Foundation Screening & Tracking Manual

Year Level: Foundation

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 on progress.

As a support to the Foundation Screening & Tracking Manual, PLD has recently released Foundation Tracking Sheets Videos which outline how to create the three targeted teaching groups.

Keep in mind that it may be appropriate for schools to adapt the timing of the skills depending upon the demographics of the school community and the associated student entry levels to the school.

Download the Screening & Tracking Manuals for other year levels:

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  • Foundation Screening & Tracking Manual
    Foundation Parent Education Sheets and Downloads – Semester 1

    This booklet outlines key information to be provided to parents, caregivers and the wider community within semester one. Children benefit when home and school work together. To support this, PLD offers an extensive range of parent milestone information sheets and videos. These resources are ideal to be disseminated to parents and the wider community through […]

    This booklet outlines key information to be provided to parents, caregivers and the wider community within semester one. Children benefit when home and school work

  • Foundation Screening & Tracking Manual
    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

  • Foundation Screening & Tracking Manual
    PLD’s Synthetic Phonics and High Frequency Words Teaching Sequence

    An evidence-based structured synthetic phonics (SSP) program that integrates the teaching of high frequency words (HFW’s) within the phonic sequence.

    Recently, following an extensive literature review, PLD upgraded our approach to teaching high frequency words (HFW) by amalgamating it with our phonic progression. Our unique

  • Foundation Screening & Tracking Manual
    Foundation Semester 2 Phonics & High Frequency Words – School & Home Version

    Following an extensive literature review, PLD has upgraded our approach to high frequency words (HFW). In a recent blog, a range of tips were provided to remove the confusion that surrounds sight words. Since that point, we have developed our approach further. Our 2020 approach to HFW tackles three commonly encountered issues: Teaching HFW in […]

    Following an extensive literature review, PLD has upgraded our approach to high frequency words (HFW). In a recent blog, a range of tips were provided

This download outlines how PLD programs link to the ACARA National Curriculum year level content descriptions.

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    Foundation Screening & Tracking Manual

    Learning to apply phonic knowledge to extended writing tasks

    What happens when the correct spelling of test words does not transfer to writing? Students often write words correctly in spelling tests but struggle when applying their new knowledge to written work? As a general rule, students require many opportunities to rehearse their skills in contexts of increasing complexity. Phonic Dictation – Stage 1 focuses on a variety of spelling and phonics concepts. As students complete the dictation tasks, they are faced with the challenge of applying their recently acquired spelling concepts to the rewriting of passages. The presentation of regular phonic dictation sessions enables students to rehearse transferring spelling concepts to their writing. Dictation tasks require minimal preparation but produce significant gains in all areas of literacy. When presented on a regular basis, dictation tasks hold the potential to produce a significant increase in a range of areas. Dictation improves the following skills in students: listening auditory memory handwriting language spelling Most importantly, dictation assists in the translation of spelling list words to students’ self-generated writing. The short presentation formats outline dictation only, the extended formats provide reading, editing and writing tasks. Phonic Dictation – Stage 1 focuses on: Alphabet VC and CVC words. Phonic concepts – sh/ ch/th/oo/ee/ck to CVC words. Blends CCVC and CVCC words. Phonic concepts – ar/or/ ay/ai/oy/oi/er/ing. Generous discounts apply for bulk orders 5 to 9 copies – 15% discount applies 10+ copies – 20% discount applies   The other programs within the range include: Phonic Dictation – Stage 2 Phonic Dictation – Stage 3 Phonic Dictation – Stage 4 Phonic Dictation – Stage 5 Phonic Dictation – Stage 6 This publication is mentioned within the Year 1 & 2 Teaching Sequence Manual on pages 9 – 12.

  • Alphabet the Multi Sensory Way – Foundation Font
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    Foundation Screening & Tracking Manual

    A program for 4-6 year olds, incorporating Stage 1 phonic concepts.

