{"title":"PLD Literacy","description":null,"products":[{"product_id":"phonic-dictation-stage-1-revised-edition","title":"Phonic Dictation - Stage 1 (Revised Edition)","description":"\u003cp\u003e\u003cstrong\u003eApplying Phonic Knowledge to Extended Writing Tasks\u003c\/strong\u003e\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003ePhonic Dictation: \u003c\/em\u003eStage 1 supports students to bridge the gap between correctly spelling test words and applying their skills to extended writing. By completing regular dictation tasks, students rehearse and reinforce their phonics and spelling knowledge in increasingly complex contexts, improving their ability to transfer skills to self-generated writing.\u003cbr\u003e\nDictation sessions are quick to prepare yet deliver significant benefits across key literacy areas, including:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eListening and auditory memory\u003c\/li\u003e\n\t\u003cli\u003eHandwriting and language development\u003c\/li\u003e\n\t\u003cli\u003eSpelling application\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003cstrong\u003eProgram Includes:\u003c\/strong\u003e\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eA4, spiral-bound book.\u003c\/li\u003e\n\t\u003cli\u003eThree levels of phonic passages: full-length passage format, ideal for Tier 1 students, and two shortened versions with reduced word counts for students requiring modifications.\u003c\/li\u003e\n\t\u003cli\u003eAlphabet VC and CVC words.\u003c\/li\u003e\n\t\u003cli\u003ePhonic concepts: \u003cem\u003e\/sh\/ \/ch\/ \/th\/ \/oo\/ \/ee\/ \/ck\/ \u003c\/em\u003eto CVC words.\u003c\/li\u003e\n\t\u003cli\u003eConsonant blends: CCVC and CVCC words.\u003c\/li\u003e\n\t\u003cli\u003ePhonic concepts: \u003cem\u003e\/ar\/ \/or\/ \/ay\/ \/ai\/ \/oy\/ \/oi\/ \/er\/ \/ing\/\u003c\/em\u003e\n\u003c\/li\u003e\n\t\u003cli\u003eAdditional passages covering concepts such as, prefixes, suffixes, high frequency words and homophones have been included in the APPENDIX section of the program.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003cstrong\u003eOther Programs within the Range:\u003c\/strong\u003e\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003e\u003ca href=\"https:\/\/pld-literacy.org\/product\/first-writing-tasks-for-the-early-childhood-years-2\/\"\u003eFirst Writing Activities (Foundation)\u003c\/a\u003e\u003c\/li\u003e\n\t\u003cli\u003e\u003ca href=\"https:\/\/pld-literacy.org\/product\/phonic-dictation-book-a\/\"\u003ePhonic Diction: Stage 1\u003c\/a\u003e\u003c\/li\u003e\n\t\u003cli\u003e\u003ca href=\"https:\/\/pld-literacy.org\/product\/phonic-dictation-book-b\/\"\u003ePhonic Diction: Stage 2\u003c\/a\u003e\u003c\/li\u003e\n\t\u003cli\u003e\u003ca href=\"https:\/\/pld-literacy.org\/product\/phonic-dictation-book-c\/\"\u003ePhonic Diction: Stage 3\u003c\/a\u003e\u003c\/li\u003e\n\t\u003cli\u003e\u003ca href=\"https:\/\/pld-literacy.org\/product\/phonic-dictation-book-d\/\"\u003ePhonic Diction: Stage 4\u003c\/a\u003e\u003c\/li\u003e\n\t\u003cli\u003e\u003ca href=\"https:\/\/pld-literacy.org\/product\/phonic-dictation-book-e\/\"\u003ePhonic Diction: Stage 5\u003c\/a\u003e\u003c\/li\u003e\n\t\u003cli\u003e\u003ca href=\"https:\/\/pld-literacy.org\/product\/stage-6-phonic-dictation\/\"\u003ePhonic Diction: Stage 6\u003c\/a\u003e\u003c\/li\u003e\n\t\u003cli\u003e\u003ca href=\"https:\/\/pld-literacy.org\/product\/phonic-dictation-junior-middle-primary-set\/#books-pack\"\u003ePhonic Diction: Junior \u0026amp; Middle Primary Set (Stage 1, 2, 3, 4)\u003c\/a\u003e\u003c\/li\u003e\n\t\u003cli\u003e\u003ca href=\"https:\/\/pld-literacy.org\/product\/full-set-phonic-dictation\/\"\u003eFull Set of Phonic Diction Books (Discounted Bundle)\u003c\/a\u003e\u003c\/li\u003e\n\t\u003cli\u003e\u003ca href=\"https:\/\/pld-literacy.org\/product\/stage-1-catch-up-phonic-dictation-for-older-students\/\"\u003ePhonic Diction: Stage 1 Catch-Up (For Older Students)\u003c\/a\u003e\u003c\/li\u003e\n\t\u003cli\u003e\u003ca href=\"https:\/\/pld-literacy.org\/product\/stage-2-catch-up-phonic-dictation-for-older-students\/\"\u003ePhonic Diction: Stage 2 Catch-Up (For Older Students)\u003c\/a\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003cstrong\u003eBulk Order Discounts\u003c\/strong\u003e\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003e5-9 copies: 10% off\u003c\/li\u003e\n\t\u003cli\u003e10+ copies: 15% off\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003cstrong\u003eLinks to the Teaching Sequence Manuals:\u003c\/strong\u003e\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eThis product can be used to support the implementation of the \u003ca href=\"https:\/\/pld-literacy.org\/product\/year-1-2-teaching-sequence-manual\/\"\u003eYear 1 and 2 Teaching Sequence Manual\u003c\/a\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559151132945,"sku":"MD1","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/MD1.png?v=1778758437"},{"product_id":"phonic-dictation-stage-2-revised-edition","title":"Phonic Dictation - Stage 2 (Revised Edition)","description":"\u003cp\u003eWhat 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.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003ePhonic Dictation – Stage 2 \u003c\/em\u003efocuses 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.\u003c\/p\u003e\n\n\u003cp\u003eDictation 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:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003elistening\u003c\/li\u003e\n\t\u003cli\u003eauditory memory\u003c\/li\u003e\n\t\u003cli\u003ehandwriting\u003c\/li\u003e\n\t\u003cli\u003elanguage\u003c\/li\u003e\n\t\u003cli\u003espelling\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eMost 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.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003ePhonic Dictation – Stage 2\u003c\/em\u003e focuses on:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003ePhonic concepts – sh\/ch\/th\/oo\/ee\/ck\/ar\/or\/ay\/ai\/er\/ing\/all.\u003c\/li\u003e\n\t\u003cli\u003eConsonant clusters and double consonants.\u003c\/li\u003e\n\t\u003cli\u003eLong vowels – a-e\/e-e\/i-e\/o-e\/u-e.\u003c\/li\u003e\n\t\u003cli\u003ePhonic concepts – oa\/ow(as oa)\/ ir(as er)\/ur(as er)\/er\/aw(as or)\/or\/ ea(as ee)\/ee\/ou\/ow(as ou)\/ etc.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559151165713,"sku":"MD2","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/MD2.png?v=1778758436"},{"product_id":"phonic-dictation-stage-4-revised-edition","title":"Phonic Dictation - Stage 4 (Revised Edition)","description":"\u003cp\u003eWhat 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.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003ePhonic Dictation – Stage 4\u003c\/em\u003e 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.\u003c\/p\u003e\n\n\u003cp\u003eDictation 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:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003elistening\u003c\/li\u003e\n\t\u003cli\u003eauditory memory\u003c\/li\u003e\n\t\u003cli\u003ehandwriting\u003c\/li\u003e\n\t\u003cli\u003elanguage\u003c\/li\u003e\n\t\u003cli\u003espelling\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eMost 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.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003ePhonic Dictation – Stage 4 \u003c\/em\u003efocuses on:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eRevision of Phonic Dictation – Stage 3 phonic concepts.\u003c\/li\u003e\n\t\u003cli\u003ePhonemic spelling strategy and phonic concepts (e.g. igh, -y, i-e, tch, dge, ge ea as ‘e’.)\u003c\/li\u003e\n\t\u003cli\u003eOnset and rime spelling strategy and phonic concepts (e.g. ace, ice, air.)\u003c\/li\u003e\n\t\u003cli\u003eSyllabic spelling strategy and phonic concepts (e.g. ph, ble, qu, be.)\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/3OFlUUsTqtA\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559151264017,"sku":"MD4","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/MD4.png?v=1778758443"},{"product_id":"10-minute-language-games-set-1","title":"10 Minute Language Games - Set 1","description":"\u003cp\u003eDesigned by speech pathologists for teachers and parents, \u003cem\u003e10 Minute Language Games – Set 1\u003c\/em\u003e for 3 to 5 year olds presents numerous short fast paced games and activities that are fun and engaging and which facilitate:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eVocabulary expansion\u003c\/li\u003e\n\t\u003cli\u003ePractice retrieving theme-based vocabulary from children’s ‘mental dictionaries’\u003c\/li\u003e\n\t\u003cli\u003eThe application of theme-based vocabulary to categorising and description tasks\u003c\/li\u003e\n\t\u003cli\u003eExamples of age-appropriate and non-age appropriate answers\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eChildren with language and semantic delays will often have:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eGaps in their vocabulary.\u003c\/li\u003e\n\t\u003cli\u003eDifficulty retrieving their vocabulary from their mental dictionaries. Children with vocabulary retrieval problems will inconsistently retrieve appropriate words (e.g. on occasions they will label ‘lion’ appropriately and on other occasions, the labels ‘tiger or leopard’ will be used.)\u003c\/li\u003e\n\t\u003cli\u003eOther children may demonstrate relatively age-appropriate vocabularies but are non- automatic in the retrieval of the appropriate words. These children typically require additional ‘think’ or processing time.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003cem\u003eActivity 1 – Naming and Speaking in Single Words\u003c\/em\u003e: The vocabulary-based games are fun and engaging ways to rehearse the labelling of common category based items.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003eActivity 2 – Sorting and Speaking in Short Sentences\u003c\/em\u003e: In the sorting tasks children are given the opportunity to become familiar with the characteristics that best describe the pictured items.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003eActivity 3 – Describing and Connecting Several Sentences Together\u003c\/em\u003e: In the describing tasks children are given the opportunity to give clues and therefore describe the pictured items.\u003c\/p\u003e\n\n\u003cp\u003eEach theme has 3 activity cards and 24 colour vocabulary cards. We recommend introducing the themes in the following order:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eFood\u003c\/li\u003e\n\t\u003cli\u003eThings You Wear\u003c\/li\u003e\n\t\u003cli\u003eFarm Animals\u003c\/li\u003e\n\t\u003cli\u003eThings that Take You Places\u003c\/li\u003e\n\t\u003cli\u003eToys\u003c\/li\u003e\n\t\u003cli\u003eAround the Home\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/Vb2wIVACROw\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559151788305,"sku":"PLD-10m4","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-10m4.png?v=1778758459"},{"product_id":"10-minute-language-games-set-2","title":"10 Minute Language Games - Set 2","description":"\u003cp\u003eDesigned by speech pathologists for teachers and parents, \u003cem\u003e10 Minute Language Games – Set 2\u003c\/em\u003e for 4 to 6-year-olds presents numerous short fast-paced games and activities that are fun and engaging and which facilitate:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eVocabulary expansion\u003c\/li\u003e\n\t\u003cli\u003ePractice retrieving theme-based vocabulary from children’s ‘mental dictionaries’\u003c\/li\u003e\n\t\u003cli\u003eThe application of theme-based vocabulary to categorising and description tasks\u003c\/li\u003e\n\t\u003cli\u003eExamples of age-appropriate and non-age appropriate answers\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eChildren with language and semantic delays will often have:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eGaps in their vocabulary.\u003c\/li\u003e\n\t\u003cli\u003eDifficulty retrieving their vocabulary from their mental dictionaries. Children with vocabulary retrieval problems will inconsistently retrieve appropriate words (e.g. on occasions they will label ‘lion’ appropriately and on other occasions, the labels ‘tiger or leopard’ will be used.)\u003c\/li\u003e\n\t\u003cli\u003eOther children may demonstrate relatively age-appropriate vocabularies but are non- automatic in the retrieval of the appropriate words. These children typically require additional ‘think’ or processing time.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003cem\u003eActivity 1 – Naming and Speaking in Single Words\u003c\/em\u003e: The vocabulary-based games are fun and engaging ways to rehearse the labelling of common category based items.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003eActivity 2 – Sorting and Speaking in Short Sentences\u003c\/em\u003e: In the sorting tasks children are given the opportunity to become familiar with the characteristics that best describe the pictured items.