Foundation Literacy & Learning Resources

Pre-Primary (WA) Kindergarten (NSW/ACT), Preparatory (QLD/VIC/TAS), Reception (SA), Transition (NT). The Foundation implementation of PLD programs and tracking of skill development has been outlined on pages 9-14 of our downloadable Whole School Literacy Plan: https://pld-literacy.org/wslp/. The purpose of this guide is to provide an overview to assist schools in scheduling the PLD programs within a broad school-based strategy. Detailed below, PLD has a range of evidence-based programs, parent education downloads, screening tools, professional learning opportunities, Apps and products to help you implement this approach in your classroom.

Literacy

Oral Language

Movement & Motor

Downloads

Screening Tools

Starter Packs

Online Courses

Seminars

Apps

eBooks

  • Phonic and Sight Word Sequence
    From $57.00$57.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Outlining the relationship between letters and sounds.

    By middle and upper primary, classes typically have a huge range in ability levels. Using the placement tests in Phonic and Sight Word Sequence levels are quickly established and class specific content can be devised. This best selling resource covers Foundation all the way through to Year 6 and provides teachers and parents with: A structured whole-school scope and sequence for primary schools, outlining phonic concepts, spelling rules, morphology, reading and spelling words, sight words and assessments. Termly reviews are provided for establishing the range in ability, for reviewing progress and for measurable data. Stages 1, 2 and 3 primarily outline structured synthetic phonics content along with common bound morpheme suffixes. Stages 4, 5 and 6 are comprised of structured synthetic plus more sophisticated word attack spelling based upon syllables, prefixes, suffixes, and morphemes. Placement tests, term reviews, and short investigations when students are slow to progress are included. Guidelines for the explicit teaching of sight words are contained within the appendix. To find out how the 2020 Second Revised Edition differs from previous versions, click here.   Phonic and Sight Word Sequence is mentioned within the ‘Whole School Literacy Strategy’ booklet on page 11, 17 & 22. Generous discounts apply for bulk orders 5 to 9 copies – 15% discount automatically applied at checkout 10+ copies – 20% discount automatically applied at checkout

  • Alphabet the Multi Sensory Way – Foundation Font
    From $51.00$51.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A program for 4-6 year olds, incorporating Stage 1 phonic concepts.

    Students require alphabetic and phonic knowledge in order to embark on the process of learning to read, spell and write. However, rather than letter naming ability, sound knowledge is more important for entry into literacy learning. Not only are alphabet sounds more important for early literacy, but alphabetic sound ability is the more difficult for students to acquire. For this reason and designed by Speech Pathologists for teachers and parents, Alphabet the Multi Sensory Way aims to establish strong alphabet and phonic sound ability. Within this program for 4 to 6 year olds, a multi-sensory approach to teaching the alphabetic and phonic sounds has been adopted: Students kinaesthetically feel what their mouth is doing when they produce the alphabet and phonic sounds. Students see what their mouths look like when their mouths produce the alphabet and phonic sounds (via the visual representation of the mouth on each page). Students also visually connect a core picture/word with the alphabet and phonic sounds (e.g. ‘mix’, ‘teeth’ and ‘snake’). From an auditory (and phonemic awareness) perspective students identify the initial sounds in simple target words (e.g. teeth starts with a ‘t’). Students move and rehearse a basic action associated with each target picture (which also engages a kinaesthetic dimension.) This flip book incorporating Stage 1 phonic concepts features: Simple to use format Card sets explicitly teach the alphabet and phonic sounds. Students feel their mouth making the sounds. A body action is outlined for each sound. An effective and engaging way to teach the alphabet and phonic sounds. This publication is mentioned within the ‘Whole School Literacy Strategy’ booklet on pages 5-8. This resource is also available in a cursive font.   Generous discounts apply for bulk orders 5 to 9 copies – 15% discount applies 10+ copies – 20% discount applies

  • Phonic Dictation – Stage 1
    From $65.00$65.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Learning to apply phonic knowledge to extended writing tasks.

    What happens when the correct spelling of test words does not transfer to writing? Students often write words correctly in spelling tests but struggle when applying their new knowledge to written work? As a general rule, students require many opportunities to rehearse their skills in contexts of increasing complexity. Phonic Dictation – Stage 1 focuses on a variety of spelling and phonics concepts. As students complete the dictation tasks, they are faced with the challenge of applying their recently acquired spelling concepts to the rewriting of passages. The presentation of regular phonic dictation sessions enables students to rehearse transferring spelling concepts to their writing. Dictation tasks require minimal preparation but produce significant gains in all areas of literacy. When presented on a regular basis, dictation tasks hold the potential to produce a significant increase in a range of areas. Dictation improves the following skills in students: listening auditory memory handwriting language spelling Most importantly, dictation assists in the translation of spelling list words to students’ self-generated writing. The short presentation formats outline dictation only, the extended formats provide reading, editing and writing tasks. Phonic Dictation – Stage 1 focuses on: Alphabet VC and CVC words. Phonic concepts – sh/ ch/th/oo/ee/ck to CVC words. Blends CCVC and CVCC words. Phonic concepts – ar/or/ ay/ai/oy/oi/er/ing. Generous discounts apply for bulk orders 5 to 9 copies – 15% discount applies 10+ copies – 20% discount applies   The other programs within the range include: Phonic Dictation – Stage 2 Phonic Dictation – Stage 3 Phonic Dictation – Stage 4 Phonic Dictation – Stage 5 Phonic Dictation – Stage 6 This publication is mentioned within the Whole School Literacy Strategy booklet on page 18.

