http://www.pld-literacy.org/The PLD blog focuses on literacy and literacy issues for children from birth to 12 years of age.en-usTue, 10 Jun 2003 04:00:00 GMTTue, 10 Jun 2003 09:41:01 GMThttp://www.pld-literacy.org/rssWiPCMS Kinetic Design http://www.pld-literacy.org/blog/57/pre-primary-assessments-and-the-pre-literacy-screen Thu, 16 Feb 2012 00:00:00 +0800 The Pre Literacy Screen is an instruction manual used to investigate the development of reading and spelling skills for 3 to 5 year olds. Designed to be used in conjunction with the 5 Step PLD Pre-Literacy Process, the screen tracks the acquisition of phonological awareness skills that have been explicitly taught. This post relates to a recent query we received regarding the assessment of pre-primary students and has been shared to assist those in similar positions.
 


 
Dear Diana
We are using the PLD Pre Literacy Screen program with our pre-primary students and I am a little unsure how we record responses for each test.
 
We are asked to do exercise 3.1: 1, 2 and 3 and the 4 and 5 at the beginning of pre primary. I am fine with the skills we are testing but can you please advise how we record the responses
 
Thank you,
MS

 
Dear MS, thank you for your email regarding the Pre Literacy Screen program.
 
Firstly , I would never suggest that you screen Exercises 3.1, 3.2, 4 and 5 at the beginning of Pre-Primary. This is not how the program is designed.
 
You will need to refer to the assessment outline in the sample policy document/implementation process that can be downloaded from our website and entitled 'An early years pre-literacy to early literacy framework'. Scroll down the page to locate the PDF that explains how both K and PP do the screening. Basically you screen only one sub-test per term, rather than the whole range of sub-tests.
 
To assist specifically with Exercise 3.1:

There is a video clip on the PLD web site explaining how the assessment is administered,
The 'Pre-Literacy Screen' manual also has details on how the screen is administered, and
I would suggest that you circle the items/pictures that the student pointed then tick if correct.

 
All the best. Diana Rigg http://www.pld-literacy.org/blog/57/pre-primary-assessments-and-the-pre-literacy-screen http://www.pld-literacy.org/blog/56/implementing-a-whole-school-spelling-program Mon, 13 Feb 2012 00:00:00 +0800 We were recently contacted by one of our customers who after reading the Phonic and Sight Word Sequence book wanted some advice on the process to implement a PLD spelling programme across the her entire school. Our response has been shared here as it’s a commonly asked question.
 
Knowledge of students and classroom teacher knowledge and discretion play a big part in selecting the process that is right for individual teachers and their classrooms. It is important to appreciate that there are many options available to teachers.
 

 

 
How could you incorporate the sight words into the spelling programme? Could they be used solely at home in a 'Mastery File' (with LCSWS in colours) or would you supplement the spelling list by adding a few sight words each week?
 
Response: The Phonic Sight Word Sequence has both phonic-based graded spelling lists and sight word graded spelling lists. I recommend adding possibly 2-4 sight words to each weekly/fortnightly phonic-based spelling list. Hence the primary basis of the spelling program is to extend phonic-based knowledge along with an assortment of graded high frequency sight words. Please note slight variations are possible. I have however outlined above one of the most widely applied approaches.
 

 
When you distribute a new word list is it a good idea to include words which contrast the different spelling of phonemes (ie peace, tree) or would you stick with one? (ie solely 'ea' words, or 'ee' words)
 
Response: Definitely make sure the students’ have mastered a single individual phonic pattern before combining it with other phonic patterns. E.G. Stage 2: one week with ‘ee’ (revising stage 1) followed by a week of ‘ea’ (stage 2) before a combined ‘ee/ea’ list. What needs to be considered here is the spelling ability of the students. Poorer spellers (the most difficult to instruct) may require this 3 week approach, but more competent spellers may require only 1 or 2 weeks to acquire these concepts. Again teacher discretion and knowledge of the students is required. As a rule teachers often move through spelling lists and concepts too rapidly. PLD recommends a slower more thorough approach. Remember to test students 2-4 weeks after they have had their focused spelling lists. This is a more effective approach as compared to the ‘test on Friday’ approach.
 