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003eActivity 3 – Describing and Connecting Several Sentences Together\u003c\/em\u003e: In the describing tasks children are given the opportunity to give clues and therefore describe the pictured items.\u003c\/p\u003e\n\n\u003cp\u003eEach theme has 3 activity cards and 24 colour vocabulary cards.\u003c\/p\u003e\n\n\u003cp\u003eWe recommend introducing the themes in the following order:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eFruit \u0026amp; Vegetables\u003c\/li\u003e\n\t\u003cli\u003eWeather \u0026amp; Seasons\u003c\/li\u003e\n\t\u003cli\u003eAnimals\u003c\/li\u003e\n\t\u003cli\u003eUnder the Sea\u003c\/li\u003e\n\t\u003cli\u003eMinibeasts \u003c\/li\u003e\n\t\u003cli\u003eOccupations\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/jQYSb0RQWK0\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559151919377,"sku":"PLD-10m5","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-10m5.png?v=1778758463"},{"product_id":"ccvc-and-cvcc-reading-spelling-and-writing-tasks-stage-1-target-3","title":"CCVC and CVCC Reading, Spelling and Writing Tasks - Stage 1: Target 3","description":"\u003cp\u003eDesigned by a Speech Pathologist for use in schools and the home, this program for 5 to 7 year olds focuses on reading, spelling and writing CCVC and CVCC blends. The explicit teaching format incorporates multiple Blends: CCVC and CVCC word reading and spelling tasks.\u003c\/p\u003e\n\n\u003cp\u003eIn order for phonic based reading and spelling materials to be effective children must possess adequate phonemic awareness skills. This resource incorporates a significant phonemic awareness element. While this is ideal for the dyslexic and learning difficulties population (who are typically insensitive to the phonemic structure of words and rely on the visual appearance of words) this approach has proven to effectively accelerate early reading and spelling skills with the more mainstream population.\u003c\/p\u003e\n\n\u003cp\u003eAttention to mouth movements involved in producing the sounds in words heightens children’s attention to the phonemic structure and supports the organisation of the letter symbols in spelling and the decoding of the symbols in reading. The combination of the attention to the oral, auditory and visual aspects achieves balanced word attack strategies and significantly accelerates the acquisition of the earliest reading and spelling steps.\u003c\/p\u003e\n\n\u003cp\u003eThe aim of this resource is to establish the ability to read and spell regular late Stage 1 phonic words. For some students, once this skill is established they then require multiple opportunities to practice this skill (e.g. reading 200 to 300 such words) before these basic words are read automatically (i.e. without sounding out). For students who require more practice and rehearsal, the games based program \u003cem\u003eStage 1 Single Word Decoding and Spelling Skills \u003c\/em\u003eis recommended.\u003c\/p\u003e\n\n\u003cp\u003eFeatures:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eSounding out level tasks\u003c\/li\u003e\n\t\u003cli\u003eWord level spelling tasks\u003c\/li\u003e\n\t\u003cli\u003eSentence level spelling and writing tasks\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/E6oeMgQi7js\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559151952145,"sku":"PLD-Bblends","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Bblends.png?v=1778758464"},{"product_id":"cvc-words-reading-spelling-and-writing-tasks","title":"CVC Words Reading, Spelling and Writing Tasks","description":"\u003cp\u003eDesigned by a Speech Pathologist for use in schools and the home, this program for 5 to 6 year olds focuses on reading, spelling and writing CVC words. The explicit teaching format incorporates multiple CVC word reading and spelling tasks.\u003c\/p\u003e\n\n\u003cp\u003eIn order for phonic based reading and spelling materials to be effective children must possess adequate phonemic awareness skills. This resource incorporates a significant phonemic awareness element. While this is ideal for the dyslexic and learning difficulties population (who are typically insensitive to the phonemic structure of words and rely on the visual appearance of words) this approach has proven to effectively accelerate early reading and spelling skills with the more mainstream population.\u003c\/p\u003e\n\n\u003cp\u003eAttention to mouth movements involved in producing the sounds in words heightens children’s attention to the phonemic structure and supports the organisation of the letter symbols in spelling and the decoding of the symbols in reading. The combination of the attention to the oral, auditory and visual aspects achieves balanced word attack strategies and significantly accelerates the acquisition of the earliest reading and spelling steps.\u003c\/p\u003e\n\n\u003cp\u003eThe aim of this resource is to establish the ability to read and spell regular phonic words. For some students, once this skill is established they then require multiple opportunities to practice this skill (e.g. reading 200 to 300 such words) before these basic words are read automatically (i.e. without sounding out). For students who require more practice and rehearsal, the games based program \u003cem\u003eStage 1 Single Word Decoding and Spelling Skills\u003c\/em\u003e is recommended.\u003c\/p\u003e\n\n\u003cp\u003eFeatures:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eMultiple CVC single word reading and spelling tasks.\u003c\/li\u003e\n\t\u003cli\u003eMultiple CVC sentence reading and writing tasks.\u003c\/li\u003e\n\t\u003cli\u003eContains coloured phonemic awareness blending and segmenting tasks.\u003c\/li\u003e\n\t\u003cli\u003eIncludes a placement test and a CVC reading and spelling review.\u003c\/li\u003e\n\t\u003cli\u003eIdeal for whole class, small group and individual programs.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/6gOG5BWzJHo\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559152640273,"sku":"PLD-Bcvc","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Bcvc_38dfcb39-b3dc-4fa7-af1e-a43808e7b4f0.png?v=1778758479"},{"product_id":"early-stage-1-reading-spelling-and-writing-tasks-target-2","title":"Early Stage 1 - Reading, Spelling and Writing Tasks: Target 2","description":"\u003cp\u003eDesigned by a Speech Pathologist for use in schools and the home, this program for 5 to 6 year olds focuses on developing early literacy reading and spelling abilities with the phonic concepts sh, ch, th, oo, ee and -ck. The explicit teaching format incorporates multiple word reading and spelling tasks.\u003c\/p\u003e\n\n\u003cp\u003eIn order for phonic based reading and spelling materials to be effective children must possess adequate phonemic awareness skills. This resource incorporates a significant phonemic awareness element. While this is ideal for the dyslexic and learning difficulties population (who are typically insensitive to the phonemic structure of words and rely on the visual appearance of words) this approach has proven to effectively accelerate early reading and spelling skills with the more mainstream population.\u003c\/p\u003e\n\n\u003cp\u003eAttention to mouth movements involved in producing the sounds in words heightens children’s attention to the phonemic structure and supports the organisation of the letter symbols in spelling and the decoding of the symbols in reading. The combination of the attention to the oral, auditory and visual aspects achieves balanced word attack strategies and significantly accelerates the acquisition of the earliest reading and spelling steps.\u003c\/p\u003e\n\n\u003cp\u003eThe aim of this resource is to establish the ability to read and spell regular phonic words. For some students, once this skill is established they then require multiple opportunities to practice this skill (e.g. reading 200 to 300 such words) before these basic words are read automatically (i.e. without sounding out). For students who require more practice and rehearsal, the games based program \u003cem\u003eStage 1 Single Word Decoding and Spelling Skills\u003c\/em\u003e is recommended.\u003c\/p\u003e\n\n\u003cp\u003eFeatures:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eA full term’s worth of early literacy tasks\u003c\/li\u003e\n\t\u003cli\u003eSingle word “sounding out” and spelling tasks\u003c\/li\u003e\n\t\u003cli\u003eSentence level reading and writing tasks\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/g_kkCIgRu8Y\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559153099025,"sku":"PLD-Bph1","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Bph1.png?v=1778758495"},{"product_id":"late-stage-1-reading-spelling-and-writing-tasks-target-4","title":"Late Stage 1 - Reading, Spelling and Writing Tasks: Target 4","description":"\u003cp\u003eDesigned by a Speech Pathologist for use in schools and the home, this program for 6 to 7 year olds focuses on early literacy, reading and spelling abilities with such phonic concepts: ay, ar, or, ai, oy, oi, er. The explicit teaching format incorporates multiple word reading and spelling tasks.\u003c\/p\u003e\n\n\u003cp\u003eIn order for phonic based reading and spelling materials to be effective children must possess adequate phonemic awareness skills. This resource incorporates a significant phonemic awareness element. While this is ideal for the dyslexic and learning difficulties population (who are typically insensitive to the phonemic structure of words and rely on the visual appearance of words) this approach has proven to effectively accelerate early reading and spelling skills with the more mainstream population.\u003c\/p\u003e\n\n\u003cp\u003eAttention to mouth movements involved in producing the sounds in words heightens children’s attention to the phonemic structure and supports the organisation of the letter symbols in spelling and the decoding of the symbols in reading. The combination of the attention to the oral, auditory and visual aspects achieves balanced word attack strategies and significantly accelerates the acquisition of the earliest reading and spelling steps.\u003c\/p\u003e\n\n\u003cp\u003eThe aim of this resource is to establish the ability to read and spell regular phonic words. For some students, once this skill is established they then require multiple opportunities to practice this skill (e.g. reading 200 to 300 such words) before these basic words are read automatically (i.e. without sounding out). For students who require more practice and rehearsal, the games based program \u003cem\u003eStage 1 Single Word Decoding and Spelling Skills\u003c\/em\u003e is recommended.\u003c\/p\u003e\n\n\u003cp\u003eFeatures:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eA full term’s worth of early literacy tasks\u003c\/li\u003e\n\t\u003cli\u003eSingle word “sounding out” and spelling tasks\u003c\/li\u003e\n\t\u003cli\u003eSentence level reading and writing tasks\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/8-EVFTy2j3o\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559153230097,"sku":"PLD-Bph2","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Bph2.png?v=1778758499"},{"product_id":"phonic-sight-word-sequence","title":"Phonic \u0026 Sight Word Sequence","description":"\u003cp\u003eBy middle and upper primary, classes typically have a huge range in ability levels. Using the placement tests in \u003cem\u003ePhonic and Sight Word Sequence\u003c\/em\u003e 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:\u003c\/p\u003e\n\n\u003cp\u003eA structured whole-school scope and sequence for primary schools, outlining phonic concepts, spelling rules, morphology, reading and spelling words, sight words and assessments.\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eTermly reviews are provided for establishing the range in ability, for reviewing progress and for measurable data.\u003c\/li\u003e\n\t\u003cli\u003eStages 1, 2 and 3 primarily outline structured synthetic phonics content along with common bound morpheme suffixes.\u003c\/li\u003e\n\t\u003cli\u003eStages 4, 5 and 6 are comprised of structured synthetic plus more sophisticated word attack spelling based upon syllables, prefixes, suffixes, and morphemes.\u003c\/li\u003e\n\t\u003cli\u003ePlacement tests, term reviews, and short investigations when students are slow to progress are included.\u003c\/li\u003e\n\t\u003cli\u003eGuidelines for the explicit teaching of sight words are contained within the appendix.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/vizfNsXKk4g\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559153295633,"sku":"PLD-Bpsw","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Bpsw.png?v=1778758500"},{"product_id":"decoding-spelling-games-stage-1","title":"Decoding \u0026 Spelling Games - Stage 1","description":"\u003cp\u003eOver time children become more efficient in a visual and an auditory sense. For example, rather than decoding the word ‘teeth’ in three parts the word may be decoded in two parts (e.g. t-eeth or tee-th). \u003cem\u003eDecoding and Spelling Games\u003c\/em\u003e for ages 5 to 7 is designed to provide further decoding practice to help students establish automatic word recognition.