recognise that writing represents words, such as a student’s name.Know that a letter can be the same but look different, including capital and lower-case letters, and match some letters with their sound and name ( VCELA111) Reading and viewing content descriptors are:Įncounter words and writing within the environment and respond to spoken words in familiar environments ( VCELA006)Įxplore the concept of difference through matching letters, images, shapes and familiar words and sounds ( VCELA041)Įxplore similarities and differences between letters by shape and size and match some letters with their name or sound ( VCELA076) Phonological awareness, phonics and word knowledge focus areas for pre-foundation are provided for the English language modes reading and viewing, writing, speaking and listening. The Victorian Curriculum recognises there are diverse groups of students in every classroom and some students will begin their schooling working at a pre-Foundation level. Phonic and word recognition sequence of learning progressions which supports the Victorian Curriculum: English (VCAA, 2018).The lesson sequences are examples and are not intended to cover all aspects of phonics.Īdditional examples of phonics scope and sequences: The following phonics lesson sequences aim to provide teachers with explicit information about how to support phonics instruction in Foundation, Level 1 and Level 2. Victorian English Online Interview (EOI) assessment includes phonic word items (real English words and non-words) across the 4 modules. This is known as orthographic mapping and it is an important contributor to accurate decoding, fluency and spelling. High frequency words that contain unusual letter-sound correspondences (for example, here or said) require early learners to "store spellings bonded to pronunciations of words" into memory (Ehri, 2022, p. This is an important skill for blending (to assist decoding) and segmenting (to assist spelling).Īt the same time as early readers and writers are learning how to decode and segment VC and CVC words, they also need to be introduced to word recognition strategies for reading and spelling high frequency words. Using a sequence to guide the order of phonics knowledge enables early readers to start with a small set of letters which can be combined to make vowel-consonant (VC) and consonant-vowel-consonant (CVC) words. Phonics instruction that is systematic and explicit teaches the major phoneme–grapheme correspondences in a planned sequence.
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