The Pathway of Pre-Literacy into Early Literacy

Year Level: Early Years, Foundation

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.

 

See our Copyright Terms of Use at https://pld-literacy.org/help-pages/copyright-policy/.

  • The Pathway of Pre-Literacy into Early Literacy
    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.

  • The Pathway of Pre-Literacy into Early Literacy
    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

  • The Pathway of Pre-Literacy into Early Literacy
    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

  • The Pathway of Pre-Literacy into Early Literacy
    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

This download outlines how PLD programs link to the ACARA National Curriculum year level content descriptions.

  • The Pathway of Pre-Literacy into Early Literacy
    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.  

People who viewed this also viewed...

  • Preparing for the alphabet
    From $65.00$65.00 incl. GST
    The Pathway of Pre-Literacy into Early Literacy

    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.

  • Learning to Blend Onset and Rime
    From $51.00$51.00 incl. GST
    The Pathway of Pre-Literacy into Early Literacy

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

    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.

  • Learning to Segment CVC Words
    From $51.00$51.00 incl. GST
    The Pathway of Pre-Literacy into Early Literacy

    A phonemic awareness segmentation program, designed to prepare children for spelling.

    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.

  • Learning to Blend Three Phonemes
    From $51.00$51.00 incl. GST
    The Pathway of Pre-Literacy into Early Literacy

    A phonemic awareness blending program, designed to prepare children for reading.

    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.