Every Student

LS&W2 - Phonics - Concrete Symbolic

Teaching Strategies

Modelling »
Prompting »


Teaching Opportunities

Morning circle
Literacy sessions
Technology sessions
Leisure time
Work tasks
Art activities


Teaching Resources

Ants in the Apple cards
Interactive apps, software and websites
Personalised name puzzles
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 


-know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words 2A

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

-use phonological strategies when reading, including letter–sound relationships 4A

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

-manipulate letters to assist reading, eg delete an onset to make a new word, delete a rime to say an onset 4A

Life Skills (ENLS) Content 


-use phonological knowledge to read texts 6A


HSC Life Skills (LS) Content 



English Learning Continuum Content

Responds to letter sounds & names Matches letters in own name 1:1  


Responds to letter sounds & names

Provide students with the opportunity to respond to letter sounds and names through alphabet apps and websites. The sounds, pictures and animations provided for each letter/sound should be highly motivating for students to elicit a response of some kind. Model the letter name and its sound. Watch for any response from the student. This could include looking, changing body position or making a vocalisation. Praise all student responses.


Sing alphabet songs and watch/sing along to animated alphabet songs during lessons such as morning circle. Many variations can be found on YouTube. There are also short video segments available about specific letter names and sounds. View the video prior to showing it to students.

Examples of alphabet websites include:


Commercially available programs such as Ants in the Apple and Jolly Phonics encourage students to respond to letter sounds and names. Place a representation of a letter in front of a student and sing the relevant song/verse from the program you are using. Look for any response from the student such as looking, changing body position or making a vocalisation. Reinforce the response by repeating the verse and accentuating the specific letter/sound.

Matches letters in own name 1:1

Provide students with as many varied opportunities to match the letters from their own name 1:1 on a daily basis. Provide the least amount of support required for students to complete the task and fade this level of support until the student is able to independently match the letters of their own name 1:1. It is important that the letters are always matched sequentially to reinforce left to right directionality and model the correct spelling of a student’s name. Say the name of each letter as it is matched and encourage the student to do the same. Some resources to support this activity include: magnetic letters, Duplo letters/boards and personalised insert name puzzles that are commercially available from sites such as tinyme. This photo is reproduced with permission from tinyme.


Use the least amount of support required to assist a student to match the letters of their name. Place laminated Velcro letter cards on a baseboard with their name printed in the same font and size as on the letter cards. The difficulty of this activity can be varied as
needed. Initially the student can be presented with only the letter they need to match in a sequential order.  As the student becomes more confident present them with all of the letters in random order. The student then needs to select the next letter in the sequence before matching it to the baseboard. 

Visit our LS&W2 Pinterest board for more ideas and links.



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 and recorded in skill checklists/rubrics for analysis.
  • Consultation with outside agencies and therapists such as speech therapists may be able to provide additional assessment information.
  • Work samples could be collected to analyse, for example cut/paste letter match to sample task.


Suggested Apps


Starfall ABCs
Alphabet Song