Introducing CVC Spelling into the early years.
Based upon PLD’s ‘structured synthetic phonics’ (SSP) approach, designed by Speech Pathologists for teachers and parents, First Spelling Words – Set 2 is an ideal resource for students aged 5 to 6 to introduce early spelling. Multiple cards focus on each spelling concept and accommodate ample opportunities to rehearse. The instruction outlines three different ways to present the learning activity.
Divided into 8 progressive steps, the single word spelling cards contained in this resource are:
- STEP 1: sh cards (Example: shed, rash, shut, cash, ship, lash)
- STEP 2: ch cards (Example: chug, chin, rich, chop, chat, chip)
- STEP 3: th cards (Example: thin, three, them, that, this, with)
- STEP 4: long and short oo cards (Example: moon, root, hoop, boot, book, wood)
- STEP 5: ee cards (Example: jeep, reef, heel, deep, feed, peep)
- STEP 6: ck cards (Example: lock, kick, sack, back, suck, sock)
- STEP 7: CCVC word cards (Example: twin, drop, plum, flag, slip, twig)
- STEP 8: CVCC word cards (Example: tusk, gift, gold, wind, lamp, left)
This publication is mentioned within the ‘Whole School Literacy Strategy’ booklet on page 11.
Early Reading Profile – Foundation Year
The ‘Early Reading Profile’ presents an evidence based alternative to whole language type reading assessments.
It is a quick single word reading assessment. It presents words that gradually increase in length and phonic complexity. The progression reflects PLD’s structured synthetic
Foundation year Language, Literacy & Motor Milestones
A booklet that provides an overview of language, literacy and motor milestones for children in the foundation year (5 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.
Life at Five! The five year old is characterised by energy and imagination. They are creative problem-solvers who are very interested in how the world works
Language Literacy Link
A information sheet explaining the importance of targeting BOTH language based literacy (or oral language skills) and print based literacy skills (i.e. alphabetic, phonic, spelling and decoding ability) for the development of interpretative reading and writing skills.
Too often parents and educators associate early literacy success with alphabetic and sight word knowledge. A little later on in a child’s development literacy is
PLD’s 2020 Whole School Literacy Plan
The document outlines how to implement PLD’s literacy, motor and oral language resources during the Early Years, Foundation Year, 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
National Curriculum Statement Click to reveal
Expressing and developing ideas - Spelling - Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and know words.
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