  • First Writing Activities
    From $65.00$65.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Introducing writing tasks into the early childhood years.

    At this early stage of writing development, it is accepted that a student’s oral language ability will exceed their writing ability. It is therefore expected that a student’s writing may be more limited than what they produce orally. First Writing Activities incorporates opportunities for students to hear and experience various written forms followed by oral rehearsal before commencing the written task. Pictorial and/or visual support has also been incorporated to support each of the text structures included in the resource. This program is designed to work alongside an oral language program incorporating news-telling and story-telling activities. Programs such as, PLD’s Developing News Telling and Narrative Skills and Picture Book Retelling provide support for developing a strong oral language program. Over time editing skills can be introduced and encouraged for students operating at the early phase of writing development or above. Remember that to learn to write, students need to practice writing, so let them write! For the junior primary years. Designed by speech pathologists for students in the junior primary. A large range of writing genres are designed to move students from ‘role-play’ writing into early phonetic writing and finally into writing with emerging conventional spelling. Short pictorially supported writing tasks that involve an adult providing an oral model, along with opportunities for students to orally rehearse the sentence(s). Three levels of templates are designed to cater for the range evident in junior primary classes (i.e. the delayed, age appropriate and advanced students). Literacy, language and motor assessment points at the base of each template. This publication is mentioned within the ‘Whole School Literacy Strategy’ booklet on pages 11 and 13.

  • Pre-Literacy and Early Literacy Screens
    From $65.00$65.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Profiling the precursors of pre-literacy, early reading, and spelling.

    The aim of Pre-Literacy and Early Literacy Screens for 4 to 8 year old students is to provide time-efficient screening options that track junior primary skills and inform teaching requirements. Within the multiple pre-literacy and early literacy screening tools, clear administration instructions are explained within the manual. The ‘Pre-Literacy Screens’ investigate children’s development in phonological awareness and alphabetic knowledge; core skills which facilitate early literacy development. The ‘Early Literacy Screens’ investigate early reading and spelling development, along with prerequisite skills. This essential Early Years resource includes: An Alphabet Readiness Screen. An updated version of The Pre-Literacy Screen with updated features: the rhyme identification sub-test listed is marked as optional, there are new formats for tracking alphabet recognition (i.e. for reading) and alphabet recall and formation (i.e. for spelling and writing), a CVC reading subtests now follows the blending subtest, and a CVC spelling subtest now follows the segmentation subtest. An Early Literacy Screen to review students in the junior primary school years in the areas of decoding and spelling. A CVC Single Word Reading and Spelling Screen (with an optional section for the students who are experiencing difficulty acquiring these skills). A sh, ch, th, oo, ee, ck Single Word Reading and Spelling Screen (with an optional section for the students who are experiencing difficulty acquiring these skills). A CCVC Single Word Reading and Spelling Screen (with an optional section for the students who are experiencing difficulty acquiring these skills). A CVCC Single Word Reading and Spelling Screen (with an optional section for the students who are experiencing difficulty acquiring these skills). A Junior Primary Spelling and Reading profile. This publication is mentioned within the Whole School Literacy Strategy booklet on page 6.

  • Learning to Blend Onset and Rime
    From $51.00$51.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A phonemic awareness (onset and rime) blending program, designed to prepare children for reading.

    Phonological awareness (and more specifically phonemic awareness) appears to unlock the mystery of word recognition and spelling. Once a child is conscious of the sounds that comprise words, the mapping of the sounds to the alphabetic system occurs with much greater ease. The phonemic awareness pre-requisite for reading simple regular CVC [consonant-vowel-consonant] words such as ‘fig’, ‘tin’ and ‘mat’ is the skill of blending. First students must learn to blend at an onset and rime level. E.g. ‘Listen carefully and put these sounds together and guess this word:’ ‘f’ (one second pause) ‘ig’?’ Students then learn to blend at the phonemic or individual sound level: E.g. ‘Listen carefully and put these sounds together and guess this word; ‘m’ (one second pause) ‘a’ (one second pause) ‘t’? Answer: ‘mat’. The Phonemic Awareness Skill for Reading: Blending Despite the research supporting the importance of blending, this skill is too often overlooked. The negative side of presenting reading activities without attention to the pre-requisite skill is that it does not set up all children for success. Within Learning to Blend Onset and Rime for Early Years and Foundation, the phonemic awareness skill of blending is targeted. Blending represents an immediate precursor to decoding ability. The colour card sets form the basis of short explicit instruction sessions. The scripted instructions provide clear guidelines on how to effectively teach blending. When this program is used in conjunction with screening this program forms a significant component in a school’s preventative/early intervention strategy.   Includes: A no-preparation required spiral bound A5 full colour flip book. Introduction/Note from the author. Over 40 coloured picture which develop the skill of blending. Each card has specific scripted instructions. A progress check/skill assessment to review readiness for reading. Aim for 2-3 minutes of blending several times a day. This publication is mentioned within the ‘Whole School Literacy Strategy’ booklet on page 6.  

