A phonemic awareness program for 4 to 5 year olds targeting CVC segmenting.
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 Spelling for 4 and 5 year olds, segmentation is targeted as segmentation represents an immediate precursor to CVC spelling ability. This resource contains coloured card sets recommended for explicit 5 minute instruction sessions and provide clear guidelines on how to effectively teach segmentation. 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 Spelling
The phonemic awareness pre-requisite skill involved in spelling simple regular CVC
[consonant-vowel-consonant] words such as ‘tap’, ‘sun’ and ‘log’ is the skill of phonemic segmentation.
E.g. “What sounds can you ‘hear’ (i.e. identify) in the word ‘peg’?” Answer: “p”… “e”… “g”.
The simple but powerful learning activities in this book provide multiple opportunities for students to rehearse the core pre-requisite skill of blending. Aim for little but often (i.e. 3 – 5 minute activities several times a week) until the target skill has been established. Once established in addition to the alphabet sounds simple early reading tasks may be introduced.
- 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 page 10.
Generous discounts apply for bulk orders
- 5 to 9 copies – 15% discount applies
- 10+ copies – 20% discount applies
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
Language Literacy Link
A information sheet explaining the importance of targeting BOTH language based literacy (or oral language skills) and print based literacy skills (i.e. alphabetic, phonic, spelling and decoding ability) for the development of interpretative reading and writing skills.
Too often parents and educators associate early literacy success with alphabetic and sight word knowledge. A little later on in a child’s development literacy is
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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