Phonic Desk Strips – Stage 2

Code: DSS2
Year Level: Year 1 & 2
$24.20 (inc. $2.20 GST)

In stock

Early phonics and sight word support for writing.

The desk strips are attractive resources for use in the school or home to assist children during early spelling and writing efforts providing:

  • Stage 2 phonic concepts: e.g. sh, ch, th, oo, ck, ing, wh, all, qu, ar, oy, oi, ee, ea, e-e and many more …
  • The strip illustrates correct sitting posture and a correct pencil grip reminder
  • Pictures to support alphabet sound recall
Includes:
  • Desk Strips (Pack of 30 strips)
  • Phonic Desk Strips - Stage 2
    Phases of Writing Development

    A milestone and information sheet which identifies the four phases of writing development. It includes age related examples.

    Just as children make many “mistakes” or approximations as they learn to talk, the development of writing skills is also a process. At each phase

  • Phonic Desk Strips - Stage 2
    Getting Ready for Writing (Pre-writing patterns) Factsheet

    A downloadable factsheet which identifies the six basic (Pre-writing) patterns that form the basis of all alphabet letters.

    Throughout the early years, children are encouraged to participate in a range of fine motor activities that develop: their manipulative skills a dominant hand the

  • Phonic Desk Strips - Stage 2
    The Development of Appropriate Pencil Grip and Drawing Skills – Ages 1 – 6

    These milestone and information sheets identify the age-related milestones for hand function, pencil grip (grasp) and drawing skills in children aged 1 to 6 years. They present images of good and NOT good pencil grip and also outline hints for making a good pencil grip easier.

    When children first begin to draw using crayons, pencils or brushes they use a dagger grasp. In a natural developmental sequence, they will hold the

ISBN : 9781921560576

National Curriculum Statement

Expressing and developing ideas - Spelling - Understand how to use diagraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words.

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    Phonic Desk Strips - Stage 2

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    What happens when the correct spelling of test words does not transfer to writing? Students often write words correctly in spelling tests but struggle when applying their new knowledge to written work? As a general rule, students require many opportunities to rehearse their skills in contexts of increasing complexity. Phonic Dictation – Stage 2 focuses on a variety of spelling and phonics concepts. As students complete the dictation tasks, they are faced with the challenge of applying their recently acquired spelling concepts to the rewriting of passages. The presentation of regular phonic dictation sessions enables students to rehearse transferring spelling concepts to their writing. Dictation tasks require minimal preparation but produce significant gains in all areas of literacy. When presented on a regular basis, dictation tasks hold the potential to produce a significant increase in a range of areas. Dictation improves the following skills in students: listening auditory memory handwriting language spelling Most importantly, dictation assists in the translation of spelling list words to students’ self-generated writing. The short presentation formats outline dictation only, the extended formats provide reading, editing and writing tasks. Phonic Dictation – Stage 2 focuses on: Phonic concepts – sh/ch/th/oo/ee/ck/ar/or/ay/ai/er/ing/all. Consonant clusters and double consonants. Long vowels – a-e/e-e/i-e/o-e/u-e. Phonic concepts – oa/ow(as oa)/ ir(as er)/ur(as er)/er/aw(as or)/or/ ea(as ee)/ee/ou/ow(as ou)/ etc. The other programs within the range include: Phonic Dictation – Stage 1 Phonic Dictation – Stage 3 Phonic Dictation – Stage 4 Phonic Dictation – Stage 5 Phonic Dictation – Stage 6 This publication is mentioned within the ‘Whole School Literacy Strategy’ booklet on page 18.

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    Representing the phonic and sound structure of words for students aged 5-7 years.

    Decoding and spelling is dependent upon phonics and ‘sounding out’ (or phonological awareness) processes. The colour coding process adopted in the charts highlights the focus phonic patterns along with the sound structure contained within the words. Phonic Charts – Stage 1 contains 18 cards that are recommended for 5-7-year-olds focusing on the following sounds: sh, ch, th, oo (short), oo (long), ee, ck, ing, ay, ar, or, er, ai, oi, oy, all, wh, qu Features: The charts can be utilised for the purpose of display or as flash cards. Extend phonic knowledge, whilst highlighting the sound structure and the vocabulary nature of the words. Writing is supported when students have access to environmental print, which consolidates concepts covered. Each set of charts is based directly upon the PLD’s Phonic & sight word sequence This publication is mentioned within the ‘Whole School Literacy Strategy‘ booklet on pages 11. Other phonic posters, available in print or as eBooks, in this series: Alphabet Sound Charts – Foundation Font Phonic Charts – Stage 2 Phonic Charts – Stage 3 Phonic Charts – Stage 4  

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    A resource designed for students aged 7-8 years of age or at a stage 2 level, representing the phonic and sound structure of words.

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    Children require knowledge of the alphabet in order to learn to read, spell and write. Alphabet sound knowledge is the key to early literacy learning, rather than letter naming. For example: In order to read the word ‘dog’ a child must recognise each letter symbol and convert each symbol into the correct sound ‘d’, ‘oh’, ‘g’ and then the child must blend the sounds together (phonemic blending ability). In order to spell the basic word ‘cup’ a child must first ‘sound-out’ (or phonemically segment) ‘c’, ‘u’, ‘p’ and then the child must recall and apply in the correct order the alphabet symbols. As these examples illustrate, alphabetic letter naming does not help a child to blend nor segment the sounds in words. It is their knowledge of the alphabet sounds which allows them to read and spell the words. For this reason, Alphabet sound charts contain bright and attractive charts that represent the alphabet sounds and the mouth position that produces the sound for early literacy learners. Within this resource, designed by Speech Pathologists for teachers and parents, a multi-sensory approach to teaching the alphabetic letter sounds has been adopted: Children see what mouth looks like when producing the alphabet sound (via the visual representation of the mouth on each chart). Children kinaesthetically feel what their mouth is doing when they produce the alphabet sounds. Children also visually connect a core picture/word with the alphabet sound (e.g. ‘mix’, ‘tiger’ and ‘snake’). From an auditory (and phonemic awareness) perspective children identify the initial sound in simple target words (e.g. tiger starts with a ‘t’). The recommended order of presentation Group 1: s, p, n, i, a, t (cards with a yellow border) Group 2: m, r, h, e, d, c (cards with a blue border) Group 3: f, l, g, o, u b (cards with a green border) Group 4: w, j, v, k, z, y, q, x (cards with a red border) Includes: 26 x A4 colour cards General information card This publication is mentioned within the ‘Whole School Literacy Strategy‘ booklet on page 11. Other phonic posters, available in print or as eBooks, in this series: Phonic Charts – Stage 1 Phonic Charts – Stage 2 Phonic Charts – Stage 3 Phonic Charts – Stage 4