A phonemic awareness program for 4 and 5 year olds targeting CVC blending.
One of the most significant pre-requisites for reading, spelling and writing is phonemic awareness. Phonemic awareness is strongly associated with early literacy achievement. In Preparing for reading for 4 and 5 year olds, blending is targeted as blending represents an immediate precursor to decoding ability. This resource contains coloured card sets recommended for explicit 5 minute instruction sessions and provide clear guidelines on how to effectively teach blending. These instructions can form the basis of assistant and parent education.
The PLD developmental 5 step phonological awareness process has been designed by Speech Pathologists for use in schools. When used in conjunction with PLD’s pre-literacy screening, this program forms a significant component in a school’s preventative early intervention strategy.
Phonemic Awareness Readiness for Reading
The phonemic awareness pre-requisite skill involved in 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”.
- Instruction manual (24 pages)
- 5 different blending activities with instructions
- 125+ colour cards, 3 x game boards
This publication is mentioned within the ‘Whole School Literacy Strategy’ booklet on pages 6 and 10.
Generous discounts apply for bulk orders
- 5 to 9 copies – 15% discount applies
- 10+ copies – 20% discount applies
Early Reading Profile – Foundation Year
The ‘Early Reading Profile’ presents an evidence based alternative to whole language type reading assessments.
It is a quick single word reading assessment. It presents words that gradually increase in length and phonic complexity. The progression reflects PLD’s structured synthetic
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 three consecutive strong years of learning in the junior primary to set them up for entry into the ‘content’ curriculum phase of their schooling. This download provides a series of […]
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
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 literacy skills. The two primary areas that will facilitate a smooth transition into early reading and spelling are: Phonemic awareness (and specifically blending for early reading and segmentation for early […]
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
PLD’s 2020 Whole School Literacy Plan
The document outlines how to implement PLD’s literacy, motor and oral language resources during the Early Years, Foundation Year, 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
National Curriculum Statement Click to reveal
Sound and letter knowledge - Phonemic awareness (sounds of language) - Recognise rhymes, syllables and sounds (phonemes) in spoken words
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