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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
Phonic Desk Strips – Stage 2
In stock
Early phonics and sight word support for writing.
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
Includes:
- Desk Strips (Pack of 30 strips)
National Curriculum Statement
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 Sound Charts – Foundation Font
From $30.00$30.00 incl. GST A multi-sensory approach to learning alphabet sounds through listening, seeing and saying.
Children require knowledge of the alphabet in order to learn to read, spell and write. Alphabet sound knowledge is the key to early literacy learning, rather than letter naming. For example: In order to read the word ‘dog’ a child must recognise each letter symbol and convert each symbol into the correct sound ‘d’, ‘oh’, ‘g’ and then the child must blend the sounds together (phonemic blending ability). In order to spell the basic word ‘cup’ a child must first ‘sound-out’ (or phonemically segment) ‘c’, ‘u’, ‘p’ and then the child must recall and apply in the correct order the alphabet symbols. As these examples illustrate, alphabetic letter naming does not help a child to blend nor segment the sounds in words. It is their knowledge of the alphabet sounds which allows them to read and spell the words. For this reason, Alphabet sound charts contain bright and attractive charts that represent the alphabet sounds and the mouth position that produces the sound for early literacy learners. Within this resource, designed by Speech Pathologists for teachers and parents, a multi-sensory approach to teaching the alphabetic letter sounds has been adopted: Children see what mouth looks like when producing the alphabet sound (via the visual representation of the mouth on each chart). Children kinaesthetically feel what their mouth is doing when they produce the alphabet sounds. Children also visually connect a core picture/word with the alphabet sound (e.g. ‘mix’, ‘tiger’ and ‘snake’). From an auditory (and phonemic awareness) perspective children identify the initial sound in simple target words (e.g. tiger starts with a ‘t’). The recommended order of presentation Group 1: s, p, n, i, a, t (cards with a yellow border) Group 2: m, r, h, e, d, c (cards with a blue border) Group 3: f, l, g, o, u b (cards with a green border) Group 4: w, j, v, k, z, y, q, x (cards with a red border) Includes: 26 x A4 colour cards General information card This resource is mentioned in the Foundation Teaching Sequence Manual on page 12. Other phonic posters, available in print or as eBooks, in this series: Phonic Charts – Stage 1 Phonic Charts – Stage 2 Phonic Charts – Stage 3 Phonic Charts – Stage 4
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Phonic Charts – Stage 2
From $30.00$30.00 incl. GST A resource designed for students aged 7-8 years of age or at a stage 2 level, representing the phonic and sound structure of words.
Children require knowledge of the alphabet in order to learn to read, spell and write. Alphabet sound knowledge is the key to early literacy learning, rather than letter naming. For example: In order to read the word ‘dog’ a child must recognise each letter symbol and convert each symbol into the correct sound ‘d’, ‘oh’, ‘g’ and then the child must blend the sounds together (phonemic blending ability). In order to spell the basic word ‘cup’ a child must first ‘sound-out’ (or phonemically segment) ‘c’, ‘u’, ‘p’ and then the child must recall and apply in the correct order the alphabet symbols. As these examples illustrate, alphabetic letter naming does not help a child to blend nor segment the sounds in words. It is their knowledge of the alphabet sounds which allows them to read and spell the words. For this reason, Alphabet sound charts contain bright and attractive charts that represent the alphabet sounds and the mouth position that produces the sound for early literacy learners. Within this resource, designed by Speech Pathologists for teachers and parents, a multi-sensory approach to teaching the alphabetic letter sounds has been adopted: Children see what mouth looks like when producing the alphabet sound (via the visual representation of the mouth on each chart). Children kinaesthetically feel what their mouth is doing when they produce the alphabet sounds. Children also visually connect a core picture/word with the alphabet sound (e.g. ‘mix’, ‘tiger’ and ‘snake’). From an auditory (and phonemic awareness) perspective children identify the initial sound in simple target words (e.g. tiger starts with a ‘t’). The recommended order of presentation Group 1: s, p, n, i, a, t (cards with a yellow border) Group 2: m, r, h, e, d, c (cards with a blue border) Group 3: f, l, g, o, u b (cards with a green border) Group 4: w, j, v, k, z, y, q, x (cards with a red border) Includes: 26 x A4 colour cards General information card This resource is mentioned in the Foundation Teaching Sequence Manual on page 12. Other phonic posters, available in print or as eBooks, in this series: Phonic Charts – Stage 1 Phonic Charts – Stage 2 Phonic Charts – Stage 3 Phonic Charts – Stage 4
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Phonic Charts – Stage 1
From $30.00$30.00 incl. GST Representing the phonic and sound structure of words for students aged 5-7 years.
