Stage 2 Year A Spelling Teaching Bundle Unit 8 - Component A

Spelling 5 Week Teaching Bundle

Designed to complement the NSW English Sample Unit of Work - Stage 2 Year A Unit 8 Theme, this comprehensive teaching bundle provides everything you need to deliver five full weeks of engaging, curriculum-aligned English lessons.

Mentor Texts:

• Kicking Goals with Goodesy and Magic by Anita Heiss, Michael O’Loughlin, Adam Goodes
• Diary of an AFL Legend by Shamini Flint

IMPORTANT NOTE: This is a growing bundle. Right now the following is available:

• Week 1 - 4 Teaching slides
• Complete unit of work - weekly view and lesson-by-lesson
• Complete workbook
• NSW Outcomes and Australian Curriculum V9 Outcomes

Still to come - Week 5 teaching slides 

This resource directly aligns with:

• NSW English Sample Units of Work (Department of Education)
• Stage 2 Spelling Instructional Sequence 
• NSW English Syllabus
• Australian Curriculum V9

Please note: This is for SPELLING ONLY.

Want the entire bundle? Click here!

NSW Outcomes:

EN2-SPELL-01 selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts.

By the end of this unit, students will:

• Explain how to segment multisyllabic words into syllables and phonemes, and apply this knowledge when spelling
• Recognise stressed and unstressed syllables in multisyllabic words and apply this knowledge when spelling
• Understand that the schwa occurs in an unstressed syllable and apply this knowledge when spelling
• Apply knowledge of taught vowel graphemes when spelling (SpG9)
• Proofread, identify and correct misspellings when creating written texts (SpG9)
• Use spelling reference tools where required and recognise that spellcheck accuracy may depend on understanding the word (SpG9)
• Identify inflected suffixes, explain when and how to treat base words when they are affixed, and apply this knowledge when spelling (SpG9)
• Identify derivational suffixes such as -able, -ness, -ian, and -ment, explain when and how to treat base words when they are affixed, and apply this knowledge when spelling (SpG9)
  

This resource isn’t just for NSW teachers - it’s fully aligned with the Australian Curriculum Version 9 too! The bundle also includes a complete unit of work with outcomes matched to the Australian Curriculum.

Australian Curriculum Outcomes:

AC9E3LY06 plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words
AC9E3LY09 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
AC9E3LY11 use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words
AC9E4LY09 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
AC9E4LY10 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

By the end of this unit, students will:

• use print and online dictionaries, and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function; for example, “there” or “their” and “rain” or “reign”
• read and writing more complex words with consonant digraphs and consonant blends; for example, “shrinking”, “against” and “rocket”
• read and writing consonant digraphs representing different sounds; for example, “machine”, “change” and “school”
• understand how to use knowledge of prefixes to change the meaning of a base word; for example, “undone”, “remove” and “misunderstand”
• use generalisations for adding a suffix to a base word to form a plural or past tense; for example, to make a word plural when it ends in “ss”, “sh”, “ch” or “z”, add “es”
  recognise unstressed vowels in multisyllabic words and how these vowel sounds are written; for example, “builder” and “animal”
• use phonic and morphemic knowledge to read and write multisyllabic words with more complex letter combinations; for example, “straightaway” and “thoughtful”
  apply generalisations for adding affixes; for example, “hope” – “hoping”, “begin” – “beginning”, “country” – “countries”
  

Why Teachers Love It

• Load-and-go: Everything is ready to teach with minimal prep.
• Engaging: Activities include interactive slides, digital games, joint construction, and open-ended writing tasks.
• Comprehensive: Covers Vocabulary in depth with built-in assessment and reflection.
• Flexible: Open-ended activities allow you to adapt to your class context.

Stay tuned - this is just one of many comprehensive units available for the full school year!