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Speech and Language Development Milestones Posters and Sheets – 6 years old
This milestone poster/sheet details the speech and language developmental milestones for 6Â year olds.
Designed by speech and language pathologists, the speech and language milestone sheets provide a list of typical milestones that should be attained by specific ages.
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Oral Language Concept Development – Ages 2 – 6
A milestone and information sheet which outlines the timeline for developing oral language concepts in children aged 2 to 6 years.
A downloadable poster covering the oral language developmental stages from aged 2 through to age 6. See our Copyright Terms of Use at https://pld-literacy.org/help-pages/copyright-policy/.
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Language Literacy Link
A information sheet explaining the importance of targeting BOTH language based literacy (or oral language skills) and print based literacy skills (i.e. alphabetic, phonic, spelling and decoding ability) for the development of interpretative reading and writing skills.
Too often parents and educators associate early literacy success with alphabetic and sight word knowledge. A little later on in a child’s development literacy is
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PLD’s 2020 Whole School Literacy Plan
The document outlines how to implement PLD’s literacy, Movement and Motor and Oral Language resources during the Early Years, Foundation, Year 1 & 2 and across Years 3 to 6. Each page provides suggested time frames and implementation recommendations.
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
Supporting the Understanding of Questions
A fact sheet listing observations that indicate a child is experiencing difficulties with oral news telling and narrative retelling which may constitute a potential referral to a Speech Pathologist.
When asking a child questions it’s important to support and teach them what the question
means and how you want them to answer it. If a child has difficulty understanding a question:
- Repeat the question using visual cues to support (eg: pictures and gestures)
- Rephrase the question or ask it in a different way
- Give two alternative for the child to choose between
- Model the correct answer
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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Developing News Telling and Narrative Skills for 5 Year Olds
From $65.00$65.00 incl. GSTDeveloping News Telling and Narrative Skills is an instruction manual with explicit details on how to develop show and tell, activity retells and news telling for 5 year olds
As children enter school as five-year-olds they continue to make the steps that move them from conversations to literate language. This can be a daunting step for all involved but Developing News Telling and Narrative Skills is designed to make the journey easier. The strategies used in this book are linked to later developing narrative skills, just as pre-literacy skills are the foundation skills for spelling and reading development. It is critical that teachers and parents assist children in the development of language and narrative skills as they are a crucial component and predictor of later interpretative reading and writing success. Developing News Telling and Narrative Skills attempts to break down news and early narrative skills into simple sequential steps for teachers and parents to follow with children. The program trains parents and teachers to identify where children need to develop and strengthen their skills and presents specific techniques and supports to do so. The program provides simple activities and visual cues that are designed to be incorporated into classroom and home environments utilising activities that occur every day. The program provides: assessment and monitoring procedures planning and programming supports visual supports and activity ideas techniques and strategies to develop and accelerate language skills. News telling is a challenge for students and teachers, however, practice is the key and the more students are exposed to the language associated with telling news the more their expressive language will improve. There is a follow on resource for this series, for more check out Developing News Telling and Narrative Skills for 4 Year Olds here. This publication is mentioned within the ‘Whole School Literacy Strategy’ booklet on page 13.
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Picture Book Retelling – Step 1
From $65.00$65.00 incl. GSTDeveloping oral narrative skills for later writing & comprehension.
Picture Book Retelling Step 1, is a teaching resource that attempts to break down early picture book retelling skills into simple sequential steps for teachers and parents to follow with their students and children. The program trains parents and teachers to identify where three and four year old students need to develop and strengthen their oral language skills and presents specific techniques and supports to do so. Ideal for Early Years and Pre-Primary students, Picture Book Retelling – Step 1 provides: Assessment and monitoring procedures Planning and programming supports Visual Supports Includes colour storytelling cards which assist early retelling efforts. Retell summaries for over 40 exciting and engaging picture books such as ‘Possum Magic’ By Mem Fox, ‘The Very Hungry Caterpillar’ By Eric Carle, ‘A sausage went for a walk’ By Elisha Marjid and many more! Techniques and strategies are outlined when a child provides poor retell of a story. Techniques and strategies to develop and accelerate language skills. Guidelines for structuring whole class, small group and individual activities. Comprehension questions. Retelling evaluation screen. Parent information sheets. Recommended books to read for Four Year Olds. A structured program designed by speech pathologists for teacher and parents. Storytelling can be a challenge for 3-4 year old students and teachers, however, practice is the key and the more students are exposed to the language associated with telling news or stories the more their expressive language will improve. This publication is mentioned in the Whole School Literacy Strategy on page 8.
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Semantic Scenes and Questioning – Set 1
From $65.00$65.00 incl. GSTA 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 publication is mentioned within the Whole School Literacy Strategy booklet on page 8. See Semantic Scenes and Questioning – Set 2 HERE.
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Semantic Scenes and Questioning – Set 2
From $65.00$65.00 incl. GSTA 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 2 is designed to equip teachers and parents of 5-6 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 5 to 6 year old children. This program provides: Semantic activities and accompanying picture resources. Examples of appropriate and inadequate responses for 5-6 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 5-6 year old children. Techniques and strategies are outlined when a child provides an inadequate answer. This publication is mentioned within the Whole School Literacy Strategy booklet on page 13.
