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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
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Speech Sound Development – Ages 3 to 8
The milestone poster/sheet details the age related milestones for speech sound development in children aged 3 to 8 years.Many parents, early childhood workers and teachers will wonder if a child speech is normal. Most children’s speech becomes clearer gradually as they hear and
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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 – Foundation Font
Code: Chal
Year Level: Early Years, Foundation
$38.50 (inc. $3.50 GST)
In stock
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 contain 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)
Includes:
- 26 x A4 colour cards
- General information card
This resource is mentioned in the Foundation Teaching Sequence Manual on page 12.
Other phonic posters, available in print or as eBooks, in this series:
Alphabet sound charts – Foundation Font - eBook
Code: Chale
Year Level: Early Years, Foundation
$30.00 (inc. $2.73 GST)
In stock
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 contain 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)
Includes:
- 26 x A4 colour cards
- General information card
This resource is mentioned in the Foundation Teaching Sequence Manual on page 12.
Other phonic posters, available in print or as eBooks, in this series:
Alphabet sound charts – Foundation Font – School License
School licensing allows schools to purchase a license for a product or range of products and allow all teaching and support staff access to the electronic resource for as long as the subscription is active. To learn more about school licensing please click here.
Code: Chale (School License)
Year Level: Early Years, Foundation
School licensing options are currently being developed to allow schools to share products with staff electronically (e.g. saved on servers or accessible within online platforms) and will be available soon. If you would like to be notified when this offering is available, please express your interest here.
National Curriculum Statement
This download outlines how PLD programs link to the ACARA National Curriculum year level content descriptions.
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PLD’s Alignment to the Australian National Curriculum
How does PLD align to the Australian National Curriculum?In the attached download we have outlined where PLD applies to each year level, the content code and descriptor and the related PLD programs.
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.
For full terms and conditions, see our Copyright Terms of Use.
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.
For full terms and conditions, see our Copyright Terms of Use.
ISBN :
9781925769135
ISBN :
9781925769135
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