  • Phonic flash cards – Stage 1-4
    From $39.00$39.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Strengthening the relationship between letters and sounds

    Flash cards are a powerful instructional tool, not only are they an effective way to present, practise, consolidate and revise concepts at a whole class, small group or individual student level, but they also cater for the range of ability that presents in any class. Within Phonic flash cards, a wide selection of phonic concepts have been included making it a practical and handy resource. For many classes, a proportion of students will present with advanced skills, a proportion will present with average or age-appropriate skills and a proportion will present with delayed skills. The students of greatest concern will be the students operating below the level of their peers. It is this group that will also require the greatest levels of on-going revision and consolidation. With this in mind, PLD have created Phonic Flash cards. One side of the flash cards are coloured and provide students with picture prompts. The other side lists the phonic concept without any supports. The resource also includes phonic concepts for the alphabet in stages 1-4. How can Phonic flash cards be used in the classroom? The traditional application, card flipping: The phonic concepts that have been covered in spelling lists can then be easily revised by collecting the associated phonic flash cards, hole punching the corners and placing them onto a metal ring. The specifically selected set of cards can be presented in an organised and time efficient manner. Mount the flash cards on the wall for display: The display of the cards on a classroom wall creates an attractive wall frieze and thereby a phonic reference point for the students to source when engaged in written tasks. Incorporate the flash cards into games: As a supplement to phonic-based spelling lists the flash cards can be incorporated into activities. This will help students be more curious and engaged in the task and thereby more likely to remember the concepts represented on the cards. Concepts from this publication are mentioned within the ‘Whole School Literacy Strategy‘. Generous discounts apply for bulk orders 5 to 9 copies – 15% discount applies 10+ copies – 20% discount applies

  • Wikki Stix – Bulk pack b192
    $32.50
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A supplementary resource suitable to use with certain PLD resources.

    Wikki Stix are made of yarn and food-grade nontoxic wax. They have been manufactured in the USA for over twenty years. Slightly tacky, they stick

  • Learning to Blend Three Phonemes
    From $51.00$51.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A phonemic awareness blending program, designed to prepare children for reading.

    Phonological awareness (and more specifically phonemic awareness) appears to unlock the mystery of word recognition and spelling. Once a child is conscious of the sounds that comprise words, the mapping of the sounds to the alphabetic system occurs with much greater ease. The phonemic awareness pre-requisite for reading simple regular CVC [consonant-vowel-consonant] words such as ‘fig’, ‘tin’ and ‘mat’ is the skill of blending. First students must learn to blend at an onset and rime level. E.g. ‘Listen carefully and put these sounds together and guess this word:’ ‘f’ (one second pause) ‘ig’?’ Students then learn to blend at the phonemic or individual sound level: E.g. ‘Listen carefully and put these sounds together and guess this word; ‘m’ (one second pause) ‘a’ (one second pause) ‘t’? Answer: ‘mat’. The Phonemic Awareness Skill for Reading: Blending Despite the research supporting the importance of blending, this skill is too often overlooked. The negative side of presenting reading activities without attention to the pre-requisite skill is that it does not set up all children for success. Within Learning to Blend Three Phonemes for Early Years and Foundation, the phonemic awareness skill of blending is targeted. Blending represents an immediate precursor to decoding ability. The colour card sets form the basis of short explicit instruction sessions. The scripted instructions provide clear guidelines on how to effectively teach blending. When this program is used in conjunction with screening this program forms a significant component in a school’s preventative/early intervention strategy.   Includes: A no-preparation required spiral bound A5 full colour flip book. Introduction/Note from the author. Over 40 coloured picture which develop the skill of blending. Each card has specific scripted instructions. A progress check/skill assessment to review readiness for reading. Aim for 2-3 minutes of blending several times a day. This publication is mentioned within the Whole School Literacy Strategy booklet on pages 6 & 10.

  • Phonic Charts – Stage 1
    From $30.00$30.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Representing the phonic and sound structure of words for students aged 5-7 years.

    Phonic Charts – Stage 1 contains 18 cards that are recommended for 5-7-year-olds focusing on the following sounds: sh, ch, th, oo (short), oo (long), ee, ck, ing, ay, ar, or, er, ai, oi, oy, all, wh, qu Features: The charts can be utilised for the purpose of display or as flash cards. Extend phonic knowledge, whilst highlighting the sound structure and the vocabulary nature of the words. Writing is supported when students have access to environmental print, which consolidates concepts covered. Each set of charts is based directly upon the PLD’s Phonic & sight word sequence This publication is mentioned within the ‘Whole School Literacy Strategy‘ booklet on pages 11.

  • Decoding and Spelling Games – Stage 1
    From $57.00$57.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A program to develop single word decoding and spelling skills for students operating at Stage 1. Games and tasks for targeted small groups and home programs.

    Over time children become more efficient in a visual and an auditory sense. For example, rather than decoding the word ‘teeth’ in three parts the word may be decoded in two parts (e.g. t-eeth or tee-th). Decoding and spelling games for ages 5 to 7 is designed to provide further decoding practice to help students establish automatic word recognition. Single word spelling involves three primary core base skills: Auditory skills Visual skills Fine motor skills Once this spelling process has been rehearsed the students can typically spell the word automatically and often through the application of letter names ‘c-h-a-i-n’. Students will typically read better than they will spell. This is because the recognition of the words (i.e. reading) is typically much easier than the reproduction of the letter sound correspondences to formulate the words. Features: Single word phonic word attack skills require explicit instruction and repeated practice. Once single word skills are established, they are more likely to transfer across to written work. The program is designed for individuals or small groups of students who require repeated opportunities to consolidate stage 1 spelling and decoding. The stage 1 program is organised in four sections: Target 1: CVC Target 2: CVC with early phonic concepts sh, ch, th, oo, ee, ck Target 3: CCVC and CVCC words Target 4: Phonic concepts such as ar, or, er, ai, oi The game-based activities provide multiple opportunities to rehearse word attack skills at a reading and spelling level. This publication is mentioned within the ‘Whole School Literacy Strategy‘ booklet on page 11 & 18.