Children require knowledge of the alphabet in order to learn to read, spell and write. Alphabet sound knowledge is the key to early literacy learning, rather than letter naming. For example: In order to read the word ‘dog’ a child must recognise each letter symbol and convert each symbol into the correct sound ‘d’, ‘oh’, ‘g’ and then the child must blend the sounds together (phonemic blending ability). In order to spell the basic word ‘cup’ a child must first ‘sound-out’ (or phonemically segment) ‘c’, ‘u’, ‘p’ and then the child must recall and apply in the correct order the alphabet symbols. As these examples illustrate, alphabetic letter naming does not help a child to blend nor segment the sounds in words. It is their knowledge of the alphabet sounds which allows them to read and spell the words. For this reason, Alphabet sound charts contain bright and attractive charts that represent the alphabet sounds and the mouth position that produces the sound for early literacy learners. Within this resource, designed by Speech Pathologists for teachers and parents, a multi-sensory approach to teaching the alphabetic letter sounds has been adopted: Children see what mouth looks like when producing the alphabet sound (via the visual representation of the mouth on each chart). Children kinaesthetically feel what their mouth is doing when they produce the alphabet sounds. Children also visually connect a core picture/word with the alphabet sound (e.g. ‘mix’, ‘tiger’ and ‘snake’). From an auditory (and phonemic awareness) perspective children identify the initial sound in simple target words (e.g. tiger starts with a ‘t’). The recommended order of presentation Group 1: s, p, n, i, a, t (cards with a yellow border) Group 2: m, r, h, e, d, c (cards with a blue border) Group 3: f, l, g, o, u b (cards with a green border) Group 4: w, j, v, k, z, y, q, x (cards with a red border) Includes: 26 x A4 colour cards General information card This resource is mentioned in the Foundation Teaching Sequence Manual on page 12. Other phonic posters, available in print or as eBooks, in this series: Phonic Charts – Stage 1 Phonic Charts – Stage 2 Phonic Charts – Stage 3 Phonic Charts – Stage 4
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Phonic Dictation – Stage 2
From $65.00$65.00 incl. GST Learning to apply phonic knowledge to extended writing tasks.
Children require knowledge of the alphabet in order to learn to read, spell and write. Alphabet sound knowledge is the key to early literacy learning, rather than letter naming. For example: In order to read the word ‘dog’ a child must recognise each letter symbol and convert each symbol into the correct sound ‘d’, ‘oh’, ‘g’ and then the child must blend the sounds together (phonemic blending ability). In order to spell the basic word ‘cup’ a child must first ‘sound-out’ (or phonemically segment) ‘c’, ‘u’, ‘p’ and then the child must recall and apply in the correct order the alphabet symbols. As these examples illustrate, alphabetic letter naming does not help a child to blend nor segment the sounds in words. It is their knowledge of the alphabet sounds which allows them to read and spell the words. For this reason, Alphabet sound charts contain bright and attractive charts that represent the alphabet sounds and the mouth position that produces the sound for early literacy learners. Within this resource, designed by Speech Pathologists for teachers and parents, a multi-sensory approach to teaching the alphabetic letter sounds has been adopted: Children see what mouth looks like when producing the alphabet sound (via the visual representation of the mouth on each chart). Children kinaesthetically feel what their mouth is doing when they produce the alphabet sounds. Children also visually connect a core picture/word with the alphabet sound (e.g. ‘mix’, ‘tiger’ and ‘snake’). From an auditory (and phonemic awareness) perspective children identify the initial sound in simple target words (e.g. tiger starts with a ‘t’). The recommended order of presentation Group 1: s, p, n, i, a, t (cards with a yellow border) Group 2: m, r, h, e, d, c (cards with a blue border) Group 3: f, l, g, o, u b (cards with a green border) Group 4: w, j, v, k, z, y, q, x (cards with a red border) Includes: 26 x A4 colour cards General information card This resource is mentioned in the Foundation Teaching Sequence Manual on page 12. Other phonic posters, available in print or as eBooks, in this series: Phonic Charts – Stage 1 Phonic Charts – Stage 2 Phonic Charts – Stage 3 Phonic Charts – Stage 4
