Phonics

Curriculum details

Strand

Reading (Strand 2)

Sub-strand

Phonics (2.2)

Content standard

B4.2.2.2 - Use reading readiness and word identification skills

Indicator

B4.2.2.2.1 - Recognise and read words using a variety of cues (e.g. prefixes - word beginning)

Suggested placement

Term 1, Week 11 (Week 11 of the year)

Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.

Source document note

The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

• exemplars - p.18

Curriculum reference

English Language Curriculum (Basic 4-6), 2019, p. 18

Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Guide learners to understand that the core of a word is its root and that other words can be got by additions to a root word.
- Guide learners to form more words using prefixes. e. g. a prefix may create new words.
e.g. tell - retell over - moreover
Note: Prefixes may create antonyms (opposites).
e.g. friendly - unfriendly satisfied - dissatisfied
- In groups, learners identify several prefixes and use them in sentences.
PREFIX(before) ROOT(core) NEW WORD Mis Use misuse En Joy enjoy Anti Clockwise anticlockwise De Compose decompose Poly Clinic polyclinic
Note: Prefixes have meanings of their own e.g. Ante-before, bi-two, ex-out of, previous, from etc.

 The PREFIX(before) / ROOT(core) / NEW WORD table is drawn, and its cells arrive in the text layer as one run of words; the figure shows it.