The Pathway of Pre-Literacy into Early Literacy
The Pathway of Pre-Literacy into Early Literacy
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The Pathway of Pre-Literacy into Early Literacy

Year Level: Early Years, Foundation
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Schools will have literacy results maximized over the long-term when they systematically plan how students progress from pre-literacy (or emergent literacy skills) into their early literacy skills. The two primary areas that will facilitate a smooth transition into early reading and spelling are:

  • Phonemic awareness (and specifically blending for early reading and segmentation for early spelling and writing)
  • Alphabet sound knowledge

Research reminds schools that teaching in each of the above areas is reported to be most effective when skills are taught explicitly and it is systemically; when the order of the skills are strategically planned and when the learning rate is carefully monitored. Researchers remind schools that it is the system that is more important than the quantity of instruction being delivered. The tracking of student skill acquisition is paramount.

This download is adapted for schools which have an Early Years and Foundation program (option 1 on the attached download) or in contrast when schools do not have a 4/5 year old program and are relying upon a Foundation program only to develop pre-literacy skills and then to facilitate early reading, spelling and writing in the students. The Whole School Literacy Strategy provides an outline of option 1 on pages 5, 8 and 9 and option 2 on pages 8 and 9. Getting this right in schools is imperative, as most researchers agree that prevention is easier than later remediation and in fact, most students who get off to a poor start in literacy rarely catch up.

 

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  • Foundation Pre-Literacy Screen
    Foundation Pre-Literacy Screen

    Revised for 2020.

    The Foundation Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development.

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  • Early Years Pre-Literacy Screening
    Early Years Pre-Literacy Screening

    The Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development.

    The screen focuses on two main skills: 1. Phonological Awareness: the ability to attend to the phonological structure or sound structure of words. 2. Alphabetic

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  • PLD's Whole School Literacy Plan
    PLD’s 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

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  • Early Reading Screen - Foundation
    Early Reading Screen – Foundation

    Tracking the emergence of early decoding and word reading.

    The Early Reading Screen – Foundation is designed to track the emergence of decoding and word reading. The screen can be used to track skill

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  • Learning to Blend Onset and Rime
    Learning to Blend Onset and Rime

    A phonemic awareness (onset and rime) blending program, designed to prepare children for reading.

    Phonological awareness (and more specifically phonemic awareness) appears to unlock the mystery of word recognition and spelling. Once a child is conscious of the sounds that comprise words, the mapping of the sounds to the alphabetic system occurs with much greater ease. The phonemic awareness pre-requisite for reading simple regular CVC [consonant-vowel-consonant] words such as ‘fig’, ‘tin’ and ‘mat’ is the skill of blending. First students must learn to blend at an onset and rime level. E.g. ‘Listen carefully and put these sounds together and guess this word:’ ‘f’ (one second pause) ‘ig’?’ Students then learn to blend at the phonemic or individual sound level: E.g. ‘Listen carefully and put these sounds together and guess this word; ‘m’ (one second pause) ‘a’ (one second pause) ‘t’? Answer: ‘mat’. The Phonemic Awareness Skill for Reading: Blending Despite the research supporting the importance of blending, this skill is too often overlooked. The negative side of presenting reading activities without attention to the pre-requisite skill is that it does not set up all children for success. Within Learning to Blend Onset and Rime for Early Years and Foundation, the phonemic awareness skill of blending is targeted. Blending represents an immediate precursor to decoding ability. The colour card sets form the basis of short explicit instruction sessions. The scripted instructions provide clear guidelines on how to effectively teach blending. When this program is used in conjunction with screening this program forms a significant component in a school’s preventative/early intervention strategy.   Includes: A no-preparation required spiral bound A5 full colour flip book. Introduction/Note from the author. Over 40 coloured picture which develop the skill of blending. Each card has specific scripted instructions. A progress check/skill assessment to review readiness for reading. Aim for 2-3 minutes of blending several times a day. The programs within the range include: Learning to Blend Three Phonemes Learning to Segment CVC Words This product is mentioned in the Early Years Teaching Sequence Manual on page 6 and the Foundation Teaching Sequence Manual on page 7.