    What happens when the correct spelling of test words does not transfer to writing? Students often write words correctly in spelling tests but struggle when applying their new knowledge to written work? As a general rule, students require many opportunities to rehearse their skills in contexts of increasing complexity. Phonic Dictation – Stage 1 focuses on a variety of spelling and phonics concepts. As students complete the dictation tasks, they are faced with the challenge of applying their recently acquired spelling concepts to the rewriting of passages. The presentation of regular phonic dictation sessions enables students to rehearse transferring spelling concepts to their writing. Dictation tasks require minimal preparation but produce significant gains in all areas of literacy. When presented on a regular basis, dictation tasks hold the potential to produce a significant increase in a range of areas. Dictation improves the following skills in students: listening auditory memory handwriting language spelling Most importantly, dictation assists in the translation of spelling list words to students’ self-generated writing. The short presentation formats outline dictation only, the extended formats provide reading, editing and writing tasks. Phonic Dictation – Stage 1 focuses on: Alphabet VC and CVC words. Phonic concepts – sh/ ch/th/oo/ee/ck to CVC words. Blends CCVC and CVCC words. Phonic concepts – ar/or/ ay/ai/oy/oi/er/ing. Generous discounts apply for bulk orders 5 to 9 copies – 15% discount applies 10+ copies – 20% discount applies   The other programs within the range include: Phonic Dictation – Stage 2 Phonic Dictation – Stage 3 Phonic Dictation – Stage 4 Phonic Dictation – Stage 5 Phonic Dictation – Stage 6 This publication is mentioned within the Year 1 & 2 Teaching Sequence Manual on pages 9 – 12.

  • Phonic and Sight Word Sequence
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    Foundation Screening & Tracking Manual

    Outlining the relationship between letters and sounds.

    What happens when the correct spelling of test words does not transfer to writing? Students often write words correctly in spelling tests but struggle when applying their new knowledge to written work? As a general rule, students require many opportunities to rehearse their skills in contexts of increasing complexity. Phonic Dictation – Stage 1 focuses on a variety of spelling and phonics concepts. As students complete the dictation tasks, they are faced with the challenge of applying their recently acquired spelling concepts to the rewriting of passages. The presentation of regular phonic dictation sessions enables students to rehearse transferring spelling concepts to their writing. Dictation tasks require minimal preparation but produce significant gains in all areas of literacy. When presented on a regular basis, dictation tasks hold the potential to produce a significant increase in a range of areas. Dictation improves the following skills in students: listening auditory memory handwriting language spelling Most importantly, dictation assists in the translation of spelling list words to students’ self-generated writing. The short presentation formats outline dictation only, the extended formats provide reading, editing and writing tasks. Phonic Dictation – Stage 1 focuses on: Alphabet VC and CVC words. Phonic concepts – sh/ ch/th/oo/ee/ck to CVC words. Blends CCVC and CVCC words. Phonic concepts – ar/or/ ay/ai/oy/oi/er/ing. Generous discounts apply for bulk orders 5 to 9 copies – 15% discount applies 10+ copies – 20% discount applies   The other programs within the range include: Phonic Dictation – Stage 2 Phonic Dictation – Stage 3 Phonic Dictation – Stage 4 Phonic Dictation – Stage 5 Phonic Dictation – Stage 6 This publication is mentioned within the Year 1 & 2 Teaching Sequence Manual on pages 9 – 12.

  • Learning to Segment CVC Words
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    Foundation Screening & Tracking Manual

    A phonemic awareness segmentation program, designed to prepare children for spelling.

    What happens when the correct spelling of test words does not transfer to writing? Students often write words correctly in spelling tests but struggle when applying their new knowledge to written work? As a general rule, students require many opportunities to rehearse their skills in contexts of increasing complexity. Phonic Dictation – Stage 1 focuses on a variety of spelling and phonics concepts. As students complete the dictation tasks, they are faced with the challenge of applying their recently acquired spelling concepts to the rewriting of passages. The presentation of regular phonic dictation sessions enables students to rehearse transferring spelling concepts to their writing. Dictation tasks require minimal preparation but produce significant gains in all areas of literacy. When presented on a regular basis, dictation tasks hold the potential to produce a significant increase in a range of areas. Dictation improves the following skills in students: listening auditory memory handwriting language spelling Most importantly, dictation assists in the translation of spelling list words to students’ self-generated writing. The short presentation formats outline dictation only, the extended formats provide reading, editing and writing tasks. Phonic Dictation – Stage 1 focuses on: Alphabet VC and CVC words. Phonic concepts – sh/ ch/th/oo/ee/ck to CVC words. Blends CCVC and CVCC words. Phonic concepts – ar/or/ ay/ai/oy/oi/er/ing. Generous discounts apply for bulk orders 5 to 9 copies – 15% discount applies 10+ copies – 20% discount applies   The other programs within the range include: Phonic Dictation – Stage 2 Phonic Dictation – Stage 3 Phonic Dictation – Stage 4 Phonic Dictation – Stage 5 Phonic Dictation – Stage 6 This publication is mentioned within the Year 1 & 2 Teaching Sequence Manual on pages 9 – 12.