Private: L2B1

Learning to Blend Onset and Rime

Code: L2B1
Year Level: Early Years, Foundation
$75.00 (inc. $6.82 GST)
A phonemic awareness (onset and rime) blending program, designed to prepare children for reading.

Phonological awareness (and more specifically phonemic awareness) appears to unlock the mystery of word recognition and spelling. Once a child is conscious of the sounds that comprise words, the mapping of the sounds to the alphabetic system occurs with much greater ease.

The phonemic awareness pre-requisite for reading simple regular CVC [consonant-vowel-consonant] words such as ‘fig’, ‘tin’ and ‘mat’ is the skill of blending.

  • First students must learn to blend at an onset and rime level. E.g. ‘Listen carefully and put these sounds together and guess this word:’ ‘f’ (one second pause) ‘ig’?’
  • Students then learn to blend at the phonemic or individual sound level: E.g. ‘Listen carefully and put these sounds together and guess this word; ‘m’ (one second pause) ‘a’ (one second pause) ‘t’? Answer: ‘mat’.

The Phonemic Awareness Skill for Reading: Blending
Despite the research supporting the importance of blending, this skill is too often overlooked. The negative side of presenting reading activities without attention to the pre-requisite skill is that it does not set up all children for success. Within Learning to Blend Onset and Rime for Early Years and Foundation, the phonemic awareness skill of blending is targeted. Blending represents an immediate precursor to decoding ability. The colour card sets form the basis of short explicit instruction sessions. The scripted instructions provide clear guidelines on how to effectively teach blending. When this program is used in conjunction with screening this program forms a significant component in a school’s preventative/early intervention strategy.

 

Includes:
  • A no-preparation required spiral bound A5 full colour flip book.
  • Introduction/Note from the author.
  • Over 40 coloured picture which develop the skill of blending.
  • Each card has specific scripted instructions.
  • A progress check/skill assessment to review readiness for reading.
  • Aim for 2-3 minutes of blending several times a day.

The programs within the range include:

This product is mentioned in the Early Years Teaching Sequence Manual on page 6 and the Foundation Teaching Sequence Manual on page 7.

Private: L2B1

Learning to Blend Onset and Rime - eBook

Code: L2B1e
Year Level: Early Years, Foundation
$60.00 (inc. $5.45 GST)
A phonemic awareness (onset and rime) blending program, designed to prepare children for reading.

Phonological awareness (and more specifically phonemic awareness) appears to unlock the mystery of word recognition and spelling. Once a child is conscious of the sounds that comprise words, the mapping of the sounds to the alphabetic system occurs with much greater ease.

The phonemic awareness pre-requisite for reading simple regular CVC [consonant-vowel-consonant] words such as ‘fig’, ‘tin’ and ‘mat’ is the skill of blending.

  • First students must learn to blend at an onset and rime level. E.g. ‘Listen carefully and put these sounds together and guess this word:’ ‘f’ (one second pause) ‘ig’?’
  • Students then learn to blend at the phonemic or individual sound level: E.g. ‘Listen carefully and put these sounds together and guess this word; ‘m’ (one second pause) ‘a’ (one second pause) ‘t’? Answer: ‘mat’.

The Phonemic Awareness Skill for Reading: Blending
Despite the research supporting the importance of blending, this skill is too often overlooked. The negative side of presenting reading activities without attention to the pre-requisite skill is that it does not set up all children for success. Within Learning to Blend Onset and Rime for Early Years and Foundation, the phonemic awareness skill of blending is targeted. Blending represents an immediate precursor to decoding ability. The colour card sets form the basis of short explicit instruction sessions. The scripted instructions provide clear guidelines on how to effectively teach blending. When this program is used in conjunction with screening this program forms a significant component in a school’s preventative/early intervention strategy.

 

Includes:
  • A no-preparation required spiral bound A5 full colour flip book.
  • Introduction/Note from the author.
  • Over 40 coloured picture which develop the skill of blending.
  • Each card has specific scripted instructions.
  • A progress check/skill assessment to review readiness for reading.
  • Aim for 2-3 minutes of blending several times a day.

The programs within the range include:

This product is mentioned in the Early Years Teaching Sequence Manual on page 6 and the Foundation Teaching Sequence Manual on page 7.

Private: L2B1

Learning to Blend Onset and Rime – School Licence

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:

  • Learning to Blend Onset and Rime
    Early Years Pre-Literacy Screening
    The Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development.

    The screen focuses on two main skills: 1. Phonological Awareness: the ability to attend to the phonological structure or sound structure of words. 2. Alphabetic

  • Learning to Blend Onset and Rime
    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

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    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

  • Learning to Blend Onset and Rime
    The Pathway of Pre-Literacy into Early Literacy

    Schools will have literacy results maximized over the long-term when they systematically plan how students progress from pre-literacy (or emergent literacy skills) into their early

  • Learning to Blend Onset and Rime
    PLD’s Alignment to the Australian National Curriculum
    How does PLD align to the Australian National Curriculum?

    In the attached download we have outlined where PLD applies to each year level, the content code and descriptor and the related PLD programs.  

  • PLD’s Alignment with the Early Years Learning Framework
    PLD’s Alignment with the Early Years Learning Framework
ISBN : 9 781925 769579
ISBN : 9 781925 769579

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    Phonological awareness (and more specifically phonemic awareness) appears to unlock the mystery of word recognition and spelling. Once a child is conscious of the sounds that comprise words, the mapping of the sounds to the alphabetic system occurs with much greater ease. The phonemic awareness pre-requisite for reading simple regular CVC [consonant-vowel-consonant] words such as ‘fig’, ‘tin’ and ‘mat’ is the skill of blending. First students must learn to blend at an onset and rime level. E.g. ‘Listen carefully and put these sounds together and guess this word:’ ‘f’ (one second pause) ‘ig’?’ Students then learn to blend at the phonemic or individual sound level: E.g. ‘Listen carefully and put these sounds together and guess this word; ‘m’ (one second pause) ‘a’ (one second pause) ‘t’? Answer: ‘mat’. The Phonemic Awareness Skill for Reading: Blending Despite the research supporting the importance of blending, this skill is too often overlooked. The negative side of presenting reading activities without attention to the pre-requisite skill is that it does not set up all children for success. Within Learning to Blend Onset and Rime for Early Years and Foundation, the phonemic awareness skill of blending is targeted. Blending represents an immediate precursor to decoding ability. The colour card sets form the basis of short explicit instruction sessions. The scripted instructions provide clear guidelines on how to effectively teach blending. When this program is used in conjunction with screening this program forms a significant component in a school’s preventative/early intervention strategy.   Includes: A no-preparation required spiral bound A5 full colour flip book. Introduction/Note from the author. Over 40 coloured picture which develop the skill of blending. Each card has specific scripted instructions. A progress check/skill assessment to review readiness for reading. Aim for 2-3 minutes of blending several times a day. The programs within the range include: Learning to Blend Three Phonemes Learning to Segment CVC Words This product is mentioned in the Early Years Teaching Sequence Manual on page 6 and the Foundation Teaching Sequence Manual on page 7.

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