Words and Pictures: cot, top, dig, got (Words and Pictures)

  • Grade: Kinder
    Activity type: Printable

Words and Pictures: cot, top, dig, got (Words and Pictures)

Course
English
Grade
Kinder
Section
Spelling and Vocabulary
Outcome
CVC Words: List 11- introducing g, o, c, k
Activity Type
Printable
Activity ID
22028

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  • K – Kindergarten
    • L.K – Language
      • Literacy

        • L.K.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

        • L.K.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

          • L.K.4.a – Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

          • L.K.4.c – With guidance and support from adults, explore word relationships and nuances in word meanings.

          • L.K.4.f – Identify real-life connections between words and their use (e.g., note places at school that are colorful).

      • Literacy

        • L.K.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.K.2.c – Write a letter or letters for most consonant and short-vowel sounds (phonemes).

          • L.K.2.d – Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

  • Foundation Year
    • Language
      • Expressing and developing ideas

        • ACELA1437 – Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

        • ACELA1758 – Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words

        • ACELA1438 – Know how to use onset and rime to spell words

      • Sound and letter knowledge

        • ACELA1439 – Recognise rhymes, syllables and sounds (phonemes) in spoken words

        • ACELA1440 – Recognise the letters of the alphabet and know there are lower and upper case letters

  • Y1 – Year 1
    • Y1.R – Reading
      • They draw on knowledge and skills that include:

        • Y1.R.1 – Having all concepts about print under control

        • Y1.R.3 – Using their developing phonemic awareness to aurally identify and distinguish individual phonemes within words, for example, to blend phonemes (for example, by saying m/a/n/ is man) and to segment phonemes (for example, by saying seat is s/ea/t/)

        • Y1.R.4 – Identifying all letters by name and being able to produce an associated sound for each letter

        • Y1.R.8 – Applying their knowledge of vocabulary in order to understand words as they decode them and to make meaning at the sentence and whole-text level

        • Y1.R.6 – Decoding unfamiliar words by using their developing knowledge of grapheme-phoneme relationships, which enables them to:

          • Y1.R.6.b – Apply the knowledge that letters can be pronounced in different ways (for example, about, and, apron)

          • Y1.R.6.c – Apply strategies such as: sounding out words; using knowledge of graphemes (for example, sh, aw, t, p, or); and using analogy to read words that contain familiar chunks (for example, est, en, ump)

    • Y1.W – Writing
      • They draw on knowledge and skills that include:

        • Y1.W.2 – Using their developing phonemic awareness to aurally segment words into syllables (e.g., win-dow, ham-bur-ger) and one-syllable words into individual phonemes (for example, b/a/n/d; sh/i/p)

        • Y1.W.3 – Using their developing visual memory to accurately write some key personal words and some high-frequency words1

        • Y1.W.4 – Encoding (spelling) unfamiliar words by using their developing knowledge of phoneme-grapheme relationships, which enables them to:

          • Y1.W.4.a – Recognise and write most sounds of English in at least one appropriate way (for example, s, t, ch, ow, k, f, oy)

          • Y1.W.4.b – Recognise that there can be different ways of representing the same sound (for example, phone/father; keep/cat)

          • Y1.W.4.c – Apply sound-letter relationships in order to write words they want to use (for example, catapulla)

  • KS1.Y1 – KS1 Year 1
    • Year 1 programme of study
      • KS1.Y1.W.T – Writing - transcription

        • Pupils should be taught to:

          • KS1.Y1.W.T.4 – Apply simple spelling rules and guidance, as listed in English appendix 1

          • KS1.Y1.W.T.1 – Spell:

            • KS1.Y1.W.T.1.a: words containing each of the 40+ phonemes already taught

          • KS1.Y1.W.T.2 – Name the letters of the alphabet:

            • KS1.Y1.W.T.2.b: using letter names to distinguish between alternative spellings of the same sound