\u003c\/p\u003e\n\n\u003cp\u003eSingle word spelling involves three primary core base skills:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eAuditory skills\u003c\/li\u003e\n\t\u003cli\u003eVisual skills\u003c\/li\u003e\n\t\u003cli\u003eFine motor skills\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eOnce this spelling process has been rehearsed the students can typically spell the word automatically and often through the application of letter names ‘c-h-a-i-n’. Students will typically read better than they will spell. This is because the recognition of the words (i.e. reading) is typically much easier than the reproduction of the letter sound correspondences to formulate the words.\u003c\/p\u003e\n\n\u003cp\u003eFeatures:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eSingle word phonic word attack skills require explicit instruction and repeated practice.\u003c\/li\u003e\n\t\u003cli\u003eOnce single word skills are established, they are more likely to transfer across to written work.\u003c\/li\u003e\n\t\u003cli\u003eThe program is designed for individuals or small groups of students who require repeated opportunities to consolidate stage 1 spelling and decoding.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eThe stage 1 program is organised in four sections:\u003c\/p\u003e\n\n\u003cp\u003eTarget 1: CVC\u003c\/p\u003e\n\n\u003cp\u003eTarget 2: CVC with early phonic concepts sh, ch, th, oo, ee, ck\u003c\/p\u003e\n\n\u003cp\u003eTarget 3: CCVC and CVCC words\u003c\/p\u003e\n\n\u003cp\u003eTarget 4: Phonic concepts such as ar, or, er, ai, oi\u003c\/p\u003e\n\n\u003cp\u003eThe game-based activities provide multiple opportunities to rehearse word attack skills at a reading and spelling level.\u003c\/p\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/dSg6l4RsG4s\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559153590545,"sku":"PLD-Bsw1","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Bsw1.png?v=1778758517"},{"product_id":"decoding-and-spelling-games-stage-2","title":"Decoding and Spelling Games - Stage 2","description":"\u003cp\u003eOver time children become more efficient in a visual and an auditory sense. For example rather than decoding the word ‘teeth’ in three parts the word may be decoded in two parts (e.g. t-eeth or tee-th). Decoding and Spelling games for ages 6 to 7 is designed to provide further decoding practice to help students establish automatic word recognition.\u003c\/p\u003e\n\n\u003cp\u003eSingle word spelling involves three primary core base skills:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eAuditory skills\u003c\/li\u003e\n\t\u003cli\u003eVisual skills\u003c\/li\u003e\n\t\u003cli\u003eFine motor skills\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eOnce this spelling process has been rehearsed the students can typically spell the word automatically and often through the application of letter names ‘c-h-a-i-n’. Students will typically read better than they will spell. This is because the recognition of the words (i.e. reading) is typically much easier than the reproduction of the letter sound correspondences to formulate the words.\u003c\/p\u003e\n\n\u003cp\u003eFeatures:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eSingle word phonic word attack skills require explicit instruction and repeated practice.\u003c\/li\u003e\n\t\u003cli\u003eOnce single word skills are established, they are more likely to transfer across to written work.\u003c\/li\u003e\n\t\u003cli\u003eThe program is designed for individuals or small groups of students who require repeated opportunities to consolidate spelling and decoding.\u003c\/li\u003e\n\t\u003cli\u003eThis program revises stage 1 phonic concepts before stage 2 phonic concepts are applied to decoding and spelling tasks.\u003c\/li\u003e\n\t\u003cli\u003eThe game-based activities provide multiple opportunities to rehearse word attack skills at a reading and spelling level.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/XJ4UbQag6P8\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559154049297,"sku":"PLD-Bsw2","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Bsw2.png?v=1778758530"},{"product_id":"alphabet-finger-tracing-rainbow-writing","title":"Alphabet Finger Tracing \u0026 Rainbow Writing","description":"\u003cp\u003eStudents require alphabetic knowledge in order to embark on the process of learning to read, spell and write. However, rather than letter naming ability, letter sound knowledge is the more important variable for entry into literacy learning. For example:\u003c\/p\u003e\n\n\u003cp\u003eIn order to spell the basic word ‘dog’ a student must first ‘sound-out’ (or phonemically segment) ‘d’, ‘oh’, ‘g’ and then the student must recall and apply in the correct order the alphabet symbols.\u003c\/p\u003e\n\n\u003cp\u003eIn order to read the word ‘sun’ a student must recognise each letter symbol and convert each symbol into the correct sound ‘s’, ‘uh’, ‘n’ and then the student must blend the sounds together (phonemic blending ability).\u003c\/p\u003e\n\n\u003cp\u003eIn neither of the above early spelling and reading processes did alphabetic letter naming come into the equation. \u003cem\u003eAlphabet Finger Tracing and Rainbow Writing\u003c\/em\u003e for 4 to 5 year olds aims to establish a strong alphabet sound ability for early literacy through a multi-sensory approach.\u003c\/p\u003e\n\n\u003cp\u003eMulti-sensory alphabet learning:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eStudents kinaesthetically feel what their mouth is doing when they produce the letter sounds.\u003c\/li\u003e\n\t\u003cli\u003eStudents see what their mouths look like when their mouths produce the letter sound (via the visual representation of the mouth on each page).\u003c\/li\u003e\n\t\u003cli\u003eStudents also visually connect a core picture\/word with the letter sound (e.g. ‘mix’, ‘teeth’ and ‘snake’).\u003c\/li\u003e\n\t\u003cli\u003eFrom an auditory (and phonemic awareness) perspective students identify the initial sound in simple target words (e.g. teeth starts with a ‘t’).\u003c\/li\u003e\n\t\u003cli\u003eStudents form the letters with correct starting points and while simultaneously chanting the cues that assist correct formation.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eFeatures:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eCreated by Occupational therapists and speech pathologists\u003c\/li\u003e\n\t\u003cli\u003eTwo levels of verbal formation cues.\u003c\/li\u003e\n\t\u003cli\u003e26 x A4 colour double sided alphabet formation cards.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/ulqg_vPasT0\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559154213137,"sku":"PLD-CCaft","price":55.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-CCaft.png?v=1778758536"},{"product_id":"alphabet-the-multi-sensory-way-foundation-font","title":"Alphabet the Multi Sensory Way - Foundation Font","description":"\u003cp\u003eStudents require alphabetic and phonic knowledge in order to embark on the process of learning to read, spell and write. However, rather than letter naming ability, sound knowledge is more important for entry into literacy learning.\u003c\/p\u003e\n\n\u003cp\u003eNot only are alphabet sounds more important for early literacy, but alphabetic sound ability is the more difficult for students to acquire. For this reason and designed by Speech Pathologists for teachers and parents, \u003cem\u003eAlphabet the Multi Sensory Way\u003c\/em\u003e aims to establish strong alphabet and phonic sound ability. Within this program for 4 to 6 year olds, a multi-sensory approach to teaching the alphabetic and phonic sounds has been adopted:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eStudents kinaesthetically feel what their mouth is doing when they produce the alphabet and phonic sounds.\u003c\/li\u003e\n\t\u003cli\u003eStudents see what their mouths look like when their mouths produce the alphabet and phonic sounds (via the visual representation of the mouth on each page).\u003c\/li\u003e\n\t\u003cli\u003eStudents also visually connect a core picture\/word with the alphabet and phonic sounds (e.g. ‘mix’, ‘teeth’ and ‘snake’).\u003c\/li\u003e\n\t\u003cli\u003eFrom an auditory (and phonemic awareness) perspective students identify the initial sounds in simple target words (e.g. teeth starts with a ‘t’).\u003c\/li\u003e\n\t\u003cli\u003eStudents move and rehearse a basic action associated with each target picture (which also engages a kinaesthetic dimension.)\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eThis flip book incorporating Stage 1 phonic concepts features:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eSimple to use format\u003c\/li\u003e\n\t\u003cli\u003eCard sets explicitly teach the alphabet and phonic sounds.\u003c\/li\u003e\n\t\u003cli\u003eStudents feel their mouth making the sounds.\u003c\/li\u003e\n\t\u003cli\u003eA body action is outlined for each sound.\u003c\/li\u003e\n\t\u003cli\u003eAn effective and engaging way to teach the alphabet and phonic sounds.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/VZxlNMCAIZo\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559154245905,"sku":"PLD-Ccal","price":75.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Ccal.png?v=1778758536"},{"product_id":"first-reading-words","title":"First Reading Words","description":"\u003cp\u003eDesigned by a Speech Pathologist for use in schools and the home, \u003cem\u003eFirst Reading Words\u003c\/em\u003e presents a progressive approach to decoding (or “sounding-out”) some of the earliest reading words. Suitable for children age 4 to 6, this resource also provides ample practice reading simple regular alphabet words.\u003c\/p\u003e\n\n\u003cp\u003eIncludes activities for both single word and sentence reading.\u003c\/p\u003e\n\n\u003cp\u003eIncludes 10 game variations for the game boards.\u003c\/p\u003e\n\n\u003cp\u003eIncludes explicit instructions on the cards and game boards.\u003c\/p\u003e\n\n\u003cp\u003eIncludes:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003e78 x Single Word Reading Colour Cards\u003c\/li\u003e\n\t\u003cli\u003e42 x Sentence Reading Colour Cards\u003c\/li\u003e\n\t\u003cli\u003e2 x A3 Colour Game Boards\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/H5O6XoE6UWg\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559154802961,"sku":"PLD-CCfrw","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-CCfrw.png?v=1778758554"},{"product_id":"first-spelling-words-set-1","title":"First Spelling Words - Set 1","description":"\u003cp\u003eDesigned by Speech Pathologists for teachers and parents, \u003cem\u003eFirst Spelling Words – Set 1\u003c\/em\u003e for students aged 5 to 6, includes 51 activities in three different card templates in flip book format which increase in difficulty. Explicit instruction cards with seven recommended options for use are included with the card templates. The single word spelling cards are divided into 4 progressive steps CVC words which the resource:\u003c\/p\u003e\n\n\u003cp\u003eSTEP 1: 6 alphabet sounds s, a, t, p, i, n (cards with yellow borders)\u003c\/p\u003e\n\n\u003cp\u003eExample: sip, tap, pin, pan, nap, tip, tin, sit, sat, pip, nip, pat.\u003c\/p\u003e\n\n\u003cp\u003e \u003c\/p\u003e\n\n\u003cp\u003eSTEP 2: 12 alphabet sounds: Step 1 plus m, r, h, e, d, c (Cards with blue borders.)\u003c\/p\u003e\n\n\u003cp\u003eExample: net, cat, hit, hen, men, man, sad, rat, ten, map, pen, mat.\u003c\/p\u003e\n\n\u003cp\u003e \u003c\/p\u003e\n\n\u003cp\u003eSTEP 3: 18 alphabet sounds: Step 1 and 2 plus f, l, g, o, u, b (Cards with green borders.)\u003c\/p\u003e\n\n\u003cp\u003eExample: cot, run, pot, dog, gum, log, lip, cup, bat, leg, sun, rug.\u003c\/p\u003e\n\n\u003cp\u003e \u003c\/p\u003e\n\n\u003cp\u003eSTEP 4: Basically all of the alphabet (Cards with red borders.)\u003c\/p\u003e\n\n\u003cp\u003eExample: jug, van, jog, jet, jam, vet, wet, wig, wax, fox, win, six.\u003c\/p\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/oNAcsTnxPew\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559155425553,"sku":"PLD-CCfsw","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-CCfsw.png?v=1778758565"},{"product_id":"first-spelling-words-set-2","title":"First Spelling Words - Set 2","description":"\u003cp\u003eBased upon PLD’s ‘structured synthetic phonics’ (SSP) approach, designed by Speech Pathologists for teachers and parents, \u003cem\u003eFirst Spelling Words – Set 2\u003c\/em\u003e is an ideal resource for students aged 5 to 6 to introduce early spelling. Multiple cards focus on each spelling concept and accommodate ample opportunities to rehearse. The instruction outlines three different ways to present the learning activity.