Emergent Reading/Phonological Awareness
Has trouble breaking words into:
In the classroom they may have difficulties with:
Skills | Kindergarten Targets | Year One Targets |
---|---|---|
Reading | Pre-literacy Skills Between 5-6yrs we really want to see skills in: • Syllable segmentation (Cat-er-pil-lar), • Rhyme awareness, (boat, coat, moat) • Alliteration awareness (adam apple) • Phoneme isolation (B- b) Phoneme segmentation ( c-a-t) (Dodd & Gillon, 2001) • Ability to sound out single letters and letter combinations. (sh, th, ch, wh, ng, vowels) | Literacy Skills • Competency blending sounds to create words (e.g., what word do these sounds /r/, /a/ /k/ /u/ /n/ make?) • Recognising previously learned sight words • Manipulating sounds in words • Vowel recognition (e.g. what sounds different vowels make in sentences) • Reads without monotone fashion • Reads with pausing at punctuation marks • Early phoneme recognition of vowel and letter combinations (ch, kn, ph, ir, ur, oo, ea, or) • Ability to recognise appropriate irregular words, non-word patterns and regular word patterns. |
Spelling | • Single word spelling for early phonic patterns and transfer of words into written work. • Single sounds for correlation to spelling pattern (I,e, ir, ur er/ ay, ai/ oy oi • Spelling methods using patterns and sequences. (i.e. CVC, CCVC, CVCC) C= Consonant, V = vowel | • Writing sound-letter correspondences for age appropriate targets within words • Structures of more spelling patterns • Ability to use early spelling rules • Knowledge of writing phonic based patterns vs high frequency words. |
Writing | • What is a sentence? • How do we form ideas? • Constructing sentences with nouns, verbs and adjectives • Using both spelling patterns and common words to create ideas. | • Ways to use writing strategies (mind map, brainstorming, word banks) to kick-start writing • Encourage low resistance to writing • Constructing sentences with simple linking words • Showing ways for grammar checks to edit work |
They may demonstrate: