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Tips for Dealing with Letter Reversals
Reversing Letters in Early Years, Foundation and early Year 1
Many young children reverse letters because they lack familiarity with the symbols. When learning to write letters in the Early Years, Foundation and early Year
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Phases of Writing Development
A milestone and information sheet which identifies the four phases of writing development. It includes age related examples.
Just as children make many “mistakes” or approximations as they learn to talk, the development of writing skills is also a process. At each phase
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Getting Ready for Writing (Pre-writing patterns) Factsheet
A downloadable factsheet which identifies the six basic (Pre-writing) patterns that form the basis of all alphabet letters.
Throughout the early years, children are encouraged to participate in a range of fine motor activities that develop: their manipulative skills a dominant hand the
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The Development of Appropriate Pencil Grip and Drawing Skills – Ages 1 – 6
These milestone and information sheets identify the age-related milestones for hand function, pencil grip (grasp) and drawing skills in children aged 1 to 6 years. They present images of good and NOT good pencil grip and also outline hints for making a good pencil grip easier.
When children first begin to draw using crayons, pencils or brushes they use a dagger grasp. In a natural developmental sequence, they will hold the
Letter Formation for Little People – Cursive Font
In stock (can be backordered)
An early childhood approach to instructing letter formation.
Letter Formation For Little People is a valuable resource for teachers in the early education setting. It is a unique program which details an initial introduction to lower case letters and their correct formation. This package provides multiple opportunities for rehearsal of each letter shape in a cursive font. The order of introduction of the letters is based on the 4 groupings used in all PLD programs.
Children are able to begin learning letter formation once they have mastered:
- Emerging alphabet letter name and sound knowledge
- Good sitting posture
- Efficient grasp
- Pre-writing patterns
- Pencil control and accuracy
It is essential that correct formations of letters are mastered early, as it reduces the possibility of incorrect formations becoming habitual, and patterns needed to be re-learned at a later stage. Developed by an Occupational Therapist, this easy-to-use resource contains an early childhood approach to developing positive letter formation skills.
- The process commences by targeting letter formation in a “big way” on A3 sheets, then progresses to A4 sized letter formation before mini letters
- Each activity provides scripted instructions for the supporting adult
- Additional information on pencil grip, posture, positioning of paper etc.
- Also available in Foundation font here.
Includes:
- Instruction manual (264 pages)
This product is mentioned in the Early Years Teaching Sequence Manual on page 10.
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 Finger Tracing and Rainbow Writing
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Students require alphabetic knowledge in order to embark on the process of learning to read, spell and write. However, rather than letter naming ability, letter sound knowledge is the more important variable for entry into literacy learning. For example: In order to spell the basic word ‘dog’ a student must first ‘sound-out’ (or phonemically segment) ‘d’, ‘oh’, ‘g’ and then the student must recall and apply in the correct order the alphabet symbols. In order to read the word ‘sun’ a student must recognize each letter symbol and convert each symbol into the correct sound ‘s’, ‘uh’, ‘n’ and then the student must blend the sounds together (phonemic blending ability). In neither of the above early spelling and reading processes did alphabetic letter naming come into the equation. Alphabet Finger Tracing and Rainbow Writing for 4 to 5 year olds aims to establish a strong alphabet sound ability for early literacy through a multi-sensory approach. Multisensory alphabet learning: Students kinaesthetically feel what their mouth is doing when they produce the letter sounds. Students see what their mouths look like when their mouths produce the letter sound (via the visual representation of the mouth on each page). Students also visually connect a core picture/word with the letter sound (e.g. ‘mix’, ‘teeth’ and ‘snake’). From an auditory (and phonemic awareness) perspective students identify the initial sound in simple target words (e.g. teeth starts with a ‘t’). Students form the letters with correct starting points and while simultaneously chanting the cues that assist correct formation. Features: Created by Occupational therapists and speech pathologists Two levels of verbal formation cues. 26 x A4 colour double sided alphabet formation cards. This product is mentioned in the Early Years Teaching Sequence Manual on page 10 and the Foundation Teaching Sequence Manual on page 14.
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Letter Formation for Little People – Foundation Font – Step...
From $65.00$65.00 incl. GST A junior primary approach to instructing letter formation in FOUNDATION FONT.
Students require alphabetic knowledge in order to embark on the process of learning to read, spell and write. However, rather than letter naming ability, letter sound knowledge is the more important variable for entry into literacy learning. For example: In order to spell the basic word ‘dog’ a student must first ‘sound-out’ (or phonemically segment) ‘d’, ‘oh’, ‘g’ and then the student must recall and apply in the correct order the alphabet symbols. In order to read the word ‘sun’ a student must recognize each letter symbol and convert each symbol into the correct sound ‘s’, ‘uh’, ‘n’ and then the student must blend the sounds together (phonemic blending ability). In neither of the above early spelling and reading processes did alphabetic letter naming come into the equation. Alphabet Finger Tracing and Rainbow Writing for 4 to 5 year olds aims to establish a strong alphabet sound ability for early literacy through a multi-sensory approach. Multisensory alphabet learning: Students kinaesthetically feel what their mouth is doing when they produce the letter sounds. Students see what their mouths look like when their mouths produce the letter sound (via the visual representation of the mouth on each page). Students also visually connect a core picture/word with the letter sound (e.g. ‘mix’, ‘teeth’ and ‘snake’). From an auditory (and phonemic awareness) perspective students identify the initial sound in simple target words (e.g. teeth starts with a ‘t’). Students form the letters with correct starting points and while simultaneously chanting the cues that assist correct formation. Features: Created by Occupational therapists and speech pathologists Two levels of verbal formation cues. 26 x A4 colour double sided alphabet formation cards. This product is mentioned in the Early Years Teaching Sequence Manual on page 10 and the Foundation Teaching Sequence Manual on page 14.
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Letter Formation for Little People – Foundation Font – Step...
From $65.00$65.00 incl. GST An early childhood approach to instructing letter formation in FOUNDATION FONT.
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Pre-writing Patterns
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Students require alphabetic knowledge in order to embark on the process of learning to read, spell and write. However, rather than letter naming ability, letter sound knowledge is the more important variable for entry into literacy learning. For example: In order to spell the basic word ‘dog’ a student must first ‘sound-out’ (or phonemically segment) ‘d’, ‘oh’, ‘g’ and then the student must recall and apply in the correct order the alphabet symbols. In order to read the word ‘sun’ a student must recognize each letter symbol and convert each symbol into the correct sound ‘s’, ‘uh’, ‘n’ and then the student must blend the sounds together (phonemic blending ability). In neither of the above early spelling and reading processes did alphabetic letter naming come into the equation. Alphabet Finger Tracing and Rainbow Writing for 4 to 5 year olds aims to establish a strong alphabet sound ability for early literacy through a multi-sensory approach. Multisensory alphabet learning: Students kinaesthetically feel what their mouth is doing when they produce the letter sounds. Students see what their mouths look like when their mouths produce the letter sound (via the visual representation of the mouth on each page). Students also visually connect a core picture/word with the letter sound (e.g. ‘mix’, ‘teeth’ and ‘snake’). From an auditory (and phonemic awareness) perspective students identify the initial sound in simple target words (e.g. teeth starts with a ‘t’). Students form the letters with correct starting points and while simultaneously chanting the cues that assist correct formation. Features: Created by Occupational therapists and speech pathologists Two levels of verbal formation cues. 26 x A4 colour double sided alphabet formation cards. This product is mentioned in the Early Years Teaching Sequence Manual on page 10 and the Foundation Teaching Sequence Manual on page 14.
