The Early Years Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended that the screens are administered following a solid period of repeated targeted instruction as outlined in the PLD Early Years Teaching Sequence Manual. In this way, the screens function as a check-in on progress.
As a support to the Early Years Screening & Tracking Manual, PLD has recently released Early Years Tracking Sheets Videos which outline how to create the three targeted teaching groups.
Keep in mind that it may be appropriate for schools to adapt the timing of the skills depending upon the demographics of the school community and the associated student entry levels to the school.
Download the Screening & Tracking Manuals for other year levels:
Books: PLD’s books may be used by the authorised purchaser within their classroom, however there are restrictions regarding modifying, copying or sharing. Full details can be found here.
School Licences: A School Licence allows access to a resource to be shared with an unlimited number of employees who are employed by the ‘Authorised purchaser’. These resources can be accessed by multiple users simultaneously and can be printed (subject to restrictions) or displayed by employees of the ‘Authorised purchaser’ within their classroom. Learn more here.
Downloadable resources & screening tools: These resources can be viewed, downloaded, printed and shared providing the resources are not modified in any way. Learn more here.
Breaches of Australian Copyright Law are taken seriously and may result in legal action being taken. Full copyright information can be found. Learn more here.
This booklet outlines key information to be provided to parents, caregivers and the wider community within semester one. Children benefit when home and school work together. To support this, PLD offers an extensive range of parent milestone information sheets and videos. These resources are ideal to be disseminated to parents and the wider community through […]
This booklet outlines key information to be provided to parents, caregivers and the wider community within semester one. Children benefit when home and school work
The Early Years Teaching Sequence Manual outlines what to teach and when to teach it sequence over a full year for Literacy, Oral Language and Movement & Motor. The manual provides week-by-week guidelines including professional development options and essential PLD evidence-based programs. Keep in mind that it may be appropriate for schools to adapt the […]
The Early Years Teaching Sequence Manual outlines what to teach and when to teach it sequence over a full year for Literacy, Oral Language and
Downloadable Early Years Posters for Your Classroom.
Included in this oral language poster pack are: Object Description Poster – Greeting. What? Colour? Size? Shape? Parts? Thank you Three-Step Activity Recounts Poster –
A screen of comprehension ability focusing on Blank Level 2 and 3 questions.
The Comprehension Questions screens can be used to assess a child’s progress with the comprehension programs or to allow for the identification of areas of
A program for 4-6 year olds, incorporating Stage 1 phonic concepts.
Introduction to the Program
An A5 flipbook utilising a multi-sensory approach to help early readers master Stage 1 phonic concepts. By engaging visual, auditory, and tactile sense, children build a strong foundation in letter recognition, formation, and sound association.
The Program Includes:
Stage 1 – Target 1 alphabet sounds
Group 1: s, p, n, i, a, t
Group 2: m, r, h, e, d, c
Group 3: f, l, g, o, u b
Group 4: w, j, v, k, z, y, q, x
Stage 1 – Target 2 phonic concepts
‘th’ (voiced) & ‘th’ (voiceless); ‘sh’; ‘ch’; ‘ee’; ‘oo’ (long) & ‘oo’ (short); ‘ck’
Stage 1 – Target 4 phonic concepts
‘ng’; ‘ay’; ‘or’; ‘ar’; ‘ai’; al(l)’; ‘wh’; ‘qu’; ‘qu’
Multi-sensory cues to develop alphabet sound recall and formation
Mnemonic letter sound pictures
Verbal cues to support the correct letter formation of each letter
Mouth cues for the alphabet sound
Picture cues for the alphabet sound
Initial teaching cards with multisensory cues and consolidation teaching cards without cues.
Other Programs within the Range:
Alphabet the Multi Sensory Way – Cursive Font
Pre-literacy Flip Book Bundle
Phonic Sound Wall Charts for Foundation
Letter Formation for Little People – Step 1
Links to the Teaching Sequence Manuals
This product can be used to support the implementation of the:
Early Years Teaching Sequence Manual
Foundation Year Teach Sequence Manual
Year 1 and 2 Teaching Sequence Manual
Phonological Awareness Development with Semantic (Vocabulary) Categories
Vocabulary and Syllable Time – Set 1 is a phonological awareness program designed for children aged 3 – 4 years, enhancing both vocabulary and early literacy skills through short, structured sessions. Created by a speech pathologist, it includes scripted instructions for easy use and can be paired with PLD's Early Years Progress Screen for effective early intervention.
Program Includes:
A5 Flip Book: Spiral-bound, full colour and no preparation required.
Over 40 Picture Cards: Organised into five (5) semantic groups.
Fruit
Australian Animals
Clothing & Shoes
Food
Colours & Shapes
Scripted Instructions: Clear, ready-to-use guidance for teaching segmenting.
Progress Check: Assess readiness for syllable segmentation and track skill development.
Implementation: Use for 2-3 minutes, several times daily.
Other Programs within the Range:
Vocabulary and Syllable Time: Set 2
Learning to Blend Onset and Rime
Learning to Blend Three Phonemes
Pre-Literacy Flip Book Bundle
Links to the Teaching Sequence Manuals:
This product can be used to support the implementation of the Early Years Teaching Sequence Manual
This product can be used to support the implementation of the Year 1 and 2 Teaching Sequence Manual for students working within Tier 2 and Tier 3.
