses their use. discusses differences between standard English in Ireland and in other countries. Support materials for teachers Writing - Scríbhneoireacht Example of student work Writing - Scríbhneoireacht Relevant across all strands Example of student work Relevant across all strands