 
What would be the maximum number of words that you would allocate a student each week (capable student working at Stage 5 or 6)?
 
Response: Some teachers provide weekly lists and others fortnightly lists. Typically one week rotations will be associated with shorter lists than fortnightly lists. Again there is room for flexibility and teacher discretion here. My personal preference is to conduct short focused spelling tasks on a daily basis that amount to 15 minutes per day. At a stage 5 or 6 level this could amount to up to 15 words.
 
As a final note, it may also be worth checking out the information we provide on developing a  Whole of School Literacy Strategey and if you have specific queries, please contact us as we would be delighted to help. http://www.pld-literacy.org/blog/56/implementing-a-whole-school-spelling-program http://www.pld-literacy.org/blog/55/as-kindergarten-isn't-included-in-the-national-curriculum-what-about-eylf Wed, 08 Feb 2012 00:00:00 +0800 Hot on the heels from the popular move of linking our products to National Curriculum Statements, we have been getting a large number of requests about ‘Early Years Learning Framework’ links for our products for 3 and 4 year old.
 
This post is from one such query and we are sharing today as an update from all of our customers who will benefit from this initiative.
 


Dear PLD team

 
I follow with great interest and enthusiasm your early learning resources and note your timely references to National curriculum but for those of us working from the EYLF (Early Years Learning Framework) perhaps references to this for the 4's and under would also have been appreciated by many early childhood educators that use your resources.
 
I love the early skills resources that I purchased last year too.
 
Cheers DC

 
 
Dear DC,
Thank you for taking the time to contact me.
In our next wave of promotional materials PLD will have the 3 and 4 year old products linked to the ‘Early Years Learning Framework’.
Regretfully so in the lead up to Term 1, we were only able to link PLD’s current range to the new National Curriculum (for which makes no reference to Kindergarten). So, next term this will be addressed.
You may also be aware that we will be shortly launching our new website.  This will also include links to both the National Curriculum as well as the EYLF.
 
All the best working with your little people.
 
Diana http://www.pld-literacy.org/blog/55/as-kindergarten-isn't-included-in-the-national-curriculum-what-about-eylf http://www.pld-literacy.org/blog/54/always-free-literacy-resources-for-you-to-use Mon, 06 Feb 2012 00:00:00 +0800 Today’s blog post highlights the wealth of free literacy resource downloads available from our website and comes from an email exchange with one of our PLD customers. These downloads and references are used widely throughout schools in Australia and may be a valuable resource for using in your own home or class.
 

 

Dear Diana My name is SS and I am an Early Years Coordinator for a school in regional Western Australia.
 
We are currently designing a series of story bags for 12mth - 5 year olds. The bags are based around a storybook, puppet and toy.
 
We would like to add a folder of literacy and language resources to the bag. We would like to ask permission to use your free factsheets in this file. We fully acknowledge your work and would see this as an opportunity to further promote the importance of reading to children as well as the products listed on your website.
 
If you would like to discuss this with me, please contact our office.
 
Many thanks, SS

 
Dear SS
 
Firstly I would like to congratulate you on your efforts to provide parents with such wonderful information/resources. Well done! Early intervention is always the best things to invest in.
 
Yes please do use the developmental milestone sheets found at: Milestone Fact Sheets.
 
When you scroll down the page you will see:

Sheets with blue tones have been written by speech pathologists and target speech and language skills
Sheets with red tones have been written by occupational therapists and target fine and gross motor skills
Sheets with green tones have been written by speeches, OT’s and teachers and target pre-literacy and early literacy skills
The sheets have been designed to be used for educating the wider community. Please use. All I ask is that the source PLD is left on the base of the sheet.

 
I am not sure if you are aware, but there are accompanying video clips:

3 year old language and development milestones video
4 year old language and development milestones video
5 year old language and development milestones video
6 year old language and development milestones video

 
These may be of use. The other idea I have is that you could also use the comprehension questions product. So when you include a picture book in one of your bags you also include a card with specifically scripted questions by a speech pathologist. Keep in mind that the ability to answer oral comprehension questions will improve reading comprehension over time. There are also video clips explaining this:

3 year old comprehension questions
4 year old comprehension questions
5 year old comprehension questions
6 year old comprehension questions

 
All the best with you efforts to educate and equip parents. This is a very proactive approach. Thanks for your email.
 
