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Year 1 & 2 Parent Education Sheets and Downloads
This booklet outlines key information to be provided to parents, caregivers and the wider community within semester one. Children benefit when home and school work together. To support this, PLD offers an extensive range of parent milestone information sheets and videos. These resources are ideal to be disseminated to parents and the wider community through […]
This booklet outlines key information to be provided to parents, caregivers and the wider community within semester one. Children benefit when home and school work
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Early Years to Year 6 Assessment Schedule
The following Early Years to Year 6 full year assessment schedule and scope and sequence 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 bulk of students. Screening and tracking is an […]
The following Early Years to Year 6 full year assessment schedule and scope and sequence outlines have been provided as a general term-by-term guide from
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PLD’s Decodable Reading Books Catalogue
Decodable readers present text that can be read using the decoding skills students have acquired. In the context of reading, students are then able to practice the phonic concepts that have been taught explicitly and systematically. For age-appropriate Foundation students, PLD recommends the introduction of decodable reading books within Term 2. Decodable reading books should […]
Decodable readers present text that can be read using the decoding skills students have acquired. In the context of reading, students are then able to
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Year 1 & 2 Early Reading Screen
Student Observations to Accompany a Speech Pathologist Referral
This form provides PLD’s recommended observations to accompany a referral of a student to a Speech Pathologist. It lists various observations for receptive language (understanding or comprehension), expressive language (oral language), attention, literacy skills, speech and social skills.
See our Copyright Terms of Use at https://pld-literacy.org/help-pages/copyright-policy/.
Books: PLD’s books may only be used by the Authorised Purchaser, and the Authorised Purchaser’s students, and only in conjunction with classes taken by the Authorised Purchaser. PLD’s books may be photocopied up to 10% per year for use only by the Authorised Purchaser. The Authorised Purchaser is defined as the original purchaser of the PLD materials.
eBooks: PLD’s eBooks may only be used by the Authorised Purchaser, and the Authorised Purchaser’s students, and only in conjunction with classes taken by the Authorised Purchaser. The Authorised Purchaser is defined as the original purchaser of the PLD eBook. Under the ‘Statutory Educational License’ the authorised purchaser can:
- View the eBook as a whole or in part
- Copy the eBook to their personal drive or locally on their device
- Display the eBook on your Interactive Whiteboard, projector or smart TV, for the purpose of teaching the students in their own classroom
- Photocopy or print up to 10% of the eBook per year, for use with the students in their classroom(s).
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 must not be uploaded to school servers, intranets or online platforms. Schools wishing to license PLD eBooks can contact us HERE.
School Licences: A School Licence is a multi-user subscription to a PLD resource, such as a book or program, in a digital and printable format that is accessible via the ‘My Subscription’ section of the PLD website. A School Licence is valid for 12 months from the date of purchase and can be used by an unlimited number of teachers within a school. When bought under a School Licence:
- Resources are accessible in digital, flipbook format, which teachers can access from anywhere, at any time, on any device via the PLD website.
- The resources can be used by any amount of teachers in that school.
- Multiple teachers can access the resources simultaneously.
- The resource is available to print, subject to the standard 10% per year limitation as per Australian Copyright law.
- Updated versions of resources will be automatically accessible to users with a current licence for free, ensuring all users have access to the latest versions of resources.
- Resources are stored centrally and accessed via a secure login account on the PLD website. Thus, all currently subscription resources are accessible in the one convenient place, making resources extremely easy to find. Moreso, the school license offering eradicates the frustration of lost or misplaced resources and programs which happens often with hardback books.
Additional information can be accessed via the following links:
Books: https://support.pld-literacy.org/en-au/article/plds-printed-electronic-materials-how-can-they-be-used-can-i-share-them-with-a-friendcolleague-9lk4y/
eBooks: https://support.pld-literacy.org/en-au/article/the-pld-ebooks-how-can-they-be-used-what-is-the-copyright-policy-ptfya8/
PLD’s Copyright Policy: https://support.pld-literacy.org/en-au/article/copyright-and-terms-of-use-of-pld-literacy-15tkcer/
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Semantic Scenes and Questioning – Set 1
A school-based or home-based program designed to equip teachers and parents of 3-4 year old children with activities that will develop semantic knowledge.
