Implementing PLD in Kindergarten The Early Years are a period of huge potential learning which are optimised when an ‘early childhood’ approach is balanced with some explicit instruction. This seminar explores what research explains are the most essential preliteracy skills for 3 & 4 year olds; phonemic awareness, alphabet knowledge and oral language ability (i.e. vocabulary and the ability to speak in grammatically correct lengthy sentences).
Kindergarten Small Group Coaching This coaching session will focus on the teaching, testing, and tracking that should occur within Kindergarten. It is an opportunity to ask questions. Remember to bring along your PLD tracking spreadsheet.
Implementing PLD in Pre-Primary This seminar explores how children typically read 1st, spell 2nd and write 3rd. The seminar also highlights the pre-literacy skills that facilitate children’s ability to acquire early literacy skills. The Foundation school year is a complicated year level to teach. Students can achieve within this crucial year if educators are knowledgeable of the process. A proportion of the school year must be allocated to pre-literacy skill development and a proportion of the year must be allocated to the emergence of early reading, spelling and writing.
Pre-Primary Small Group Coaching This coaching session will focus on the teaching, testing, and tracking that should occur within Pre-Primary. It is an opportunity to ask questions. Remember to bring along your PLD tracking spreadsheet.
Implementing PLD in Year 1 & 2 This seminar explains and demonstrates explicit synthetic phonics instruction and how focused instruction can be delivered to a class with a range in student ability. Repeated reading and phonic dictation are presented as mediums of facilitating the transfer of the ‘word attack’ skills into writing. This seminar will also outline time-efficient decoding and spelling assessments designed to identify the range in ability so teachers can be more focused in their instruction.
Year 1 & 2 Small Group Coaching This coaching session will focus on the teaching, testing, and tracking that should occur within Year 1 & 2. It is an opportunity to ask questions. Remember to bring along your PLD tracking spreadsheet.
Implementing PLD in Year 3, 4, 5 & 6 By middle and upper primary students typically present with a diverse range inability. Some students still require a synthetic phonics approach while others will have progressed beyond this and require increased instruction on word meaning and opportunities to transfer their complex words into writing. A non-standardised spelling placement test is provided so the specific range in student ability can be determined. The focus of the seminar is how to allocate a proportion of the literacy block to the explicit instruction of spelling ‘word attack’ skills.
Year 3, 4, 5 & 6 Small Group CoachingThis coaching session will focus on the teaching, testing, and tracking that should occur within Year 3, 4, 5 & 6. It is an opportunity to ask questions. Remember to bring along your PLD tracking spreadsheet.
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This download outlines how PLD programs link to the ACARA National Curriculum year level content descriptions.
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.
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By middle and upper primary, students typically present with a diverse range in ability.
What to teach? When to screen? How to cater for the range in ability? This one-day Literacy and Learning, seminar designed for Years 3, 4,
The PRE-PRIMARY school year is an important and complicated year level to teach. Educators require evidence-based knowledge on the targeted teaching of pre-literacy and early literacy development.
What to teach? When to screen? How to cater for the range in ability? This one day Literacy and Learning seminar for Pre-primary provides educators
The PRE-KINDY AND KINDERGARTEN YEARS is a period of huge potential learning. These years are optimised when an ‘early childhood’ approach is balanced with explicit instruction.
What to teach? When to screen? How to cater for the range in ability? This one day Literacy and Learning seminar for the Early Years
Researchers consistently report that the returns are greatest when students are first learning to read, spell and write. Year 1 and 2 is critical for long-term literacy success.
What to teach? When to screen? How to cater for the range in ability? This one day seminar provides the theory, knowledge and screening tools