Regards, Diana Rigg http://www.pld-literacy.org/blog/54/always-free-literacy-resources-for-you-to-use http://www.pld-literacy.org/blog/52/national-curriculum-implementation Mon, 30 Jan 2012 00:00:00 +0800 The following post from a recent email we received provides useful information for those looking at strategies for coping with the national curriculum in Pre-primary to Primary years. Please contact us if you require any assistance in adjusting your teaching strategies to meet the national curriculum objectives.
Dear Diana, I follow your 2011 Version Scheduling the transition between emergent literacy skills and early literacy skills Implementation Process in my K- 3 class. Is there a 2012 one? I am concious of the National Curriculum so is your Early Years Pre Literacy to Early Literacy Framework the updated version to follow for programming.  Are there particular things I should be looking at to implement the National Curriculum. I love all of you work by the way, just awesome. Many Thanks SB
 
Dear SB, The February 2012 catalogue lists the relevant references to the National Curriculum. I hope this will assist you seeing where the PLD range connects with the National Curriculum. Please take a moment to download the latest 2012 Literacy Resources Catalogue now. Please note that Kindergarten in WA is not included in the National Curriculum and the term for PrePrimary is ‘Foundation’. Happy reading and planning! All the best! Diana Rigg http://www.pld-literacy.org/blog/52/national-curriculum-implementation http://www.pld-literacy.org/blog/53/recommended-resources-for-year-3-students Mon, 30 Jan 2012 00:00:00 +0800 This post is from an email we received seeking recommendations for year 3 students requiring some additional assistance with their literacy development.


Dear Diana Hoping that all is well for you.
 
Well I have left my current school after 5 yrs and have a job in a new school teaching Year 3. I believe that there will be some challenges there as the school has a number of refugee students and students with ESL.
 
I have had some results of the childrens' progress and will obviously do some more testing in the first few weeks of term.  However, I was wondering if you could recommend some of your resources for these children.
 
Thank you and look forward to hearing from you soon.
regards YL

 
Dear YL, The PLD resources are organised into 3 categories, those that target:

Oral language skills, identified by blue covers and written by speech pathologists
Perceptual motor skills, identified by red covers and written by occupational therapists
Literacy/spelling and decoding, identified by green covers and written by teachers, speech pathologists and occupational therapists.

 
You can select resources according to the skills your students are deficient in. The fact that you have a high proportion of ESL students I would suggest that you also investigate the oral language realm of resources.
 
What you can also do is search be age groups. In the left hand top corner of the PLD website home page you will find a search/browse function. Yes, as explained above you can search via skill set, but you can also search by age (8 years being representative of Year 3)
 
We also offer a Youtube video channel with clips that accompany many of the videos which also may assist. E.g. Phonic and Sight Word Sequence
 
In terms of a quick and simple but information screen, I would suggest the spelling test found on the downloadable PDF titled 'Establish a whole school phonics-based spelling approach' located at our literacy resources catalogues and promotional page. Use the screen to identify if students have gaps in their phonic-based spelling skills at a Year 1 or 2 level. If students lack particular skills, you will need cover these concepts prior to embarking upon the Year 3 skills. Related to this, the dictation series is also producing very good results: Stage 3 Phonic Dictation (Keep in mind, given the ranges present in most classrooms, it is likely that you will be presenting 3 spelling lists and possibly 2 dictation passages.)
 
Once you have made a start, ask around if teachers have been in-serviced by me. Most schools have teachers creatively and effectively implementing the PLD resources. Hope this helps you making a start. I am sure you will have a great year.
 
All the best! Diana Rigg http://www.pld-literacy.org/blog/53/recommended-resources-for-year-3-students http://www.pld-literacy.org/blog/50/all-new-2012-literacy-resources-catalogue Mon, 23 Jan 2012 00:00:00 +0800 The PLD 2012 Learning Resources Catalogue has been completely redesigned to assist teachers, childcare workers and parents in choosing literacy resources that will help the children under their care meet the relevant National Curriculum guidelines.
 