\u003c\/p\u003e\n\n\u003cp\u003eDivided into 8 progressive steps, the single word spelling cards contained in this resource are:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eSTEP 1: sh cards (Example: shed, rash, shut, cash, ship, lash)\u003c\/li\u003e\n\t\u003cli\u003eSTEP 2: ch cards (Example: chug, chin, rich, chop, chat, chip)\u003c\/li\u003e\n\t\u003cli\u003eSTEP 3: th cards (Example: thin, three, them, that, this, with)\u003c\/li\u003e\n\t\u003cli\u003eSTEP 4: long and short oo cards (Example: moon, root, hoop, boot, book, wood)\u003c\/li\u003e\n\t\u003cli\u003eSTEP 5: ee cards (Example: jeep, reef, heel, deep, feed, peep)\u003c\/li\u003e\n\t\u003cli\u003eSTEP 6: ck cards (Example: lock, kick, sack, back, suck, sock)\u003c\/li\u003e\n\t\u003cli\u003eSTEP 7: CCVC word cards (Example: twin, drop, plum, flag, slip, twig)\u003c\/li\u003e\n\t\u003cli\u003eSTEP 8: CVCC word cards (Example: tusk, gift, gold, wind, lamp, left)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/MuCDLfkHTwg\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559155523857,"sku":"PLD-CCfsw2","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-CCfsw2.png?v=1778758571"},{"product_id":"generating-narratives-set-1","title":"Generating Narratives - Set 1","description":"\u003cp\u003e\u003cem\u003eGenerating Narratives – Set 1\u003c\/em\u003e is designed for Year 1 through to Year 6 students and supports the generation of oral and written narratives. Through picture sequences, this teacher resource contains 10 storylines and 30 x A4 picture cards which illustrate the structure of narratives. For example, each storyline consists of an introduction picture, a picture of a problem (or complication) and a picture of how the characters are feeling.\u003c\/p\u003e\n\n\u003cp\u003eThis pack contains the following story themes in A4 narrative structure card format:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eScarecrow\u003c\/li\u003e\n\t\u003cli\u003ePet Dog On The Loose\u003c\/li\u003e\n\t\u003cli\u003eSurprise Hatch\u003c\/li\u003e\n\t\u003cli\u003eLate For School\u003c\/li\u003e\n\t\u003cli\u003eCar Accident\u003c\/li\u003e\n\t\u003cli\u003eFlooded Town\u003c\/li\u003e\n\t\u003cli\u003eEscape Rabbit\u003c\/li\u003e\n\t\u003cli\u003eCampsite Danger\u003c\/li\u003e\n\t\u003cli\u003eBolting Horse\u003c\/li\u003e\n\t\u003cli\u003eBaby Bird Falling\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eThe picture sets illustrate the core initial components of narratives (i.e. introductions, problems and character’s thoughts and feelings.) The card sets have been designed to support student’s understanding of narratives and to assist students in the process of generating the content of narratives. The card sets provide multiple opportunities for students to rehearse narrative composition in a supported and structured manner.\u003c\/p\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/PjEgGkPAIrA\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559155556625,"sku":"PLD-CCgn1","price":45.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-CCgn1.png?v=1778758572"},{"product_id":"generating-narratives-set-2","title":"Generating Narratives - Set 2","description":"\u003cp\u003e\u003cem\u003eGenerating Narratives – Set 2\u003c\/em\u003e is designed for students aged 6 to 12 and supports the generation of oral and written narratives. Through picture sequences, this teacher resource contains 10 storylines and 30 x A4 picture cards which illustrate the structure of narratives. For example, each storyline consists of an introduction picture, a picture of a problem (or complication) and a picture of how the characters are feeling.\u003c\/p\u003e\n\n\u003cp\u003eThis pack contains the following story themes in A4 narrative structure card format:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eEscape from prison\u003c\/li\u003e\n\t\u003cli\u003eLeaky Boar\u003c\/li\u003e\n\t\u003cli\u003eStorm Ruins Picnic\u003c\/li\u003e\n\t\u003cli\u003eThe Fly Away Kite\u003c\/li\u003e\n\t\u003cli\u003eSoccer Grand Final\u003c\/li\u003e\n\t\u003cli\u003eCar Breakdown\u003c\/li\u003e\n\t\u003cli\u003eHairdressing Disaster\u003c\/li\u003e\n\t\u003cli\u003eUFO\u003c\/li\u003e\n\t\u003cli\u003eHouse On Fire\u003c\/li\u003e\n\t\u003cli\u003eShark Attack\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eThe picture sets illustrate the core initial components of narratives (i.e. introductions, problems and character’s thoughts and feelings.) The card sets have been designed to support student’s understanding of narratives and to assist students in the process of generating the content of narratives. The card sets provide multiple opportunities for students to rehearse narrative composition in a supported and structured manner.\u003c\/p\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/tECmfzK-8LU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559156179217,"sku":"PLD-CCgn2","price":45.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-CCgn2.png?v=1778758596"},{"product_id":"preparing-for-the-alphabet","title":"Preparing for the Alphabet","description":"\u003cp\u003e\u003cem\u003ePreparing for the Alphabet\u003c\/em\u003e 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 \u003cem\u003ePreparing for the Alphabet\u003c\/em\u003e is used in conjunction with \u003cem\u003ePLD’s Pre-Literacy Screening\u003c\/em\u003e this forms a significant component in a school’s early intervention strategy.\u003c\/p\u003e\n\n\u003cp\u003eChildren 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.\u003c\/p\u003e\n\n\u003cp\u003eThis must-have resource includes:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eInstructions that provide clear guidelines on how to effectively teach initial sound awareness\u003c\/li\u003e\n\t\u003cli\u003eScreening tool to determine readiness for an alphabet program\u003c\/li\u003e\n\t\u003cli\u003e27 x mouth cards for continuant sounds with 120 x small activity picture cards\u003c\/li\u003e\n\t\u003cli\u003e16 x mouth cards for stop sounds with 72 small activity picture cards\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/LE6tdqc4d4g\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559156506897,"sku":"PLD-CCpfa","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-CCpfa.png?v=1778758606"},{"product_id":"preparing-for-reading","title":"Preparing for Reading","description":"\u003cp\u003eOne of the most significant pre-requisites for reading, spelling and writing is phonemic awareness. Phonemic awareness is strongly associated with early literacy achievement. In \u003cem\u003ePreparing for Reading \u003c\/em\u003efor 4 and 5 year olds, blending is targeted as blending represents an immediate precursor to decoding ability. This resource contains coloured card sets recommended for explicit 5 minute instruction sessions and provide clear guidelines on how to effectively teach blending. These instructions can form the basis of assistant and parent education.\u003c\/p\u003e\n\n\u003cp\u003eThe PLD developmental 5 step phonological awareness process has been designed by Speech Pathologists for use in schools. When used in conjunction with PLD’s pre-literacy screening, this program forms a significant component in a school’s preventative early intervention strategy.\u003c\/p\u003e\n\n\u003cp\u003ePhonemic Awareness Readiness for Reading\u003c\/p\u003e\n\n\u003cp\u003eThe phonemic awareness pre-requisite skill involved in reading simple regular CVC [consonant-vowel-consonant] words such as ‘fig’, ‘tin’ and ‘mat’ is the skill of blending.\u003c\/p\u003e\n\n\u003cp\u003eFirst 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’?’\u003c\/p\u003e\n\n\u003cp\u003eStudents 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’.\u003c\/p\u003e\n\n\u003cp\u003eFeatures:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eInstruction manual (24 pages)\u003c\/li\u003e\n\t\u003cli\u003e5 different blending activities with instructions\u003c\/li\u003e\n\t\u003cli\u003e125+ colour cards, 3 x game boards\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/g_kkCIgRu8Y\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559156736273,"sku":"PLD-CCpfr","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-CCpfr.png?v=1778758612"},{"product_id":"preparing-for-spelling","title":"Preparing for Spelling","description":"\u003cp\u003eOne of the most significant pre-requisites for reading, spelling and writing is phonemic awareness. Phonemic awareness is strongly associated with early literacy achievement. In \u003cem\u003ePreparing for Spelling\u003c\/em\u003e for 4 and 5 year olds, segmentation is targeted as segmentation represents an immediate precursor to CVC spelling ability. This resource contains coloured card sets recommended for explicit 5 minute instruction sessions and provide clear guidelines on how to effectively teach segmentation. These instructions can form the basis of assistant and parent education.\u003c\/p\u003e\n\n\u003cp\u003eThe PLD developmental 5 step phonological awareness process has been designed by Speech Pathologists for use in schools. When used in conjunction with PLD’s pre-literacy screening, this program forms a significant component in a school’s preventative early intervention strategy.\u003c\/p\u003e\n\n\u003cp\u003ePhonemic Awareness Readiness for Spelling\u003c\/p\u003e\n\n\u003cp\u003eThe phonemic awareness pre-requisite skill involved in spelling simple regular CVC [consonant-vowel-consonant] words such as ‘tap’, ‘sun’ and ‘log’ is the skill of phonemic segmentation. E.g. ‘What sounds can you ‘hear’ (i.e. identify) in the word ‘peg’?’ Answer: ‘p’… ‘e’… ‘g’.\u003c\/p\u003e\n\n\u003cp\u003eThe simple but powerful learning activities in this book provide multiple opportunities for students to rehearse the core pre-requisite skill of blending. Aim for little but often (i.e. 3 – 5 minute activities several times a week) until the target skill has been established. Once established in addition to the alphabet sounds simple early reading tasks may be introduced.\u003c\/p\u003e\n\n\u003cp\u003eFeatures:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eInstruction manual (24 pages)\u003c\/li\u003e\n\t\u003cli\u003e5 different blending activities with instructions\u003c\/li\u003e\n\t\u003cli\u003e125+ colour cards, 3 x game boards\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/Y1C-vV114eM\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559156900113,"sku":"PLD-CCpfs","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-CCpfs.png?v=1778758615"},{"product_id":"teach-a-child-to-read-in-3-steps","title":"Teach a Child to Read in 3 Steps","description":"\u003cp\u003eSingle word decoding involves two primary base skills:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eVisual Skills: The recognition of the alphabet symbol and the conversion of this symbol into a sound (ie: Not letter name).\u003c\/li\u003e\n\t\u003cli\u003eAuditory Skills: The phonemic awareness skill of blending three sounds (or phonemes) together to form a word.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eThe following example illustrates the process of early decoding. To read the word a student must:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eVisually recognise the symbol ‘s’ and convert the symbol to the sound \/s\/.\u003c\/li\u003e\n\t\u003cli\u003eVisually recognise the symbol ‘i’, and convert the symbol into the sound \/i\/.\u003c\/li\u003e\n\t\u003cli\u003eVisually recognise the symbol ‘t’, and convert the symbol into the sound \/t\/.\u003c\/li\u003e\n\t\u003cli\u003eFinally, the ‘s’, ‘i’ and ‘t’ sounds are held in the working memory, then need to be blended together to form the word.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eOver time children become more efficient at a visual and an auditory level. For example, rather than decoding the word ‘sit’ in three parts the word may be decoded in two parts (e.g. s-it). After much decoding practice students develop automatic word recognition and will read the word in full without sounding.\u003c\/p\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/MUfrzPgbZuw\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559157457169,"sku":"PLD-CCread","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-CCread.png?v=1778758631"},{"product_id":"teach-a-child-to-spell-in-3-steps","title":"Teach a Child to Spell in 3 Steps","description":"\u003cp\u003eSingle word spelling involves three primary base skills:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eVisual Skills: The recognition of the alphabet symbol and the conversion of this symbol into a sound (ie: Not letter name).\u003c\/li\u003e\n\t\u003cli\u003eAuditory Skills: The phonemic awareness skill of blending three sounds (or phonemes) together to form a word.\u003c\/li\u003e\n\t\u003cli\u003eFine Motor Skills: The formation or handwriting of the symbols.