Foundation – Early Reading Profile
Tracking the emergence of early decoding and word reading.
The Early Reading Profile – Foundation Year is designed to track the emergence of decoding and word reading. The screen can be used to track
Early Years Language, Literacy & Motor Developmental Milestones
A booklet that provides an overview of Oral Language, Literacy and Motor for children in the early years (3 and 4 year olds). Tips for home and causes for concern are also outlined. The booklet can be photocopied back to back and then folded in half to provide a compact reference.
Three and four year olds approach the world with great curiosity and a desire to explore. As a result, this age range is considered to
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
PLD’s 2020 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
Alphabet sound charts – Cursive Font
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 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. For this reason, Alphabet sound charts contains bright and attractive charts that represent the alphabet sounds and the mouth position that produces the sound for early literacy learners.
Within this resource, designed by Speech Pathologists for teachers and parents, a multi-sensory approach to teaching the alphabetic letter sounds has been adopted:
- Children see what mouth looks like when producing the alphabet sound (via the visual representation of the mouth on each chart).
- Children kinaesthetically feel what their mouth is doing when they produce the alphabet sounds.
- Children also visually connect a core picture/word with the alphabet sound (e.g. ‘mix’, ‘tiger’ and ‘snake’).
- From an auditory (and phonemic awareness) perspective children identify the initial sound in simple target words (e.g. tiger starts with a “t”).
The recommended order of presentation
- Group 1: s, p, n, i, a, t (cards with a yellow border)
- Group 2: m, r, h, e, d, c (cards with a blue border)
- Group 3: f, l, g, o, u b (cards with a green border)
- Group 4: w, j, v, k, z, y, q, x (cards with a red border)
- 26 x A4 colour cards
- General information card
National Curriculum Statement
Sound and letter knowledge - Alphabet knowledge - Recognise the letters of the alphabet and know there are lower and upper case letters
Copyright: PLD printed materials belong solely to the authorised purchaser and may not be shared with colleagues, parents or anyone else. PLD printed materials can not be uploaded to school servers, intranets or online platforms. A quick FAQ on how you can and can't use PLD printed materials can be found HERE.
Copyright: 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 can not be uploaded to school servers, intranets or online platforms. Schools wishing to license PLD eBooks can contact us HERE.
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The essential resources you need for Early Years Literacy, Oral Language and Movement and Motor.
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Essential Foundation Literacy Starter Pack
Foundation Year flip books and A4 resources for every Literacy program.
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Learning to Blend Onset and RimeFrom $51.00$51.00 incl. GST
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.