PLD has is a dynamic organisation which equips parents and teachers with quality education programs, resources and services designed to maximise literacy-based learning outcomes for 3 to 11 year olds.
 
The PLD resources range was created from a collaborative process involving a team of speech pathologists, occupational therapists and educators. The comprehensive cross discipline resource range is unlike anything else in the market.
 
To assist the uptake of the new curriculum, PLD's 2012 catalogue links all products to the relevant curriculum statements. We believe this is an Australian first. As another first for PLD, we have some great package deals on resources.
 

 
Check out page 3 of the catalogue for more details.
 
Download a copy of the 2012 Learning Resource catalogue now to see how PLD can assist you in achieving the literacy based outcomes that you are striving for. http://www.pld-literacy.org/blog/50/all-new-2012-literacy-resources-catalogue http://www.pld-literacy.org/blog/51/overwhelmed-by-choice Mon, 23 Jan 2012 00:00:00 +0800 It is that time of the year when many teachers are considering which resources they can utilise to facilitate a successful upcoming school year. We received the following enquiry and have shared the response as we believe many of you reading this may also find it useful.
 
Greetings PLD.I am very keen to be use your resources but unsure of where to start. Last year I looked at you site and resources and was really impressed but became overwhelmed by the choices and best fit for our centre. It is a new year with finally an experienced staff. I am keen to share this journey with parents so would like to facilitate learning workshops for parents to support what we are doing and I like your videos etc.  for explicit help and support.
 
Kind regards
VW - QLD
 

 
Dear VW, Many thanks for your enquiry and positive feedback. I agree our range has grown and it is often difficult to know where to start. I would suggest:

Option 1: Decide on which area you would like to target; literacy/spelling/decoding (green covers) or oral language/speaking/listening/comprehension (blue covers) or movement and motor skills (red covers)
 Option 2: Decide upon the age range you wish to target

 
If can decide either upon the area or the age range your search will be refined. The web site has a search function which will facilitate both types of searches. On the left hand side of the home page www.pld-literacy.org you will find the search or browse by function.
 
You will also find our 2012 Literary Resources Catalogue very useful as it is laid out in a very logical way with the relevant National Curriculum Guideline statements linked to respective products. If you have further questions I am very happy to assist. I wish you all the best with your selection and for the coming school year.
 
Diana Rigg http://www.pld-literacy.org/blog/51/overwhelmed-by-choice http://www.pld-literacy.org/blog/49/the-research-behind-the-pld-range Fri, 25 Nov 2011 00:00:00 +0800 Today on the PLD website we respond to a recent enquiry we received on the research that underpins the PLD range of teaching resources. The post contains information on and links to some of the research and resources that is the basis of the three step PLD Literacy approach.
 
Dear Diana,I am a Kindergarten teacher and I have been using your resources throughout the year and have been very pleased with the results.  There are others in the K -3 section of the school who would like to put the programme into our school but we have found it difficult to get admin on side.  Can you give me more details about the research on which the programme is based so that we can use it to support our request. Thank you for your assistance.LM
 
Dear LM,There is an useful links section on our website devoted to the research that underpins the PLD Teaching resources range. Some of the research is in the form of direct links which will make it very easy for you to access it. Also is a reference list which requires a university library to access.
 
I hope this helps in establishing more current research based programs and initiatives in your school.Diana Rigg http://www.pld-literacy.org/blog/49/the-research-behind-the-pld-range http://www.pld-literacy.org/blog/48/picture-books-contained-within-the-pld-comprehension-questions-resources Mon, 21 Nov 2011 00:00:00 +0800 This post relates to the picture books that form part of the PLD early learning literacy comprehension questions program and is based on a recent enquiry we received. Readers may find it useful in better understanding the association between recommended reading material and comprehension questions resources provided by PLD.



Dear Diana
 
I was enquiring whether you have skill sets - Oral Language Comprehension (blank level questions) for the following books in yours Skill Set Series. It cannot work out from the catalogue information what books are listed on the booklists as part of the sets in each age group.