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eThe following example illustrates the establishment of early spelling ability. To spell the word ‘sun’ a student must:\u003c\/p\u003e\n\n\u003cp\u003eApply phonemic awareness skills and identify the initial sound ‘s’, retrieve the symbol ‘s’ from the visual memory and then form or write the letter ‘s’.\u003c\/p\u003e\n\n\u003cp\u003eThe student must again apply phonemic awareness skills and identify the medial sound ‘u’, retrieve the ‘u’ from the visual memory and then write the letter ‘u’.\u003c\/p\u003e\n\n\u003cp\u003eThe final step requires the phonemic awareness skill of identifying the final ‘n’ sound then retrieving from the visual memory the ‘n’ symbol and finally write the ‘n’.\u003c\/p\u003e\n\n\u003cp\u003eOnce this spelling process has been rehearsed the students can typically spell the word automatically and often through the application of letter names ‘s-u-n’. Students will typically read better than they will spell. This is because the recognition of the words (i.e. reading) is typically much easier than the reproduction of the letter sound correspondences to formulate the words. It is common for students to require repeated targeted spelling practice, in order to master skills.\u003c\/p\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/A0dmla65f0k\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559157948689,"sku":"PLD-CCspell","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-CCspell.png?v=1778758643"},{"product_id":"alphabet-desk-mats-for-the-early-years-foundation-font-pack-of-10","title":"Alphabet Desk Mats for The Early Years - Foundation Font (Pack of 10)","description":"\u003cp\u003eDesigned by Speech Pathologists and educators, \u003cem\u003eAlphabet Desk Mats\u003c\/em\u003e have been designed for children aged 3-5 years old to support early writing efforts. They are attractive resources for use in the school or home to assist children providing:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eLetter starting points of lower case letters\u003c\/li\u003e\n\t\u003cli\u003eReminders of correct pencil grip\u003c\/li\u003e\n\t\u003cli\u003eThe pictures support alphabet sound recall (which is particularly important for spelling).\u003c\/li\u003e\n\t\u003cli\u003eFoundation Font\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eThe recommended order of letter presentation.\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eGroup 1 Letters (s, a, t, p, i, n) with yellow dots\u003c\/li\u003e\n\t\u003cli\u003eGroup 2 Letters (m, r, h, e, c, d) with blue dots\u003c\/li\u003e\n\t\u003cli\u003eGroup 3 Letters (f, l, g, o, u, b) with green dots\u003c\/li\u003e\n\t\u003cli\u003eGroup 4 Letters (w, j, v, k, z, y q, x) with red dots\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eThe recommended manner of presentation.\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eIntroduce then revise one group at a time.\u003c\/li\u003e\n\t\u003cli\u003eOnly progress onto subsequent groups of letters once previous concepts covered have been demonstrated.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eIncludes:\u003c\/p\u003e\n\n\u003cp\u003eDesk Mats (Pack Of 10)\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559158178065,"sku":"PLD-DSPP","price":30.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-DSPP_5d26767d-ac75-421b-9057-7b9d01bcae88.png?v=1778758648"},{"product_id":"phonic-desk-strips-stage-1-foundation-font-pack-of-30","title":"Phonic Desk Strips: Stage 1 - Foundation Font (Pack of 30)","description":"\u003cp\u003eThe desk strips are attractive resources for use in the school or home to assist children during early spelling and writing efforts providing:\u003c\/p\u003e\n\n\u003cp\u003eStage 1 phonic concepts: e.g. sh, ch, th, oo, ee, ck, ar, or, er …\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eLetter starting points, sizing of letter and placement on lines\u003c\/li\u003e\n\t\u003cli\u003ePictures to support alphabet sound recall\u003c\/li\u003e\n\t\u003cli\u003eFoundation Font\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eIncludes:\u003c\/p\u003e\n\n\u003cp\u003eDesk Strips (Pack of 30 – stickers)\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559158374673,"sku":"PLD-DSS1f","price":30.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-DSS1f.png?v=1778758649"},{"product_id":"phonic-desk-strips-stage-2-pack-of-30","title":"Phonic Desk Strips - Stage 2 (Pack of 30)","description":"\u003cp\u003eThe desk strips are attractive resources for use in the school or home to assist children during early spelling and writing efforts providing:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eStage 2 phonic concepts: e.g. sh, ch, th, oo, ck, ing, wh, all, qu, ar, oy, oi, ee, ea, e-e and many more ...\u003c\/li\u003e\n\t\u003cli\u003eThe strip illustrates correct sitting posture and a correct pencil grip reminder\u003c\/li\u003e\n\t\u003cli\u003ePictures to support alphabet sound recall\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eIncludes:\u003c\/p\u003e\n\n\u003cp\u003eDesk Strips (Pack of 30 strips)\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559158735121,"sku":"PLD-DSS2","price":30.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-DSS2.png?v=1778758656"},{"product_id":"alphabet-desk-strips-foundation-font-pack-of-30","title":"Alphabet Desk Strips - Foundation Font (Pack of 30)","description":"\u003cp\u003eThe desk strips are attractive resources for use in the school or home to assist children during early spelling and writing efforts providing:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eLetter starting points, sizing of letter and placement online\u003c\/li\u003e\n\t\u003cli\u003eReminders of correct pencil grip\u003c\/li\u003e\n\t\u003cli\u003ePictures to support alphabet sound recall\u003c\/li\u003e\n\t\u003cli\u003eFoundation Font\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eIncludes:\u003c\/p\u003e\n\n\u003cp\u003eDesk Strips (Pack of 30 - stickers)\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559159095569,"sku":"PLD-DSY1","price":30.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-DSY1.png?v=1778758662"},{"product_id":"alphabet-desk-strips-cursive-font-pack-of-30","title":"Alphabet Desk Strips - Cursive Font (Pack of 30)","description":"\u003cp\u003eThe desk strips are attractive resources for use in the school or home to assist children during early spelling and writing efforts providing:\u003c\/p\u003e\n\n\u003cp\u003eLetter starting points, sizing of letter and placement online\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eReminders of correct pencil grip\u003c\/li\u003e\n\t\u003cli\u003ePictures to support alphabet sound recall\u003c\/li\u003e\n\t\u003cli\u003eCursive Font\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eIncludes:\u003c\/p\u003e\n\n\u003cp\u003eDesk Strips (Pack of 30 – stickers)\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559159750929,"sku":"PLD-DSY1c","price":30.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-DSY1c.jpg?v=1778758667"},{"product_id":"phonic-flash-cards-stage-1-4","title":"Phonic Flash Cards - Stage 1-4","description":"\u003cp\u003eFlash cards are a powerful instructional tool, not only are they an effective way to present, practise, consolidate and revise concepts at a whole class, small group or individual student level, but they also cater for the range of ability that presents in any class. Within \u003cem\u003ePhonic Flash Cards\u003c\/em\u003e, a wide selection of phonic concepts have been included making it a practical and handy resource.\u003c\/p\u003e\n\n\u003cp\u003eFor many classes, a proportion of students will present with advanced skills, a proportion will present with average or age-appropriate skills and a proportion will present with delayed skills. The students of greatest concern will be the students operating below the level of their peers. It is this group that will also require the greatest levels of on-going revision and consolidation. With this in mind, PLD have created \u003cem\u003ePhonic Flash Cards\u003c\/em\u003e. One side of the flash cards are coloured and provide students with picture prompts. The other side lists the phonic concept without any supports. The resource also includes phonic concepts for the alphabet in stages 1-4.\u003c\/p\u003e\n\n\u003cp\u003eHow can \u003cem\u003ePhonic Flash Cards\u003c\/em\u003e be used in the classroom?\u003c\/p\u003e\n\n\u003cp\u003eThe traditional application, card flipping: The phonic concepts that have been covered in spelling lists can then be easily revised by collecting the associated phonic flash cards, hole punching the corners and placing them onto a metal ring. The specifically selected set of cards can be presented in an organised and time efficient manner.\u003c\/p\u003e\n\n\u003cp\u003eMount the flash cards on the wall for display: The display of the cards on a classroom wall creates an attractive wall frieze and thereby a phonic reference point for the students to source when engaged in written tasks.\u003c\/p\u003e\n\n\u003cp\u003eIncorporate the flash cards into games: As a supplement to phonic-based spelling lists the flash cards can be incorporated into activities. This will help students be more curious and engaged in the task and thereby more likely to remember the concepts represented on the cards.\u003c\/p\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/WKYeEd8xKhA\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559159849233,"sku":"PLD-FCp","price":55.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-FCp.png?v=1778758669"},{"product_id":"phonic-bingo-games-stage-1","title":"Phonic Bingo Games - Stage 1","description":"\u003cp\u003eAt PLD, we believe the early attainment of decoding skill is important because this early skill accurately predicts later skills in the areas of word recognition and reading comprehension. Extensive research reports that children who get off to a slow start rarely become strong readers. Hence, students who learn to efficiently decode early will likely continue to improve in their reading ability. In comparison, the students that have poorly developed early decoding skills will tend to become increasingly distanced from the able readers.\u003c\/p\u003e\n\n\u003cp\u003eBy embedding specifically levelled reading words within \u003cem\u003ePhonic Bingo Games – Stage 1\u003c\/em\u003e, students are provided with a motivating method of skill development. For the students who require repeated practice in order to master phonic decoding, the games allow for this rehearsal. The bright and engaging phonic-bingo games have been designed to target 11 levels of early reading words:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eGame 1: CVC words incorporating only 6 alphabet sounds.\u003c\/li\u003e\n\t\u003cli\u003eGame 2: CVC words incorporating basically half of the alphabet.\u003c\/li\u003e\n\t\u003cli\u003eGame 3: CVC words incorporating three-quarters of the alphabet.\u003c\/li\u003e\n\t\u003cli\u003eGame 4: CVC words incorporating the entire alphabet.\u003c\/li\u003e\n\t\u003cli\u003eGame 5: Words incorporating sh, ch and th.\u003c\/li\u003e\n\t\u003cli\u003eGame 6: Words incorporating oo, ee and ck.\u003c\/li\u003e\n\t\u003cli\u003eGame 7: CCVC words (i.e. incorporating initial consonant clusters).\u003c\/li\u003e\n\t\u003cli\u003eGame 8: CVCC words (i.e. incorporating final consonant clusters).\u003c\/li\u003e\n\t\u003cli\u003eGame 9: Words incorporating ar, or and er.\u003c\/li\u003e\n\t\u003cli\u003eGame 10: Words incorporating ai and ay.\u003c\/li\u003e\n\t\u003cli\u003eGame 11: Words incorporating oy and oi.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eIt is hoped that your students enjoy their phonic-based game experience and that they benefit from strengthened decoding, word recognition, and spelling skills. As a versatile tool, the bingo games can be played over and over again with an adult or peers.\u003c\/p\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/X0dxSJaUN_0\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559159947537,"sku":"PLD-G1","price":55.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-G1.png?v=1778758674"},{"product_id":"learning-to-blend-onset-and-rime","title":"Learning to Blend Onset and Rime","description":"\u003cp\u003ePhonological 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.\u003c\/p\u003e\n\n\u003cp\u003eThe phonemic awareness pre-requisite for reading simple regular CVC [consonant-vowel-consonant] words such as ‘fig’, ‘tin’ and ‘mat’ is the skill of blending.\u003c\/p\u003e\n\n\u003cp\u003eFirst 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’?’\u003c\/p\u003e\n\n\u003cp\u003eStudents 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’.\u003c\/p\u003e\n\n\u003cp\u003eThe Phonemic Awareness Skill for Reading: Blending\u003c\/p\u003e\n\n\u003cp\u003eDespite 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 \u003cem\u003eLearning to Blend Onset and Rime for Early Years and Foundation\u003c\/em\u003e, 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.