English s3 Spelling Instructional Sequence

NSW Department of Education
English – Stage 3 – Instructional sequence – Spelling
Overview
An evidence-based instructional approach to spelling involves explicitly teaching the phonological, orthographic and morphological features of words
from the beginning of spelling instruction. Research recommends teaching the 3 word forms simultaneously (Devonshire and Fluck 2010, Madelaine
2023, Westwood 2023). This evidence-based approach, where spellers use and integrate different sources of linguistic information to spell a word
correctly, has become known as Triple Word Form Theory (Garcia et al 2010).
Instruction in phonology aims to increase students’ ability to segment words into syllables and phonemes. This increases accuracy in representing
phonemes as students break words into more manageable parts. Through orthographic instruction, students learn how to represent phonemes using
possible letter patterns and spelling generalisations. Morphological knowledge facilitates greater accuracy and ability to spell as students learn about
the function of meaningful units within words. Students learn how to add prefixes and suffixes to base words or roots and how they affect meaning.
This includes exploring the etymology of relevant words.
Students need to be explicitly shown how to coordinate the 3 linguistic word forms during the spelling process. They should be given frequent
opportunities to develop their phonological, orthographic and morphological skills so that they can learn to make connections between them with
increasing efficiency and autonomy. Spelling lessons should involve linguistic inquiry, or word study, to support students as they investigate and build
words. It is through linguistic inquiry that students can form theories about spelling generalisations.
education.nsw.gov.au
English – Stage 3 – Instructional sequence – Spelling | 2
For further information, see Spelling lesson advice guide [PDF 237 KB].
Instructions for use
The ‘English –Stage 3 –Instructional sequence –Spelling’ is a suggested sequence to support the planning of explicit, systematic and cumulative
spelling lessons for students in Years 5 and 6. This sequence has been designed to support students in demonstrating the outcome:
EN3-SPELL-01 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
Stage 3 spelling content from the English K–10 Syllabus is introduced in line with the English Stage 3 scope and sequence. Content points are
positioned at the point of introduction to the students and the sequence provides for repetition and consolidation of content throughout the stage.
Some content points will require more emphasis and frequent repetition than others, and schools may choose to adapt this sequence based on their
context and assessment data. The outcomes and content in Spelling are best addressed in parallel with Vocabulary, Reading comprehension,
Creating written texts and Understanding and responding to literature.
Each week of learning contains a phonological, orthographic and morphological focus. These focuses are intended to be taught simultaneously
through linguistic inquiry. Using a stimulus, such as a quality text which features appropriate words to suit the planned spelling focus, is
recommended. Sample words for inquiry that integrate the 3 word forms are also provided. Supporting notes provide advice related to the
phonological, orthographic and morphological components. They are a guide only and do not provide a complete overview of all possible learning.
Spelling generalisations have been provided and it is likely exceptions will be found. It will be necessary to regularly monitor students’ progress as
they develop spelling skills to ensure individual learning needs are adequately addressed. This includes frequent revision of previously taught content.
90–100 minutes of spelling instruction is recommended per week (Moats 2005).
© NSW Department of Education, Oct-23

Key terminology
Table 1 – key terminology
Terminology Definition
Phoneme A phoneme is the smallest unit of sound in spoken language and can be represented by graphemes.
Grapheme A grapheme is a letter, or group of letters, that acts as the smallest unit in a written language and represents different
sounds.
Digraph A digraph is a 2-letter grapheme that represents one phoneme.
Diphthong A diphthong is a vowel digraph which are considered a single phoneme that glides from one vowel to another. The
position of the mouth changes while saying these phonemes.
Trigraph A trigraph is a 3-letter grapheme that represents one phoneme.
Quadgraph A quadgraph is a 4-letter grapheme that represents one phoneme.
Schwa The schwa sound can be described as the weak vowel sound in some syllables that is not emphasised. For example,
doctor, pizza and provide.
Morpheme The smallest unit of meaning in a word such as prefixes, suffixes and base words.

Bound morpheme The smallest unit of meaning that cannot stand alone as a word (for example, prefixes such as pre-, un-, re- and mis-;
suffixes such as -ful, -ing and -es).
Base word Words that can stand alone. These words are also known as free morphemes (for example, shout, march).
Root A unit of meaning that gives a word its core meaning. A root may or may not stand alone as a word. Many roots in
Standard Australian English derive from Latin and Greek.
Prefix A prefix is a bound morpheme that attaches to the beginning of a base word or root that changes or modifies the
meaning of words. For example, mis- (misbehave) or un- (unbelievable).
Assimilated prefixes An assimilated prefix is a bound morpheme that is added before a base word or root and where its last letter changes
to match the first letter of the base word. Assimilated prefixes have the same meaning but are spelled differently in
order to make the articulation of the word easier.
Suffix A suffix is a bound morpheme that attaches to the end of a base word or root that changes or modifies the meaning of
words. For example, -ly (quickly) or -able (enjoyable).
Inflected suffixes An inflected suffix is a bound morpheme added to the end of a base word to assign a number to a word, to indicate
possession or tense, or to provide a comparison (-s, -es, -ing, -ed, -er, -est).

Derivational suffixes A group of letters added after the end of a base word or root to change the part of speech. For example, beauty (noun)
+ -ful (suffix meaning ‘full of’) = beautiful (adjective); teach (verb) + -er (suffix meaning ‘one who’) = teacher (noun).

Stage 3 – Year 5
Term 1 – Early
Phonological component
• Segment unfamiliar multisyllabic words into syllables and phonemes as a strategy when spelling
Orthographic component
• Recognise that the same grapheme can represent different phonemes
Morphological component
• Explain and use spelling conventions to add derivational suffixes such as -ion, -ian, -ence, -ous to base words or roots
Table 2 – Term 1 – Early: suggested instructional sequence for Spelling
Phonological Orthographic Morphological Sample words for inquiry Supporting information for teachers
Segment Graph [a] Derivational suffix: accident, balance, bath, Revise segmenting multisyllabic words into
unfamiliar representing /a/, -ate grass, wander, swampy, syllables and phonemes. This is a
multisyllabic words /ar/, /o/, /ay/ and apron, active-activate, phonological skill that should be practised
into syllables and schwa affection-affectionate, captive- regularly.
phonemes as a captivate, fabric-fabricate,
Highlight the different phonemes represented by
strategy when passion-passionate, consider-
the single-letter grapheme ‘a’. This grapheme

spelling considerate, domestic- can be used to represent /a/ as in ‘at’, /ar/ as in

domesticate ‘farm’, /o/ as in ‘was’ and /ay/ as in ‘basic’. It can
often be pronounced as a schwa. Consider the
grapheme’s position within base words.
Introduce derivational suffixes.
Introduce suffix:
• -ate meaning ‘possessing, having the

appearance of characteristics, the product
of a process’
• -ate attaches to nouns to form adjectives:

fortune-fortunate
• -ate attaches to verbs to form nouns:

condense-condensate
• -ate attaches to nouns and adjectives to

form verbs: hyphen-hyphenate
• explore the ‘drop the e’ generalisation:

active-activate.

