CCspell
Teach a Child to Spell in 3 Steps

Teach a Child to Spell in 3 Steps

$82.50 (inc. $7.50 GST)
Code: CCspell
Year Level: Year 1 & 2
Book
Book
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.

CCspell
Teach a Child to Spell in 3 Steps

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Teach a Child to Spell in 3 steps - Individual Licence

$41.25 / year (inc. $3.75 GST)
Code: CCspellil (Individual Licence)
Year Level: Year 1 & 2
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Book
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This is a PLD Individual Licence resource. By purchasing this licence, this program will be accessible as a digital flipbook that will be stored in your secure account on the PLD website and may only be accessed by an individual user, being the Purchaser. The program will be accessible as a digital flipbook that can be accessed by the purchaser on any device for as long as the licence is active. An Individual Licence is valid for 12 months from the date of purchase. Sharing of an Individual Licence or account credentials for the purpose of sharing an Individual Licence is a breach of Australian Copyright Law and PLD Terms of Use. For more information, visit our Individual Licence FAQ.

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.

CCspell
Teach a Child to Spell in 3 Steps

Preview Book

Teach a Child to Spell in 3 steps - School Licence

From $65.00$65.00 incl. GST / year (inc. $5.91 GST)
Code: CCspellvs (School Licence)
Year Level: Year 1 & 2
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Book

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(50-149 students)

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(150-349 students)

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This is a PLD Whole School Licence resource. By purchasing this licence, this program will be accessible as a digital flipbook that will be stored in your secure account on the PLD website. The program will be accessible as a digital flipbook that teachers can access on any device for as long as the licence is active. A School Licence is valid for 12 months from the date of purchase and can be shared with all staff employed at the school. We highly recommend that either the Principal, Deputy Principal or a member of the admin team purchase the School Licence in order to manage the account and its users. For more information, visit our Whole School Licence FAQ.

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.

Books: PLD’s books may be used by the authorised purchaser within their classroom, however there are restrictions regarding modifying, copying or sharing. Full details can be found here.

School Licences: A School Licence allows access to a resource to be shared with an unlimited number of employees who are employed by the ‘Authorised purchaser’. These resources can be accessed by multiple users simultaneously and can be printed (subject to restrictions) or displayed by employees of the ‘Authorised purchaser’ within their classroom. Learn more here.

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ISBN : 9 781925 769470
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  • PLD's Whole School Literacy Plan
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