\u003c\/p\u003e\n\n\u003cp\u003eIncludes:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eA no-preparation required spiral bound A5 full colour flip book.\u003c\/li\u003e\n\t\u003cli\u003eIntroduction\/Note from the author.\u003c\/li\u003e\n\t\u003cli\u003eOver 40 coloured picture which develop the skill of blending.\u003c\/li\u003e\n\t\u003cli\u003eEach card has specific scripted instructions.\u003c\/li\u003e\n\t\u003cli\u003eA progress check\/skill assessment to review readiness for reading.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eAim for 2-3 minutes of blending several times a day.\u003c\/p\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/HQI1PSSl1cw\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559160045841,"sku":"PLD-L2B1","price":75.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-L2B1.png?v=1778758677"},{"product_id":"learning-to-blend-three-phonemes","title":"Learning to Blend Three Phonemes","description":"\u003cp\u003eDesigned by Speech Pathologists for teachers and parents, \u003cem\u003eFirst Spelling Words – Set 1\u003c\/em\u003e for students aged 5 to 6, includes 51 activities in three different card templates in flip book format which increase in difficulty. Explicit instruction cards with seven recommended options for use are included with the card templates. The single word spelling cards are divided into 4 progressive steps CVC words which the resource:\u003c\/p\u003e\n\n\u003cp\u003eSTEP 1: 6 alphabet sounds s, a, t, p, i, n (cards with yellow borders)\u003c\/p\u003e\n\n\u003cp\u003eExample: sip, tap, pin, pan, nap, tip, tin, sit, sat, pip, nip, pat.\u003c\/p\u003e\n\n\u003cp\u003e \u003c\/p\u003e\n\n\u003cp\u003eSTEP 2: 12 alphabet sounds: Step 1 plus m, r, h, e, d, c (Cards with blue borders.)\u003c\/p\u003e\n\n\u003cp\u003eExample: net, cat, hit, hen, men, man, sad, rat, ten, map, pen, mat.\u003c\/p\u003e\n\n\u003cp\u003e \u003c\/p\u003e\n\n\u003cp\u003eSTEP 3: 18 alphabet sounds: Step 1 and 2 plus f, l, g, o, u, b (Cards with green borders.)\u003c\/p\u003e\n\n\u003cp\u003eExample: cot, run, pot, dog, gum, log, lip, cup, bat, leg, sun, rug.\u003c\/p\u003e\n\n\u003cp\u003e \u003c\/p\u003e\n\n\u003cp\u003eSTEP 4: Basically all of the alphabet (Cards with red borders.)\u003c\/p\u003e\n\n\u003cp\u003eExample: jug, van, jog, jet, jam, vet, wet, wig, wax, fox, win, six.\u003c\/p\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/HQI1PSSl1cw\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559160078609,"sku":"PLD-L2B2","price":75.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-L2B2.png?v=1778758678"},{"product_id":"learning-to-segment-cvc-words","title":"Learning to Segment CVC Words","description":"\u003cp\u003ePhonological 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.\u003c\/p\u003e\n\n\u003cp\u003eThe Phonemic Awareness Readiness for Spelling\u003c\/p\u003e\n\n\u003cp\u003eThe phonemic awareness pre-requisite for spelling simple regular CVC [consonant-vowel-consonant] words such as ‘tap’, ‘sun’ and ‘log’ is the skill of segmentation. E.g. ‘What sounds can you ‘hear’ (i.e. identify) in the word ‘peg’?’ Answer: ‘p’… ‘e’… ‘g’.\u003c\/p\u003e\n\n\u003cp\u003eThe simple but powerful learning activities included in \u003cem\u003eLearning to Segment CVC Words for Foundation learners\u003c\/em\u003e, provide multiple opportunities for students rehearse this important pre-requisite skill. The negative side of presenting activities without attention to the pre-requisite skill is that it does not set up all children for success. When this program is used in conjunction with screening this program forms a significant component in a school’s preventative\/early intervention strategy.\u003c\/p\u003e\n\n\u003cp\u003eIncludes:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eA no-preparation required full colour eBook.\u003c\/li\u003e\n\t\u003cli\u003eIntroduction\/Note from the author.\u003c\/li\u003e\n\t\u003cli\u003eOver 40 coloured picture which develop the skill of segmentation.\u003c\/li\u003e\n\t\u003cli\u003eEach card has specific scripted instructions providing clear guidelines on how to effectively teach segmentation.\u003c\/li\u003e\n\t\u003cli\u003eA progress check\/skill assessment to review readiness for spelling.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eThe colour card sets form the basis of short explicit instruction sessions.\u003c\/p\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/lECxt2V43UQ\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559160799505,"sku":"PLD-L2S","price":75.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-L2S.png?v=1778758709"},{"product_id":"comprehension-questions-for-3-year-olds","title":"Comprehension Questions for 3 Year Olds","description":"\u003cp\u003eFrom the age of two, children should have a vocabulary of approximately 50 words and a sentence length of 2 to 3 words. Put simply, from a young age children should be very verbal. More importantly, they should love to engage with their peers and adults. Therefore, the ability to understand questions is critical for participation in social interactions and success across all curriculum areas. \u003cem\u003eComprehension Questions for 3 Year Olds\u003c\/em\u003e has been developed as an essential resource for Oral Language Development. At this age, the level of questions are literal and based on what is in front of the child. For example: What is it? What part is this called? Who is this? Find one like this? What colour\/size\/shape is it? What does it taste\/feel\/smell like?\u003c\/p\u003e\n\n\u003cp\u003eDesigned for teachers and parents for use in schools, daycare and in the home this program provides parents and teachers of 3 year olds with:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eLists of developmentally appropriate picture books and comprehension questions.\u003c\/li\u003e\n\t\u003cli\u003eSamples of 3 year old age appropriate answers and samples of inadequate 3 year old answers.\u003c\/li\u003e\n\t\u003cli\u003eTechniques and strategies to implement when a child provides an inadequate answer.\u003c\/li\u003e\n\t\u003cli\u003eAn instruction booklet that outlines how the resource can be presented to a whole class, small groups or individual home setting.\u003c\/li\u003e\n\t\u003cli\u003e35 cards that model appropriate questions and responses for the books listed in the Recommended Books For 3 year Olds such as ‘Spot Can Count’, ‘My Pet’, ‘The Very Hungry Caterpillar’, and ‘We’re Going on a Bear Hunt’\u003c\/li\u003e\n\t\u003cli\u003eFollowing repeated reading of picture books the cards outline a collection of questions to be presented.\u003c\/li\u003e\n\t\u003cli\u003eThe questions focus primarily upon Blank (level 1 and 2 questions).\u003c\/li\u003e\n\t\u003cli\u003eTwo easy to administer progress checks; are included, to check on the acquisition of comprehension questioning ability.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/E_S15Emgp3Q\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"3 Year Olds","offer_id":53559160865041,"sku":"PLD-Mc3","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Mc3.png?v=1778758710"},{"product_id":"comprehension-questions-for-6-7-year-olds","title":"Comprehension Questions for 6 \u0026 7 Year Olds","description":"\u003cp\u003eThe aim of\u003cem\u003e Comprehension Questions for 6 \u0026amp; 7 Year Olds\u003c\/em\u003e is to train parents and teachers to ask developmentally appropriate questions and to evaluate the quality of a child’s oral answer. If an insufficient answer is provided by a child, there are examples of how to assist the child to answer the question specifically with sufficient information. From 6 years of age, students should love engaging with their peers and adults. Therefore, the ability to understand questions is critical for participation in social interactions and success across all curriculum areas.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003eComprehension Questions for 6 \u0026amp; 7 Year Olds\u003c\/em\u003e has been developed as an essential resource for Oral Language Development. At this age, questions require students to predict, interpret and evaluate. For example: What would you do? Which part of the story? What would happen if…? How can we tell…?\u003c\/p\u003e\n\n\u003cp\u003eDesigned by Speech Pathologists for teachers and parents for use in schools, daycare and in the home this program provides 6 and 7 year olds with:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eLists of developmentally appropriate picture books and comprehension questions.\u003c\/li\u003e\n\t\u003cli\u003eSamples of 6 and 7 year old age-appropriate answers and samples of inadequate answers.\u003c\/li\u003e\n\t\u003cli\u003eTechniques and strategies to implement when a child provides an inadequate answer.\u003c\/li\u003e\n\t\u003cli\u003eAn instruction booklet that outlines how the resource can be presented to a whole class, small groups or individual home setting.\u003c\/li\u003e\n\t\u003cli\u003eEach card reminds the importance of repeated reading of picture books and outlines a collection of questions to be asked on day 1, then further questions to be asked on days 2, 3 and 4.\u003c\/li\u003e\n\t\u003cli\u003e40 cards that model appropriate questions and responses for the books listed in the Recommended Books for 6 and 7 Year Olds such as ‘Arthur’, ‘Ella Kazoo Will Not Brush Her Hair’, ‘The Rainbow Fish’, ‘Possum Magic’.\u003c\/li\u003e\n\t\u003cli\u003eThe questions are primarily inferential, predictive, evaluative and appreciative type questions.\u003c\/li\u003e\n\t\u003cli\u003eTwo easy to administer progress checks; are included, to check on the acquisition of comprehension questioning ability.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/zLrEag11ZDM\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"6 \u0026 7 Year Olds","offer_id":53559160963345,"sku":"PLD-Mc6","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Mc6.png?v=1778758711"},{"product_id":"developing-cutting-skills-step-1-2-and-3","title":"Developing Cutting Skills Step 1, 2 and 3","description":"\u003cp\u003e\u003cem\u003eDeveloping Cutting Skills (Stages 1-3)\u003c\/em\u003e is one of a series of two books created by occupational therapists and teachers to support the development of cutting skills in children between the ages of 3 and 6 at school or home. The activities target specific skills that will enable children to develop the coordination and motor skills required for cutting. Multiple opportunities to rehearse cutting skills are provided through simple, easy-to-use worksheets with clear instructions. The series outlines developmental milestones that can be useful for planning, assessment and creating individual education plans.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003eDeveloping Cutting Skills\u003c\/em\u003e is part of a holistic approach to promoting a comprehensive foundation for academic success. From holding scissors to snipping and cutting along a line, this book features:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eSimple and easy to use, the resource targets scissor skills in early childhood and developmental manner\u003c\/li\u003e\n\t\u003cli\u003eProvides multiple opportunities to rehearse cutting skills\u003c\/li\u003e\n\t\u003cli\u003eDevelopmental milestone norms throughout the manual\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/K2tcpTmODhQ\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Step 1, 2 and 3","offer_id":53559161061649,"sku":"PLD-Mcs123","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Mcs123.png?v=1778758713"},{"product_id":"developing-cutting-skills-stage-4","title":"Developing Cutting Skills - Stage 4","description":"\u003cp\u003e\u003cem\u003eDeveloping Cutting Skills – Stage 4\u003c\/em\u003e is one of a series of two books created by occupational therapists and teachers to support the development of cutting skills in children between the ages of 3 and 6 at school or home. The activities target specific skills that will enable children to develop the coordination and motor skills required for cutting. Multiple opportunities to rehearse cutting skills are provided through simple, easy-to-use worksheets with clear instructions. The series outlines developmental milestones that can be useful for planning, assessment and creating individual education plans.\u003c\/p\u003e\n\n\u003cp\u003eDeveloping cutting skills is part of a holistic approach to promoting a comprehensive foundation for academic success. From holding scissors to snipping and cutting along a line, this book features:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eSimple and easy to use, the resource targets scissor skills in early childhood and developmental manner\u003c\/li\u003e\n\t\u003cli\u003eProvides multiple opportunities to rehearse cutting skills\u003c\/li\u003e\n\t\u003cli\u003eDevelopmental milestone norms throughout the manual\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/VR1Zi3wxlVE\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Stage 4","offer_id":53559162110225,"sku":"PLD-Mcs4","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Mcs4.png?v=1778758744"},{"product_id":"stage-2-catch-up-phonic-dictation-for-older-students","title":"Stage 2 Catch Up Phonic Dictation (For Older Students)","description":"\u003cp\u003e\u003cstrong\u003eApplying Phonic Knowledge to Extended Writing Tasks\u003c\/strong\u003e\u003c\/p\u003e\n\n\u003cp\u003eBy completing regular dictation tasks, students rehearse and reinforce their phonics and spelling knowledge in increasingly complex contexts, improving their ability to transfer skills to self-generated writing.