Segment Graph [a] Derivational suffix: phantom, bath, glasses, fast, Highlight the different phonemes represented by
unfamiliar representing /a/, -ive, -ative, -itive squash, swab, was, apron, the single-letter grapheme ‘a’.
multisyllabic words /ar/, /o/, /ay/ and radio, pastry, hazy, narrate-
Revise derivational suffixes. Introduce suffix:
into syllables and schwa narrative, collaborate-
phonemes as a collaborative, communicate-
• -ive, -ative, -itive: meaning ‘a tendency,
strategy when communicative, initiate-
inclination or quality’
spelling initiative, imagine-imaginative,
• -ive, -ative, -itive attach to nouns and
inform-informative,
verbs to form adjectives
appreciate-appreciative,
appositive • explore how some adjectives formed often
become nouns (narrative)
• explore ‘drop the e’ generalisation:

imagine-imaginative.
Note: -ative is the combination of 2 suffixes, -ate

and -ive.
Segment Grapheme [or] Derivational suffix: organ, thorn, flora, dormant, Highlight the different phonemes represented by
unfamiliar representing /or/, -age sector, worldly, worship, the digraph ‘or’. The digraph ‘or’ is often used to
multisyllabic words /er/ and schwa sponsor, elevator, password, represent /or/ as in ‘fork’ and /er/ as in ‘word’. It
into syllables and store-storage, short-shortage, can often be pronounced as a schwa. Consider

phonemes as a orphan-orphanage, anchor- the grapheme’s position within base words.

strategy when anchorage, pass-passage,
spelling post-postage, marry-marriage,
carry-carriage, cover-
• -age: meaning ‘result of, state of’
coverage, bag-baggage,
pack-package, use-usage, • -age attaches to verbs to form nouns:
waste-wastage, stow- pack-package
stowage, block-blockage
• -age attaches to nouns to form names of
places: orphan-orphanage

use-usage.
Segment Grapheme [or] Derivational suffix: informative, navigator, prior, Revise derivational suffixes. Introduce suffix:
unfamiliar representing /or/, -ory choir, horror, forum, tutor,
• -ory: indicating ‘a place or something
multisyllabic words /er/ and schwa equator, organism, sense-
having a specific use relating to’,
into syllables and sensory, direct-directory,
‘characterised by’
phonemes as a participate-participatory,
strategy when mandate-mandatory, invent-
• -ory attaches to verbs to form nouns:
spelling inventory, advise-advisory,
observe-observatory, direct-directory
migrate-migratory

• -ory attaches to verbs and nouns to form

adjectives: sense-sensory

sense-sensory.
Revision and consolidation

Term 1 – Late
• Proofread written texts to correct misspellings, making use of spelling reference tools where required
Table 3 – Term 1 – Late: suggested instructional sequence for Spelling
Segment Graph [c] Derivational suffix: celebrate-celebration, Highlight the different phonemes that are
unfamiliar representing /k/ -ion construct-construction represented by the grapheme ‘c’. The
multisyllabic and /s/ generate-generation, grapheme ‘c’ can be used to represent /k/ as in
words into populate-population, prevent- ‘kid’ and /s/ as in ‘city’. The grapheme ‘c’ is
prevention, educate- usually pronounced as /s/ when followed by the
syllables and
education, distribute- graphemes ‘e’, ‘i’ or ‘y’. Consider the
phonemes as a
distribution, innovate- grapheme’s position within base words.
strategy when
innovation, invent-invention,
spelling Revise derivational suffixes. Introduce suffix:
extinct-extinction, habitat-
habitation, ignite-ignition,
• -ion meaning ‘act’ or ‘process’
oppress-oppression
• -ion attaches to verbs to form nouns:
educate-education, discuss-discussion,
mot-motion.


educate-education.
Segment Graph [c] Derivational suffix: deduce-deduction, induce- Introduce proofreading written texts to
unfamiliar representing /k/ -tion, -sion induction, introduce- correct misspellings, making use of spelling
multisyllabic and /s/ introduction, produce- reference tools where required. Writing
words into production, reduce-reduction produced in Component B could be utilised, or a

suck-suction, collude- passage featuring target morphology or
syllables and
collusion, ascend-ascension, orthography. Spelling reference tools may
phonemes as a
decide-decision, deride- include word walls, print or online dictionaries
strategy when
derision, erode-erosion, and assistive technologies. Proofreading texts
spelling
include-inclusion, provide- to correct misspellings should be practised
provision, prescribe- regularly.
prescription, describe-
description, inscribe-
inscription, transcribe-
• -tion and -sion meaning ‘act’ or ‘process’
transcription, subscribe-
subscription • attaches to verbs to form nouns:
introduce-introduction
• -tion is more common than –sion

• -sion often follows when a word ends in a

‘d’, ‘de’, ‘se’, ‘t’: decide-decision
• explore how a word ending in ‘be’ uses a

‘p’ before adding -tion: prescribe-
prescription.
Segment Graph [o] Derivational suffix: modern, observe, frozen, Highlight the different phonemes represented by
unfamiliar representing /o/, zero, yodel, Monday, money, the grapheme ‘o’. The grapheme ‘o’ can be
-ation, -ition
multisyllabic words /oa/, /u/ some, love, discover, govern, used to represent /o/ as in ‘on’, /oa/ as in ‘own’
into syllables and conserve-conservation, and /u/ as in ‘come’. Consider the grapheme’s
phonemes as a admire-admiration, expire- position within base words.
strategy when expiration, form-formation,
spelling relax-relaxation, tempt-
temptation, limit-limitation,
• -ation and -ition meaning ‘act’ or ‘process’
add-addition, oppose-
opposition, compete- • attaches to verbs to form nouns: add-
competition, define-definition, addition
occupy-occupation
• explore how there is no strict
generalisation for when to use -ation or -
ition: starve-starvation, compete-

competition.
Segment Graph [o] Derivational suffix: hospital, document, solid, Revise derivational suffixes. Introduce suffix:
unfamiliar representing /o/, colossal, oxygen, possible,
-ssion • -ssion meaning ‘act’ or ‘process’
multisyllabic words /oa/, /u/ tomato, onion, comfortable,
into syllables and admit-admission, permit-
• attaches to verbs to form nouns: admit-
phonemes as a permission, commit-
admission
strategy when commission, emit-emission,
spelling omit-omission, admit- • explore how the suffix ‘-ssion’ is attached
admission, submit- when a verb ends in ‘mit’: permit-
submission, transmit- permission.
transmission

Term 2 – Early
• Explain and use spelling conventions for assimilated prefixes such as in-, ad-, com-
Segment Grapheme [ea] Assimilated disease, easel, feature, Revise segmenting multisyllabic words into
unfamiliar representing /ee/, prefixes: in- (im-, il- meadow, pleasant, weather, syllables and phonemes. This is a
multisyllabic words /e/ and /ay/ , ir-) steak, sane-insane, valid- phonological skill that should be practised
into syllables and invalid, famous-infamous, regularly.
phonemes as a finite-infinite, sufficient-
Highlight the different phonemes represented by
strategy when insufficient, measurable-
the digraph ‘ea’. This digraph is often used to
spelling immeasurable, moral-immoral,
represent /ee/ as in ‘leaf’, /e/ as in ‘bread’ and
mobilise-immobilise, patient-
/ay/ as in ‘great’. Consider the grapheme’s
impatient, perfect-imperfect,
position within base words.
possible-impossible, balance-
imbalance Introduce assimilated prefixes.
Introduce prefix:
• in- meaning ‘not’

