Login
Register
(0)
Preview Book
Learning to Blend Three Phonemes
$75.00 (inc. $6.82 GST)
Code: L2B2Year Level: Early Years, Foundation
A phonemic awareness 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 Three Phonemes 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 8 and the Foundation Teaching Sequence Manual on page 7.
Learning to Blend Three Phonemes - eBook
$60.00 (inc. $5.45 GST)
Code: L2B2eYear Level: Early Years, Foundation
eBooks are solely for use by a single individual user. e.g. An individual classroom teacher. Learn more.
A phonemic awareness 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 Three Phonemes 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 8 and the Foundation Teaching Sequence Manual on page 7.
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.
Learning to Blend Three Phonemes – 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:
- What is a PLD School Licence?
- What are the benefits of a School Licence?
- What PLD resources are available to buy under a School Licence?
- Who should purchase the School Licence?
- How do I purchase a School Licence?
- How do I add a teacher to a School Licence?
- How do I remove a teacher from a School Licence?
- I don’t know whether to buy a School Licence or an EBook.
- Can I share my School Licence with teachers from other schools?
- Can I store a school licened resource on my school’s server?
- Can I print out copies of the digital versions?
Books: PLD’s books may be used by the authorised purchaser within their classroom, however there are restrictions regarding modifying, copying or sharing. Full details can be found here.
eBooks: eBooks will be stamped with the name and email address of the purchaser and may only be used by the authorised purchaser (an individual user) within their classroom. eBooks may NOT be shared with other users or stored on a shared drive/portal/server/LMS. Learn more here.
School Licences: A School Licence allows access to a resource to be shared with an unlimited number of employees who are employed by the ‘Authorised purchaser’. These resources can be accessed by multiple users simultaneously and can be printed (subject to restrictions) or displayed by employees of the ‘Authorised purchaser’ within their classroom. Learn more here.
Downloadable resources & screening tools: These resources can be viewed, downloaded, printed and shared providing the resources are not modified in any way. Learn more here.
Breaches of Australian Copyright Law are taken seriously and may result in legal action being taken. Full copyright information can be found. Learn more here.
ISBN :
9 781925 769586
ISBN :
9 781925 769586
-
Foundation Pre-Literacy Screen
-
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
-
The Pathway of Pre-Literacy into Early Literacy
People who viewed this also viewed...
-
Learning to Blend Onset and Rime
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 Three Phonemes 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 Onset and Rime Learning to Segment CVC Words This product is mentioned in the Early Years Teaching Sequence Manual on page 8 and the Foundation Teaching Sequence Manual on page 7.
From $60.00$60.00 incl. GST -
Learning to Segment CVC Words
A phonemic awareness segmentation program, designed to prepare children for spelling.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 Three Phonemes 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 Onset and Rime Learning to Segment CVC Words This product is mentioned in the Early Years Teaching Sequence Manual on page 8 and the Foundation Teaching Sequence Manual on page 7.
From $60.00$60.00 incl. GST -
Sale!
Pre-literacy Flip Book Bundle
-
Sale!
Essential Foundation Literacy Starter Pack