An early childhood approach to instructing letter formation in FOUNDATION FONT.
Handwriting is fundamental to literacy. Once children have mastered the essential pre-writing patterns, they are ready to start learning correct letter formation. Getting body posture right, whether in a standing or seated position, is essential prior to commencing any drawing or writing activity. This posture should also be monitored throughout the activity to ensure a child has sufficient core strength to maintain their position for the length of the task. With a stable body young children are more likely to progress to using an efficient pencil grasp, which will allow their hand to produce the movements necessary for good letter formation and handwriting. The most recent research shows that using a ‘cognitive’ approach (saying cue words out loud) incorporated with writing the actual letter, is the most effective way to learn and retain correct letter formation.
In Letter Formation for Little People – Step 1, each letter shape, with corresponding verbal cue words, is presented and learned in the same PLD groupings as the letter sounds. This will reinforce the acquisition of both of these vital skills simultaneously.
This early childhood approach, with both standing and seated activities, presents activities in four sequential levels for each letter. This developmental approach allows for differentiation between children in the classroom, with the scope to cater for a wide range of abilities. It is important that the core skills required for correct letter formation are a strong focus in the early years of schooling, to avoid the development of ‘bad habits’, such as an inefficient pencil grip, letter reversals, or incorrect direction of letters, which may affect academic progress in future years.
Letter formation and subsequently, fluent handwriting, must become an automatic skill so that the child can process their ideas as they write, without having to think about the construction of each letter they produce. Letter Formation for Little People provides a research-based program for introducing children to the early stages of handwriting, providing them with the fundamental skills they need to achieve literacy goals. Developed by an Occupational Therapist, this easy-to-use resource contains an early childhood approach to developing positive letter formation skills.
The process commences by targeting letter formation in a ‘big way’ on A3 sheets, then progresses to A4 sized letter formation before mini letters.
Each activity provides scripted instructions for the supporting adult.
Additional information on pencil grip, posture, positioning of paper etc.
Foundation Font, also available in Cursive font here
Includes:
Instruction manual (264 pages)
Step 1 has been created for use in the Early Years – Kindergarten (WA, QLD, SA, TAS) and Preschool (ACT, NT, NSW, VIC). Click here to view Step 2 for the Foundation Year – Pre-Primary (WA), Prep. (QLD, VIC, TAS), Reception (SA), Transition (NT).
This product is mentioned in the Early Years Teaching Sequence Manual on page 6 & 7.
The programs within the range include:
Letter Formation for Little People – Step 1 (for the Early Years)
Letter Formation for Little People – Step 2 (for Foundation)
Letter Formation for Little People – Step 3 (Year 1)
Letter Formation for Little People – Cursive Font
Beginning sound awareness: a phonemic awareness program
Preparing for the alphabet is designed for students aged 4 to 5 and sets about the basics required for pre-literacy. The explicit 5 minute sessions contain an outline of instructions and guidelines on how to effectively teach initial sound awareness. These instructions can form the basis of assistant and parent education. When Preparing for the alphabet is used in conjunction with PLD’s Pre-Literacy Screening this forms a significant component in a school’s early intervention strategy.
Children require the phonemic awareness skill of initial sound awareness in order to fully understand the alphabetic system. Why? When children are conscious of single sounds (i.e. they can ‘hear’ and ‘say’ the beginning sounds in words) only then does the alphabetic system make sense; as the alphabetic symbols represent sounds (or phonemes) in words. For example; When a child can identify that ‘sun’ starts with a ‘sssss’ and ‘tap’ starts with a ‘t’ it is then an ideal time to introduce the alphabetic symbols that correspond with the sounds that the child is aware of. Too often the alphabet is introduced without any explicit attention to initial sound awareness.
This must-have resource includes:
Instructions that provide clear guidelines on how to effectively teach initial sound awareness
Screening tool to determine readiness for an alphabet program
27 x mouth cards for continuant sounds with 120 x small activity picture cards
16 x mouth cards for stop sounds with 72 small activity picture cards
The programs within the range include:
Preparing for the Alphabet
Preparing for Spelling
Preparing for Reading
This product is mentioned in the Early Years Teaching Sequence Manual on page 5.
This website uses cookies to improve your experience while you navigate through the website. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website. These cookies will be stored in your browser only with your consent. You also have the option to opt-out of these cookies. But opting out of some of these cookies may affect your browsing experience.
Necessary cookies are absolutely essential for the website to function properly. These cookies ensure basic functionalities and security features of the website, anonymously.
Cookie
Duration
Description
cookielawinfo-checkbox-analytics
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checkbox-functional
11 months
The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checkbox-necessary
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-others
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-performance
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy
11 months
The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.
Functional cookies help to perform certain functionalities like sharing the content of the website on social media platforms, collect feedbacks, and other third-party features.
Performance cookies are used to understand and analyze the key performance indexes of the website which helps in delivering a better user experience for the visitors.
Analytical cookies are used to understand how visitors interact with the website. These cookies help provide information on metrics the number of visitors, bounce rate, traffic source, etc.
Advertisement cookies are used to provide visitors with relevant ads and marketing campaigns. These cookies track visitors across websites and collect information to provide customized ads.