Every Student

LS&W2 - Phonemic Awareness - Intentional

Teaching Strategies

Attribute meaning »
Sensory stimulation »
Modelling »
Incidental teaching »
Strategic pausing »

 

Teaching Opportunities

Morning circle
Literacy sessions
Music sessions
Toy play
Technology sessions
Leisure time
Outdoor play

 

Teaching Resources

Interactive apps, software and websites
Musical instruments
Activation toys
Auditory toys
Interactive books
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

Observation»

 

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)

N/A

Syllabus Content

Early Stage 1 (ENe) Content 

 Students:

-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 

Students:

N/A

 

HSC Life Skills (LS) Content 

Students:

N/A

 

English Learning Continuum Content

Listens to sounds
 

   

Listens to sounds

Provide students with opportunities to listen to a variety of songs, rhymes, everyday sounds. These sounds could be made using objects in the classroom or from commercially available sound effect programs e.g. ‘Look, Listen, Hear’.

 

Encourage students to listen to and interact with a variety of apps that make sounds, songs or rhymes. Examples include: Random, Babytouch, Interactive Baby Sound, Sound Touch Lite, Fireworks, Talking Ginger or Furry Friends.

 

Make musical instruments out of everyday items and encourage students to use them to make sounds.

 

Provide opportunities for students to use musical instruments and toys such as giggle balls, maracas, tambourines, rattles, rain sticks, horns, drums or bells.

 

 

Listen to interactive books with sound effects on touch screen devices.

 

Encourage students to listen to sounds from their environment e.g. wind, thunder, rain, cars, animals.

 

Assist students to interact with toys that require activation to hear a sound such as a Jack-in-the-Box.

 

 

 

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. 

 

 

Suggested Apps

 

Fireworks 123
Random Touch
Talking Ginger
Furry Friend
ABC Alphabet Song
Interactive Baby Sound
Sound Touch