  • Home Reading Books Set 1 (VC and CVC) – Foundation...
    $200.00
    Alphabet Desk Strips – Cursive Font (Downloadable)

    First Reading Books VC & CVC with limited basic sight words and minimal phonic concepts

    The PLD Home Reading Semester one Foundation Year book sets are modern and engaging while being decodable. Decodable readers present text that can be read

  • Learning to Segment CVC Words
    From $51.00$51.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A phonemic awareness segmentation program, designed to prepare children for spelling.

    Phonological awareness (and more specifically phonemic awareness) appears to unlock the mystery of word recognition and spelling. Once a child is conscious of the sounds that comprise words, the mapping of the sounds to the alphabetic system occurs with much greater ease. The Phonemic Awareness Readiness for Spelling The phonemic awareness pre-requisite for spelling simple regular CVC [consonant-vowel-consonant] words such as ‘tap’, ‘sun’ and ‘log’ is the skill of segmentation. E.g. ‘What sounds can you ‘hear’ (i.e. identify) in the word ‘peg’?’ Answer: ‘p’… ‘e’… ‘g’. The simple but powerful learning activities included in Learning to Segment CVC words for Foundation learners, provide multiple opportunities for students rehearse this important pre-requisite skill. The negative side of presenting activities without attention to the pre-requisite skill is that it does not set up all children for success. When this program is used in conjunction with screening this program forms a significant component in a school’s preventative/early intervention strategy. Includes: A no-preparation required full colour eBook. Introduction/Note from the author. Over 40 coloured picture which develop the skill of segmentation. Each card has specific scripted instructions providing clear guidelines on how to effectively teach segmentation. A progress check/skill assessment to review readiness for spelling. The colour card sets form the basis of short explicit instruction sessions. This publication is mentioned within the ‘Whole School Literacy Strategy’ booklet on page 10.

  • Home Reading Books Set 2 (CVC, CCVC & CVCC) –...
    $200.00
    Alphabet Desk Strips – Cursive Font (Downloadable)

    First Reading Books CVC, CCVC & CVCC with basic sight words, increased length and early phonic concepts

    The PLD Semester two book sets are modern and engaging while being decodable. Decodable readers present text that can be read using the decoding skills

  • Synthetic Phonics Flip Book – Stage 1
    From $51.00$51.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Developing the relationship between letters, sounds and phonics. 

    This handy Synthetic Phonics Flip Book for Stage 1 resource is intended to provide important synthetic phonic concepts in a practical format which will assist when teaching the whole class or small groups of students. Synthetic phonics is a way of teaching children to read and spell. It has been identified as the most successful approach to establishing early literacy skills. The ‘synthetic’ component relates to the ‘synthesising’ or blending of phonemes (or individual speech sounds) and the ‘phonic’ component relates to written symbols (graphemes) being linked to the individual speech sounds (phonemes). In order to learn how to read, a child links letters to speech sounds and then blends them together to form words. When learning to spell a child separates or segments a word into the individual speech sounds within the word while linking the sounds to letters. It is generally agreed that there are approximately 44 sounds that make up the English language. As there are only 26 letters in the alphabet some letters need to be combined to represent the remaining speech sounds. Features: Designed by speech pathologists for use in schools. The flip book is based upon PLD’s ‘structured synthetic phonics’ (SSP) approach. Early phonic concepts are introduced in a progressive manner. A range of reading and spelling words are provided for each alphabet and phonic sound. Students associate a picture, and keywords with each phonic concept. An effective and engaging way to develop early phonic concepts. The Flip Book contains the following levels: Group 1 – s, a, t, p, i, n (cards with yellow borders) Group 2 – m, r, h, e, d, c (cards with blue borders) Group 3 – f, l, g, o, u, b (cards with green borders) Group 4 – w, j, v, k, z, y, x (cards with red borders) Group 5 – sh, ch, th, oo, ee, ch, wh, qu (cards with purple borders) Group 6 – ar, or, ay, ai, er, oi, oy, ing (cards with orange borders)   This resource is part of the Synthetic Phonics Flip Book range, view the other levels below: Synthetic Phonics Flip Book – Stage 1 & 2 Synthetic Phonics Flip Book – Stage 2, 3 & 4 Synthetic Phonics three Flip Books in a bundle This publication is mentioned within the Whole School Literacy Strategy booklet on pages 18. Generous discounts apply for bulk orders 5 to 9 copies – 15% discount applies 10+ copies – 20% discount applies

  • Alphabet Desk Strips – Foundation Font
    $24.20$24.20 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Alphabet support for early writers.

  • First Reading Words
    From $65.00$65.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A program for 4 to 6 year olds that introduces CVC reading into the early years.

    Designed by a Speech Pathologist for use in schools and the home, First Reading Words presents a progressive approach to decoding (or “sounding-out”) some of the earliest reading words. Suitable for children age 4 to 6, this resource also provides ample practice reading simple regular alphabet words. Includes activities for both single word and sentence reading. Includes 10 game variations for the game boards. Includes explicit instructions on the cards and game boards. Includes: 78 x Single Word Reading Colour Cards 42 x Sentence Reading Colour Cards 2 x A3 Colour Game Boards This publication is mentioned within the ‘Whole School Literacy Strategy‘ booklet on page 10.

  • Alphabet Letter Sounds
    From $57.00$57.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    An instruction manual (with games and worksheets) targeting letter sounds and letter formation for 4 to 6 year olds.

