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Private: CCaft

Alphabet Finger Tracing and Rainbow Writing

$55.00 (inc. $5.00 GST)
Code: CCaft
Year Level: Early Years, Foundation
eBook
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Learning how to form lower case alphabet sounds with scripted verbal ques.

Students require alphabetic knowledge in order to embark on the process of learning to read, spell and write. However, rather than letter naming ability, letter sound knowledge is the more important variable for entry into literacy learning. For example:

  • In order to spell the basic word ‘dog’ a student must first ‘sound-out’ (or phonemically segment) ‘d’, ‘oh’, ‘g’ and then the student must recall and apply in the correct order the alphabet symbols.
  • In order to read the word ‘sun’ a student must recognize each letter symbol and convert each symbol into the correct sound ‘s’, ‘uh’, ‘n’ and then the student must blend the sounds together (phonemic blending ability).

In neither of the above early spelling and reading processes did alphabetic letter naming come into the equation. Alphabet Finger Tracing and Rainbow Writing for 4 to 5 year olds aims to establish a strong alphabet sound ability for early literacy through a multi-sensory approach.

Multisensory alphabet learning:

  • Students kinaesthetically feel what their mouth is doing when they produce the letter sounds.
  • Students see what their mouths look like when their mouths produce the letter sound (via the visual representation of the mouth on each page).
  • Students also visually connect a core picture/word with the letter sound (e.g. ‘mix’, ‘teeth’ and ‘snake’).
  • From an auditory (and phonemic awareness) perspective students identify the initial sound in simple target words (e.g. teeth starts with a ‘t’).
  • Students form the letters with correct starting points and while simultaneously chanting the cues that assist correct formation.

Features:

  • Created by Occupational therapists and speech pathologists
  • Two levels of verbal formation cues.
  • 26 x A4 colour double sided alphabet formation cards.

This product is mentioned in the Early Years Teaching Sequence Manual on page 10 and the Foundation Teaching Sequence Manual on page 14.

Private: CCaft

Alphabet Finger Tracing and Rainbow Writing - eBook

$45.00 (inc. $4.09 GST)
Code: CCafte
Year Level: Early Years, Foundation
eBook
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eBooks are solely for use by a single individual user. e.g. An individual classroom teacher. Learn more.

Learning how to form lower case alphabet sounds with scripted verbal ques.

Students require alphabetic knowledge in order to embark on the process of learning to read, spell and write. However, rather than letter naming ability, letter sound knowledge is the more important variable for entry into literacy learning. For example:

  • In order to spell the basic word ‘dog’ a student must first ‘sound-out’ (or phonemically segment) ‘d’, ‘oh’, ‘g’ and then the student must recall and apply in the correct order the alphabet symbols.
  • In order to read the word ‘sun’ a student must recognize each letter symbol and convert each symbol into the correct sound ‘s’, ‘uh’, ‘n’ and then the student must blend the sounds together (phonemic blending ability).

In neither of the above early spelling and reading processes did alphabetic letter naming come into the equation. Alphabet Finger Tracing and Rainbow Writing for 4 to 5 year olds aims to establish a strong alphabet sound ability for early literacy through a multi-sensory approach.

Multisensory alphabet learning:

  • Students kinaesthetically feel what their mouth is doing when they produce the letter sounds.
  • Students see what their mouths look like when their mouths produce the letter sound (via the visual representation of the mouth on each page).
  • Students also visually connect a core picture/word with the letter sound (e.g. ‘mix’, ‘teeth’ and ‘snake’).
  • From an auditory (and phonemic awareness) perspective students identify the initial sound in simple target words (e.g. teeth starts with a ‘t’).
  • Students form the letters with correct starting points and while simultaneously chanting the cues that assist correct formation.

Features:

  • Created by Occupational therapists and speech pathologists
  • Two levels of verbal formation cues.
  • 26 x A4 colour double sided alphabet formation cards.

This product is mentioned in the Early Years Teaching Sequence Manual on page 10 and the Foundation Teaching Sequence Manual on page 14.


eBooks are solely for use by a single individual user. e.g. An individual classroom teacher. Australian Copyright laws prohibit illegal distribution, storage or sharing of this eBook. Usage is tracked and breaches may result in prosecution. Learn more.

If you would like to provide multiple users with access to this resource we suggest selecting the 'Whole School Access' tab at the top of the screen to purchase a School Licence. Learn more.

Private: CCaft

Alphabet Finger Tracing and Rainbow Writing – School Licence

eBook

This product is currently not available as a School Licence.


A School Licence is a multi-user subscription to a PLD resource, such as a book or program, in a digital and printable format that is available on all devices.

A School Licence is valid for 12 months from the date of purchase and can be used by an unlimited number of teachers within a school.

To read more about school licencing and to view the full range of licenced publications select PLD School Licences


Below you will find a range of FAQ'S related to school licences:

ISBN : 9 781925 769050
ISBN : 9 781925 769050
  • PLD’s Whole School Literacy Plan
    The document outlines how to implement PLD's literacy, Movement and Motor and Oral Language resources during the Early Years, Foundation, Year 1 & 2 and across Years 3 to 6. Each page provides suggested time frames and implementation recommendations.

    The purpose of this document is to provide an implementation outline to assist schools in scheduling the PLD programs within a broad school-based strategy. When

  • Private: Maximising literacy development within the Junior Primary

    At PLD we advocate for a strong junior primary process, in which the connections between classrooms and year levels is well organised. Most students require

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    Throughout the early years, children are encouraged to participate in a range of fine motor activities that develop: their manipulative skills a dominant hand the

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    These milestone and information sheets identify the age-related milestones for hand function, pencil grip (grasp) and drawing skills in children aged 1 to 6 years. They present images of good and NOT good pencil grip and also outline hints for making a good pencil grip easier.

    When children first begin to draw using crayons, pencils or brushes they use a dagger grasp. In a natural developmental sequence, they will hold the

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    Students require alphabetic knowledge in order to embark on the process of learning to read, spell and write. However, rather than letter naming ability, letter sound knowledge is the more important variable for entry into literacy learning. For example: In order to spell the basic word ‘dog’ a student must first ‘sound-out’ (or phonemically segment) ‘d’, ‘oh’, ‘g’ and then the student must recall and apply in the correct order the alphabet symbols. In order to read the word ‘sun’ a student must recognize each letter symbol and convert each symbol into the correct sound ‘s’, ‘uh’, ‘n’ and then the student must blend the sounds together (phonemic blending ability). In neither of the above early spelling and reading processes did alphabetic letter naming come into the equation. Alphabet Finger Tracing and Rainbow Writing for 4 to 5 year olds aims to establish a strong alphabet sound ability for early literacy through a multi-sensory approach. Multisensory alphabet learning: Students kinaesthetically feel what their mouth is doing when they produce the letter sounds. Students see what their mouths look like when their mouths produce the letter sound (via the visual representation of the mouth on each page). Students also visually connect a core picture/word with the letter sound (e.g. ‘mix’, ‘teeth’ and ‘snake’). From an auditory (and phonemic awareness) perspective students identify the initial sound in simple target words (e.g. teeth starts with a ‘t’). Students form the letters with correct starting points and while simultaneously chanting the cues that assist correct formation. Features: Created by Occupational therapists and speech pathologists Two levels of verbal formation cues. 26 x A4 colour double sided alphabet formation cards. This product is mentioned in the Early Years Teaching Sequence Manual on page 10 and the Foundation Teaching Sequence Manual on page 14.

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