\u003cbr\u003e\nDictation sessions are quick to prepare yet deliver significant benefits across key literacy areas, including:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003e\n\t\u003cp\u003eListening and auditory memory\u003c\/p\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\t\u003cp\u003eHandwriting and language development\u003c\/p\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\t\u003cp\u003eSpelling application\u003c\/p\u003e\n\t\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003cstrong\u003eProgram Includes:\u003c\/strong\u003e\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003e\n\t\u003cp\u003eA4, spiral-bound book.\u003c\/p\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\t\u003cp\u003eAge-appropriate passages for older students operating at a Junior Primary level.\u003c\/p\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\t\u003cp\u003eThree levels of phonic passages: full-length passage format, ideal for Tier 1 students, and two shortened versions with reduced word counts for students requiring modifications.\u003c\/p\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\t\u003cp\u003ePhonic concepts: \u003cem\u003e\/sh\/ \/ch\/ \/th\/ \/oo\/ \/ee\/ \/ck\/ \/ar\/ \/or\/ \/ay\/ \/ai\/ \/oy\/ \/oi\/ \/er\/ \/ing\/.\u003c\/em\u003e\u003c\/p\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\t\u003cp\u003eConsonant clusters and double consonants.\u003c\/p\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\t\u003cp\u003eLong vowels: \u003cem\u003e\/a-e\/ \/e-e\/ \/i-e\/ \/o-e\/ \/u-e\/\u003c\/em\u003e\u003c\/p\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\t\u003cp\u003ePhonic concepts: \u003cem\u003e\/oa\/ and \/ow\/ (as oa), \/ir\/ (as er), \/ur\/ (as er), \/er\/ and \/aw\/ (as or) \/or\/, \/ea\/ (as ee) \/ee\/, \/ou\/ and \/ow\/ (as ou) etc.\u003c\/em\u003e\u003c\/p\u003e\n\t\u003c\/li\u003e\n\t\u003cli\u003e\n\t\u003cp\u003eAdditional passages covering concepts such as, prefixes, suffixes, high frequency words and homophones have been included in the APPENDIX section of the program.\u003c\/p\u003e\n\t\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"PLD Literacy","offers":[{"title":"Stage 2","offer_id":53559162372369,"sku":"PLD-Md2x","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Md2x.png?v=1778758749"},{"product_id":"phonic-dictation-stage-3","title":"Phonic Dictation - Stage 3","description":"\u003cp\u003eWhat 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.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003ePhonic Dictation – Stage 3\u003c\/em\u003e 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.\u003c\/p\u003e\n\n\u003cp\u003eDictation 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:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003elistening\u003c\/li\u003e\n\t\u003cli\u003eauditory memory\u003c\/li\u003e\n\t\u003cli\u003ehandwriting\u003c\/li\u003e\n\t\u003cli\u003elanguage\u003c\/li\u003e\n\t\u003cli\u003espelling\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eMost 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.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003ePhonic Dictation – Stage 3\u003c\/em\u003e:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eRevision of Phonic Dictation – Stage 2 phonic concepts.\u003c\/li\u003e\n\t\u003cli\u003ePhonemic spelling strategy and phonic concepts (e.g. igh, -y, i-e, tch, dge, get, ea as ‘e’.)\u003c\/li\u003e\n\t\u003cli\u003eOnset and rime spelling strategy and phonic concepts (e.g. ace, ice, air.)\u003c\/li\u003e\n\t\u003cli\u003eSyllabic spelling strategy and phonic concepts (e.g. ph, ble, qu, be.)\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/3OFlUUsTqtA\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Stage 3","offer_id":53559162536209,"sku":"PLD-Md3","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Md3.png?v=1778758756"},{"product_id":"phonic-dictation-stage-5","title":"Phonic Dictation - Stage 5","description":"\u003cp\u003eWhat 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.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003ePhonic Dictation – Stage 5\u003c\/em\u003e 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.\u003c\/p\u003e\n\n\u003cp\u003eDictation 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:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003elistening\u003c\/li\u003e\n\t\u003cli\u003eauditory memory\u003c\/li\u003e\n\t\u003cli\u003ehandwriting\u003c\/li\u003e\n\t\u003cli\u003elanguage\u003c\/li\u003e\n\t\u003cli\u003espelling\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eMost 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.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003ePhonic Dictation – Stage 5\u003c\/em\u003e Focuses on:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eExtended formats provide reading, editing and writing tasks.\u003c\/li\u003e\n\t\u003cli\u003eRevision of Stage 4 phonic concepts.\u003c\/li\u003e\n\t\u003cli\u003eThe syllabic spelling strategy applied to Stage 5 phonic concepts.\u003c\/li\u003e\n\t\u003cli\u003ePrefixes and suffixes applied to Stage 5 phonic concepts.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/U8IGKKYgUpc\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Stage 5","offer_id":53559163224337,"sku":"PLD-Md5","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Md5.png?v=1778758780"},{"product_id":"phonic-dictation-stage-6","title":"Phonic Dictation - Stage 6","description":"\u003cp\u003eWhat 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.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003ePhonic Dictation – Stage 6\u003c\/em\u003e 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.\u003c\/p\u003e\n\n\u003cp\u003eDictation 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:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003elistening\u003c\/li\u003e\n\t\u003cli\u003eauditory memory\u003c\/li\u003e\n\t\u003cli\u003ehandwriting\u003c\/li\u003e\n\t\u003cli\u003elanguage\u003c\/li\u003e\n\t\u003cli\u003espelling\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eMost 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.\u003c\/p\u003e\n\n\u003cp\u003ePhonic Dictation – Stage 6 focuses on:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eRevision of stage 5 phonic concepts.\u003c\/li\u003e\n\t\u003cli\u003eSyllabic spelling strategy applied to stage 6 phonic concepts.\u003c\/li\u003e\n\t\u003cli\u003ePrefix and suffix spelling concepts.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eIncludes:\u003c\/p\u003e\n\n\u003cp\u003eInstruction manual\u003c\/p\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/U8IGKKYgUpc\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Stage 6","offer_id":53559163257105,"sku":"PLD-md6","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-md6.png?v=1778758780"},{"product_id":"preparing-children-for-handwriting-step-1","title":"Preparing Children for Handwriting - Step 1","description":"\u003cp\u003eEarly childhood education is a critical time for consolidating the fine motor skills necessary for efficient pencil grasp, developing good strong habits for directionality and pre-writing skills, making sense of increasing complex visual information and storing and retaining information for future use (memory).\u003c\/p\u003e\n\n\u003cp\u003eFor this reason, we have created a 232-page \u003cem\u003eMovement and Motor\u003c\/em\u003e teaching guide to complement any early years program. The book contains clear information on developmental expectations for 4 and 5-year-olds and the foundation skills necessary for handwriting development, with a guide to handwriting readiness in addition to a wide range of activity suggestions.\u003c\/p\u003e\n\n\u003cp\u003eFeatures:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eDeveloped by an Occupational Therapist, this resource provides early childhood workers and parents with easy-to-understand information and activities focused upon fine and gross motor skill development for 3 to 4 year olds.\u003c\/li\u003e\n\t\u003cli\u003eContains cutting, colouring, drawing, playdough, pre-writing, along with ball, balance, eye tracking, and body control activities\u003c\/li\u003e\n\t\u003cli\u003eExpectations, support, and guidance on pencil grip and posture, among other skills.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/1xz7kFtKOko\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559163617553,"sku":"PLD-Mhu4","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Mhu4.png?v=1778758794"},{"product_id":"letter-formation-for-little-people-foundation-font-step-1","title":"Letter Formation for Little People - Foundation Font: Step 1","description":"\u003cp\u003eHandwriting is fundamental to literacy. Once children have mastered the essential pre-writing patterns, they are ready to start learning correct letter formation. Getting body posture right, whether in a standing or seated position, is essential prior to commencing any drawing or writing activity. This posture should also be monitored throughout the activity to ensure a child has sufficient core strength to maintain their position for the length of the task. With a stable body young children are more likely to progress to using an efficient pencil grasp, which will allow their hand to produce the movements necessary for good letter formation and handwriting. The most recent research shows that using a ‘cognitive’ approach (saying cue words out loud) incorporated with writing the actual letter, is the most effective way to learn and retain correct letter formation.\u003c\/p\u003e\n\n\u003cp\u003eIn \u003cem\u003eLetter Formation for Little People – Step 1\u003c\/em\u003e, each letter shape, with corresponding verbal cue words, is presented and learned in the same PLD groupings as the letter sounds. This will reinforce the acquisition of both of these vital skills simultaneously.\u003c\/p\u003e\n\n\u003cp\u003eThis early childhood approach, with both standing and seated activities, presents activities in four sequential levels for each letter. This developmental approach allows for differentiation between children in the classroom, with the scope to cater for a wide range of abilities. It is important that the core skills required for correct letter formation are a strong focus in the early years of schooling, to avoid the development of ‘bad habits’, such as an inefficient pencil grip, letter reversals, or incorrect direction of letters, which may affect academic progress in future years.\u003c\/p\u003e\n\n\u003cp\u003eLetter formation and subsequently, fluent handwriting, must become an automatic skill so that the child can process their ideas as they write, without having to think about the construction of each letter they produce. \u003cem\u003eLetter Formation for Little People\u003c\/em\u003e provides a research-based program for introducing children to the early stages of handwriting, providing them with the fundamental skills they need to achieve literacy goals. Developed by an Occupational Therapist, this easy-to-use resource contains an early childhood approach to developing positive letter formation skills.\u003c\/p\u003e\n\n\u003cp\u003eThe process commences by targeting letter formation in a ‘big way’ on A3 sheets, then progresses to A4 sized letter formation before mini letters.\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eEach activity provides scripted instructions for the supporting adult.\u003c\/li\u003e\n\t\u003cli\u003eAdditional information on pencil grip, posture, positioning of paper etc.\u003c\/li\u003e\n\t\u003cli\u003eFoundation Font.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eIncludes:\u003c\/p\u003e\n\n\u003cp\u003eInstruction manual (264 pages)\u003c\/p\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/ikuHLhjy7Mo\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559164174609,"sku":"PLD-mlff","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-mlff.png?v=1778758816"},{"product_id":"developing-news-telling-and-narrative-skills-for-4-year-olds","title":"Developing News Telling and Narrative Skills For 4 Year Olds","description":"\u003cp\u003eInitially, all four-year-olds will require support with activity retells. However if after a period of teaching they appear anxious or produce inadequate information then they may need additional support and repetition to further develop their skills. That’s why we have created \u003cem\u003eDeveloping News Telling and Narrative Skills for 4-Year-Olds.