• in- assimilates to im- when affixed to some

words for ease of articulation
• explore how im- is used before words

starting with p, b and m: perfect-imperfect,
balance-imbalance, mobile-immobile.
Segment Grapheme [ea] Assimilated measles, ordeal, yeast, tread, Revise prefix:
unfamiliar representing /ee/, prefixes: in- (im-, il- stealth, realm, break, logical-
• in- meaning ‘not’
multisyllabic words /e/ and /ay/ , ir-) illogical, legal-illegal, legible-
into syllables and illegible, literate-illiterate,
• in- assimilates to il- or ir- when affixed to
phonemes as a regular-irregular, relevant-
some words for ease of articulation
strategy when irrelevant, removable-
spelling irremovable, refutable- • explore how il- is used before words
irrefutable starting with l: logical-illogical
• explore how ir- is used before words

starting with r: regular-irregular.
Segment Grapheme [y] Derivational suffix: thirsty, weighty, grouchy, Highlight the different phonemes represented by
unfamiliar representing /ee/, -ise python, identify, sympathy, the single-letter grapheme ‘y’. This grapheme is
multisyllabic words /igh/, /i/ and /y/ mystify, harmony-harmonise, often used to represent /ee/ as in ‘happy’, /igh/

into syllables and sympathy-sympathise, as in ‘sky’, /i/ as in ‘gym’ and /y/ as in ‘yellow’.
phonemes as a apology-apologise, strategy- Consider the grapheme’s position within base
strategy when strategise, colony-colonise, words.
spelling priority-prioritise, category-
categorise, capital-capitalise,
hospital-hospitalise, social-
• -ise meaning ‘quality, state or function’ or
socialise, modern-modernise,
‘make or become’
weapon-weaponise, stable-
stabilise • attaches to nouns remain as nouns:
expert-expertise
• attaches to nouns to form verbs: hospital-

hospitalise

stable-stablise
• explore the ‘change the y to i’

generalisation: apology-apologise.
Segment Grapheme [ai] Derivational suffix: plait, chaise, domain, said, Highlight the different phonemes represented by
unfamiliar representing /ay/, -ence, -ance again, against, certain, the digraph ‘ai’. This digraph is often used to
multisyllabic words fountain, captain, mountain, represent /ay/ as in ‘chain’, /a/ as in ‘plait’, /e/ as

into syllables and /a/, /e/, /i/, schwa sailing, aisle, raisin, acquaint- in ‘said’ and /i/ as in ‘aisle’. It can often be
phonemes as a acquaintance, sustain- pronounced as a schwa. Consider the
strategy when sustenance, enter-entrance, grapheme’s position within base words- ‘ai’ is
spelling annoy-annoyance, appear- not used at the end of English words.
appearance, resemble-
resemblance, differ-difference,
experience, absence, exist-
• -ance, -ence meaning ‘an action or
existence
process’, ‘quality or state’, ‘amount or
degree’
• attaches to adjectives and verbs to form

nouns: important-importance, perform-
performance, different-difference, clear-
clearance.

Term 2 – Late
• Apply and explain graphemes identified by their etymology
• Explain the etymology of taught roots and apply this knowledge when creating written texts
Segment Grapheme [ti] Root: ject reject-rejection, project- Words with the digraph ‘ti’ representing the /sh/
unfamiliar representing /sh/ projection-projector, deject- phoneme are usually Latin in origin. This
multisyllabic words (Latin) dejectedly, eject-ejector, digraph can be used at the beginning of any
into syllables and inject-injection syllable after the first one.
phonemes as a
Introduce roots. Understanding the meanings of
strategy when
common roots assists students in reading
spelling
multisyllabic words and in understanding the
meaning of unfamiliar words that are particularly
common in academic subjects, including the
sciences and mathematics.

Introduce root:
• ject meaning ‘throw’
• Latin origin
Revise known prefixes and derivational suffixes

and their meaning. Explore how prefixes and
suffixes can be attached to roots to form words.
For example, rejection = prefix ‘re’ meaning
inside, root ‘ject’ meaning to throw, derivational
suffix ‘ion’ meaning process or result.
Segment Grapheme [ti] Root: ject subject-subjective-subjection, Revise proofreading written texts to correct
unfamiliar representing /sh/ object-objective-objection, misspellings, making use of spelling
multisyllabic words (Latin) trajected-trajectory, conject- reference tools where required.
into syllables and conjecture
Revise root:
phonemes as a
strategy when
• ject meaning ‘throw’
spelling
• Latin origin
Segment Grapheme [i] Assimilated income, cripple. appliance, Highlight the different phonemes represented by

unfamiliar representing /i/, prefixes: com-, col- library, triangle, audio, the single-letter grapheme ‘i’. This grapheme is
multisyllabic words /igh/, /ee/ , cor- mosquito, courier, often used to represent /i/ as in ‘igloo’, /igh/ as in
into syllables and combination, combination, ‘find’ and /ee/ as in ‘genius’. Consider the
phonemes as a combat, commence, grapheme’s position within base words; English
strategy when commiserate, compare, words do not end with the grapheme ‘i’.
spelling compliment, compose, Common words ending in ‘i’, such as ‘ski’
collaborate, collapse, collate, (Norwegian), are derived from other languages.
colleague, college, collide,
Revise assimilated prefixes. Introduce prefix:
correct, correlate, correspond,
corrupt, corrode, corroborate
• com- meaning ‘together, with, jointly’
• com- assimilates to col-, cor-, co-, con-

when affixed to some words for ease of
articulation
• explore how com- becomes col- and cor-

before l and r: lateral-collateral, relate-
correlate.
Segment Grapheme [i] Assimilated concentration, concern, Revise prefix:

unfamiliar representing /i/, prefixes: com-, concrete, condense, condition,
• com- meaning ‘together, with, jointly’
multisyllabic words /ee/ con-, co- confess, confide, conflict,

into syllables and confront, confuse,

• com- assimilates col-, cor-, co-, con- when
phonemes as a coeducation, coexist, cohabit,
affixed to some words for ease of
strategy when cohort, cooperate, coordinate,
articulation
spelling copilot, coauthor
• explore how con- is used before
consonants other than b, p, and m: form-
conform
• explore how co- is used before h and most

vowels: habit-cohabit, operate-cooperate.