    Children require knowledge of the alphabet in order to learn to read, spell and write. Designed by Speech Pathologists and Occupational Therapists, Alphabet sound knowledge for 4 to 6 Year Olds is the key to early literacy learning, rather than letter naming. For example: In order to read the word ‘dog’ a child must recognise each letter symbol and convert each symbol into the correct sound ‘d’, ‘oh’, ‘g’ and then the child must blend the sounds together (phonemic blending ability). In order to spell the basic word ‘cup’ a child must first ‘sound-out’ (or phonemically segment) ‘c’, ‘u’, ‘p’ and then the child must recall and apply in the correct order the alphabet symbols. As these examples illustrate, alphabetic letter naming does not help a child to blend nor segment the sounds in words. It is their knowledge of the alphabet sounds which allows them to read and spell the words. This resource, therefore, focuses on alphabet sounds for early literacy learners. The recommended order of presentation is: 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 The resource provides multiple opportunities to rehearse the recognition, application and letter formation of the alphabet sounds. Features: Instruction manual (156 pages) Games and worksheets Alphabet sound knowledge checks Screening formats to track student performance on letter-sound recognition and letter formation.

  • Alphabet sound charts – Foundation Font
    $64.90
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A multi-sensory approach to learning alphabet sounds through listening, seeing and saying.

    Children require knowledge of the alphabet in order to learn to read, spell and write. Alphabet sound knowledge is the key to early literacy learning,

  • First Spelling Words – Set 1
    From $65.00$65.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A program for 5 to 6 year olds that introduces CVC word spelling with phonics into the early years.

    Designed by Speech Pathologists for teachers and parents, First Spelling Words – Set 1 for students aged 5 to 6, includes 51 activities in three different card templates in flip book format which increase in difficulty. Explicit instruction cards with seven recommended options for use are included with the card templates. The single word spelling cards are divided into 4 progressive steps CVC words which the resource: STEP 1: 6 alphabet sounds s, a, t, p, i, n (cards with yellow borders) Example: sip, tap, pin, pan, nap, tip, tin, sit, sat, pip, nip, pat.   STEP 2: 12 alphabet sounds: Step 1 plus m, r, h, e, d, c (Cards with blue borders.) Example: net, cat, hit, hen, men, man, sad, rat, ten, map, pen, mat.   STEP 3: 18 alphabet sounds: Step 1 and 2 plus f, l, g, o, u, b (Cards with green borders.) Example: cot, run, pot, dog, gum, log, lip, cup, bat, leg, sun, rug.   STEP 4: Basically all of the alphabet (Cards with red borders.) Example: jug, van, jog, jet, jam, vet, wet, wig, wax, fox, win, six.   This publication is mentioned within the ‘Whole School Literacy Strategy‘ booklet on page 11.

  • Preparing for reading
    From $65.00$65.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A phonemic awareness program for 4 and 5 year olds targeting CVC blending.

    One of the most significant pre-requisites for reading, spelling and writing is phonemic awareness. Phonemic awareness is strongly associated with early literacy achievement. In Preparing for reading for 4 and 5 year olds, blending is targeted as blending represents an immediate precursor to decoding ability. This resource contains coloured card sets recommended for explicit 5 minute instruction sessions and provide clear guidelines on how to effectively teach blending. These instructions can form the basis of assistant and parent education. The PLD developmental 5 step phonological awareness process has been designed by Speech Pathologists for use in schools. When used in conjunction with PLD’s pre-literacy screening, this program forms a significant component in a school’s preventative early intervention strategy. Phonemic Awareness Readiness for Reading The phonemic awareness pre-requisite skill involved in reading simple regular CVC [consonant-vowel-consonant] words such as ‘fig’, ‘tin’ and ‘mat’ is the skill of blending. First students must learn to blend at an onset and rime level. E.g. ‘Listen carefully and put these sounds together and guess this word:’ ‘f’ (one second pause) ‘ig’?’ Students then learn to blend at the phonemic or individual sound level: E.g. ‘Listen carefully and put these sounds together and guess this word; ‘m’ (one second pause) ‘a’ (one second pause) ‘t’? Answer: ‘mat’. Features: Instruction manual (24 pages) 5 different blending activities with instructions 125+ colour cards, 3 x game boards This publication is mentioned within the Whole School Literacy Strategy booklet on pages 6 and 10. Generous discounts apply for bulk orders 5 to 9 copies – 15% discount applies 10+ copies – 20% discount applies

  • Alphabet Finger Tracing and Rainbow Writing
    From $39.00$39.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Learning how to form lower case alphabet sounds with scripted verbal ques.

    Students require alphabetic knowledge in order to embark on the process of learning to read, spell and write. However, rather than letter naming ability, letter sound knowledge is the more important variable for entry into literacy learning. For example: In order to spell the basic word ‘dog’ a student must first ‘sound-out’ (or phonemically segment) ‘d’, ‘oh’, ‘g’ and then the student must recall and apply in the correct order the alphabet symbols. In order to read the word ‘sun’ a student must recognize each letter symbol and convert each symbol into the correct sound ‘s’, ‘uh’, ‘n’ and then the student must blend the sounds together (phonemic blending ability). In neither of the above early spelling and reading processes did alphabetic letter naming come into the equation. Alphabet Finger Tracing and Rainbow Writing for 4 to 5 year olds aims to establish a strong alphabet sound ability for early literacy through a multi-sensory approach. Multisensory alphabet learning: Students kinaesthetically feel what their mouth is doing when they produce the letter sounds. Students see what their mouths look like when their mouths produce the letter sound (via the visual representation of the mouth on each page). Students also visually connect a core picture/word with the letter sound (e.g. ‘mix’, ‘teeth’ and ‘snake’). From an auditory (and phonemic awareness) perspective students identify the initial sound in simple target words (e.g. teeth starts with a ‘t’). Students form the letters with correct starting points and while simultaneously chanting the cues that assist correct formation. Features: Created by Occupational therapists and speech pathologists Two levels of verbal formation cues. 26 x A4 colour double sided alphabet formation cards. This publication is mentioned within the ‘Whole School Literacy Strategy‘ booklet on page 7.