\u003c\/em\u003e\u003c\/p\u003e\n\n\u003cp\u003eFor students with delayed language it is recommended that concrete visual aids are used to assist in the organisation and sequence of the news telling. Initially, the retells will need to occur directly after the activity, this way the materials are still present to be used as visual cues and the sequence is relatively fresh. Before commencing the activity it is recommended that the task is demonstrated step by step and explained using the language that is to be targeted in the retelling by the students.\u003c\/p\u003e\n\n\u003cp\u003eThis program has been developed by Speech Pathologists for use in the classroom or home instruction, to help parents and teachers instruct 4-year-olds oral language skills in the following areas: activity retells, show and tell (or object descriptions) and event-based news.\u003c\/p\u003e\n\n\u003cp\u003eIncludes:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eInstructions for how to implement at a whole class, small group and individual level.\u003c\/li\u003e\n\t\u003cli\u003ePre-tests and post tests-to review progress and to determine the children who would benefit from visits to a Speech Pathologist\u003c\/li\u003e\n\t\u003cli\u003eSupporting cards and posts included\u003c\/li\u003e\n\t\u003cli\u003eInstruction manual (78 pages)\u003c\/li\u003e\n\t\u003cli\u003e3 sets of A5 colour cards\u003c\/li\u003e\n\t\u003cli\u003e5 x A3 colour posters\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/mdBo9oocEXo\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559164207377,"sku":"PLD-Mn4","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Mn4.png?v=1778758816"},{"product_id":"developing-news-telling-and-narrative-skills-for-5-year-olds","title":"Developing News Telling and Narrative Skills for 5 Year Olds","description":"\u003cp\u003eAs children enter school as five-year-olds they continue to make the steps that move them from conversations to literate language. This can be a daunting step for all involved but \u003cem\u003eDeveloping News Telling and Narrative Skills\u003c\/em\u003e is designed to make the journey easier. The strategies used in this book are linked to later developing narrative skills, just as pre-literacy skills are the foundation skills for spelling and reading development. It is critical that teachers and parents assist children in the development of language and narrative skills as they are a crucial component and predictor of later interpretative reading and writing success.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003eDeveloping News Telling and Narrative Skills\u003c\/em\u003e attempts to break down news and early narrative skills into simple sequential steps for teachers and parents to follow with children. The program trains parents and teachers to identify where children need to develop and strengthen their skills and presents specific techniques and supports to do so. The program provides simple activities and visual cues that are designed to be incorporated into classroom and home environments utilising activities that occur every day.\u003c\/p\u003e\n\n\u003cp\u003eThe program provides:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eassessment and monitoring procedures\u003c\/li\u003e\n\t\u003cli\u003eplanning and programming supports\u003c\/li\u003e\n\t\u003cli\u003evisual supports and activity ideas\u003c\/li\u003e\n\t\u003cli\u003etechniques and strategies to develop and accelerate language skills.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eNews telling is a challenge for students and teachers, however, practice is the key and the more students are exposed to the language associated with telling news the more their expressive language will improve.\u003c\/p\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/zonjl1UPsQQ\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559164272913,"sku":"PLD-Mn5","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Mn5.png?v=1778758819"},{"product_id":"connecting-oral-and-written-language-step-2","title":"Connecting Oral and Written Language - Step 2","description":"\u003cp\u003eAlthough there are many types of genres, the most complex genre is narrative. The production of a narrative is more cognitively and linguistically demanding than participation in a conversation. Research repeatedly reports that narrative programs positively impact overall reading comprehension and written expression ability. Hence once skills are developed in this area, there is a flow on effect to all other forms of comprehension and written work.\u003c\/p\u003e\n\n\u003cp\u003eWithin \u003cem\u003eConnecting Oral and Written Language – Step 2 \u003c\/em\u003ethe initial oral stage is incredibly important. From a Speech Pathology perspective, oral expression ability is the precursor to written expression ability. Too often students are required to generate narratives before solid foundation skills are established. Remember students need to be provided with multiple opportunities to analyse and orally retell familiar narratives. In this way, they are rehearsing and practicing their oral language skills and simultaneously developing a solid understanding of narrative structure. Remember do not underestimate the value of the initial oral stages of narrative skills development.\u003c\/p\u003e\n\n\u003cp\u003eThis program, designed by Speech Pathologists for 9 to 12 year olds features:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eNarrative tasks are presented in an order of ascending complexity (i.e. pre-narrative, oral narrative retells, written narrative retells and finally narrative generation).\u003c\/li\u003e\n\t\u003cli\u003eThe manual outlines how to instruct 9 to 12 year olds narrative ability and recommends over 45 suitable picture books.\u003c\/li\u003e\n\t\u003cli\u003eThe classroom pack includes explicit narrative structure cards and display posters\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eThere is a first step resource – \u003cem\u003eConnecting Oral and Written Language – Step 1 for 6-8 Year Olds\u003c\/em\u003e.\u003c\/p\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/7-P0vvqJhlU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559164403985,"sku":"PLD-Mn912","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Mn912.png?v=1778758830"},{"product_id":"preparing-children-for-handwriting-step-2","title":"Preparing Children for Handwriting - Step 2","description":"\u003cp\u003eEarly childhood education is a critical time for consolidating the fine motor skills necessary for efficient pencil grasp, developing good strong habits for directionality and pre-writing skills, making sense of increasing complex visual information and storing and retaining information for future use (memory).\u003c\/p\u003e\n\n\u003cp\u003eFor this reason, we have created a 232-page \u003cem\u003eMovement and Motor\u003c\/em\u003e teaching guide to complement any early years program. The book contains clear information on developmental expectations for 4.5 and 5.5 year olds and the foundation skills necessary for handwriting development, with a guide to handwriting readiness in addition to a wide range of activity suggestions.\u003c\/p\u003e\n\n\u003cp\u003eFeatures:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eDeveloped by an Occupational Therapist, this resource provides early childhood workers and parents with easy-to-understand information and activities focused upon fine and gross motor skill development for Early Years students.\u003c\/li\u003e\n\t\u003cli\u003eContains cutting, colouring, drawing, playdough, pre-writing, along with ball, balance, eye tracking, and body control activities.\u003c\/li\u003e\n\t\u003cli\u003eExpectations, support, and guidance on pencil grip and posture, among other skills\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/1xz7kFtKOko\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559165092113,"sku":"PLD-Mprd","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Mprd.png?v=1778758850"},{"product_id":"pre-writing-patterns","title":"Pre-Writing Patterns","description":"\u003cp\u003eThroughout the Early Years, children are encouraged to participate in a range of fine motor activities that develop:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003etheir manipulative skills\u003c\/li\u003e\n\t\u003cli\u003ea dominant hand\u003c\/li\u003e\n\t\u003cli\u003ethe ability to use both hands together\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eIntroducing \u003cem\u003ePre-writing Patterns for 3 to 5 year olds\u003c\/em\u003e which aids the smooth transition to writing alphabet letters. \u003cem\u003ePre-writing Patterns\u003c\/em\u003e presents a simple, systematic and fun approach for teaching the foundation skills that are necessary for fluent handwriting. This resource for parents and teachers provides information on posture, grasps, pencil control and pre-writing patterns. The manual outlines big body movements, art activities and pre-writing pattern worksheets. It outlines six basic movements that are essential for children to learn the pre-writing patterns used to make pictures and then combined to make letters and numbers.\u003c\/p\u003e\n\n\u003cp\u003eThe six basic patterns that form the basis of all alphabet letters are:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eSideways, sideways left to right.\u003c\/li\u003e\n\t\u003cli\u003eTall lines and short lines.\u003c\/li\u003e\n\t\u003cli\u003eZig Zags.\u003c\/li\u003e\n\t\u003cli\u003eCircles, drawn forwards and backward.\u003c\/li\u003e\n\t\u003cli\u003eUp and overs.\u003c\/li\u003e\n\t\u003cli\u003eDown and unders. Down, back and unders.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ciframe width=\"777\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/32nnmAiw2oI\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen\u003e\u003c\/iframe\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559165190417,"sku":"PLD-Mpw","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Mpw.png?v=1778758855"},{"product_id":"picture-book-recounting-step-1","title":"Picture Book Recounting - Step 1","description":"\u003cp\u003e\u003cem\u003ePicture Book Retelling Step 1\u003c\/em\u003e, is a teaching resource that attempts to break down early picture book retelling skills into simple sequential steps for teachers and parents to follow with their students and children. The program trains parents and teachers to identify where three and four year old students need to develop and strengthen their oral language skills and presents specific techniques and supports to do so.\u003c\/p\u003e\n\n\u003cp\u003eIdeal for Early Years and Pre-Primary students, \u003cem\u003ePicture Book Retelling – Step 1\u003c\/em\u003e provides:\u003c\/p\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eAssessment and monitoring procedures\u003c\/li\u003e\n\t\u003cli\u003ePlanning and programming supports\u003c\/li\u003e\n\t\u003cli\u003eVisual Supports\u003c\/li\u003e\n\t\u003cli\u003eIncludes colour storytelling cards which assist early retelling efforts.\u003c\/li\u003e\n\t\u003cli\u003eRetell summaries for over 40 exciting and engaging picture books such as ‘Possum Magic’ By Mem Fox, ‘The Very Hungry Caterpillar’ By Eric Carle, ‘A sausage went for a walk’ By Elisha Marjid and many more!\u003c\/li\u003e\n\t\u003cli\u003eTechniques and strategies are outlined when a child provides poor retell of a story.\u003c\/li\u003e\n\t\u003cli\u003eTechniques and strategies to develop and accelerate language skills.\u003c\/li\u003e\n\t\u003cli\u003eGuidelines for structuring whole class, small group and individual activities.\u003c\/li\u003e\n\t\u003cli\u003eComprehension questions.\u003c\/li\u003e\n\t\u003cli\u003eRetelling evaluation screen.\u003c\/li\u003e\n\t\u003cli\u003eParent information sheets.\u003c\/li\u003e\n\t\u003cli\u003eRecommended books to read for Four Year Olds.\u003c\/li\u003e\n\t\u003cli\u003eA structured program designed by speech pathologists for teacher and parents.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eStorytelling can be a challenge for 3-4 year old students and teachers, however, practice is the key and the more students are exposed to the language associated with telling news or stories the more their expressive language will improve.\u003c\/p\u003e\n\n\u003cp\u003e\u003ciframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"487\" src=\"https:\/\/www.youtube.com\/embed\/Uz1gjHja8Gg\" width=\"777\"\u003e\u003c\/iframe\u003e\u003c\/p\u003e","brand":"PLD Literacy","offers":[{"title":"Default Title","offer_id":53559165354257,"sku":"PLD-Pbr4","price":82.5,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/PLD-Pbr4.png?v=1778758857"}],"url":"https:\/\/www.teachersuperstore.com.au\/collections\/pld-literacy.oembed","provider":"Teacher Superstore","version":"1.0","type":"link"}