Difficulty Acquiring the Alphabet Sounds – Screen
In-depth Screens (when students are slow to progress or are experiencing difficulties) with acquiring their alphabet sounds.
This screen has been designed to identify why students are not progressing or why they are experiencing difficulties acquiring skills. The screens highlight what additional
Assessments for students experiencing difficulty within Stage 1 – Target 1,2,3
If students are experiencing difficulty at a stage 1 level (and as a consequence are not progressing at a rate that is pleasing) PLD recommends the presentation of the relevant short investigation to determine the basis of the difficulties.
These screens have been designed to identify why students are not progressing or why they are experiencing difficulties acquiring skills. The screens highlight what additional skills
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
Phonic Desk Strips – Stage 2 (Downloadable)
The desk strips are attractive resources for use in the school or home to assist children during early spelling and writing efforts providing:
- Stage 2 phonic concepts: e.g. sh, ch, th, oo, ck, ing, wh, all, qu, ar, oy, oi, ee, ea, e-e and many more …
- The strip illustrates correct sitting posture and a correct pencil grip reminder
- Pictures to support alphabet sound recall
- One Phonic Desk Strip in PDF format for print on A3/A4 paper or card.
This download outlines how PLD programs link to the ACARA National Curriculum year level content descriptions.
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.
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.
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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. 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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