Private: CCspell
Teach a Child to Spell in 3 Steps

Preview Book

Teach a Child to Spell in 3 Steps

Code: CCspell
Year Level: Year 1 & 2
$82.50 (inc. $7.50 GST)
Targeting alphabet sounds, phonemic segmentation and CVC spelling

Single word spelling involves three primary base skills:

  1. Visual Skills: The recognition of the alphabet symbol and the conversion of this symbol into a sound (ie: Not letter name).
  2. Auditory Skills: The phonemic awareness skill of blending three sounds (or phonemes) together to form a word.
  3. 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:

  1. 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’.
  2. 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’.
  3. 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:

This publication is mentioned within the Year 1 & 2 Teaching Sequence Manual on page 19.

Private: CCspell
Teach a Child to Spell in 3 Steps

Preview Book

Teach a Child to Spell in 3 Steps - eBook

Code: CCspelle
Year Level: Year 1 & 2
$65.00 (inc. $5.91 GST)
Targeting alphabet sounds, phonemic segmentation and CVC spelling

Single word spelling involves three primary base skills:

  1. Visual Skills: The recognition of the alphabet symbol and the conversion of this symbol into a sound (ie: Not letter name).
  2. Auditory Skills: The phonemic awareness skill of blending three sounds (or phonemes) together to form a word.
  3. 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:

  1. 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’.
  2. 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’.
  3. 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:

This publication is mentioned within the Year 1 & 2 Teaching Sequence Manual on page 19.

Private: CCspell
Teach a Child to Spell in 3 Steps

Preview Book

Teach a Child to Spell in 3 Steps – School License

This product is currently not available as a School License.


A School Licence is a multi-user subscription to a PLD resource, such as a book or program, in a digital and printable format that is available on all devices.

A School Licence is valid for 12 months from the date of purchase and can be used by an unlimited number of teachers within a school.

To read more about school licencing and to view the full range of licensed publications select PLD School Licences


Below you will find a range of FAQ'S related to school licences:

  • Teach a Child to Spell in 3 Steps
    Year 1 & 2 Assessment Schedule

    The following Year 1 & 2 full year assessment schedule and scope and sequence have been extracted from the Year 1 & 2 Screening &

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  • Teach a Child to Spell in 3 Steps
    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

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  • Teach a Child to Spell in 3 Steps
    Speech and Language Development Milestones – 5 years old
    This milestone poster/sheet details the speech and language developmental milestones for 5 year olds.

    Designed by speech and language pathologists, the speech and language milestone sheets provide a list of typical milestones that should be attained by specific ages.

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  • Teach a Child to Spell in 3 Steps
    Ages and Stages of Literacy Development – Ages 3 – 12
    A fact sheet which identifies age related milestones for literacy development in children from 3 years of age. Included are decoding and spelling skill checklists for Stage 1 (or Year 1) through to Stage 5 (or Year 5).

    Many parents wonder if their child’s reading skills are developing at the normal rate. While there are individual differences, there is a general progression of

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  • Teach a Child to Spell in 3 Steps
    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.  

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  • PLD’s Alignment with the Early Years Learning Framework
    PLD’s Alignment with the Early Years Learning Framework

Books: PLD’s books may only be used by the Authorised Purchaser, and the Authorised Purchaser’s students, and only in conjunction with classes taken by the Authorised Purchaser. PLD’s books may be photocopied up to 10% per year for use only by the Authorised Purchaser. The Authorised Purchaser is defined as the original purchaser of the PLD materials.

eBooks: PLD’s eBooks may only be used by the Authorised Purchaser, and the Authorised Purchaser’s students, and only in conjunction with classes taken by the Authorised Purchaser. The Authorised Purchaser is defined as the original purchaser of the PLD eBook. Under the ‘Statutory Educational License’ the authorised purchaser can:

  • View the eBook as a whole or in part
  • Copy the eBook to their personal drive or locally on their device
  • Display the eBook on your Interactive Whiteboard, projector or smart TV, for the purpose of teaching the students in their own classroom
  • Photocopy or print up to 10% of the eBook per year, for use with the students in their classroom(s).

For copyright purposes, every page of the PLD eBooks will be stamped with the name & email address provided by the purchaser at the time of order. PLD ebooks belong solely to the purchaser and may not be shared with colleagues, parents or anyone else. PLD eBooks must not be uploaded to school servers, intranets or online platforms. Schools wishing to license PLD eBooks can contact us HERE.

School Licences: A School Licence is a multi-user subscription to a PLD resource, such as a book or program, in a digital and printable format that is accessible via the ‘My Subscription’ section of the PLD website. A School Licence is valid for 12 months from the date of purchase and can be used by an unlimited number of teachers within a school. When bought under a School Licence:

  • Resources are accessible in digital, flipbook format, which teachers can access from anywhere, at any time, on any device via the PLD website.
  • The resources can be used by any amount of teachers in that school.
  • Multiple teachers can access the resources simultaneously.
  • The resource is available to print, subject to the standard 10% per year limitation as per Australian Copyright law.
  • Updated versions of resources will be automatically accessible to users with a current licence for free, ensuring all users have access to the latest versions of resources.
  • Resources are stored centrally and accessed via a secure login account on the PLD website. Thus, all currently subscription resources are accessible in the one convenient place, making resources extremely easy to find. Moreso, the school license offering eradicates the frustration of lost or misplaced resources and programs which happens often with hardback books.

Additional information can be accessed via the following links:

Books: https://support.pld-literacy.org/en-au/article/plds-printed-electronic-materials-how-can-they-be-used-can-i-share-them-with-a-friendcolleague-9lk4y/
eBooks: https://support.pld-literacy.org/en-au/article/the-pld-ebooks-how-can-they-be-used-what-is-the-copyright-policy-ptfya8/
PLD’s Copyright Policy: https://support.pld-literacy.org/en-au/article/copyright-and-terms-of-use-of-pld-literacy-15tkcer/

ISBN : 9 781925 769470
ISBN : 9 781925 769470

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    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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