AC9E2LY09: Manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words

1. Outcome Overview & Core Concepts

Words can be analysed as sequences of phonemes. Readers and writers blend sounds, segment words and create new words by deleting or substituting one sound.

Learning target: manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words

Big idea: Blend, segment, delete and substitute phonemes

Learning routine: Say word → Stretch sounds → Manipulate phoneme → Blend → Check word

4. 4-Step Instructional Sequence

2. Subject-Specific Content & Key Examples

Guided practice

1. Sort and notice — Move counters for each sound, then remove or replace one counter.
2. Build or improve — Build word chains by changing one phoneme at a time.
3. Explain your choice — Use the words phoneme, segment, substitute to explain what you changed and why.

Curriculum Coverage & Elaborations

The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.

• E1: blending and segmenting sounds in words; for example, “b-r-o-th-er” or “c-l-ou-d-y”
• E2: deleting and substituting sounds (phonemes) in spoken words to form new words; for example, delete the initial “scr” in “scratch” and substitute new initial sounds (phonemes) to form words such as “catch”, “batch” and “hatch”; substituting a medial sound (phoneme) to form a new word; for example, “stack” becomes “stick”

3. Common Student Misconceptions

• Counting letters instead of sounds: Say the word slowly; one phoneme may use more than one letter.
• Changing multiple sounds: Hold the other phonemes steady and change only the target.
• Answer without evidence: Point to the word, sentence, image, sound pattern or text feature that supports the answer.

Practice Thought & Formative Assessment

Use a fresh, code-aligned example. The student should show the exact word, sound, sentence, image feature, audience clue or text evidence that supports the answer.

Quick checks

• What is a phoneme?
• Segment frog.
• Delete /s/ from stop.
• Change /m/ in map to /t/.

Mastery evidence

• Blend phonemes
• Segment complex words
• Delete phonemes
• Substitute phonemes

Revision Notes

• Remember: Blend, segment, delete and substitute phonemes
• Use the routine: Say word → Stretch sounds → Manipulate phoneme → Blend → Check word
• Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
• Self-check: change the example slightly and see whether the same reasoning still works.

Curriculum equivalents for Manipulate more complex sounds in spoken words and use knowledge...

Mapped skill: manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

• Australian Curriculum Version 9.0
• Victorian Curriculum F-10
• NSW Curriculum
• Common Core State Standards
• England National Curriculum
• New Zealand Curriculum
• NCERT textbooks

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