English Developmental Continuum P-10 – Reading
English Continuum Home | Reading | Speaking & Listening | Writing
Phonological Knowledge: Scaffolding learning from Level 1
Indicators of Progress
- Students repeat a spoken sound pattern of three or four sounds.
- Students suggest words that begin with a particular sound for a given context.
- Students blend two sounds automatically.
- Students blend an onset and a rime into a word, for example ‘sl’ and ‘ip’ into ‘slip’.
- Students segment spoken one-syllable words of up to four sounds into onset and rime, for example, ‘went’ into ‘w’ and ‘ent’.
- Students identify the first sound in spoken words and select words that begin with a particular sound, for example, Which word begins with ‘s’? or And what sound do you hear at the start of dog?
Teaching Strategies
The text used to model these teaching and learning strategies is The Best Pizza in the World by Jenny Feely, published by Horwitz Martin Education of Australia.
Before, During and After Reading
Teachers may engage students in the following activities to move them from this indicator of progress to the next.