Flash cards, games, assessments and display.
Designed by a speech pathologist, Teaching the First 25 Sight Words for 4 to 6 year olds, contains four explicit instruction strategies and methods for whole class and small group explicit instruction. This resource incorporates the “Fry” and “Oxford” high frequency word lists, but is flexible enough to accommodate other high frequency word lists.
Beginning readers require the presentation of more simplistic high frequency words before the presentation of more complex and irregular high frequency words. While the sight words are still presented in Fry’s groupings (i.e. the first 25, followed by words 26-100 and finally words 101 to 300), it is within these groupings that the order has been updated to consider word complexity. This order presents words ranging from the regular (and easiest to master) to less regular (and more difficult to master). For the beginning reader this will facilitate greater success and reduced frustration.
- Reading and spelling consolidation tasks.
- Sight word reading and sight word spelling progress checks.
This publication is mentioned within the ‘Whole School Literacy Strategy‘ booklet on page 9.
Sight word teaching and assessments for Foundation
Sight words are high frequency words that need to be learned by sight.
Tip #1: There is a need for better terminology and understanding. Firstly ‘sight words’ means so many things to different people. The term ‘sight words’
Ages and Stages of Literacy Development – Ages 3 – 12
A fact sheet which identifies age related milestones for literacy development in children from 3 years of age. Included are decoding and spelling skill checklists for Stage 1 (or Year 1) through to Stage 5 (or Year 5).
Many parents wonder if their child’s reading skills are developing at the normal rate. While there are individual differences, there is a general progression of
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
Decoding and Spelling Skills Checklist – Stage 1 to 5
Downloadable Decoding and Spelling Skills Checklist that outlines stage (year) appropriate spelling and decoding skills for Stage 1, 2, 3, 4 and 5 (or Year 1-5). Click on the links to download the relevant stages. The checklists cover: Stage 1 – Year 1 Alphabet Sounds In Simple CVC Words Medial Vowels in CVC Words Phonic […]
Downloadable Decoding and Spelling Skills Checklist that outlines stage (year) appropriate spelling and decoding skills for Stage 1, 2, 3, 4 and 5 (or Year
National Curriculum Statement Click to reveal
Interpreting, analysing, evaluating - Reading processes - Read predictable texts, practicing phrasing and fluency and monitor meaning using concepts about print and emerging contextual, semantic grammatical and phonic knowledge
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A program for 4 to 6 year olds that introduces CVC reading into the early years.
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