  • Phonic Bingo Games – Stage 1
    From $39.50$39.50 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Facilitating reading skill development through repeated practise. 

    At PLD, we believe the early attainment of decoding skill is important because this early skill accurately predicts later skills in the areas of word recognition and reading comprehension. Extensive research reports that children who get off to a slow start rarely become strong readers. Hence, students who learn to efficiently decode early will likely continue to improve in their reading ability. In comparison, the students that have poorly developed early decoding skills will tend to become increasingly distanced from the able readers. By embedding specifically levelled reading words within Phonic Bingo Games – Stage 1, students are provided with a motivating method of skill development. For the students who require repeated practice in order to master phonic decoding, the games allow for this rehearsal. The bright and engaging phonic-bingo games have been designed to target 11 levels of early reading words: Game 1: CVC words incorporating only 6 alphabet sounds. Game 2: CVC words incorporating basically half of the alphabet. Game 3: CVC words incorporating three-quarters of the alphabet. Game 4: CVC words incorporating the entire alphabet. Game 5: Words incorporating sh, ch and th. Game 6: Words incorporating oo, ee and ck. Game 7: CCVC words (i.e. incorporating initial consonant clusters). Game 8: CVCC words (i.e. incorporating final consonant clusters). Game 9: Words incorporating ar, or and er. Game 10: Words incorporating ai and ay. Game 11: Words incorporating oy and oi. It is hoped that your students enjoy their phonic-based game experience and that they benefit from strengthened decoding, word recognition, and spelling skills. As a versatile tool, the bingo games can be played over and over again with an adult or peers.   Features: 11 bingo games (A5 size: 148.5mm high x 210mm wide). Instruction cards Bingo games incorporate CVC words introduced in four letter sound groups, Phonic themes: sh, ch, th; oo, ee, ck, CCVC words and CVCC words, Phonic themes: ar, or, er; ay, ai and oy, oi. This publication is mentioned within the Whole School Literacy Strategy booklet on pages 17.

  • Early Stage 1 Reading, Spelling and Writing Tasks – Target...
    From $65.00$65.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Repeated practice, phonemic awareness and progress check assessments with A4 Colour Cards and Worksheets.

    Designed by a Speech Pathologist for use in schools and the home, this program for 5 to 6 year olds focuses on developing early literacy reading and spelling abilities with the phonic concepts sh, ch, th, oo, ee and -ck. The explicit teaching format incorporates multiple word reading and spelling tasks. In order for phonic based reading and spelling materials to be effective children must possess adequate phonemic awareness skills. This resource incorporates a significant phonemic awareness element. While this is ideal for the dyslexic and learning difficulties population (who are typically insensitive to the phonemic structure of words and rely on the visual appearance of words) this approach has proven to effectively accelerate early reading and spelling skills with the more mainstream population. Attention to mouth movements involved in producing the sounds in words heightens children’s attention to the phonemic structure and supports the organization of the letter symbols in spelling and the decoding of the symbols in reading. The combination of the attention to the oral, auditory and visual aspects achieves balanced word attack strategies and significantly accelerates the acquisition of the earliest reading and spelling steps. The aim of this resource is to establish the ability to read and spell regular phonic words. For some students, once this skill is established they then require multiple opportunities to practice this skill (e.g. reading 200 to 300 such words) before these basic words are read automatically (i.e. without sounding out). For students who require more practice and rehearsal, the games based program Stage 1 Single Word Decoding and Spelling Skills is recommended. Features: A full term’s worth of early literacy tasks Single word “sounding out” and spelling tasks Sentence level reading and writing tasks

  • Wikki stix, neon pak
    $16.00
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A supplementary resource suitable to use with certain PLD resources.

    Wikki Stix are made of yarn and food-grade non toxic wax. They have been manufactured in the USA for over twenty years. Slightly tacky, they

  • Preparing for spelling
    From $65.00$65.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A phonemic awareness program for 4 to 5 year olds targeting CVC segmenting.

    One of the most significant pre-requisites for reading, spelling and writing is phonemic awareness. Phonemic awareness is strongly associated with early literacy achievement. In Preparing for Spelling for 4 and 5 year olds, segmentation is targeted as segmentation represents an immediate precursor to CVC spelling ability. This resource contains coloured card sets recommended for explicit 5 minute instruction sessions and provide clear guidelines on how to effectively teach segmentation. These instructions can form the basis of assistant and parent education. The PLD developmental 5 step phonological awareness process has been designed by Speech Pathologists for use in schools. When used in conjunction with PLD’s pre-literacy screening, this program forms a significant component in a school’s preventative early intervention strategy. Phonemic Awareness Readiness for Spelling The phonemic awareness pre-requisite skill involved in spelling simple regular CVC [consonant-vowel-consonant] words such as ‘tap’, ‘sun’ and ‘log’ is the skill of phonemic segmentation. E.g. ‘What sounds can you ‘hear’ (i.e. identify) in the word ‘peg’?’ Answer: ‘p’… ‘e’… ‘g’. The simple but powerful learning activities in this book provide multiple opportunities for students to rehearse the core pre-requisite skill of blending. Aim for little but often (i.e. 3 – 5 minute activities several times a week) until the target skill has been established. Once established in addition to the alphabet sounds simple early reading tasks may be introduced. Features: Instruction manual (24 pages) 5 different blending activities with instructions 125+ colour cards, 3 x game boards This publication is mentioned within the Whole School Literacy Strategy booklet on page 10. Generous discounts apply for bulk orders 5 to 9 copies – 15% discount applies 10+ copies – 20% discount applies

  • Phonic Desk Strips – Stage 1 – Foundation Font
    $24.20$24.20 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Early phonics support for early writing.

