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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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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.
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 publication is mentioned within the Foundation Teaching Sequence Manual on page 9 & 10 and the Year 1 & 2 Teaching Sequence Manual on pages 9 – 13.
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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.
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 publication is mentioned within the Foundation Teaching Sequence Manual on page 9 & 10 and the Year 1 & 2 Teaching Sequence Manual on pages 9 – 13.
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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.
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 publication is mentioned within the Foundation Teaching Sequence Manual on page 9 & 10 and the Year 1 & 2 Teaching Sequence Manual on pages 9 – 13.
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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.
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 publication is mentioned within the Foundation Teaching Sequence Manual on page 9 & 10 and the Year 1 & 2 Teaching Sequence Manual on pages 9 – 13.