The Snowman - Raymond Briggs
Always Arthur - Amanda Graham and Donna Gynel
Harry the Dirty Dog - Gene Zion
Edward the Emu - Sheena Knowles
Edwina the Emu - Sheena Knowles
Little White Dogs Can't Jump - Brauce Whatley and Rosie Smith
The Tiger Who Came to Tea - Judith Kerr
Possum Magic  - Mem Fox and Julie Vivas
The Rainbow Fish - Marcus Pfister
Farmer Duck - Martin Waddell and Helen Oxenbury
Belinda - Pamela Allen
John Brown, Rose and the Midnight Cat - Jenny Wagner
Where's Stripey? -  Wendy Binks
Alexander and the No Good, Horrible, very Bad Day - Judith Viorst
Mr McGee - Pamela Allen.

 
These books have been included as part of my take home set for the Term 4 home reading program at my school using some of the books in the A4 blank level question cards in the series (5 year old comprehension questions).  It would be nice not to have to reinvent questions if they are already available in your series.
 
Regards RD



Dear RD,
If you download the Recommended Picture Books pdf from the base of the downloads page contained within the blue oral language section.
 
The PDF is several pages long, but within the 3, 4, 5, and 6 year old picture book list pages you will find the exact picture books contained within each PLD comprehension questions program.
 
We don't list the picture books within the catalogue, as we presume that people will buy the PLD comprehension questions program first and then source the respective books listed in the program second.
 
But in terms of your question, good news it would seem that you won't need to reinvent questions for these picture books.
 
You might also find it useful to know that youtube video clips exist each program and are useful explaining to parents how to run these programs. Please view the 4 year old comprehension questions clip as an example:
All the best with the process. Diana Rigg http://www.pld-literacy.org/blog/48/picture-books-contained-within-the-pld-comprehension-questions-resources http://www.pld-literacy.org/blog/47/national-curriculum-implementation-and-early-childhood-timetabling Tue, 15 Nov 2011 00:00:00 +0800 The challenge brought forward by the National Curriculum for pre primary in particular is to balance explicit teaching with traditional/current early childhood values. This post based on a recent enquiry we received may assist in developing strategies for early learning timetabling that meets National Curriculum guidelines.
 
Dear Diana,
 
I am currently teaching a mixed pre-primary and year one class. Our school have begun to implement aspects of the National Curriculum into English and Math subject areas and we have also incorporated your literacy plan. 
 
As an early childhood teacher I am careful to provide a balanced timetable that includes structured explicit lessons as well as play. I provided quick mat lessons aimed at a whole group, small group learning experiences as well as whole class activities. I have heard many teachers question what this looks like in classrooms as far as timetabling goes with the massive curriculum inputs. What I am wondering is if you have a suggestion as far as this goes.
 
When I worked in the country there was a timetable suggestion for the two hour literacy block targeted towards indigenous children. I am no longer in this situation, but wonder if you provide such a thing
 
Kind Regards
JB
 
Hi Jennifer,
 
A very topical question.Yes the challenge brought forward by the National Curriculum for PP in particular is to balance explicit teaching with traditional/current early childhood values. Each classroom will achieve this in different ways. Yes, in the rural indigenous sector there are significant blocks of time allocated to literacy and specifically designed 'Aboriginal Literacy Programs.' In mainstream metro schools in PP two hour blocks are likely not required.
 
PLD promotes that there are key areas of your program: oral language skill development, fine and gross motor skill development and emergent literacy skill development.

In terms of oral language I would be engaging the students on a regular basis with songs and rhymes with actions, end of the day event based news retells, repeated readings of PP picture books ,found on the PLD web site, activities, which would have a speech pathology language development focus rather than just a "doing or completing the activity" focus, as well as play opportunities.
I would also be applying OT designed fine and gross motor activities.
In terms of the PLD emergent literacy skills I would instruct them for 3-5 minutes three times a day; in the morning, before lunch and before the students went home.

 
These need to be combined with broader-based emergent literacy goals which can easily be integrated into mat sessions and small group activities. You can look at "blocks of time" but in my view I would be dividing your timetable into smaller activities/blocks of time as young students have such a limited attention span.
 
