L2S
Learning to Segment CVC Words

Learning to Segment CVC Words

Learning to Segment CVC Words

$75.00 (inc. $6.82 GST)
Code: L2S
Year Level: Foundation
Phonemic Awareness Segmentation Program: Preparing Children for Spelling

Learning to Segment CVC Words is a phonemic awareness program designed to prepare children for spelling.

Segmentation is the ability to break words into individual sounds. For example, peg = p/e/g. It is a critical pre-requisite for spelling simple, regular CVC words such as; tap, sun and log .

This program provides engaging, structured activities to develop segmentation skills through short, explicit sessions. It supports early literacy success and can be used as part of a preventative or intervention strategy, when combined with PLD's screening tools.

Program Includes:

  • A5 Flip Book: Spiral-bound, full colour and no preparation required.
  • Over 40 Picture Cards: Develop segmentation skills through engaging visuals.
  • Scripted Instructions: Clear, ready-to-use guidance for teaching segmenting.
  • Progress Check: Assess readiness for spelling and track skill development.
  • Implementation: Use for 2-3 minutes, several times daily.

Other Programs within the Range:

Links to the Teaching Sequence Manuals:

L2S
Learning to Segment CVC Words

Learning to Segment CVC Words
Preview Book

Learning to Segment CVC Words – School Licence

This product is currently not available as a School Licence.


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ISBN : 9 781925 057638
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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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