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Maximising literacy development within the Junior Primary
At PLD we advocate for a strong junior primary process, in which the connections between classrooms and year levels is well organised. Most students require three consecutive strong years of learning in the junior primary to set them up for entry into the ‘content’ curriculum phase of their schooling. This download provides a series of […]
At PLD we advocate for a strong junior primary process, in which the connections between classrooms and year levels is well organised. Most students require
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The Pathway of Pre-Literacy into Early Literacy
Schools will have literacy results maximized over the long-term when they systematically plan how students progress from pre-literacy (or emergent literacy skills) into their early literacy skills. The two primary areas that will facilitate a smooth transition into early reading and spelling are: Phonemic awareness (and specifically blending for early reading and segmentation for early […]
Schools will have literacy results maximized over the long-term when they systematically plan how students progress from pre-literacy (or emergent literacy skills) into their early
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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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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 the Multi Sensory Way – Cursive Font
In stock
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.
Generous discounts apply for bulk orders
- 5 to 9 copies – 15% discount applies
- 10+ copies – 20% discount applies
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.
For full terms and conditions, see our Copyright Terms of Use.
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Essential Foundation Literacy Starter Pack
$508.56$432.29Foundation Year flip books and A4 resources for every Literacy program.
By the end of the Foundation school year, children should be able to read and spell CVC and CCVC words and words with a range
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Learning to Blend Onset and Rime
From $51.00$51.00 incl. GSTA 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.
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Essential Early Years Literacy Starter Pack
$274.43$233.27An Early Years Literacy essential resource bundle for teachers and parents.
By the end of the Early Years the average child should have strong initial sound (or phoneme) awareness, knowledge of at least half of the
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Vocabulary and Syllable Time – Set 2
From $51.00$51.00 incl. GSTPhonological awareness training with semantic categories.
Vocabulary and syllable time – Set 2 for children aged 3-4 was developed by a speech pathologist for teachers and parents. The short sessions are designed to extend vocabulary and phonological awareness skills to prepare children for literacy. The scripted instructions provide clear guidelines on how to use the program. When this resource is used in conjunction with the progress screen, the program aims to maximise early intervention efforts. Includes: A note from the Diana Rigg, which provides a theoretical overview. Over 40 coloured cards, organised into the five semantic groups. A quick progress check/assessment to review skill development. A ‘no preparation’ required spiral bound A5 gloss coloured card Flip Book This publication is mentioned within the ‘Whole School Literacy Strategy‘ booklet on page 6.
