Beginning sound awareness: a phonemic awareness program
This is a PDF version of Preparing for the alphabet. If you require the print version, click here.
Preparing for the alphabet is designed for students aged 4 to 5 and sets about the basics required for pre-literacy. The explicit 5-minute sessions contain an outline of instructions and guidelines on how to effectively teach initial sound awareness. These instructions can form the basis of assistant and parent education. When Preparing for the alphabet is used in conjunction with PLD’s Pre-Literacy Screening this forms a significant component in a school’s early intervention strategy.
Children require the phonemic awareness skill of initial sound awareness in order to fully understand the alphabetic system. Why? When children are conscious of single sounds (i.e. they can ‘hear’ and ‘say’ the beginning sounds in words) only then does the alphabetic system make sense; as the alphabetic symbols represent sounds (or phonemes) in words. For example; When a child can identify that ‘sun’ starts with a
‘sssss’ and ‘tap’ starts with a ‘t’ it is then an ideal time to introduce the alphabetic symbols that correspond with the sounds that the child is aware of. Too often the alphabet is introduced without any explicit attention to initial sound awareness.
This must-have resource includes:
- Instructions that provide clear guidelines on how to effectively teach initial sound awareness
- Screening tool to determine readiness for an alphabet program
- 27 x mouth cards for continuant sounds with 120 x small activity picture cards
- 16 x mouth cards for stop sounds with 72 small activity picture cards
This publication is mentioned within the ‘Whole School Literacy Strategy‘ booklet on page 6.
Difficulty Acquiring the Alphabet Sounds – Screen
In-depth Screens (when students are slow to progress or are experiencing difficulties) with acquiring their alphabet sounds.
This screen has been designed to identify why students are not progressing or why they are experiencing difficulties acquiring skills. The screens highlight what additional
Early Years Pre-Literacy Screening
The tracking of student skill development is central to the PLD process.
The Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development. The
Foundation – Early Reading Profile
Tracking the emergence of early decoding and word reading.
The Early Reading Profile – Foundation Year is designed to track the emergence of decoding and word reading. The screen can be used to track
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
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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