RR1d – two player

Two Player Reading 1d – ar, or, ai, ay, oi words

Year Level: Year 1 & 2, Foundation

This final app (from a set of four) has been designed for students learning to read words containing the phonic concepts: ar, or, ai, ay and oi. It is an excellent supplement to early reading books, flash cards and reading games.

The App is most suitable for the following age groups:

  • Year 1 students as they embark on the journey of learning to read along with their peers.
  • Older students who are still acquiring the ability to read words which contain the early phonic concepts ar, or, ai, ay and oi.

This two player game is designed to provide early readers with multiple opportunities:

  • To rehearse their decoding and single word reading skills.
  • To extend their decoding and reading skills by introducing early phonics concepts (ar, or, ai, ay, oi) in a gradual manner.

Particular consideration has been given to:

  • Alphabet and phonic sounds rather than letter naming.
  • Phonemic Awareness
  • An ordered sequence of reading concepts

 

PARTICULAR CONSIDERATION HAS BEEN GIVEN TO THE FOLLOWING AREAS

1. Alphabet and phonic sounds rather than letter naming.

Children require alphabet and phonic knowledge in order to read and spell. However, rather than letter naming ability, alphabet sound and phonic sound knowledge is the more important skill.

In order to decode a word such as ‘frog’, a student must be able to recognise each of the four alphabet symbols and then verbalise the associated alphabet sounds: “f-r-o-g”.

No alphabet letter naming came into the process. For this reason these games only provide alphabet and phonic sound support.

2. Phonemic Awareness

Phonemic awareness refers to an individual’s ability

to focus on the phonemic or sound structure of words. Phonemic awareness is particularly important as it

has been shown by researchers to be an important prerequisite skill for reading and spelling.

When decoding (or reading a word) a child must blend sounds together. Using the example of the word ‘wink’, a student must be able to recognise and then verbalise each of the four alphabet sounds. The final stage involves blending or combining the sounds together.

3. An ordered sequence of reading concepts.

App 1c: Four sound words that contain double constants:

CCVC words – E.g. Frog, stop, club. CVCC words – E.g. Went, held, jump.

 

Other apps within the range include:

[Two Player]

[Single Player]

[Single Player Stage 1 Spelling Apps]

[App Bundles]

  • Scheduling Early Literacy Apps

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    PLD Reading & Spelling Apps PLDโ€™s Apps have a strong emphasis on alphabet and phonic sounds and phonemic awareness. (i.e. synthetic phonics) and develop reading

  • 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

  • Year 1 & 2 Early Reading Screen

    The Early Reading Screen presents an evidence-based alternative to whole-language reading assessments

    The Year 1 & 2 Early Reading Screen is a quick single-word reading assessment. It presents words that gradually increase in length and phonic complexity.

  • Early Reading Screen – Foundation

    Tracking the emergence of early decoding and word reading.

    The Early Reading Screen – Foundation is designed to track the emergence of decoding and word reading. The screen can be used to track skill

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