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Digraph "er" Final sound (Words that end in "er")

  • Grade: Grade 2
    Activity type: Printable

Digraph "er" Final sound (Words that end in "er")

Course
English
Grade
Grade 2
Section
Spelling and Vocabulary
Outcome
Digraphs -Final 'er'
Activity Type
Printable
Activity ID
20953

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  • Year 2
    • Language
      • Expressing and developing ideas

        • ACELA1471 – Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words

      • Sound and letter knowledge

        • ACELA1474 – Recognise most sound-letter matches including silent letters, vowel/consonant digraphs and many less common sound-letter combinations

  • Y2 – Year 2
    • Y2.R – Reading
      • They draw on knowledge and skills that include:

        • Y2.R.2 – Decoding unfamiliar words by:

          • Y2.R.2.a – Using their knowledge of grapheme-phoneme relationships to identify both consonant sounds (for example, s, t, p, sh, th, ch, ng) and vowel sounds (for example, e, a, o, ai, ow, igh, ou, ee)

          • Y2.R.2.b – Recognising common chunks of words and making analogies to words that look similar

  • 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.3 – Add prefixes and suffixes:

            • KS1.Y1.W.T.3.c: using -ing, -ed, -er and -est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]

  • 1 – Grade 1
    • L.1 – Language
      • Literacy

        • L.1.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

        • L.1.5 – With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.

          • L.1.5.b – Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

          • L.1.5.c – Identify real-life connections between words and their use (e.g., note places at home that are cozy).

          • L.1.5.d – Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

      • Literacy

        • L.1.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.1.1.b – Use common, proper, and possessive nouns.

          • L.1.1.c – Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

          • L.1.1.d – Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

          • L.1.1.e – Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

          • L.1.1.f – Use frequently occurring adjectives.

          • L.1.1.j – Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

        • L.1.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.1.2.d – Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

          • L.1.2.e – Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.