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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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Foundation Assessment Schedule
The following Foundation full year assessment schedule and scope and sequence have been extracted from the Foundation Screening & Tracking Manual. Within this download, outlines have been provided as a general term-by-term guide from which schools can adapt their scheduling. While some students will progress faster and some slower, these plans should be considered for […]
The following Foundation full year assessment schedule and scope and sequence have been extracted from the Foundation Screening & Tracking Manual. Within this download, outlines
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Whole School Phonic Sight Word Sequence Placement Screening
The Phonic Sight Word Sequence placement test, is designed to very quickly establish the range in ability within a class, and provide the stages or levels for which explicit, structured teaching is required.
The Phonic & Sight Word Sequence Spelling Profiles are designed to track the development of single word spelling based upon PLD’s Structured Synthetic Phonics sequence.
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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
Foundation Pre-Literacy Screen
Revised for 2020.
The screen focuses upon two main skills:
- Phonological Awareness: the ability to attend to the phonological structure or sound structure of words.
- Alphabetic Knowledge: or more specifically letter sound identification.
Both skills have been identified in education, speech pathology, educational psychology and dyslexia research as predictors of success and difficulties in reading performance.
This screen tracks the precursors of decoding (ie: blending the alphabet sounds) and the precursors of spelling (ie: phonemic segmentation and alphabet recall and formation).
The Foundation Pre-Literacy Screen covers:
- Subtest 1: Blending which is a precursor to decoding or reading ability
- Subtest 2: Alphabet Sound Knowledge to support reading
- Subtest 3: Segmentation of CVC Words a precursor to spelling and writing
- Subtest 4: Alphabet Sound Recall & Formation – Supporting Spelling & Writing
The stimulus sheets are available in cursive and Foundation Font. This screen also applies to: Pre-Primary (WA), Kindergarten (NSW/ACT), Prep (QLD/VIC/TAS) Reception (SA) & Transition (NT). If training is required to administer this assessment, please refer to the following online course: https://courses.pld-literacy.org/courses/Learning-to-read-spell-and-write-in-Foundation
Please note that the test results can be applied directly to excel tracking sheets. Request the 2020 Student Monitoring and Tracking Spreadsheet here.
See our Copyright Terms of Use at https://pld-literacy.org/help-pages/copyright-policy
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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Learning to Blend Three Phonemes
From $51.00$51.00 incl. GST A phonemic awareness blending program, designed to prepare children for reading.
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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Learning to Segment CVC Words
From $51.00$51.00 incl. GST A phonemic awareness segmentation program, designed to prepare children for spelling.
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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Decoding and Spelling Games – Stage 1
From $57.00$57.00 incl. GST 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.
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
