Every Student

LS&W2 - Phonemic Awareness - Concrete Symbolic

Teaching Strategies

Guided practice »
Modelling »
Independent practice »


Teaching Opportunities

Literacy sessions
Toy play
Technology sessions
Leisure time


Teaching Resources

Letter blocks
Interactive apps, software and websites
Letter cards
Listening post
Alphabet toys
Alphabet songs and rhymes
Interactive touch screen devices


Levels Of Support

Full Physical Assistance (FP) »
Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »


Programming Proforma

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Assessment Strategies



Assessment Record

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Syllabus Outcomes and Content
Syllabus Outcomes

Early Stage 1 Outcomes (2012)

ENe-2A A student composes simple texts to convey an idea or message

ENe-4A A student demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies

Life Skills 7-10 Outcomes (2012)

ENLS-6A A student reads and responds to a range of written texts in familiar contexts


HSC Life Skills 11-12 Outcomes (2007)


Syllabus Content

Early Stage 1 (ENe) Content 


-join in rhymes and chants 4A 

-understand that spoken words are made up of sounds 4A

-recognise rhymes, syllables and sounds (phonemes) in spoken words 4A

-consistently identify words that start with the same initial sound 4A

-segment words into onset and rime 4A

-identify the beginning and end sounds of words 4A

-orally blend two or three sounds to make a word 4A

-segment simple spoken words into separate sounds 4A

-identify the new word when asked to delete or add a phoneme (sound) to an existing spoken word 4A

-identify most of the sounds and name all letters in a given word 4A

-use knowledge of letters and sounds to decode words, including those in initial, final and medial positions 4A



Life Skills (ENLS) Content 




HSC Life Skills (LS) Content 




English Learning Continuum Content

Participates in letter sound activities Interacts with letter sounds  


Participates in letter sound activities

Sing or play alphabet songs using Keyword Sign and/or gestures where appropriate. Assist students to participate with actions such as clapping hands and/or making vocalisations.

Provide opportunities for students to listen to a variety of sounds and help them identify each sound by naming, selecting or matching them to the correct PCS. Praise the student for listening and responding to the sounds.


Assist students to participate in teacher created or commercially available sound BINGO games and encourage them to respond to the sounds.


Play games using the sounds from the BINGO game. For example, have the students identify the sounds using a matching PCS or verbal language.


Provide students with opportunities to listen to letter sound songs using personal listening devices such as listening posts, discmans or MP3 players. Whilst listening to the letter sound songs, students interact with concrete representations of letters.


Interacts with letter sounds

Provide students with opportunities to interact with a variety of alphabet toys that voice letter sounds as buttons are pressed. Many of these toys also say words that begin with the letter sound the student haspushed. This introduces the concept of initial sounds in familiar words. Literacy groups or leisure time can be used for students to interact with these sorts of letter sound toys. It is important to ensure these toys are age appropriate i.e. high school students should not be using alphabet toys designed for toddlers.


Interactive touch screen devices, online games and apps provide students with opportunities to interact with letter sounds. There are a wide variety of these games and apps, many of which are age appropriate for high school students. Examples include: Kids ABC Phonics and ABC Crumble (suitable for high school).






Key Assessment Points


  • The level of prompting required for the student to complete a task should always be recorded.
  • Observation could occur throughout the school day in a variety of activities or during a structured assessment task. This could be captured on video or in photos.
  • Some apps, online games and software allow progress reports to be developed and printed for analysis. It is important to monitor and supervise student use if reports are to be used as tools for assessment.



Suggested Apps


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