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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
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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Foundation – Early Reading Profile
Tracking the emergence of early decoding and word reading.
The Early Reading Profile – Foundation Year is designed to track the emergence of decoding and word reading. The screen can be used to track
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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
The Pathway of Pre-Literacy into Early Literacy
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.
- Download the associated Early Years Pre-Literacy Screening tool
- Download the associated Foundation Pre-Literacy Screening tool
- Download the associated Reading Profile – Foundation Year Screening tool
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.
See our Copyright Terms of Use at https://pld-literacy.org/help-pages/copyright-policy/.
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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Learning to Blend Three Phonemes
From $51.00$51.00 incl. GST A phonemic awareness 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 Three Phonemes 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 Onset and Rime Learning to Segment CVC Words This product is mentioned in the Early Years Teaching Sequence Manual on page 8 and the Foundation Teaching Sequence Manual on page 7.
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Preparing for the alphabet
From $65.00$65.00 incl. GST Beginning sound awareness: a phonemic awareness program
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 Three Phonemes 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 Onset and Rime Learning to Segment CVC Words This product is mentioned in the Early Years Teaching Sequence Manual on page 8 and the Foundation Teaching Sequence Manual on page 7.
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Learning to Segment CVC Words
From $51.00$51.00 incl. GST A phonemic awareness segmentation program, designed to prepare children for spelling.
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 Three Phonemes 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 Onset and Rime Learning to Segment CVC Words This product is mentioned in the Early Years Teaching Sequence Manual on page 8 and the Foundation Teaching Sequence Manual on page 7.
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Learning to Blend Onset and Rime
From $51.00$51.00 incl. GST 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 Three Phonemes 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 Onset and Rime Learning to Segment CVC Words This product is mentioned in the Early Years Teaching Sequence Manual on page 8 and the Foundation Teaching Sequence Manual on page 7.
