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Year 1 & 2 Teaching Sequence Manual
The Year 1 & 2 Teaching Sequence Manual outlines what to teach and when to teach it sequence over a full year for Literacy and Oral Language. 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 Year 1 & 2 Teaching Sequence Manual outlines what to teach and when to teach it sequence over a full year for Literacy and
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Year 1 & 2 Screening & Tracking Manual
The Year 1 & 2 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 Year 1 & 2 Teaching Sequence Manual. In this way, […]
The Year 1 & 2 Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue
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Year 2 Semester 1 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
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Year 1 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
Year 2 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 the order of frequency is important, however, the complexity and the composition of the words require a greater level of consideration for an early literacy learner.
- Applying a set of HFW to a year level (e.g. The first 100 words in Foundation, the second 100 in Year 1 etc) does not take into account the developmental level that students are operating at, and which HFW match the class’s phonic and phonemic awareness knowledge.
- The existing evidence-base consistently argues for HFW to be presented within an SSP program. Although this is repeatedly stated, it is unclear how the amalgamation of phonics and HFW should actually occur.
It is in direct response to issues such as these, that we at PLD embarked on the following process:
- Rather than focusing upon individual HFW lists, we amalgamated the words that occurred within a range of HFW lists commonly used within Australia.
- With the expanded HFW list, we organised the words not on the basis of frequency of occurrence, but in terms of their location within PLD’s SSP progression.
- The remaining irregular HFW or complex words (with sophisticated or advanced phonic concepts) were clustered according to spelling patterns and frequency of occurrence.
- All words were colour coded to illustrate the relationship between the sound and phonic structure.
For more information on the development of this resource, continue reading rethinking High Frequency Words within PLD’s Structured Synthetic Phonics program. Click on the links below to download the other High Frequency Words within SSP Charts:
Foundation
- Foundation Semester 1 Phonics and High Frequency Words – School and Home Version
- Foundation Semester 2 Phonics and High Frequency Words – School and Home Version
Year 1
- Year 1 Semester 1 Phonics and High Frequency Words – School and Home Version
- Year 1 semester 2 Phonics and High Frequency Words – School and Home Version
Year 2
- Year 2 Semester 1 Phonics and High Frequency Words – School and Home Version
- Year 2 Semester 2 Phonics and High Frequency Words – School and Home Version
Year 3+
You can download all 7 in school and at home charts in one PDF HERE.
Screening the Reading and Spelling of HFW’s
Review semester 2 reading and spelling irregular high frequency word knowledge through the presentation of the screen outlined in the Year 1 & 2 Screening & Tracking Manual. This check is optional and could be presented in Week 10 of Term 4.
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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Phonic Dictation – Stage 2
From $65.00$65.00 incl. GST 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 2 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 2 focuses on: Phonic concepts – sh/ch/th/oo/ee/ck/ar/or/ay/ai/er/ing/all. Consonant clusters and double consonants. Long vowels – a-e/e-e/i-e/o-e/u-e. Phonic concepts – oa/ow(as oa)/ ir(as er)/ur(as er)/er/aw(as or)/or/ ea(as ee)/ee/ou/ow(as ou)/ etc. 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 1 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 13 – 16.
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Structured Synthetic Phonics Time-Savers – Stage 1 & 2
From $65.00$65.00 incl. GST Ready to use resources for teaching phonic concepts, spelling and reading.
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 2 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 2 focuses on: Phonic concepts – sh/ch/th/oo/ee/ck/ar/or/ay/ai/er/ing/all. Consonant clusters and double consonants. Long vowels – a-e/e-e/i-e/o-e/u-e. Phonic concepts – oa/ow(as oa)/ ir(as er)/ur(as er)/er/aw(as or)/or/ ea(as ee)/ee/ou/ow(as ou)/ etc. 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 1 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 13 – 16.
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Decoding and Spelling Games – Stage 2
From $57.00$57.00 incl. GST A program to develop single word decoding and spelling skills for students operating at Stage 2. Games and tasks for targeted small groups and home programs.
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Phonic and Sight Word Sequence
From $57.00$57.00 incl. GST 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 2 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 2 focuses on: Phonic concepts – sh/ch/th/oo/ee/ck/ar/or/ay/ai/er/ing/all. Consonant clusters and double consonants. Long vowels – a-e/e-e/i-e/o-e/u-e. Phonic concepts – oa/ow(as oa)/ ir(as er)/ur(as er)/er/aw(as or)/or/ ea(as ee)/ee/ou/ow(as ou)/ etc. 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 1 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 13 – 16.
