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Foundation Pre-Literacy Screen
The Foundation Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development.
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Maximising literacy development within the Junior Primary
At PLD we advocate for a strong junior primary process, in which the connections between classrooms and year levels is well organised. Most students require
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The Pathway of Pre-Literacy into Early Literacy
Schools will have literacy results maximized over the long-term when they systematically plan how students progress from pre-literacy (or emergent literacy skills) into their early
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PLD’s 2020 Whole School Literacy Plan
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
Learning to Blend Three Phonemes
Code: L2B2
Year Level: Early Years, Foundation
$64.90 (inc. $5.90 GST)
In stock
A phonemic awareness blending program, designed to prepare children for reading.
Phonological awareness (and more specifically phonemic awareness) appears to unlock the mystery of word recognition and spelling. Once a child is conscious of the sounds that comprise words, the mapping of the sounds to the alphabetic system occurs with much greater ease.
The phonemic awareness pre-requisite for reading simple regular CVC [consonant-vowel-consonant] words such as ‘fig’, ‘tin’ and ‘mat’ is the skill of blending.
- First students must learn to blend at an onset and rime level. E.g. ‘Listen carefully and put these sounds together and guess this word:’ ‘f’ (one second pause) ‘ig’?’
- Students then learn to blend at the phonemic or individual sound level: E.g. ‘Listen carefully and put these sounds together and guess this word; ‘m’ (one second pause) ‘a’ (one second pause) ‘t’? Answer: ‘mat’.
The Phonemic Awareness Skill for Reading: Blending
Despite the research supporting the importance of blending, this skill is too often overlooked. The negative side of presenting reading activities without attention to the pre-requisite skill is that it does not set up all children for success. Within Learning to Blend Three Phonemes for Early Years and Foundation, the phonemic awareness skill of blending is targeted. Blending represents an immediate precursor to decoding ability. The colour card sets form the basis of short explicit instruction sessions. The scripted instructions provide clear guidelines on how to effectively teach blending. When this program is used in conjunction with screening this program forms a significant component in a school’s preventative/early intervention strategy.
Includes:
- A no-preparation required spiral bound A5 full colour flip book.
- Introduction/Note from the author.
- Over 40 coloured picture which develop the skill of blending.
- Each card has specific scripted instructions.
- A progress check/skill assessment to review readiness for reading.
- Aim for 2-3 minutes of blending several times a day.
This publication is mentioned within the Whole School Literacy Strategy booklet on pages 6 & 10.
Learning to Blend Three Phonemes - eBook
Code: L2B2e
Year Level: Early Years, Foundation
$51.00 (inc. $4.64 GST)
In stock
A phonemic awareness blending program, designed to prepare children for reading.
Phonological awareness (and more specifically phonemic awareness) appears to unlock the mystery of word recognition and spelling. Once a child is conscious of the sounds that comprise words, the mapping of the sounds to the alphabetic system occurs with much greater ease.
The phonemic awareness pre-requisite for reading simple regular CVC [consonant-vowel-consonant] words such as ‘fig’, ‘tin’ and ‘mat’ is the skill of blending.
- First students must learn to blend at an onset and rime level. E.g. ‘Listen carefully and put these sounds together and guess this word:’ ‘f’ (one second pause) ‘ig’?’
- Students then learn to blend at the phonemic or individual sound level: E.g. ‘Listen carefully and put these sounds together and guess this word; ‘m’ (one second pause) ‘a’ (one second pause) ‘t’? Answer: ‘mat’.
The Phonemic Awareness Skill for Reading: Blending
Despite the research supporting the importance of blending, this skill is too often overlooked. The negative side of presenting reading activities without attention to the pre-requisite skill is that it does not set up all children for success. Within Learning to Blend Three Phonemes for Early Years and Foundation, the phonemic awareness skill of blending is targeted. Blending represents an immediate precursor to decoding ability. The colour card sets form the basis of short explicit instruction sessions. The scripted instructions provide clear guidelines on how to effectively teach blending. When this program is used in conjunction with screening this program forms a significant component in a school’s preventative/early intervention strategy.
Includes:
- A no-preparation required eBook.
- Introduction/Note from the author.
- Over 40 coloured picture which develop the skill of blending.
- Each card has specific scripted instructions.
- A progress check/skill assessment to review readiness for reading.
- Aim for 2-3 minutes of blending several times a day.
This publication is mentioned within the Whole School Literacy Strategy booklet on pages 6 & 10.
Bulk Licensing
Bulk licensing options are currently being developed to allow schools to share products with staff electronically (e.g. saved on servers or accessible within online platforms) and will be available soon. If you would like to be notified when this offering is available, please express your interest here.
ISBN : 9781925057621
ISBN : 9781925057621
National Curriculum Statement
Sound and letter knowledge - Phonemic awareness (sounds of language) - Recognise rhymes, syllables and sounds (phonemes) in spoken words
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.
Copyright: For copyright purposes, every page of the PLD eBooks will be stamped with the name & email address provided by the purchaser at the time of order. PLD ebooks belong solely to the purchaser and may not be shared with colleagues, parents or anyone else. PLD eBooks can not be uploaded to school servers, intranets or online platforms. Schools wishing to license PLD eBooks can contact us HERE.
For full terms and conditions, see our Copyright Terms of Use.
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