Term 3 – Early
• Correctly spell taught homophones when creating written texts across a range of writing topics and learning areas
Segment Grapheme [ou] Homophones route-root, soul-sole, allowed- Highlight the different phonemes represented by
unfamiliar representing /ow/ aloud, guessed-guest, bawled- the digraph ‘ou’. This digraph is often used to
multisyllabic words /oo/, /o/, /u/ bald, banned-band, leased- represent /ow/ as in ‘mouse’, /oo/ as in ‘group’,
into syllables and least /o/ as in ‘cough’ and /u/ as in 'young’. Consider
phonemes as a the grapheme’s position within base words.
strategy when
Homophones are words that are pronounced
spelling
the same way but have different spellings and
different meanings (for example, soar, sore,
saw).
Homophones sometimes arise because a suffix

has been added to a base word.
Segment Grapheme [ou] Homophones foul-fowl, jewels-joules, fined- Homophones are words that are pronounced
unfamiliar representing /ow/ find, past-passed, wrapped- the same way but have different spellings and

multisyllabic words /oo/, /o/, /u/ rapt, pact-packed different meanings (for example, soar, sore,
into syllables and saw).
phonemes as a
strategy when
spelling
Segment Grapheme [ed] Root: port report-reported-reporter, Highlight the different phonemes represented by
unfamiliar representing /t/, /d/ export-exported, import- the tense-marking digraph ‘ed’. The digraph is
multisyllabic words and /ed/ imported, deport-deportee- often used to represent /t/ as in ‘fished’ and /d/
into syllables and deported, sport-sports, airport, as in ‘sailed’. The suffix ‘ed’ can also represent
phonemes as a carport, heliport two single phonemes, /e/ and /d/ as in ‘rented’.
strategy when Consider the grapheme’s position within base
spelling words.
Revise previously introduced roots. Introduce

root:
• port meaning ‘to carry’
• Latin origin



For example, reporter = prefix ‘re’ meaning
again, root ‘port’ meaning to carry derivational
suffix ‘er’ meaning the person who does the
verb.
Segment Grapheme [ed] Root: port porter, portable, transport- Revise root:
unfamiliar representing /t/, /d/ transportation, important-
• port meaning ‘to carry’
multisyllabic words and /ed/ unimportant, support-
into syllables and supported-supportive-
• Latin origin
phonemes as a unsupported
strategy when
spelling

Term 3 – Late
• Apply infrequently occurring graphemes and letter patterns when spelling base words in a range of writing contexts
Segment Infrequently Root: ceive, ceit, receive-receiver, conceive- The infrequently occurring grapheme ‘ei’
unfamiliar occurring cept, ceipt reconceive-misconceive, represents the phoneme /ee/ as in ‘receive’.
multisyllabic words grapheme [ei] perceive, deceive, deceit- Consider the grapheme’s position within base
into syllables and representing /ee/ deceitful, conceit words; ‘ei’ is not used at the end of English
phonemes as a words. English words do not end with the
strategy when grapheme ‘i’.
spelling
root:
• ceive, ceit, cept and ceipt meaning ‘take’
• Latin origin


For example, reconceive = prefix ‘re’ meaning

again, prefix ‘con’ meaning together and root
‘ceive’ meaning to take.
Segment Infrequently Root: ceive, ceit, accept-acceptance, concept- Revise proofreading written texts to correct
unfamiliar occurring cept, ceipt conception, deception, except- misspellings, making use of spelling
multisyllabic words grapheme [ei] exception-exceptional- reference tools where required.
into syllables and representing /ee/ unexceptional, intercept,
Revise root:
phonemes as a perceptive, reception, receipt
strategy when
• ceive, ceit, cept and ceipt meaning 'take’
spelling
• Latin origin
Segment Grapheme [e] Assimilated prefix: expunge, exhale, export, Highlight the different phonemes represented by
unfamiliar representing /e/, ex- (ef-, e) exclaim, exhibit, exile, exit, the single-letter grapheme [e]. This grapheme is
multisyllabic words /ee/, /i/, schwa exodus, expel, expire, often used to represent /e/ as in ‘egg’, /ee/ as in
into syllables and explode, express, extinct, ‘evil’ and /i/ as in ‘pretty’. It can often be
phonemes as a extend, extract, exude pronounced as a schwa. Consider the
strategy when grapheme’s position within base words.
spelling

• ex- meaning ‘out of’
• ex- assimilates to ef- or e- when affixed to

• explore how the final sound of this prefix

often changes (assimilates) to match the
beginning sound of the base or root.
Segment Grapheme [e] Assimilated prefix: emerge, eject, elapse, elude, Revise prefix:
unfamiliar representing /e/, ex- (ef-, e) emerge, emit, erase, erode,
• ex- meaning ‘out of’
multisyllabic words /ee/, /i/, schwa erupt, evict, eccentric, effect,
into syllables and efficient, effort, effluent
• ex- assimilates to ef- or e- when affixed to
phonemes as a
strategy when
spelling • explore how the final sound of this prefix
often changes (assimilates) to match the

Term 4 – Early
Further revision and consolidation of previously introduced content.
Segment unfamiliar Grapheme [ph] Root: photo, phos Photograph-photography, Words with the consonant digraph ‘ph’
multisyllabic words representing /f/ photon, photocopy- representing the /f/ phoneme are usually
into syllables and (Greek) photocopier, photogenic, Greek in origin.
phonemes as a phosphorous,
strategy when phosphorescence
root:
spelling
• photo, phonos meaning ‘light’
• Greek origin
Revise known prefixes and derivational

suffixes and their meaning. Explore how
prefixes and suffixes can be attached to roots
to form words. For example, photograph = root
‘photo’ meaning light, root ‘graph’ meaning
write.

Segment unfamiliar Grapheme [ph] Root: phon, phono telephone, microphone, Revise previously introduced roots. Introduce
multisyllabic words representing /f/ megaphone, symphony, root:
into syllables and (Greek) saxophone, sousaphone,
• phon, phono meaning ‘sound’
phonemes as a cacophony, photocopy,
strategy when photosynthesis
• Greek origin
spelling
to form words. For example, telephone = prefix
‘tele-’ meaning distance, root ‘phon’ meaning
sound.
Segment unfamiliar Grapheme [ch] Root: mech mechanic, mechanism, Words with the consonant digraph ‘ch’
multisyllabic words representing /k/ mechanise, mechanical representing the /k/ phoneme are usually
into syllables and (Greek) Greek in origin.
phonemes as a
strategy when
root:
spelling
• mech meaning ‘machine’

• Greek origin

to form words. For example, mechanic = root
‘mech’ meaning machine, suffix ‘-an’ meaning
pertaining to and suffix ‘-ic’ meaning one
relating to.
Segment unfamiliar Grapheme [ch] Root: techno technology, technique, Revise previously introduced roots. Introduce
multisyllabic words representing /k/ technicolour, technological, root:
into syllables and (Greek) biotechnology,
• techno meaning 'art, science, skill’
phonemes as a nanotechnology, architect
strategy when
• Greek origin
spelling
to form words. For example, technology = root
‘techno’ meaning art or science or skill, and
suffix ‘-logy’ meaning study, skill or science.