Semantic Scenes and Questioning – Set 1 is designed to equip teachers and parents of 3-4 year old children with activities that will develop semantic knowledge. A good grasp of semantics broadens a child’s understanding of the meaning of words, which then helps them to understand what they hear or read and also helps them to express exactly what they want to say. A child who is struggling with semantics will be the child who: Can’t stay on the topic of simple story or news telling, but goes off on unrelated tangents. Takes a long time to think of particular words they want to use in conversation. Uses non specific vocabulary such as ‘that’ ‘there’ ‘this one’. Has difficulty sorting items into groups, describing them, and finding differences and similarities. Has difficulty understanding instructions that include time vocabulary such as ‘before’ ‘after’ ‘first’ etc. ‘Semantics’ refers to the meaning of sentences and words and how words relate to one another. That is, whether words belong in groups or categories together (e.g. Apples and oranges and pears are all fruit), whether they are similar to each other, or different and the features they have e.g. Size, shape and colour. Another way to think of semantics is like a network or web. Each word we speak or read has a place in this web. Each word has other words linked to it, some closely related and some distantly related. Each word belongs to several groups, some big and some small and each word has a definition that sets it apart from other words that are similar. Some words are related by the fact that they are actually opposites! All this information surrounding words is what we aim to teach young children about the vocabulary that is appropriate to their stage of development and life experience. Semantics is one facet of oral language. Given that oral language is not only a strong predictor of academic and social success but also a necessary requirement for good mental health, it is important that parents and teachers have the skills and resources needed to facilitate the development of oral language in young children. The aim of this program is to train parents and teachers to structure and facilitate developmentally appropriate semantic activities for 3 to 4 year old children. This program provides: Semantic activities and accompanying picture resources. Examples of appropriate and inadequate responses for 3-4 year old children. Techniques and strategies to implement when a child provides an inadequate answer. Features: Colour thematic picture scenes include the zoo, transport, at home, food, school, toys, Australian animals, clothes, under the sea and birthday party. Specific semantic questioning is outlined for each picture scene. Examples of appropriate and inadequate responses for 3-4 year old children. Techniques and strategies are outlined when a child provides an inadequate answer. This product is mentioned in the Early Years Teaching Sequence Manual on page 9. The programs within the range include: Semantic Scenes and Questioning – Set 1 Semantic Scenes and Questioning – Set 2
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10 Minute Language Games – Set 1
Developing vocabulary and the ability to speak in sentences.
Semantic Scenes and Questioning – Set 1 is designed to equip teachers and parents of 3-4 year old children with activities that will develop semantic knowledge. A good grasp of semantics broadens a child’s understanding of the meaning of words, which then helps them to understand what they hear or read and also helps them to express exactly what they want to say. A child who is struggling with semantics will be the child who: Can’t stay on the topic of simple story or news telling, but goes off on unrelated tangents. Takes a long time to think of particular words they want to use in conversation. Uses non specific vocabulary such as ‘that’ ‘there’ ‘this one’. Has difficulty sorting items into groups, describing them, and finding differences and similarities. Has difficulty understanding instructions that include time vocabulary such as ‘before’ ‘after’ ‘first’ etc. ‘Semantics’ refers to the meaning of sentences and words and how words relate to one another. That is, whether words belong in groups or categories together (e.g. Apples and oranges and pears are all fruit), whether they are similar to each other, or different and the features they have e.g. Size, shape and colour. Another way to think of semantics is like a network or web. Each word we speak or read has a place in this web. Each word has other words linked to it, some closely related and some distantly related. Each word belongs to several groups, some big and some small and each word has a definition that sets it apart from other words that are similar. Some words are related by the fact that they are actually opposites! All this information surrounding words is what we aim to teach young children about the vocabulary that is appropriate to their stage of development and life experience. Semantics is one facet of oral language. Given that oral language is not only a strong predictor of academic and social success but also a necessary requirement for good mental health, it is important that parents and teachers have the skills and resources needed to facilitate the development of oral language in young children. The aim of this program is to train parents and teachers to structure and facilitate developmentally appropriate semantic activities for 3 to 4 year old children. This program provides: Semantic activities and accompanying picture resources. Examples of appropriate and inadequate responses for 3-4 year old children. Techniques and strategies to implement when a child provides an inadequate answer. Features: Colour thematic picture scenes include the zoo, transport, at home, food, school, toys, Australian animals, clothes, under the sea and birthday party. Specific semantic questioning is outlined for each picture scene. Examples of appropriate and inadequate responses for 3-4 year old children. Techniques and strategies are outlined when a child provides an inadequate answer. This product is mentioned in the Early Years Teaching Sequence Manual on page 9. The programs within the range include: Semantic Scenes and Questioning – Set 1 Semantic Scenes and Questioning – Set 2
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Semantic Scenes and Questioning – Set 2
A school or home based program designed to equip teachers and parents of 5-6 year old children with activities that will develop semantic knowledge.
