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Year 1 & 2 Language and Literacy Developmental Milestones
A booklet that provides an overview of language, literacy and motor milestones for children in Year 1 and 2 (Lower Primary – 6 to 7 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.
Children in Year 1 and 2 are characterised by curiosity and a desire to share their ideas with others. Literacy becomes a focus with children
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Speech and Language Development Milestones Posters and Sheets – 8 years old
This milestone poster/sheet details the speech and language developmental milestones for children from 8 years of age.
Designed by speech and language pathologists, the speech and language milestone sheets provide an list of typical milestones that should be attained by specific ages.
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Speech Sound Development Posters and Sheets – Ages 3 to 8
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
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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
Year 3, 4, 5 & 6 Language & Literacy Developmental Milestones
A booklet that provides an overview of Oral Language and literacy milestones for children in Years 3 to 6 (Middle to Upper Primary – 8 to 12 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.
Students in middle to upper primary should be independent and creative problem solvers. As students reach the middle primary, developed language skills are critical for gaining an academic understanding of content and information. By 8 and 9 years of age students should be able to use language in an adult form. In addition, students demonstrate extensive abstract word knowledge and should be able to efficiently organise and elaborate upon their thoughts. This ability then provides the springboard into writing. At this stage oral reading becomes less important and comprehension of the material becomes more significant. During these years a child’s language and literacy skills form the foundations for academic achievement and learning progress.
How to Use…
This booklet has been designed to give an overview of the language and literacy milestones to be expected in a child of middle to upper primary (years 3 – 6) of approximately 8 – 11 years of age.
Please keep in mind however, that every child’s development is unique and complex and a child may not follow these developmental milestones exactly. Although each child may develop skills at different rates, there is a predictable sequence of development. It is therefore important to consider the individual child when using these milestones.
Use these milestones and the associated tips and activity ideas to:
1. Gain a sense of your child’s strengths and areas requiring development.
2. Get tips for helping your child to develop strong language and literacy skills.
See our Copyright Terms of Use at https://pld-literacy.org/help-pages/copyright-policy/.
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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Phonic Dictation – Stage 5
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What happens when the correct spelling of test words does not transfer to writing? Students often write words correctly in spelling tests but struggle when applying their new knowledge to written work? As a general rule, students require many opportunities to rehearse their skills in contexts of increasing complexity. Phonic Dictation – Stage 5 focuses on a variety of spelling and phonics concepts. As students complete the dictation tasks, they are faced with the challenge of applying their recently acquired spelling concepts to the rewriting of passages. The presentation of regular phonic dictation sessions enables students to rehearse transferring spelling concepts to their writing. Dictation tasks require minimal preparation but produce significant gains in all areas of literacy. When presented on a regular basis, dictation tasks hold the potential to produce a significant increase in a range of areas. Dictation improves the following skills in students: listening auditory memory handwriting language spelling Most importantly, dictation assists in the translation of spelling list words to students’ self-generated writing. The short presentation formats outline dictation only, the extended formats provide reading, editing and writing tasks. Phonic Dictation – Stage 5 Focuses on: Extended formats provide reading, editing and writing tasks. Revision of Stage 4 phonic concepts. The syllabic spelling strategy applied to Stage 5 phonic concepts. Prefixes and suffixes applied to Stage 5 phonic concepts. The other programs within the range include: Phonic Dictation – Stage 1 Phonic Dictation – Stage 2 Phonic Dictation – Stage 3 Phonic Dictation – Stage 4 Phonic Dictation – Stage 6 This publication is mentioned within the ‘Whole School Literacy Strategy’ booklet on page 22.
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Spelling Activities for the Middle And Upper Primary
From $65.00$65.00 incl. GSTSynthetic phonics, vocabulary and writing activities.
