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Early Reading Screen – Foundation
Year Level: FoundationTracking the emergence of early decoding and word reading.
The Early Reading Screen – Foundation 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 Early Reading Screen – Foundation provides valuable information to assist in scheduling appropriate targeted reading material, the planning for areas requiring targeted teaching and evidence of skill development.
The Early Reading Screen – Foundation 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, along with instructions on when and how to screen are found in the Foundation Screening & Tracking Manual. See our Copyright Terms of Use at https://pld-literacy.org/copyright/.
Books: PLD’s books may be used by the authorised purchaser within their classroom, however there are restrictions regarding modifying, copying or sharing. Full details can be found here.
eBooks: eBooks will be stamped with the name and email address of the purchaser and may only be used by the authorised purchaser (an individual user) within their classroom. eBooks may NOT be shared with other users or stored on a shared drive/portal/server/LMS. Learn more here.
School Licences: A School Licence allows access to a resource to be shared with an unlimited number of employees who are employed by the ‘Authorised purchaser’. These resources can be accessed by multiple users simultaneously and can be printed (subject to restrictions) or displayed by employees of the ‘Authorised purchaser’ within their classroom. Learn more here.
Downloadable resources & screening tools: These resources can be viewed, downloaded, printed and shared providing the resources are not modified in any way. Learn more here.
Breaches of Australian Copyright Law are taken seriously and may result in legal action being taken. Full copyright information can be found. Learn more here.
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Foundation Teaching Sequence Manual
The Foundation Teaching Sequence Manual outlines what to teach and when to teach it sequence over a full year for Literacy, Oral Language and Movement & Motor. The manual provides week-by-week guidelines including professional development options and essential PLD evidence-based programs. Keep in mind that it may be appropriate for schools to adapt the timing […]
The Foundation Teaching Sequence Manual outlines what to teach and when to teach it sequence over a full year for Literacy, Oral Language and Movement
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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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Private: 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
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Foundation Pre-Literacy Screen
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Phonic and Sight Word Sequence
Outlining the relationship between letters and sounds.
Introduction to the Program This essential guide outlines the PLD approach to implementing reading and spelling instruction from Foundation to Year 6. The Program Includes: A structured whole-school scope and sequence, outline phonic concepts, morphology, reading and spelling words, regular and irregular high-frequency words. Termly assessments to establish the range in ability and reviewing progress. Stages 1-3 focus on teaching essential phonic concepts and common-bound morpheme suffixes. Stages 4-6 focus on extending alternative spellings of phonic concepts and more sophisticated word attack spelling based on syllables, prefixes, suffixes and morphemes. Difficulty acquiring Stage 1 concept assessments to investigate slow-to-progress students. Posters and guidelines on the explicit teaching of reading and spelling words in phonemes or syllables and irregular high-frequency words. Other Programs within the Range: CVC Words Reading, Spelling and Writing Taskss Early Stage 1 – Reading, Spelling and Writing Tasks – Target 2 CCVC and CVCC Reading, Spelling and Writing Tasks – Stage 1 – Target 3 Reading, Spelling and Writing Tasks: CVC to Target 4 – Bundle Links to the Teaching Sequence Manuals This product can be used to support the implementation of the: Foundation Teaching Sequence Manua Year 1 & 2 Teaching Sequence Manual Year 3-6 Teaching Sequence Manual
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Alphabet the Multi Sensory Way – Foundation Font
A program for 4-6 year olds, incorporating Stage 1 phonic concepts.
Introduction to the Program This essential guide outlines the PLD approach to implementing reading and spelling instruction from Foundation to Year 6. The Program Includes: A structured whole-school scope and sequence, outline phonic concepts, morphology, reading and spelling words, regular and irregular high-frequency words. Termly assessments to establish the range in ability and reviewing progress. Stages 1-3 focus on teaching essential phonic concepts and common-bound morpheme suffixes. Stages 4-6 focus on extending alternative spellings of phonic concepts and more sophisticated word attack spelling based on syllables, prefixes, suffixes and morphemes. Difficulty acquiring Stage 1 concept assessments to investigate slow-to-progress students. Posters and guidelines on the explicit teaching of reading and spelling words in phonemes or syllables and irregular high-frequency words. Other Programs within the Range: CVC Words Reading, Spelling and Writing Taskss Early Stage 1 – Reading, Spelling and Writing Tasks – Target 2 CCVC and CVCC Reading, Spelling and Writing Tasks – Stage 1 – Target 3 Reading, Spelling and Writing Tasks: CVC to Target 4 – Bundle Links to the Teaching Sequence Manuals This product can be used to support the implementation of the: Foundation Teaching Sequence Manua Year 1 & 2 Teaching Sequence Manual Year 3-6 Teaching Sequence Manual
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Decoding and Spelling Games – Stage 1
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.
Introduction to the Program This essential guide outlines the PLD approach to implementing reading and spelling instruction from Foundation to Year 6. The Program Includes: A structured whole-school scope and sequence, outline phonic concepts, morphology, reading and spelling words, regular and irregular high-frequency words. Termly assessments to establish the range in ability and reviewing progress. Stages 1-3 focus on teaching essential phonic concepts and common-bound morpheme suffixes. Stages 4-6 focus on extending alternative spellings of phonic concepts and more sophisticated word attack spelling based on syllables, prefixes, suffixes and morphemes. Difficulty acquiring Stage 1 concept assessments to investigate slow-to-progress students. Posters and guidelines on the explicit teaching of reading and spelling words in phonemes or syllables and irregular high-frequency words. Other Programs within the Range: CVC Words Reading, Spelling and Writing Taskss Early Stage 1 – Reading, Spelling and Writing Tasks – Target 2 CCVC and CVCC Reading, Spelling and Writing Tasks – Stage 1 – Target 3 Reading, Spelling and Writing Tasks: CVC to Target 4 – Bundle Links to the Teaching Sequence Manuals This product can be used to support the implementation of the: Foundation Teaching Sequence Manua Year 1 & 2 Teaching Sequence Manual Year 3-6 Teaching Sequence Manual
From $65.00$65.00 incl. GST
