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Using "ch" or "tch"

  • Grade: Year 4
    Activity type: Printable

Using "ch" or "tch"

Course
English
Grade
Year 4
Section
Spelling and Vocabulary
Outcome
Rule 'ch or tch' after a consonant
Activity Type
Printable
Activity ID
21036

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New Zealand – National Standards

  • Y3 – Year 3
    • Y3.R – Reading

      • They draw on knowledge and skills that include:

        • Y3.R.1 – Automatically reading all high-frequency words

        • Y3.R.2 – Articulating and using a variety of decoding strategies appropriately when they encounter unfamiliar words (e.g., by recognising syllables within words or by applying their knowledge of regular and irregular spelling patterns)

        • Y3.R.5 – Applying their knowledge of word families, collocations, and sentence or phrase structures to find the meanings of unknown words

        • Y3.R.7 – Understanding the purpose of basic punctuation.

    • Y3.W – Writing

      • They draw on knowledge and skills that include:

        • Y3.W.2 – Using their visual memory to spell personal vocabulary and high-frequency words (e.g., many words from essential lists 1-4 and some from list 5 and list 61)

        • Y3.W.8 – Attempting to write complex sentences

        • Y3.W.9 – Constructing sentences in which the tenses are mostly consistent

        • Y3.W.10 – Using capital letters, full stops, question marks, and exclamation marks correctly

        • Y3.W.3 – Encoding (spelling) unfamiliar words by:

          • Y3.W.3.a – Using their knowledge of phoneme-grapheme relationships, along with their developing awareness of spelling conventions, to select correct spelling patterns for sounds in words (e.g., spelling the k sound correctly in both catch and kitchen)

          • Y3.W.3.b – Applying their growing knowledge of useful spelling rules (e.g., the rules relating to adding simple plural suffixes such as those in baby/babies and half/halves) and their growing knowledge of morphology (e.g., adding a d to hear to make heard)

          • Y3.W.3.c – Applying their expanding knowledge of graphemes (e.g., of graphemes such as or, awe, oar, and oor, which record similar sounds) to write words correctly

Australia – Australian Curriculum

  • Year 3
    • Language

      • Expressing and developing ideas

        • ACELA1485 – Understand how to use sound-letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example 'tion'

United Kingdom – National Curriculum

This activity is not included in United Kingdom – National Curriculum.

You can go to an overview of all the curricula here.

United States – Common Core State Standards

  • 2 – Grade 2
    • L.2 – Language

      • Literacy

        • L.2.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

        • L.2.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

          • L.2.4.a – Use sentence-level context as a clue to the meaning of a word or phrase.

          • L.2.4.c – Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

          • L.2.4.e – Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

        • L.2.5 – Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

          • L.2.5.a – Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

      • Literacy

        • L.2.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.2.2.a – Capitalize holidays, product names, and geographic names.

          • L.2.2.d – Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

    • RF.2 – Reading: Foundational Skills

      • Literacy

        • RF.2.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.2.3.a – Distinguish long and short vowels when reading regularly spelled one-syllable words.

          • RF.2.3.b – Know spelling-sound correspondences for additional common vowel teams.

          • RF.2.3.c – Decode regularly spelled two-syllable words with long vowels.

          • RF.2.3.e – Identify words with inconsistent but common spelling-sound correspondences.

          • RF.2.3.f – Recognize and read grade-appropriate irregularly spelled words.