The ability to read well is a basic skill and vital to national survival (Chall 1989). However, there have been ongoing concerns regarding the poor adult literacy rates since the introduction of whole language approaches to literacy development both within Australia and internationally. In 2004 these concerns led to a National Inquiry into the Teaching of Literacy (NITL) here in Australia. The results, published in 2005 recognised the importance of a systematic, synthetic phonics approach to reading instruction (Bowey 2006). These findings were independently echoed in the US and UK with recommendations that teaching of reading and spelling must include a synthetic phonics approach (Dooner 2010). As Joshi (2009) clearly outlines, one cannot teach what one does not understand, and it is therefore important that teachers understand synthetic phonics, the alphabetic code, phonological awareness and types of language and vocabulary and how these work together in the development of strong literacy skills. Spelling Activities for the Middle and Upper Primary is intended to provide a definition of synthetic phonics and related skills, an understanding of the importance of synthetic phonics, and practical suggestions for how to teach synthetic phonics within the classroom, in addition to specific spelling activities which are based on the principles of synthetic phonics and are ready to use with your students individually, within small groups or as part of whole-class activities. Features: Middle and Upper Primary spelling activities resource (which incorporates synthetic phonics and linguistic theory). Three levels of each template aim to cater for the range in ability (i.e. delayed, average and advanced students) evident in classrooms. The activity templates are ready to photocopy. A key resource when establishing a spelling program. Assessment points are located at the base of each sheet (for students, a peer or teachers to rate task performance). An ideal complement to PLD’s Phonic Sight Word Sequence. This publication is mentioned within the Whole School Literacy Strategy booklet on page 22.
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Phonic and Sight Word Sequence
From $57.00$57.00 incl. GSTOutlining the relationship between letters and sounds.
By middle and upper primary, classes typically have a huge range in ability levels. Using the placement tests in Phonic and Sight Word Sequence levels are quickly established and class specific content can be devised. This best selling resource covers Foundation all the way through to Year 6 and provides teachers and parents with: A structured whole-school scope and sequence for primary schools, outlining phonic concepts, spelling rules, morphology, reading and spelling words, sight words and assessments. Termly reviews are provided for establishing the range in ability, for reviewing progress and for measurable data. Stages 1, 2 and 3 primarily outline structured synthetic phonics content along with common bound morpheme suffixes. Stages 4, 5 and 6 are comprised of structured synthetic plus more sophisticated word attack spelling based upon syllables, prefixes, suffixes, and morphemes. Placement tests, term reviews, and short investigations when students are slow to progress are included. Guidelines for the explicit teaching of sight words are contained within the appendix. To find out how the 2020 Second Revised Edition differs from previous versions, click here. Phonic and Sight Word Sequence is mentioned within the ‘Whole School Literacy Strategy’ booklet on page 11, 17 & 22. Generous discounts apply for bulk orders 5 to 9 copies – 15% discount automatically applied at checkout 10+ copies – 20% discount automatically applied at checkout
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Phonic Dictation – Stage 4
From $65.00$65.00 incl. GSTLearning to apply phonic knowledge to writing tasks.
What happens when the correct spelling of test words does not transfer to writing? Students often write words correctly in spelling tests but struggle when applying their new knowledge to written work? As a general rule, students require many opportunities to rehearse their skills in contexts of increasing complexity. Phonic Dictation – Stage 4 focuses on a variety of spelling and phonics concepts. As students complete the dictation tasks, they are faced with the challenge of applying their recently acquired spelling concepts to the rewriting of passages. The presentation of regular phonic dictation sessions enables students to rehearse transferring spelling concepts to their writing. Dictation tasks require minimal preparation but produce significant gains in all areas of literacy. When presented on a regular basis, dictation tasks hold the potential to produce a significant increase in a range of areas. Dictation improves the following skills in students: listening auditory memory handwriting language spelling Most importantly, dictation assists in the translation of spelling list words to students’ self-generated writing. The short presentation formats outline dictation only, the extended formats provide reading, editing and writing tasks. Phonic Dictation – Stage 4 focuses on: Revision of Phonic Dictation – Stage 3 phonic concepts. Phonemic spelling strategy and phonic concepts (e.g. igh, -y, i-e, tch, dge, ge ea as ‘e’.) Onset and rime spelling strategy and phonic concepts (e.g. ace, ice, air.) Syllabic spelling strategy and phonic concepts (e.g. ph, ble, qu, be.) The other programs within the range include: Phonic Dictation – Stage 1 Phonic Dictation – Stage 2 Phonic Dictation – Stage 3 Phonic Dictation – Stage 5 Phonic Dictation – Stage 6 This publication is mentioned within the ‘Whole School Literacy Strategy’ booklet on page 22.
