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
How do the PLD Early Reading Profiles link to the phonics and high frequency words teaching sequence and book sets?
The Early Reading Profile Screens reflect two areas of early reading: Accuracy (or the student’s ability to ‘crack the code’ and verbalise the words). Automaticity (or the student’s ability to read the word as a full word and in a manner that is efficient and automatic). Early readers typically decode the majority of phonics-based words. […]
The Early Reading Profile Screens reflect two areas of early reading: Accuracy (or the student’s ability to ‘crack the code’ and verbalise the words). Automaticity
Assessments for students experiencing difficulty within Stage 1 – Target 1,2,3
If students are experiencing difficulty at a stage 1 level (and as a consequence are not progressing at a rate that is pleasing) PLD recommends the presentation of the relevant short investigation to determine the basis of the difficulties.
These screens have been designed to identify why students are not progressing or why they are experiencing difficulties acquiring skills. The screens highlight what additional skills
Foundation Pre-Literacy Screen
Revised for 2020.
The Foundation Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development.
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 skill development each term. The screen provides information about the development of decoding ability (i.e. blending sounds, onset-rime blending or whole word reading) in addition to assessing knowledge of phonic concepts. This allows for the identification of areas requiring targeted teaching and assists in planning and also the allocation of decodable reading books.
Once pre-reading skills have been acquired and students are beginning to decode (i.e. read) students typically require repeated practice of specifically structured reading material that gradually increases in phonic complexity and length (i.e. decodable readers). The Foundation – Early Reading Profile provides valuable information to assist in scheduling appropriate targeted reading material, the planning for areas requiring targeted teaching and evidence of skill development.
The Foundation – Early Reading Profile contains the following:
- Exercise 1: VC Words
- Exercise 2: CVC Words
- Exercise 3: CVC Words With Early Stage 1 Phonics
- Exercise 4: CCVC and CVCC Words
- Exercise 5: Words With Late Stage 1 Phonics
- Exercise 6: Stage 2 Words
- Exercise 7: Stage 3 Words
Teachers administering the screen are required to record the percentage of accuracy for each level while rating the level of automaticity observed. Training to administer the screen can be found in the following online courses:
The full screen is found in the 2020 edition of the Phonic Sight Word Sequence.
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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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Outlining the relationship between letters and sounds.
By middle and upper primary, classes typically have a huge range in ability levels. Using the placement tests in Phonic and Sight Word Sequence levels are quickly established and class specific content can be devised. This best selling resource covers Foundation all the way through to Year 6 and provides teachers and parents with: A structured whole-school scope and sequence for primary schools, outlining phonic concepts, spelling rules, morphology, reading and spelling words, sight words and assessments. Termly reviews are provided for establishing the range in ability, for reviewing progress and for measurable data. Stages 1, 2 and 3 primarily outline structured synthetic phonics content along with common bound morpheme suffixes. Stages 4, 5 and 6 are comprised of structured synthetic plus more sophisticated word attack spelling based upon syllables, prefixes, suffixes, and morphemes. Placement tests, term reviews, and short investigations when students are slow to progress are included. Guidelines for the explicit teaching of sight words are contained within the appendix. To find out how the 2020 Second Revised Edition differs from previous versions, click here. Phonic and Sight Word Sequence is mentioned within the ‘Whole School Literacy Strategy’ booklet on page 11, 17 & 22. Generous discounts apply for bulk orders 5 to 9 copies – 15% discount automatically applied at checkout 10+ copies – 20% discount automatically applied at checkout
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A program to develop single word decoding and spelling skills for students operating at Stage 1. Games and tasks for targeted small groups and home programs.
Features: Single word phonic word attack skills require explicit instruction and repeated practice. Once single word skills are established, they are more likely to transfer across to written work. The program is designed for individuals or small groups of students who require repeated opportunities to consolidate stage 1 spelling and decoding. The stage 1 program is organised into four sections: Target 1: CVC Target 2: CVC with early phonic concepts sh, ch, th, oo, ee, ck Target 3: CCVC and CVCC words Target 4: Phonic concepts such as ar, or, er, ai, oi The game-based activities provide multiple opportunities to rehearse word attack skills at a reading and spelling level. This resource is mentioned in the Foundation Teaching Sequence Manual on page 9 & 10.
Alphabet the Multi Sensory Way – Foundation FontFrom $51.00$51.00 incl. GST
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 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). The order of presentation is: Group 1: s, a, t, p, i, n Group 2: c, h, e, r, m, d Group 3: g, o, u, l, f, b Group 4: j, z, x, y, k, q, w, v Group 5: sh, ch, th/th, oo/oo, ee, ck Group 6: ay, or, ar, er.ai, oy, (i)ng, oi, all 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. This product is mentioned in the Early Years Teaching Sequence Manual on page 6 and the Foundation Teaching Sequence Manual on page 7. This resource is also available in a cursive font.
Essential Foundation Literacy Starter Pack
Foundation 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