  • Targeted Group Reading Books Set 1 (VC and CVC) –...
    $450.00
    Alphabet Desk Strips – Cursive Font (Downloadable)

    VC & CVC with limited basic sight words and minimal phonic concepts

    The PLD Targeted Group Reading Reading Semester one Foundation Year book sets are modern and engaging while being decodable. Decodable readers present text that can be

  • Targeted Group Reading Books Set 2 (CVC, CCVC & CVCC)...
    $450.00
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Class Sets of CVC, CCVC & CVCC with increased length, some sight words and phonic concepts.

    The PLD Semester two targeted reading book sets are modern and engaging while being decodable. Decodable readers present text that can be read using the

  • Teach a Child to Spell in 3 Steps
    From $65.00$65.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Targeting alphabet sounds, phonemic segmentation and CVC spelling

    Single word spelling involves three primary base skills: Visual Skills: The recognition of the alphabet symbol and the conversion of this symbol into a sound (ie: Not letter name). Auditory Skills: The phonemic awareness skill of blending three sounds (or phonemes) together to form a word. Fine Motor Skills: The formation or handwriting of the symbols. The following example illustrates the establishment of early spelling ability. To spell the word ‘sun’ a student must: Apply phonemic awareness skills and identify the initial sound ‘s’, retrieve the symbol ‘s’ from the visual memory and then form or write the letter ‘s’. The student must again apply phonemic awareness skills and identify the medial sound ‘u’, retrieve the ‘u’ from the visual memory and then write the letter ‘u’. The final step requires the phonemic awareness skill of identifying the final ‘n’ sound then retrieving from the visual memory the ‘n’ symbol and finally write the ‘n’. Once this spelling process has been rehearsed the students can typically spell the word automatically and often through the application of letter names ‘s-u-n’. Students will typically read better than they will spell. This is because the recognition of the words (i.e. reading) is typically much easier than the reproduction of the letter sound correspondences to formulate the words. It is common for students to require repeated targeted spelling practice, in order to master skills.

  • Alphabet Desk Mats for The Early Years
    $24.20$24.20 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Alphabet support for the Early Years.

  • Letter Formation for Little People – Foundation Font – Step...
    From $65.00$65.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A junior primary 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 2, 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. Designed by an Occupational Therapist. Provides clear guidelines on getting ready for writing, correct pencil grip and posture. Provides multiple opportunities to rehearse letter recognition and formation skills. Provides verbal cues for each lower case letter. Also includes upper case and number formation prompts and verbal cues. Provides new verbal cues to use when introducing line placement of letters. Foundation Font Step 2 has been created for use in the Foundation Year – Pre-primary (WA), Prep. (QLD, VIC, TAS), Reception (SA), Transition (SA). Click HERE to view Step 1 for the Early Years – Kindergarten (WA, QLD, SA, TAS) and Preschool (ACT, NT, NSW, VIC). This resource is mentioned in our Whole School Literacy Strategy booklet pages 7 and 12.

  • First Spelling Words – Set 2
    From $65.00$65.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Introducing CVC Spelling into the early years.

    Based upon PLD’s ‘structured synthetic phonics’ (SSP) approach, designed by Speech Pathologists for teachers and parents, First Spelling Words – Set 2 is an ideal resource for students aged 5 to 6 to introduce early spelling. Multiple cards focus on each spelling concept and accommodate ample opportunities to rehearse. The instruction outlines three different ways to present the learning activity. Divided into 8 progressive steps, the single word spelling cards contained in this resource are: STEP 1: sh cards (Example: shed, rash, shut, cash, ship, lash) STEP 2: ch cards (Example: chug, chin, rich, chop, chat, chip) STEP 3: th cards (Example: thin, three, them, that, this, with) STEP 4: long and short oo cards (Example: moon, root, hoop, boot, book, wood) STEP 5: ee cards (Example: jeep, reef, heel, deep, feed, peep) STEP 6: ck cards (Example: lock, kick, sack, back, suck, sock) STEP 7: CCVC word cards (Example: twin, drop, plum, flag, slip, twig) STEP 8: CVCC word cards (Example: tusk, gift, gold, wind, lamp, left) This publication is mentioned within the ‘Whole School Literacy Strategy’ booklet on page 11.

  • Wikki stix, primary pak
    $16.00
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A supplementary resource suitable to use with certain PLD resources.

    Wikki Stix are made of yarn and food-grade non toxic wax. They have been manufactured in the USA for over twenty years. Slightly tacky, they

  • Alphabet Desk Strips – Foundation Font (Downloadable)
    $2.00
    Alphabet Desk Strips – Cursive Font (Downloadable)

    The desk strips are attractive resources for use in the school or home to assist children during early spelling and writing efforts providing: Letter starting points, sizing of letter and placement online Reminders of correct pencil grip Pictures to support alphabet sound recall Available in Cursive or Foundation font Includes: One Alphabet Desk Strip in […]

    The desk strips are attractive resources for use in the school or home to assist children during early spelling and writing efforts providing: Letter starting

  • Structured Synthetic Phonics Time-Savers – Stage 1 & 2
    From $65.00$65.00 incl. GST
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Ready to use resources for teaching phonic concepts, spelling and reading.