Term 4 – Late
Segment unfamiliar Infrequently Assimilated prefix: disguise, disallow, dishonest, The infrequently occurring grapheme ‘gu’
multisyllabic words occurring grapheme dis- (dif-) discard, dissect, disable, represents the phoneme /g/ as in ‘guest’.
into syllables and [gu] representing /g/ disagree, disarm, disarray, Consider the grapheme’s position within base
phonemes as a disaster, differ, different, words.
strategy when difficult
Revise assimilated prefixes.
spelling
Introduce prefix:
• dis- meaning ‘not, opposite of, away’
• dis- assimilates to dif- when affixed to

• dis- assimilates to dif- before words

beginning with ‘f’.
Segment unfamiliar Infrequently Assimilated prefix: distraught, disavow, disband, The infrequently occurring grapheme ‘augh’

multisyllabic words occurring grapheme dis- (dif-) discard, discharge, disclose, represents the phoneme /or/ as in ‘taught’.
into syllables and [augh] representing discolour, discount, diffident, Consider the grapheme’s position within base
phonemes as a /or/ diffract, diffuse words- ‘augh’ is used at the end of a base
strategy when word or before the grapheme ‘t’.
spelling
Revise proofreading written texts to correct
misspellings, making use of spelling
reference tools where required.
Revise prefix:
• dis- meaning ‘not, opposite of, away’
• dis- assimilates to dif- when affixed to

• dis- assimilates to dif- before words

beginning with ‘f’.
Segment unfamiliar Revise single-letter Root: tract attract-attractive-attraction, Review the multiple phonemes represented by
multisyllabic words vowel graphemes abstract, tractor, subtract- single-letter vowel graphemes ‘a’, ‘e’, ‘i’, ‘o’, ‘u’
into syllables and [a, e, i, o, u, y] subtraction, distract- and ‘y’.
phonemes as a distraction, detract, retract,

strategy when extract, protract root:

spelling
• tract meaning ‘drag, pull’
• Latin origin

to form words. For example, attract =
assimilated prefix ‘ad-’ meaning to or towards,
and root ‘tract’ meaning drag or pull.
Segment unfamiliar Revise single-letter Root: rupt abrupt-abruptly, corrupt- Review the multiple phonemes represented by
multisyllabic words vowel graphemes anticorruption, eruption, single-letter vowel graphemes ‘a’, ‘e’, ‘i’, ‘o’, ‘u’
into syllables and [a, e, i, o, u, y] rupture, interrupt, bankrupt, and ‘y’.
phonemes as a disruptive
strategy when
root:
spelling
• rupt meaning ‘break’
• Latin origin


to form words. For example, abrupt = prefix
‘ab-’ meaning away or from, and root ‘rupt’
meaning break.

Stage 3 – Year 6
Term 1 – Early
Segment Grapheme [le] Derivational suffix: throttle, muddle, ladle, gentle, Revise segmenting multisyllabic words into
unfamiliar representing /l/ and -able, -ible crumple, chuckle, dazzle, syllables and phonemes. This is a
multisyllabic words schwa + /l/ grapple, temple, adjust- phonological skill that should be practised
into syllables and adjustable, enjoy-enjoyable, regularly.
phonemes as a bear-bearable, edit-editable,
The digraph ‘le’ represents the phonemes /l/ and
strategy when note-notable, value-valuable,
schwa + /l/. The phoneme /l/ often follows the
spelling believe-believable, comfort-
graphemes ‘t’ and ‘d’. For example, battle. The
comfortable, move-moveable,
digraph ‘le’ is pronounced as schwa + /l/
consider-considerable,
following graphemes other than ‘t’ and ‘d’. For
horrible, possible, terrible,
example, drizzle.
visible, access-accessible,
digest-digestible, response- Revise derivational suffixes. Revise roots as
responsible, sense-sensible words or word parts that form new words when
prefixes or suffixes are added to them.

Introduce derivational suffix:
• -able (revision), -ible meaning ‘capable of’
• attaches to verbs to form adjectives
• -able is more common and is usually

attached to complete root words: enjoy-
enjoyable.
• -ible is generally attached to incomplete

root words: horr-horrible.
• explore the ‘drop the final e’ generalisation

and exceptions: believe-believable, move-
moveable.
Segment Grapheme [le] Latin root: spect spectacles, respect- Revise previously introduced roots. Introduce
unfamiliar representing /l/ and respectable-disrespect, root:
multisyllabic words schwa + /l/ inspect-inspector, perspective,
• spect meaning ‘to look’
into syllables and aspect, spectator, spectacular,
phonemes as a spectacle, spectrum
• Latin origin
strategy when

spelling
For example, inspector = prefix ‘in’ meaning
inside, root ‘spect’ meaning to look, derivational
suffix ‘or’ meaning the person who does the
verb.
Segment Grapheme [ci] Latin root: spect, suspect, suspicious, suspicion, Words with the /sh/ phoneme represented as the
unfamiliar representing /sh/ spec, spic special, species, specify, digraph ‘ci’ are usually Latin in origin. This
multisyllabic words (Latin) specimen, speculate, digraph can be used at the beginning of any
into syllables and auspices, auspicious, syllable after the first one.
phonemes as a conspicuous, despicable
strategy when
root:
spelling
• spect meaning ‘to look’
• spec and spic also meaning ‘to look,

watch, observe’
• Latin origin

Segment Grapheme [ci] Derivational suffix: social, special, equal, general Revise derivational suffixes. Introduce suffix:
unfamiliar representing /sh/ -al medic-medical, glacier-glacial,
• -al meaning ‘having characteristics of; like’
multisyllabic words (Latin) ethic-ethical, emotion-
into syllables and emotional, deny-denial, revive-
• attaches to verbs to form nouns: dismiss-
phonemes as a revival, remove-removal,
dismissal
strategy when reverse-reversal, appraise-
spelling appraisal • attaches to nouns to form adjectives: logic-
logical
• explore the ‘drop the e’ and ‘change the y

to i' generalisations: arrive-arrival, deny-
denial.

Term 1 – Late
Segment unfamiliar Infrequently Derivational suffix: comb, crumb-crumbly, limb, The infrequently occurring grapheme ‘mb’
multisyllabic words occurring -ly, -ally numb-numbly, plumb(er), represents the phoneme /m/ as in ‘thumb’.
into syllables and grapheme [mb] thumb, womb, lone-lonely, Consider the grapheme’s position within base
phonemes as a representing /m/ sedate-sedately, innocent- words.
strategy when innocently, desperate-
spelling desperately, feeble-feebly,
serene-serenely, general-
• -ly (revision), -ally meaning ‘how
generally, medical-medically,
something is; or like’
equal-equally, emotional-
emotionally • attaches to adjectives to form adverbs
• explore the ‘change the y to i’

generalisation: happy-happily
• explore how words ending in -le change to

-ly: gentle-gently
• explore how base word ending in -ic or -al

use the suffix -ally: terrific- terrifically,

emotional-emotionally.
Segment unfamiliar Grapheme [s] Latin root: form formalise, misinformation, Highlight the different phonemes represented by
multisyllabic words representing /s/, transformed, informal, the single-letter grapheme ‘s’. This grapheme is
into syllables and /z/, /zh/ informative, deform, platform, often used to represent /s/ as in ‘sun’, /z/ as in
phonemes as a performer, reform, conform, ‘busy’ and /zh/ as in ‘usual’. Consider the
strategy when uniformity grapheme’s position within base words.
spelling
Revise proofreading written texts to correct
misspellings, making use of spelling
reference tools where required.

root:
• form meaning ‘shape’
• Latin origin

For example, inform = prefix ‘in’ meaning in and

root ‘form’ meaning to shape.
Segment unfamiliar Grapheme [s] Latin root: vis, vid televise, visit, vista, vision, Revise previously introduced roots.
multisyllabic words representing /s/, visual, devise, revise, visitor,
Introduce root:
into syllables and /z/, /zh/ improvise, evidence, video,
phonemes as a provide
• vis, vid meaning ‘to see’
strategy when
spelling • Latin origin

