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Foundation Screening & Tracking Manual
The Foundation Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended that the screens are administered following a solid period of repeated targeted instruction as outlined in the PLD Foundation Teaching Sequence Manual. In this way, the screens function as a check-in […]
The Foundation Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended that
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Early Years Screening & Tracking Manual
The Early Years Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended that the screens are administered following a solid period of repeated targeted instruction as outlined in the PLD Early Years Teaching Sequence Manual. In this way, the screens function as […]
The Early Years Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended
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Early Years Pre-Literacy Screening
The Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development.
The screen focuses on two main skills: 1. Phonological Awareness: the ability to attend to the phonological structure or sound structure of words. 2. Alphabetic
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Early Reading Profile – Year 1 and 2
The ‘Early Reading Profile’ presents an evidence-based alternative to whole language type reading assessments
Early Reading Profiles – Year 1 & 2 is a quick single word reading assessment. It presents words that gradually increase in length and phonic
Difficulty Acquiring the Alphabet Sounds – Screen
In-depth Screens (when students are slow to progress or are experiencing difficulties) with acquiring their alphabet sounds.
This screen has been designed to identify why students are not progressing or why they are experiencing difficulties acquiring skills. The screens highlight what additional skills require targeting. The results should direct the efforts of Educational Assistants, parents and support staff and direct teachers in making modifications to targeted small group or individual teaching. The screen assesses the ability to identify and verbalise the sounds at the beginning of simple words (i.e. initial sound awareness), which is a precursor to acquiring alphabet sounds.
The download is a quick screen to determine:
- Initial Phoneme Awareness
- Verbalisation of Initial Phonemes (Sounds)
- Alphabet Readiness
On page 5 of the whole school literacy strategy we outline when initial sound awareness should be ideally instructed. The short response is the term before an alphabet sound program is introduced. This page provides a more detailed explanation of how the skill is taught explicitly first, then there is a 1-minute progress check scheduled to determine if this essential skill has been adequately developed for the next area of instruction, the alphabet sounds and blending.
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.
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Alphabet sound charts – Foundation Font
From $30.00$30.00 incl. GST 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: Phonic Charts – Stage 1 Phonic Charts – Stage 2 Phonic Charts – Stage 3 Phonic Charts – Stage 4
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Alphabet Letter Sounds
From $57.00$57.00 incl. GST 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. 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: Phonic Charts – Stage 1 Phonic Charts – Stage 2 Phonic Charts – Stage 3 Phonic Charts – Stage 4
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Alphabet the Multi Sensory Way – Foundation Font
From $51.00$51.00 incl. GST A program for 4-6 year olds, incorporating Stage 1 phonic concepts.
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: Phonic Charts – Stage 1 Phonic Charts – Stage 2 Phonic Charts – Stage 3 Phonic Charts – Stage 4
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Alphabet Finger Tracing and Rainbow Writing
From $39.00$39.00 incl. GST Learning how to form lower case alphabet sounds with scripted verbal ques.
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: Phonic Charts – Stage 1 Phonic Charts – Stage 2 Phonic Charts – Stage 3 Phonic Charts – Stage 4
