experience and learn the sounds in an order that demonstrates most easily how the sounds are produced and how the corresponding letters are written
learn the sounds and letter names in a fun and easy manner by associating the sound with something that makes that noise, eg [p] for popping popcorn!!
revise the sounds in groups according to letter shape, eg m p b all start with the lips together in a straight line. So we draw the straight line first (See example on the blackboard on the right )
develop great confidence with the short vowels and the consonant digraphs through the constant revision and use of these sounds once they have been introduced.
Sound Awareness
There is a heavy emphasis on developing adequate phonemic awareness and sound processing skills. The children have the opportunity to
identify a sound in a sequence of sound
identify a sound in a word
identify position of a sound in a word
encode and decode sounds in words
omit a sound to form a new word
omit and replace a sound to form a new word.
Writing
The children have the opportunity to
develop the movements needed for correct formation of the letters
practice and use the correct formation of the letters
learn a jingle to aid the correct letter formation
learn tricks to remember shapes of letters (such as ... straight lips for straight lines) .
Talking and Listening
The children have the opportunity to
learn what it feels like to produce the sounds as they learn them
exercise the muscles to attain clearer speech production
enjoy nursery rhymes and other rhymes using alliteration involving the sound/s for the week.
Listening Skills
The children have the opportunity to
participate in many and varied listening skills every week, involving language (grammar, sentence structure and descriptive skills) as well as sound identification, rhyming and sound processing abilities.
Reading
Reading progresses with activity sheets and stories/sentences using sounds and sight words learned so far.
Each week there is a game for learning and revising sight words.
Spelling
Children begin by providing missing letters in words, targeting first, medial or final sounds.
This progresses to writing words to match pictures to writing words that are spoken by someone to writing small sentences in dictation exercises to formulating and writing their own sentences with target words to using good spelling techniques and knowledge in their own writing.
Language
The children have the opportunity to
experience many and varied language activities aimed at developing correct understanding and usage of:-
a variety of prepositions in both 2 dimensions and 3 dimensions
appropriate sentence structure (including question versus statement)
appropriate word order in sentences
planning, presenting, listening to, DIPL news (based on who what when where why)
this progresses to planning, presenting and listening to oral stories, descriptions, recounts and procedures
this progresses to using these same skills for beginning writing activities
categorization and concept groups
naming, doing and describing words
sentence structure and word order.
Visual Arts
All areas of work are co-related and integrated (including Visual Arts activities).
Activities are related to sound/s for the week.
Your kit includes:-
Instruction Manual
Scope and Sequence for the year General Instructions for each segment Outcomes/Indicators for all activities Weekly Spelling lists (Weeks 23-30)
Suggestions for use Sight Word Cards Letter cards
Teacher's Reference Folders A, B & C
Scope and Sequence for the folder Weekly Schedule Sound Description for each letter Instruction for Games Sheets for children that are used only once (eg cut/paste) Reading Sheets
Rhymes each week Weekly Summary Rhymes each week Nursery Rhymes Teacher's Notes for all work for the week Outcomes and indicators
Resource Folder
Coloured sheets for classroom display Picture cars for various activities Games