For example, televise = root ‘tele’ meaning
distance and root ‘vis’ meaning to see.
Segment unfamiliar Infrequently Derivational suffix: odour, journal, humour, colour, The infrequently occurring grapheme 'our’
multisyllabic words occurring -eous, -ious vapour, courtesy-courteous, represents the phoneme /er/ as in ‘colour’.
into syllables and grapheme [our] gas-gaseous, bounty- Consider the grapheme’s position within base
phonemes as a representing /er/ bounteous, right-righteous, words.
strategy when space-spacious, infection-
Revise derivational suffixes. Introduce
spelling infectious,
suffixes:

glory-glorious, luxury- • -eous, -ious meaning meaning ‘having

luxurious, study-studious, fact- qualities of’
factious, mystery-mysterious,
• attaches to nouns to form adjectives:
victory-victorious
space-spacious, courtesy-courteous
• explore how there is no strict rule for when

to use -eous or -ious
• the suffix -ious is more common than -

eous
• both suffixes can be pronounced as ‘us’ or

as ‘ee-uss’
• explore these adjectives in groups based

on spelling and pronunciation.

Term 2 – Early
Segment Infrequently Assimilated prefix: construe, fondue, gruesome, The infrequently occurring grapheme ‘ue’
unfamiliar occurring ad- (ac-, af-, ag-, untrue, glueing represents the phoneme /oo/ as in ‘true’.
multisyllabic words grapheme [ue] al-, an-, ap-, ar-, Consider the grapheme’s position within base
accrue, adjective, adverb,
into syllables and representing /oo/ as-, at) words.
advice, admit, advance-
phonemes as a
advantage, adjoin, account, Revise assimilated prefixes. Introduce prefix:
strategy when
accident, acknowledge,
spelling
• ad- meaning ‘to, toward’
acclaim, accept, affect, affirm,
affix, affront, afflict
• ad- assimilates to ac-, af-, as-, al-, at-, ap-
articulation

changes (assimilates) to match the
Segment Grapheme [se] Assimilated prefix: adverse, advertise, advise, Highlight the different phonemes represented by

unfamiliar representing /s/ ad- (ac-, af-, ag-, accuse, appraise, aggravate, the digraph ‘se’. This digraph is often used to
multisyllabic words and /z/ al-, an-, ap-, ar-, aggress, allow, allocate, represent /s/ as in 'house’ and /z/ as in ‘cheese’.
into syllables and as-, at) allude, allege, annoy, Consider the grapheme’s position within base
phonemes as a announce, annotate, apparent, words.
strategy when approve, appear, appoint,
Revise prefix:
spelling appeal, arrest, arrange, arrive,
assure, assess, assign, assist,
• ad- meaning ‘to, toward’
assert, attend, attach, attain,
attract • ad- assimilates to ac-, af-, as-, al-, at-, ap-
articulation

Segment Grapheme [que] Homophones cue-queue, bask-basque, Words with the trigraph ‘que’ representing the /k/
unfamiliar representing /k/ check-cheque, click-clique, phoneme are usually French in origin.
multisyllabic words (French) peek-peak-pique
into syllables and
phonemes as a
strategy when

spelling saw).
Segment Infrequently Homophones horse-hoarse, horde-hoard, The infrequently occurring grapheme ‘oar’
unfamiliar occurring course-coarse, bore-boar, represents the phoneme /or/ as in ‘board’.
multisyllabic words grapheme [oar] bored-board, core-corps, Consider the grapheme’s position within base
into syllables and representing /or/ foreword-forward, or-oar-ore, words.
phonemes as a source-sauce
strategy when
spelling
saw).

Term 2 – Late
Segment unfamiliar Infrequently Latin root: sign align, campaign, foreign, The infrequently occurring grapheme ‘gn’
multisyllabic words occurring grapheme gnash, gnaw represents the phoneme /n/ as in ‘sign’.
into syllables and [gn] representing /n/ Consider the grapheme’s position within base
sign, signify, signal
phonemes as a words; it can be used at the beginning or end
significance, signpost,
strategy when of a base word.
signature, signage, assign,
spelling
designer, resign, insignia, Revise previously introduced roots. Introduce
consign root:
• sign meaning ‘mark, seal’
• Latin origin

to form words. For example, signature = root
‘sign’ meaning mark or seal, derivational suffix

‘ate’ meaning the product of a process and

‘ure’ meaning the result of the act.
Segment unfamiliar Infrequently Latin root: scope microscope, telescope, Revise proofreading written texts to correct
multisyllabic words occurring grapheme stethoscope, horoscope, misspellings, making use of spelling
into syllables and [pe] representing /p/ periscope, kaleidoscope, reference tools where required.
phonemes as a thermoscope
strategy when
root:
spelling
• scope meaning ‘look, viewing instrument’
• Greek origin

to form words. For example, microscope = root
‘micro’ meaning small and root ‘scope’
meaning viewing instrument.
Segment unfamiliar Grapheme [u] Assimilated prefix: buttery, glutton, pulley, Highlight the different phonemes represented
multisyllabic words representing /u/, sub- (suc-, suf- sur-, bulletin, sucrose, brutal, lunar, by the single-letter grapheme ‘u’. This

into syllables and /oo/ sug-, sus-) subheading, submarine, grapheme is often used to represent /u/ as in
phonemes as a submerge, subtract, subtotal, 'up’, /oo/ as in ‘pull’ and /oo/ as in ‘flu’.
strategy when subzero, subspecies, Consider the grapheme’s position within base
spelling success-successful- words- English words do not end with the
succession, succinct, grapheme ‘u’. Common words ending in ‘u’,
succulent such as ‘menu’ (French) are derived from other
languages.
• sub- meaning ‘under, below, secondary’
• sub- assimilates to suc-, suf-, sur-, sug-,

sus- when affixed to some words for
ease of articulation

Segment unfamiliar Grapheme [u] Assimilated prefix: suffer, suffix, sufficient, Revise prefix:
multisyllabic words representing /u/, sub- (suc-, suf- sur-, surround, surreal, surrender,
• sub- meaning ‘under, below, secondary’
into syllables and /oo/ sug-, sus-) suggest-suggested-

phonemes as a suggestion, suspect-

• sub- assimilates to suc-, suf-, sur-, sug-,
strategy when suspicion, sustain, suspend
sus- when affixed to some words for
spelling
ease of articulation