If you colour code your timetable into - blue for oral language activities, red for motor activities and green for literacy activities you will be able to add up the cumulative time for each area and in that way you would be achieving the same as a language block of time.
 
Hope this helps and Happy planning!  
Diana http://www.pld-literacy.org/blog/47/national-curriculum-implementation-and-early-childhood-timetabling http://www.pld-literacy.org/blog/44/thumbs-up-for-pld Thu, 20 Oct 2011 00:00:00 +0800 We love getting such great feedback on the PLD literacy development program and its materials. The following testimonial demonstrates how even with poor student entry levels a quality program with quality instruction and delivery can still produce positive outcomes.  
We are so thrilled that customers take the time to email us with such feedback and hope it helps inspires others.
 

 
Dear Diana
I would like to tell you about the Pre Primary / Kindy class I have been teaching this year - in a tandem - which can be hard - especially when your partner has no experience and has to be instructed as well.
We have a number of SAER children also with poor speech. From day one, having used your stategies at my previous school, I insisted on following your programme, the children have made amazing progress and we have at least half of the PP children reading and spelling CVC words. This is impressive considering that at the beginning of 2011 most didn't even know a single letter sound. A few are even writng a sentence sounding out their words. It is intersting to see how much their confidence has improved because they are having success in literacy.
Some of our kindy children are now quite competent in most letter sounds, and the syllables and rhyming also helped to set up their language skills.
I just want to thank you again because this programme is so amazing - all planned, set out exactly how to teach it and evaluate it!! I really believe if we are going to lift children's language skills - these stategies should be mandated in schools.
And as I said before many of these children have no home stimulation - some times I think the only cuddle they get is from us.
Meryl http://www.pld-literacy.org/blog/44/thumbs-up-for-pld http://www.pld-literacy.org/image/490 http://www.pld-literacy.org/blog/44/thumbs-up-for-pld http://www.pld-literacy.org/blog/45/my-daughter-may-be-struggling-in-year-1-what-do-i-do Thu, 20 Oct 2011 00:00:00 +0800 Today's post comes from an email we received from a concerned parent about her daughter’s literacy development. We have shared it here as there are some useful strategies that you may be able to utilise when dealing with children under your own care.
 

 
Dear Diana,
My daughter is in Year 1 and is turning 7 in November. She is doing well in school, however there is a discrepancy between her spelling and other literacy work.
 
She was reversing some of her letters and numbers in pre-primary and at the beginning of this year, but as she began to write (phonetically) in Kindy, we put this down to bad habit. She had a history of ear infections as a toddler (we went to an ENT for a while-no grommets but some scarring on the ear drum).
 
My main concern is, that when she sounds out words when writing or reading, she often says/writes letters in the wrong combination (eg. plnat for plant) I have spoken to her teacher briefly about this and she mentioned she had also observed this. I am a primary teacher myself and am really happy with how she is going, I'm just wondering if this discrepancy is something worth checking out.
Regards
E
 
Dear E,
My stance when dealing with young children is always "when in doubt always do check things out." Small gaps can grow into significant gaps and so always do check things out when children are young and the observations being made are very subtle.
A history of ear infections can impact spelling and so your observations are likely very valid.
I would suggest giving your daughter a spelling test. This particular spelling test is titled ... Establishing A Whole School Phonic-Based Spelling Process  and can be found at our Whole School Literacy Strategy page 
 
The first page is relevant to students operating within year 1. You will see the breakdown of term-based spelling concepts. If you find that your daughter is below her expected levels for a student entering Term 4, I would suggest the following programs:
 

Stage 1 - Single word decoding and spelling skills
Stage 1 - Phonic Dictation
Stage 1 Phonic Charts

Hope this helps! Diana Rigg http://www.pld-literacy.org/blog/45/my-daughter-may-be-struggling-in-year-1-what-do-i-do http://www.pld-literacy.org/image/492 http://www.pld-literacy.org/blog/45/my-daughter-may-be-struggling-in-year-1-what-do-i-do http://www.pld-literacy.org/blog/46/classroom-strategies-for-bright-students Thu, 20 Oct 2011 00:00:00 +0800 Today's post discusses classroom strategies for dealing with students who are ahead of the rest of the class and is based on an email we received from one of our PLD customers.
 

