-
PLD’s Whole School Literacy Plan
The document outlines how to implement PLD's literacy, Movement and Motor and Oral Language resources during the Early Years, Foundation, Year 1 & 2 and across Years 3 to 6. Each page provides suggested time frames and implementation recommendations.The purpose of this document is to provide an implementation outline to assist schools in scheduling the PLD programs within a broad school-based strategy. When
-
Private: Maximising literacy development within the Junior Primary
-
Getting Ready for Writing (Pre-writing patterns) Factsheet
-
The Development of Appropriate Pencil Grip and Drawing Skills – Ages 1 – 6
These milestone and information sheets identify the age-related milestones for hand function, pencil grip (grasp) and drawing skills in children aged 1 to 6 years. They present images of good and NOT good pencil grip and also outline hints for making a good pencil grip easier.When children first begin to draw using crayons, pencils or brushes they use a dagger grasp. In a natural developmental sequence, they will hold the
Alphabet Finger Tracing and Rainbow Writing
Code: CCaft
Year Level: Early Years, Foundation
$55.00 (inc. $5.00 GST)
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 product is mentioned in the Early Years Teaching Sequence Manual on page 10 and the Foundation Teaching Sequence Manual on page 14.
Alphabet Finger Tracing and Rainbow Writing - eBook
Code: CCafte
Year Level: Early Years, Foundation
$45.00 (inc. $4.09 GST)
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 product is mentioned in the Early Years Teaching Sequence Manual on page 10 and the Foundation Teaching Sequence Manual on page 14.
Alphabet Finger Tracing and Rainbow Writing – School License
This product is currently not available as a School License.
A School Licence is a multi-user subscription to a PLD resource, such as a book or program, in a digital and printable format that is available on all devices.
A School Licence is valid for 12 months from the date of purchase and can be used by an unlimited number of teachers within a school.
To read more about school licencing and to view the full range of licensed publications select PLD School Licences
Below you will find a range of FAQ'S related to school licences:
- What is a PLD School Licence?
- What are the benefits of a School Licence?
- What PLD resources are available to buy under a School Licence?
- Who should purchase the School Licence?
- How do I purchase a School Licence?
- How do I add a teacher to a School Licence?
- How do I remove a teacher from a School Licence?
- I don’t know whether to buy a School Licence or an EBook.
- Can I share my School Licence with teachers from other schools?
- Can I store a school licensed resource on my school’s server?
- Can I print out copies of the digital versions?
Books: PLD’s books may only be used by the Authorised Purchaser, and the Authorised Purchaser’s students, and only in conjunction with classes taken by the Authorised Purchaser. PLD’s books may be photocopied up to 10% per year for use only by the Authorised Purchaser. The Authorised Purchaser is defined as the original purchaser of the PLD materials.
eBooks: PLD’s eBooks may only be used by the Authorised Purchaser, and the Authorised Purchaser’s students, and only in conjunction with classes taken by the Authorised Purchaser. The Authorised Purchaser is defined as the original purchaser of the PLD eBook. Under the ‘Statutory Educational License’ the authorised purchaser can:
- View the eBook as a whole or in part
- Copy the eBook to their personal drive or locally on their device
- Display the eBook on your Interactive Whiteboard, projector or smart TV, for the purpose of teaching the students in their own classroom
- Photocopy or print up to 10% of the eBook per year, for use with the students in their classroom(s).
For copyright purposes, every page of the PLD eBooks will be stamped with the name & email address provided by the purchaser at the time of order. PLD ebooks belong solely to the purchaser and may not be shared with colleagues, parents or anyone else. PLD eBooks must not be uploaded to school servers, intranets or online platforms. Schools wishing to license PLD eBooks can contact us HERE.
School Licences: A School Licence is a multi-user subscription to a PLD resource, such as a book or program, in a digital and printable format that is accessible via the ‘My Subscription’ section of the PLD website. A School Licence is valid for 12 months from the date of purchase and can be used by an unlimited number of teachers within a school. When bought under a School Licence:
- Resources are accessible in digital, flipbook format, which teachers can access from anywhere, at any time, on any device via the PLD website.
- The resources can be used by any amount of teachers in that school.
- Multiple teachers can access the resources simultaneously.
- The resource is available to print, subject to the standard 10% per year limitation as per Australian Copyright law.
- Updated versions of resources will be automatically accessible to users with a current licence for free, ensuring all users have access to the latest versions of resources.
- Resources are stored centrally and accessed via a secure login account on the PLD website. Thus, all currently subscription resources are accessible in the one convenient place, making resources extremely easy to find. Moreso, the school license offering eradicates the frustration of lost or misplaced resources and programs which happens often with hardback books.
Additional information can be accessed via the following links:
Books: https://support.pld-literacy.org/en-au/article/plds-printed-electronic-materials-how-can-they-be-used-can-i-share-them-with-a-friendcolleague-9lk4y/
eBooks: https://support.pld-literacy.org/en-au/article/the-pld-ebooks-how-can-they-be-used-what-is-the-copyright-policy-ptfya8/
PLD’s Copyright Policy: https://support.pld-literacy.org/en-au/article/copyright-and-terms-of-use-of-pld-literacy-15tkcer/
ISBN :
9 781925 769050
ISBN :
9 781925 769050
People who viewed this also viewed...
-
Alphabet Sound Charts – Foundation Font
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 product is mentioned in the Early Years Teaching Sequence Manual on page 10 and the Foundation Teaching Sequence Manual on page 14.
$35.00$35.00 incl. GST -
Alphabet the Multi Sensory Way – Foundation Font
A program for 4-6 year olds, incorporating Stage 1 phonic concepts.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 product is mentioned in the Early Years Teaching Sequence Manual on page 10 and the Foundation Teaching Sequence Manual on page 14.
From $60.00$60.00 incl. GST -
Preparing for the Alphabet
Beginning sound awareness: a phonemic awareness programStudents 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 product is mentioned in the Early Years Teaching Sequence Manual on page 10 and the Foundation Teaching Sequence Manual on page 14.
From $65.00$65.00 incl. GST -
Semantic Scenes and Questioning – Set 2
A school or home based program designed to equip teachers and parents of 5-6 year old children with activities that will develop semantic knowledge.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 product is mentioned in the Early Years Teaching Sequence Manual on page 10 and the Foundation Teaching Sequence Manual on page 14.
From $65.00$65.00 incl. GST