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  • Preparing for the Alphabet
    Preparing for the Alphabet

    Beginning sound awareness: a phonemic awareness program

    Preparing for the alphabet is designed for students aged 4 to 5 and sets about the basics required for pre-literacy. The explicit 5 minute sessions contain an outline of instructions and guidelines on how to effectively teach initial sound awareness. These instructions can form the basis of assistant and parent education. When Preparing for the alphabet is used in conjunction with PLD’s Pre-Literacy Screening this forms a significant component in a school’s early intervention strategy. Children require the phonemic awareness skill of initial sound awareness in order to fully understand the alphabetic system. Why? When children are conscious of single sounds (i.e. they can ‘hear’ and ‘say’ the beginning sounds in words) only then does the alphabetic system make sense; as the alphabetic symbols represent sounds (or phonemes) in words. For example; When a child can identify that ‘sun’ starts with a ‘sssss’ and ‘tap’ starts with a ‘t’ it is then an ideal time to introduce the alphabetic symbols that correspond with the sounds that the child is aware of. Too often the alphabet is introduced without any explicit attention to initial sound awareness. This must-have resource includes: Instructions that provide clear guidelines on how to effectively teach initial sound awareness Screening tool to determine readiness for an alphabet program 27 x mouth cards for continuant sounds with 120 x small activity picture cards 16 x mouth cards for stop sounds with 72 small activity picture cards The programs within the range include: Preparing for the Alphabet Preparing for Spelling Preparing for Reading This product is mentioned in the Early Years Teaching Sequence Manual on page 5.

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  • Learning to Blend Three Phonemes
    Learning to Blend Three Phonemes

    Phonemic Awareness Blending Program: Preparing Children for Reading

    This phonemic awareness blending program is designed to prepare children for reading by developing their ability to blend sounds – a key skill for decoding CVC words such as; fin, tin and mat. Research highlights phonemic awareness as essential for word recognition and spelling, making it easier for children to map sounds to the alphabetic system. Blending is taught in two stages: Onset and Rime Level: Combining sounds like f and ig to form fig. Phonemic Level: Combining individual sounds like m – a – t to form mat. This program provides explicit, step-by-step instruction to build blending skills, which are crucial for early decoding success and preventing reading difficulties. Program Includes: A5 Flip Book: Spiral-bound, full colour and no preparation required. Over 40 Picture Cards: Develop blending skills through engaging visuals. Scripted Instructions: Clear, ready-to-use guidance for teaching blending. Progress Check: Assess readiness for reading and track skill development. Implementation: Use for 2-3 minutes, several times daily. Other Programs within the Range: Learning to Blend Onset and Rime Learning to Segment CVC Words Pre-literacy Flip Book Bundle Links to the Teaching Sequence Manuals: This product can be used to support the implementation of the Early Years Teaching Sequence Manual This product can be used to support the implementation of the Foundation Year Teaching Sequence Manual This product can be used to support the implementation of the Year 1 and 2 Teaching Sequence Manual for students working within Tier 2 and Tier 3.

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  • Learning to Segment CVC Words
    Learning to Segment CVC Words

    Phonemic Awareness Segmentation Program: Preparing Children for Spelling

    Learning to Segment CVC Words is a phonemic awareness program designed to prepare children for spelling. Segmentation is the ability to break words into individual sounds. For example, peg = p/e/g. It is a critical pre-requisite for spelling simple, regular CVC words such as; tap, sun and log . This program provides engaging, structured activities to develop segmentation skills through short, explicit sessions. It supports early literacy success and can be used as part of a preventative or intervention strategy, when combined with PLD's screening tools. Program Includes: A5 Flip Book: Spiral-bound, full colour and no preparation required. Over 40 Picture Cards: Develop segmentation skills through engaging visuals. Scripted Instructions: Clear, ready-to-use guidance for teaching segmenting. Progress Check: Assess readiness for spelling and track skill development. Implementation: Use for 2-3 minutes, several times daily. Other Programs within the Range: Learning to Blend Onset and Rime Learning to Blend Three Phonemes Pre-literacy Flip Book Bundle Links to the Teaching Sequence Manuals: This product can be used to support the implementation of the Foundation Year Teaching Sequence Manual This product can be used to support the implementation of the Year 1 and 2 Teaching Sequence Manual for students working within Tier 2 and Tier 3.

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