Semantic Scenes and Questioning – Set 1 is designed to equip teachers and parents of 3-4 year old children with activities that will develop semantic knowledge. A good grasp of semantics broadens a child’s understanding of the meaning of words, which then helps them to understand what they hear or read and also helps them to express exactly what they want to say. A child who is struggling with semantics will be the child who: Can’t stay on the topic of simple story or news telling, but goes off on unrelated tangents. Takes a long time to think of particular words they want to use in conversation. Uses non specific vocabulary such as ‘that’ ‘there’ ‘this one’. Has difficulty sorting items into groups, describing them, and finding differences and similarities. Has difficulty understanding instructions that include time vocabulary such as ‘before’ ‘after’ ‘first’ etc. ‘Semantics’ refers to the meaning of sentences and words and how words relate to one another. That is, whether words belong in groups or categories together (e.g. Apples and oranges and pears are all fruit), whether they are similar to each other, or different and the features they have e.g. Size, shape and colour. Another way to think of semantics is like a network or web. Each word we speak or read has a place in this web. Each word has other words linked to it, some closely related and some distantly related. Each word belongs to several groups, some big and some small and each word has a definition that sets it apart from other words that are similar. Some words are related by the fact that they are actually opposites! All this information surrounding words is what we aim to teach young children about the vocabulary that is appropriate to their stage of development and life experience. Semantics is one facet of oral language. Given that oral language is not only a strong predictor of academic and social success but also a necessary requirement for good mental health, it is important that parents and teachers have the skills and resources needed to facilitate the development of oral language in young children. The aim of this program is to train parents and teachers to structure and facilitate developmentally appropriate semantic activities for 3 to 4 year old children. This program provides: Semantic activities and accompanying picture resources. Examples of appropriate and inadequate responses for 3-4 year old children. Techniques and strategies to implement when a child provides an inadequate answer. Features: Colour thematic picture scenes include the zoo, transport, at home, food, school, toys, Australian animals, clothes, under the sea and birthday party. Specific semantic questioning is outlined for each picture scene. Examples of appropriate and inadequate responses for 3-4 year old children. Techniques and strategies are outlined when a child provides an inadequate answer. This product is mentioned in the Early Years Teaching Sequence Manual on page 9. The programs within the range include: Semantic Scenes and Questioning – Set 1 Semantic Scenes and Questioning – Set 2
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10 Minute Language Games – Set 2
Developing vocabulary and the ability to speak in sentences.
Semantic Scenes and Questioning – Set 1 is designed to equip teachers and parents of 3-4 year old children with activities that will develop semantic knowledge. A good grasp of semantics broadens a child’s understanding of the meaning of words, which then helps them to understand what they hear or read and also helps them to express exactly what they want to say. A child who is struggling with semantics will be the child who: Can’t stay on the topic of simple story or news telling, but goes off on unrelated tangents. Takes a long time to think of particular words they want to use in conversation. Uses non specific vocabulary such as ‘that’ ‘there’ ‘this one’. Has difficulty sorting items into groups, describing them, and finding differences and similarities. Has difficulty understanding instructions that include time vocabulary such as ‘before’ ‘after’ ‘first’ etc. ‘Semantics’ refers to the meaning of sentences and words and how words relate to one another. That is, whether words belong in groups or categories together (e.g. Apples and oranges and pears are all fruit), whether they are similar to each other, or different and the features they have e.g. Size, shape and colour. Another way to think of semantics is like a network or web. Each word we speak or read has a place in this web. Each word has other words linked to it, some closely related and some distantly related. Each word belongs to several groups, some big and some small and each word has a definition that sets it apart from other words that are similar. Some words are related by the fact that they are actually opposites! All this information surrounding words is what we aim to teach young children about the vocabulary that is appropriate to their stage of development and life experience. Semantics is one facet of oral language. Given that oral language is not only a strong predictor of academic and social success but also a necessary requirement for good mental health, it is important that parents and teachers have the skills and resources needed to facilitate the development of oral language in young children. The aim of this program is to train parents and teachers to structure and facilitate developmentally appropriate semantic activities for 3 to 4 year old children. This program provides: Semantic activities and accompanying picture resources. Examples of appropriate and inadequate responses for 3-4 year old children. Techniques and strategies to implement when a child provides an inadequate answer. Features: Colour thematic picture scenes include the zoo, transport, at home, food, school, toys, Australian animals, clothes, under the sea and birthday party. Specific semantic questioning is outlined for each picture scene. Examples of appropriate and inadequate responses for 3-4 year old children. Techniques and strategies are outlined when a child provides an inadequate answer. This product is mentioned in the Early Years Teaching Sequence Manual on page 9. The programs within the range include: Semantic Scenes and Questioning – Set 1 Semantic Scenes and Questioning – Set 2
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