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Teach a child to SPELL in 3 simple steps (eBook)

Code: Ccspellold
Year Level: Foundation, Year 1 & 2
$65.00 (inc. $5.91 GST)

A program for 4 to 6 year olds that outlines 3 simple steps to initiate early spelling skills.

This is a PDF version of Teach a child to SPELL in 3 simple steps. If you require the print version, click here.

Children require alphabetic knowledge in order to embark on the process of learning to read and spell. However, rather than letter naming ability, alphabet sound knowledge is the more important skill. Designed by a Speech Pathologist for use in schools and the home, Teach a child to Read in 3 simple steps for 4 to 6 year olds outlines the steps to initiate early reading skills. Using five minute daily sessions, these simple card based activities produce readers.

Step 1: Alphabet Sounds

Step 2: Blending Sounds

Step 3: Combine Step 1 & 2

This program aims to establish a strong alphabet sound ability. Children kinaesthetically feel what their mouth is doing when they produce the letter sounds. Children see what their mouths look like when they produce the sound. Children also visually connect a picture/word with the letter sound (e.g. m – ‘mix’, t – ‘teeth’ and s – ‘snake’). Children move and rehearse a basic action associated with each target picture (which also engages a kinaesthetic dimension.)

  • Instruction card and game board
  • 26 x alphabet multi-sensory cards
  • 26 x mini alphabet practice cards

This publication is mentioned within the ‘Whole School Literacy Strategy‘ on page 19.

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  • Teach a child to SPELL in 3 simple steps (eBook)
    Foundation Pre-Literacy Screen

    Revised for 2020.

    The Foundation Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development.

  • Teach a child to SPELL in 3 simple steps (eBook)
    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

  • Teach a child to SPELL in 3 simple steps (eBook)
    Recommended picture books to read to 6, 7 & 8 year olds

    A recommended reading book list that promotes the development of oral language skills in children aged 6-8 years old.

    The books in this guide outline quality age-appropriate recommendations only and do not align with specific PLD programs. The lists have been created by speech

  • Teach a child to SPELL in 3 simple steps (eBook)
    PLD’s Alignment to the Australian National Curriculum

    How does PLD align to the Australian National Curriculum?

    In the attached download we have outlined where PLD applies to each year level, the content code and descriptor and the related PLD programs.  

  • PLD’s Alignment with the Early Years Learning Framework
    PLD’s Alignment with the Early Years Learning Framework
ISBN : 9781921560897

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  • Teach a Child to Spell in 3 Steps
    Teach a child to SPELL in 3 simple steps (eBook)

    Targeting alphabet sounds, phonemic segmentation and CVC spelling

    Single word spelling involves three primary base skills: Visual Skills: The recognition of the alphabet symbol and the conversion of this symbol into a sound (ie: Not letter name). Auditory Skills: The phonemic awareness skill of blending three sounds (or phonemes) together to form a word. Fine Motor Skills: The formation or handwriting of the symbols. The following example illustrates the establishment of early spelling ability. To spell the word ‘sun’ a student must: Apply phonemic awareness skills and identify the initial sound ‘s’, retrieve the symbol ‘s’ from the visual memory and then form or write the letter ‘s’. The student must again apply phonemic awareness skills and identify the medial sound ‘u’, retrieve the ‘u’ from the visual memory and then write the letter ‘u’. The final step requires the phonemic awareness skill of identifying the final ‘n’ sound then retrieving from the visual memory the ‘n’ symbol and finally write the ‘n’. Once this spelling process has been rehearsed the students can typically spell the word automatically and often through the application of letter names ‘s-u-n’. Students will typically read better than they will spell. This is because the recognition of the words (i.e. reading) is typically much easier than the reproduction of the letter sound correspondences to formulate the words. It is common for students to require repeated targeted spelling practice, in order to master skills. The other programs within the range include: Teach a Child to Spell in 3 Steps Teach a Child to Read in 3 Steps This publication is mentioned within the Year 1 & 2 Teaching Sequence Manual on page 19.

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