Term 3 – Early
Segment unfamiliar Grapheme [ve] Latin root: struct constructive, destructive, Words with the digraph ‘ve’ representing the
multisyllabic words representing /v/ structure, unobstructed, /v/ phoneme are usually English in origin.
into syllables and infrastructure, instructor, English words do not end with the grapheme
(English)
phonemes as a instructions, indestructible ‘v’. A silent ‘e’ is added to ‘v’ when /v/ is found
strategy when at the end of a word. For example, giv-give,
spelling hav-have.
Revise previously introduced roots.
Introduce root:
• struct meaning ‘to build’
• Latin origin


to form words. For example, constructive =

assimilate prefix ‘com-’ meaning with or
together, root ‘struct’ meaning to build,
derivational suffix ‘ive’ meaning a quality or
inclination.
Segment unfamiliar Grapheme [ve] Latin root: mote, motive, automotive, Introduce root:
multisyllabic words representing /v/ mobe, move motionless, motivation,
• mote, mobe, move meaning ‘move’
into syllables and motorbike, movement,
(English)
phonemes as a promote, mobile, immobile,
• Latin origin
strategy when countermove, remove,
spelling removalist Revise known prefixes and derivational
to form words. For example, automotive = root
‘auto’ meaning self, root ‘mote’ meaning move,
derivational suffix ‘-ive’ meaning a quality.
Segment unfamiliar Grapheme [ar] Derivational suffix: - arcade, article, canary, Highlight the different phonemes represented
multisyllabic words representing /ar/, ity, -ety, -ty dictionary, quarter, wardrobe, by the digraph ‘ar’. This digraph is often used
into syllables and /air/, /or/, schwa muscular, circular, rare-rarity, to represent /ar/ as in ‘farm’, /air/ as in ‘scarce
phonemes as a scarce-scarcity, certain- and /or/ as in ‘warm’. It can often be

strategy when certainty, cruel-cruelty, frail- pronounced as a schwa. Consider the

spelling frailty, loyal-loyalty, safe- grapheme’s position within base words.
safety, brutal-brutality, fluid-
Revise derivational suffixes. Introduce
fluidity, mental-mentality,
suffixes:
toxic-toxicity, celebrity, clarity,
dignity, enormity, anxiety,
• -ity, -ety, -ty meaning ‘state or condition
variety, notoriety, society
of being, doing’
• -ity and -ty attaches to adjectives to form

nouns: real-reality, certain-certainty,
technical-technicality
• explore how -ity, -ety, and -ty attach to

bound stems (incomplete root words) to
form nouns: char-charity, anxi-anxiety,
liber-liberty.
Segment unfamiliar Grapheme [ir] Latin root: circum affirm, circus, quirky, smirking, Highlight the different phonemes represented
multisyllabic words representing /er/, souvenir by the digraph ‘ir’. This digraph is often used to
into syllables and /ear/ represent /er/ as in ‘first’ and /ear/ as in
circumference, circumstance,
phonemes as a ‘souvenir’. Consider the grapheme’s position
circumspect, circumnavigate,
strategy when within base words.

spelling circumvent
root:
• circum meaning ‘around’
• Latin origin

to form words. For example, destruction =
prefix ‘de’ meaning opposite, root ‘struct’
meaning to build, derivational suffix ‘ion’
meaning the act or process.

Term 3 – Late
Segment unfamiliar Grapheme [er] Latin root: hyper alert, certify, merchant, Highlight the different phonemes represented by
multisyllabic words representing /er/, concern, cereal, coherent, the digraph ‘er’. This digraph is often used to
into syllables and /ear/, schwa query, hyperlink, hyperactive, represent /er/ as in ‘her’ and /ear/ as in ‘serious.
phonemes as a hyperbole, hypercharge, It can often be pronounced as a schwa.
strategy when hyperthermia, hypersensitive, Consider the grapheme’s position within base
spelling hyperventilation words.

root:
• hyper meaning ‘over, above, beyond’
• Latin origin

For example, hyperthermia = root ‘hyper’

meaning over, root ‘therm’ meaning heat,

derivational suffix ‘ia’ meaning state or condition.
Segment unfamiliar Grapheme [er] Latin root: hypo deserve, emerge, external, Revise proofreading written texts to correct
multisyllabic words representing /er/, internal, superior, wisteria, misspellings, making use of spelling
into syllables and /ear/, schwa perseverance, hypoderm, reference tools where required.
phonemes as a hypothermia, hypoallergenic,
strategy when hypothetical, hypoventilation
root:
spelling
• hypo meaning ‘below, beneath’
• Latin origin

For example, hypothermia = root ‘hyper’
meaning below, root ‘therm’ meaning heat,
derivational suffix ‘ia’ meaning state or condition.
Segment unfamiliar Grapheme [au] Homophones caution, applaud, authentic, Highlight the different phonemes represented by
multisyllabic words representing /or/, bauble, auction, somersault, the digraph ‘au’. This digraph is often used to

into syllables and /o/, /ar/ aunt, laugh, taut-taught, haul- represent /or/ as in 'haunt’, /o/ as in ‘because’
phonemes as a hall, maul-mall, clause-claws, and /ar/ as in ‘laugh’. Consider the grapheme’s
strategy when pause-paws, sauce-sauce, position within base words- ‘au’ is not used at
spelling draught-draft the end of English words.

saw).

Segment unfamiliar Grapheme [ow] Homophones drowsy, scowling, browsing, Highlight the different phonemes represented by
multisyllabic words representing /ow/, yowl, bungalow, wallow, billow, the digraph ‘ow’. This digraph is often used to
into syllables and /oa/ aloud-allowed, foul-fowl, beau- represent /ow/ as in ‘now’ and /oa/ as in ‘blow’.
phonemes as a bow, bold-bowled, coward- Consider the grapheme’s position within base
strategy when cowered, groan-grown, throne- words.
spelling thrown
saw).



Term 4 – Early
Segment Grapheme [ps] Root: pseudo pseudonym, pseudoscience, Words with the digraph ‘ps’ representing the /s/
unfamiliar representing /s/ pseudorandom, phoneme are usually Greek in origin.
multisyllabic words (Greek) pseudoscorpion
into syllables and
root:
phonemes as a
strategy when
• pseudo meaning 'false’
spelling
• Greek origin

For example, pseudonym = root ‘pseudo’
meaning false, suffix ‘-onym’ meaning name.
Segment Grapheme [ps] Root: psycho psychoanalyse, psychological, Introduce root:

unfamiliar representing /s/ psychology, psychologist,

multisyllabic words (Greek) psychometric

• psycho meaning 'mind’ or ‘mental’
into syllables and
phonemes as a • Greek origin
strategy when
spelling
For example, psychology = root ‘psycho’
meaning mind, suffix ‘logy’ meaning the study
of.
Segment Grapheme [sc] Assimilated prefix: obscene, observe, object, Words using the consonant digraph ‘sc’ to
unfamiliar representing /s/ ob- (oc-, of-, op-) obstruct, oblige, occupy, represent the /s/ phoneme are usually Latin in
multisyllabic words occasion, occur, offensive, origin.
(Latin)
into syllables and offer, opposition, opportunity
phonemes as a
strategy when
• ob- meaning ‘against, opposed’
spelling
• ob- assimilates to oc-, of-, op- when
articulation

• explore that the final sound of this prefix

Segment Grapheme [sc] Assimilated prefix: obsolescence, obstacle, Introduce prefix:

unfamiliar representing /s/ ob- (oc-, of-, op-, obligation, obviously, obtain,
• ob- meaning ‘against, opposed’
multisyllabic words os-) obtuse, occlude, occupation,
(Latin)
into syllables and offend, oppress, opponent
• ob- assimilates to oc-, of-, op- when
phonemes as a
strategy when
articulation
spelling
• explore that the final sound of this prefix

Term 4 – Late
Segment Grapheme [si] Root: pulse, pel compulsion, expulsion, Words with the digraph ‘si’ representing the
unfamiliar representing /sh/ propulsion, impulsive, pulse, unvoiced phoneme /sh/ are usually Latin in
multisyllabic words (Latin) pulsating, repulsive, compel, origin. This digraph can be used at the
into syllables and dispel, propeller, repel, beginning of any syllable after the first one.
phonemes as a repellent
strategy when
root:
spelling
• pulse, pel meaning 'push’
• Latin origin

For example, compulsion = prefix ‘com meaning
together, root ‘pulse’ meaning push, suffix ‘-ion’
meaning act or process.