    This ready to use resource is designed to be used in conjunction with Phonic and Sight Word Sequence but takes the preparation out of your phonics program. Included in the program are ready to use spelling lists and activities which have been compiled from each of the most common phonic concepts presented in the Phonic and Sight Word Sequence. These lists include all of the high frequency words which contain these concepts allowing you to not only develop strong spelling and reading skills, but also expose students to the most commonly used (i.e.high frequency) words. In addition posters and activities for teaching the adding of suffixes are also included. To assist in teaching and consolidating reading skills, the resource contains flash cards to teach phonic concepts and rapid automatic reading tasks to improve reading accuracy and fluency. Stage 1 & 2 sections feature: Section 1: Ready to use spelling lists Section 2: Student spelling lists and activity templates Section 3: Rapid automatic reading Section 4: Flash cards We hope you find this resource a valuable addition to your classroom and a time-saver in your preparation of spelling and reading lessons.

  • Home Reader Further Practise: Set 2 Year 2 & 3
    $119.90
    Alphabet Desk Strips – Cursive Font (Downloadable)

    CVC, CCVC, CVCC, CCVCC and stage 1 reading material with increased length and sight words

    At PLD we recognise that a proportion of students require decodable reading material for longer than others. This group of students may have presented at

  • Home Reader Further Practise: Set 1 Year 1
    $119.90
    Alphabet Desk Strips – Cursive Font (Downloadable)

    VC & CVC reading material with increased length and sight words

    At PLD we recognise that a proportion of students require decodable reading material for longer than others. This group of students may have presented at

  • Top Up Home Reading Books – Foundation Semester 1
    $79.95
    Alphabet Desk Strips – Cursive Font (Downloadable)

    First Reading Books VC & CVC with limited basic sight words and minimal phonic concepts

    Aligned with PLD’s phonic progression, this set of 10 Top Up Home Reading books has been designed to extend or supplement the books contained within

  • Alphabet Desk Strips – Cursive Font (Downloadable)
    $2.00
    Alphabet Desk Strips – Cursive Font (Downloadable)

    Printable Phonic Desk Strips ready for the new year.

    The desk strips are attractive resources for use in the school or home to assist children during early spelling and writing efforts providing: Letter starting

  • Top Up Home Reading Books – Foundation Semester 2
    $79.95
    Alphabet Desk Strips – Cursive Font (Downloadable)

    First Reading Books CVC, CCVC & CVCC with basic sight words, increased length and early phonic concepts

    Aligned with PLD’s phonic progression, this set of 10 Top Up Home Reading books has been designed to extend or supplement the books contained within

  • Alphabet the Multi Sensory Way – Cursive Font
    $64.90
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A program for 4-6 year olds, incorporating Stage 1 phonic concepts.

    Students require alphabetic and phonic knowledge in order to embark on the process of learning to read, spell and write. However, rather than letter naming

  • Reading Real and Nonsense Words – Set 1: CVC Words...
    $47.50
    Alphabet Desk Strips – Cursive Font (Downloadable)

    This is a PDF version of Reading Real and Nonsense Words – Set 1: CVC Words. What are nonsense or pseudo words?  Pseudo words are nonsense words that have no meaning. These invented words are spelled in a regular or predictable way. For example, the word zop is a pseudo word and makes no sense. […]

    This is a PDF version of Reading Real and Nonsense Words – Set 1: CVC Words. What are nonsense or pseudo words?  Pseudo words are

  • Reading Real and Nonsense Words – Set 3: CCVC &...
    $47.50
    Alphabet Desk Strips – Cursive Font (Downloadable)

    This is a PDF version of Reading Real and Nonsense Words – Set 3: CCVC and CVCC words. What are nonsense or pseudo words?  Pseudo words are nonsense words that have no meaning. These invented words are spelled in a regular or predictable way. For example, the word zop is a pseudo word and makes […]

    This is a PDF version of Reading Real and Nonsense Words – Set 3: CCVC and CVCC words. What are nonsense or pseudo words?  Pseudo

  • Reading Real and Nonsense Words – Set 2: sh, ch,...
    $47.50
    Alphabet Desk Strips – Cursive Font (Downloadable)

    This is a PDF version of Reading Real and Nonsense Words – Set 2: Phonic Concepts sh, ch, th, oo, ee and ck. What are nonsense or pseudo words?  Pseudo words are nonsense words that have no meaning. These invented words are spelled in a regular or predictable way. For example, the word zop is […]

    This is a PDF version of Reading Real and Nonsense Words – Set 2: Phonic Concepts sh, ch, th, oo, ee and ck. What are

  • Reading Real and Nonsense Words – Set 4: ar, or,...
    $47.50
    Alphabet Desk Strips – Cursive Font (Downloadable)

    This is a PDF version of Reading Real and Nonsense Words – Set 4: ar, or, er, ay, ai, oi, oy, ing, all. What are nonsense or pseudo words?  Pseudo words are nonsense words that have no meaning. These invented words are spelled in a regular or predictable way. For example, the word zop is […]

    This is a PDF version of Reading Real and Nonsense Words – Set 4: ar, or, er, ay, ai, oi, oy, ing, all. What are

  • Alphabet sound charts – Cursive Font
    $64.90
    Alphabet Desk Strips – Cursive Font (Downloadable)

    A multi-sensory approach to learning alphabet sounds through listening, seeing and saying. Children require knowledge of the alphabet in order to learn to read, spell and write. Alphabet sound knowledge is the key to early literacy learning, rather than letter naming. For example: In order to read the word ‘dog’ a child must recognise each […]

    A multi-sensory approach to learning alphabet sounds through listening, seeing and saying. Children require knowledge of the alphabet in order to learn to read, spell