A supplementary resource suitable to use with certain PLD resources.
Wikki Stix are made of yarn and food-grade non toxic wax. They have been manufactured in the USA for over twenty years. Slightly tacky, they stick to virtually all smooth surfaces and can also be assembled into 3D models. Great for arts & crafts, quiet play, play dates, travel. Stimulate imagination. No right or wrong way to play. Contain no latex, gluten or nut. See downloadable product sample pages for a full leaflet including safety certifications.
48 Wikki Stix in a range of Hot Neon colours.
Ideal for funky craft activities, quiet play, after school, etc..
Books: PLD’s books may be used by the authorised purchaser within their classroom, however there are restrictions regarding modifying, copying or sharing. Full details can be found here.
School Licences: A School Licence allows access to a resource to be shared with an unlimited number of employees who are employed by the ‘Authorised purchaser’. These resources can be accessed by multiple users simultaneously and can be printed (subject to restrictions) or displayed by employees of the ‘Authorised purchaser’ within their classroom. Learn more here.
Downloadable resources & screening tools: These resources can be viewed, downloaded, printed and shared providing the resources are not modified in any way. Learn more here.
Breaches of Australian Copyright Law are taken seriously and may result in legal action being taken. Full copyright information can be found. Learn more here.
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
A booklet that provides an overview of language, literacy and motor milestones for children in the foundation year (5 and 6 year olds). Tips for home and causes for concern are also outlined. The booklet can be photocopied back to back and then folded in half to provide a compact reference.
Life at Five! The five year old is characterised by energy and imagination. They are creative problem-solvers who are very interested in how the world
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
The milestone poster/sheet details the age related milestones for speech sound development in children aged 3 to 8 years.
Many parents, early childhood workers and teachers will wonder if a child speech is normal. Most children’s speech becomes clearer gradually as they hear and
A program for 4-6 year olds, incorporating Stage 1 phonic concepts.
Introduction to the Program
An A5 flipbook utilising a multi-sensory approach to help early readers master Stage 1 phonic concepts. By engaging visual, auditory, and tactile sense, children build a strong foundation in letter recognition, formation, and sound association.
The Program Includes:
Stage 1 – Target 1 alphabet sounds
Group 1: s, p, n, i, a, t
Group 2: m, r, h, e, d, c
Group 3: f, l, g, o, u b
Group 4: w, j, v, k, z, y, q, x
Stage 1 – Target 2 phonic concepts
‘th’ (voiced) & ‘th’ (voiceless); ‘sh’; ‘ch’; ‘ee’; ‘oo’ (long) & ‘oo’ (short); ‘ck’
Stage 1 – Target 4 phonic concepts
‘ng’; ‘ay’; ‘or’; ‘ar’; ‘ai’; al(l)’; ‘wh’; ‘qu’; ‘qu’
Multi-sensory cues to develop alphabet sound recall and formation
Mnemonic letter sound pictures
Verbal cues to support the correct letter formation of each letter
Mouth cues for the alphabet sound
Picture cues for the alphabet sound
Initial teaching cards with multisensory cues and consolidation teaching cards without cues.
Other Programs within the Range:
Alphabet the Multi Sensory Way – Cursive Font
Pre-literacy Flip Book Bundle
Phonic Sound Wall Charts for Foundation
Letter Formation for Little People – Step 1
Links to the Teaching Sequence Manuals
This product can be used to support the implementation of the:
Early Years Teaching Sequence Manual
Foundation Year Teach Sequence Manual
Year 1 and 2 Teaching Sequence Manual
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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