Segment Grapheme [si] Root: pense, pend suspension, pension, Revise proofreading written texts to correct
unfamiliar representing /sh/ compensation misspellings, making use of spelling
multisyllabic words (Latin) dispense, expensive reference tools where required.
into syllables and pension, pensive
Introduce root:
phonemes as a suspense, dependable,
strategy when expend, impending
• pense, pend meaning ‘hang, weigh’
spelling independence, pendant,
pending, pendulum • Latin origin

For example, suspension = assimilated prefix
‘sub-’ meaning under, root ‘pense’ meaning
hang, suffix ‘-ion’ meaning act or process.
Segment Grapheme [ere] Root: sphere atmosphere, hemisphere, Highlight the different phonemes represented by
unfamiliar representing /ear/ hydrosphere, ecosphere, the digraph ‘ere’. This digraph is often used to
multisyllabic words and /air/ spherical represent /ear/ as in 'here’ and /air/ as in
into syllables and ‘where’. Consider the grapheme’s position within
phonemes as a base words.
strategy when

spelling
Introduce root:
• sphere meaning 'ball, globe’
• Greek origin

For example, atmosphere = prefix ‘atmo-’
meaning vapour or steam, root ‘sphere’ meaning
globe.
Segment Grapheme [g] Root: geo Geography, geology, Highlight the different phonemes represented by
unfamiliar representing /j/ and geocentric, geochemist, the digraph ‘g’. This digraph is often used to
multisyllabic words /g/ geomagnetism, geophysical represent /j/ as in ‘germ’ and /g/ as in ‘get’. The
into syllables and grapheme ‘g’ can be pronounced as /j/ when
phonemes as a followed by the graphemes ‘e’, ‘i’ or ‘y’. Consider
strategy when the grapheme’s position within base words.
spelling
Introduce root:
• geo meaning 'Earth’

• Greek origin

For example, geography = root ‘geo’ meaning
Earth, root ‘graph’ meaning writing or recording,
suffix ‘-y’ meaning activity.

References
This resource contains NSW Curriculum and syllabus content. The NSW Curriculum is developed by the NSW Education Standards Authority. This
content is prepared by NESA for and on behalf of the Crown in right of the State of New South Wales. The material is protected by Crown copyright.
Please refer to the NESA Copyright Disclaimer for more information https://educationstandards.nsw.edu.au/wps/portal/nesa/mini-footer/copyright.
NESA holds the only official and up-to-date versions of the NSW Curriculum and syllabus documents. Please visit the NSW Education Standards
Authority (NESA) website https://educationstandards.nsw.edu.au/ and the NSW Curriculum website https://curriculum.nsw.edu.au/home.
English K–10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2022.
Devonshire V and Fluck M (2010) ‘Spelling development: Fine-tuning strategy-use and capitalising on the connections between words’, Learning and
Instruction, 20(5):361–371, https://doi.org/10.1016/j.learninstruc.2009.02.025, accessed 18 August 2023.
Eide D (2011) Uncovering the logic of English: A Common-Sense Approach to Reading, Spelling and Literacy, Logic of English, Inc.
Garcia NP, Abbott RD and Berninger VW (2010) ‘Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic,
and morphological, spelling, or reading composites’, Written Language and Literacy, 13(1):61–98, https://doi.org/10.1075/wll.13.1.03gar, accessed 18
August 2023.
Madelaine A (2023) ‘Spelling’, in Wheldall K, Wheldall R and Buckingham J (eds) Effective Instruction in Reading and Spelling, MRU Press.
Moats L (2005) ‘How Spelling Supports Reading And Why It Is More Regular and Predictable Than You May Think’, American Educator, 123(3):12–
43, accessed 18 August 2023.

Stone L (2021) Spelling for Life: Uncovering the simplicity and science of spelling, 2nd edn, Routledge, GB.
Westwood P (2023) Developing spelling skills across the age range, MRU Press.

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English s3 Spelling Instructional Sequence

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English s3 Spelling Instructional Sequence

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NSW Department of Education

English – Stage 3 – Instructional sequence – Spelling

Instructions for use

90–100 minutes of spelling instruction is recommended per week (Moats 2005).

© NSW Department of Education, Oct-23

Table 1 – key terminology

Digraph A digraph is a 2-letter grapheme that represents one phoneme.

Trigraph A trigraph is a 3-letter grapheme that represents one phoneme.

Quadgraph A quadgraph is a 4-letter grapheme that represents one phoneme.

© NSW Department of Education, Oct-23

© NSW Department of Education, Oct-23

© NSW Department of Education, Oct-23

• Recognise that the same grapheme can represent different phonemes

Table 2 – Term 1 – Early: suggested instructional sequence for Spelling

© NSW Department of Education, Oct-23

spelling considerate, domestic- can be used to represent /a/ as in ‘at’, /ar/ as in

Introduce derivational suffixes.

• -ate meaning ‘possessing, having the

• -ate attaches to nouns to form adjectives:

• -ate attaches to verbs to form nouns:

• -ate attaches to nouns and adjectives to

• explore the ‘drop the e’ generalisation:

© NSW Department of Education, Oct-23

• explore ‘drop the e’ generalisation:

Note: -ative is the combination of 2 suffixes, -ate

© NSW Department of Education, Oct-23

phonemes as a orphan-orphanage, anchor- the grapheme’s position within base words.

• explore the ‘drop the e’ generalisation:

© NSW Department of Education, Oct-23

• -ory attaches to verbs and nouns to form

• explore the ‘drop the e’ generalisation:

Revision and consolidation

© NSW Department of Education, Oct-23

Table 3 – Term 1 – Late: suggested instructional sequence for Spelling

© NSW Department of Education, Oct-23

• explore the ‘drop the e’ generalisation:

words into production, reduce-reduction produced in Component B could be utilised, or a

• -tion is more common than –sion

© NSW Department of Education, Oct-23

• -sion often follows when a word ends in a

• explore how a word ending in ‘be’ uses a

© NSW Department of Education, Oct-23

Revision and consolidation

© NSW Department of Education, Oct-23

Table 4 – Term 2 – Early: suggested instructional sequence for Spelling

• in- meaning ‘not’

© NSW Department of Education, Oct-23

• in- assimilates to im- when affixed to some

• explore how im- is used before words

• explore how ir- is used before words

© NSW Department of Education, Oct-23

• attaches to nouns to form verbs: hospital-

• explore the ‘drop the e’ generalisation:

• explore the ‘change the y to i’

© NSW Department of Education, Oct-23

• attaches to adjectives and verbs to form

Revision and consolidation

© NSW Department of Education, Oct-23

• Apply and explain graphemes identified by their etymology

Table 5 – Term 2 – Late: suggested instructional sequence for Spelling

© NSW Department of Education, Oct-23

• ject meaning ‘throw’

Revise known prefixes and derivational suffixes