Sound Charts
There are 34 Sound Charts in this pack, designed to support Foundation, Year 1 & Year 2 students.
Each chart features examples of words that include the sound along with matching images. The Sound Charts have been designed in an easily visible heavy font to allow students to easily read the charts from the other side of the classroom.
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Learning goals
- We are learning to listen for rhyme, letter patterns, syllables and sounds (phonemes) in spoken words (phonological awareness).
- We are learning to listen for rhyme, letter patterns, syllables and sounds in words.
- We are learning to use letters and sounds to spell words.
- We are learning to use letters and sounds, including onset and rime, to spell words.
- We are learning to use vowel sounds, consonant blends and digraphs when writing and reading one- and two-syllable words.
- We are learning to use vowel sounds, consonant digraphs and blends when writing and reading single syllable words.
- We are learning to segment sounds in spoken words and to add, delete and substitute sounds to build new words.
Curriculum alignment
AC9EFLY09
9
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness)
AC9E2LY09
9
Manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words
AC9EFLY13
9
Use knowledge of letters and sounds to spell words
AC9E1LY11
9
Use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words
ACELA1474
8.4
Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writing
ACELA1458
8.4
Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words
ACELA1438
8.4
Understand how to use knowledge of letters and sounds including onset and rime to spell words
ACELA1439
8.4
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words
ENe-4A
old
Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies
ENe-5A
old
Demonstrates developing skills in using letters, simple sound blends and some sight words to represent known words when spelling
EN1-4A
old
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
ENE-PHOAW-01
new
Identifies, blends, segments and manipulates phonological units in spoken words as a strategy for reading and creating texts
ENE-SPELL-01
new
Applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts
ENE-PHOKW-01
new
Uses single-letter grapheme–phoneme correspondences and common digraphs to decode and encode words when reading and creating texts
EN1-PHOKW-01
new
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
EN1-SPELL-01
new
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
VCELA181
Recognise short vowels, common long vowels and consonant digraphs, and consonant blends
VCELA158
Know how to use onset and rime to spell words where sounds map more directly onto letters
VCELA238
Manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution
VCELA239
Identify all Standard Australian English phonemes, including short and long vowels, separate sounds in clusters
VCELA168
Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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