 
Dear Diana
Many thanks for your wonderful PD the last two days. 
I forgot to ask about students who are clearly ahead of their peers. For example, I teach Kindy and have two students who can hear initial sounds already and are at the stage of Onset and Rime blending and one at CVC phonemic level blending.
 
Do I try to keep extending these children or keep all the class at the same level so I can focus on the weaker students?
Regards JI
 
Dear JI, The challenge of catering for strong and weak students within the same class is one that is frequently encountered by teachers. You may get different suggestions each time you pose this question.
 
There are two major strategies which may work for you:

To keep extending the strong students' skill base while focusing upon the weaker students
To focus strongly on their motor and oral language skills, while allowing their literacy skills to continue to develop of their own accord.

 
Know that their phonemic awareness skills are likely to progress rapidly and hence be prepared, if you chose option 2, to focus on reading, spelling and writing within your kindy class.
 
Once you open this "door" and step further in their skills parents will want their children's literacy ability to be catered for.
Either strategies are workable. Good luck! Diana http://www.pld-literacy.org/blog/46/classroom-strategies-for-bright-students http://www.pld-literacy.org/blog/43/early-literacy-material-for-parent-education-nights-and-at-home-support Tue, 18 Oct 2011 00:00:00 +0800 This post is from a recent email query requesting material suitable for compiling an early learning handbook. The post outlines the specific material that can be included in such a resource or at a parent education night run by a school or other learning facility.
 

 
Dear Diana
As part of our literacy program we have been participated in Professional Development and are using most of PLD resources designed for Kindy and PP.
I am the Early Learning Coordinator for my school and am currently updating our Early Learning Handbook for 2012.  I would like to include some information on milestones etc. 
Am I permitted to use the downloaded resources from your web site and include these in our handbook?  My intention was to provide parents with hard copies of relevant material to support learning at home. I look forward to your response. Regards JQ
 
Dear JQ, The milestone sheets were designed for dissemination to parents, schools and the community. For this reason, feel free to include the milestone downloads found at the base of the web site page in your handbook. PLD only asks that the source of the information (PLD) is always retained and communicated on the downloads and fact sheets. In terms of your parent education nights, typically held at the beginning of the year, you may also wish to use the video clips also found on the web. There are a range of useful topics. I will list them below.
 

3 year of developmental milestone chart video
4 year of developmental milestone chart video
5 year of developmental milestone chart video
6 year of developmental milestone chart video
7 year of developmental milestone chart video
The characteristics of good listening behaviours A3 Poster
The characteristics of good speaking behaviours A3 Poster

 
If the school was running particular programs and was keen to muster parental support and understanding the following clips are also useful to show:
 

3 year old comprehension questions program
4 year old comprehension questions program
5 year old comprehension questions program
6 year old comprehension questions program
Learning to alphabet through an emphasis on sounds and mouth movements
4 year old narrative and news telling
5 year old narrative and news telling

Do note that:

If you click on the bottom right corner the You-Tube video clip becomes a full screen clip.
With many of the program video clips there are 2 sections - product information and then a demonstration by Diana Rigg. In parent education sessions, it is often just the later that parents need to view.

 
All the best for your planning for 2012.  I hope that you see the benefits from your efforts to educate your parent body.
Regards
Diana Rigg http://www.pld-literacy.org/blog/43/early-literacy-material-for-parent-education-nights-and-at-home-support http://www.pld-literacy.org/blog/42/tackling-literacy-problems-in-remote-communities Sat, 15 Oct 2011 00:00:00 +0800 Rawa Community School in the Pilbara has taken the innovative approach of engaging a Perth-based speech pathologist - Diana Rigg of PLD Literacy Resources- to help tackle its literacy problems. 
When Rigg's first introduced her 5-step PLD literacy program into Rawa at the start of 2010, all of the school's 70 students aged between 5 and 8 were illiterate and classified as 'non-readers.'  Following the first year of the program, the number of 'non-readers' has decreased from 100% to 64% and Rigg is confident she can teach even the most disadvantaged student to read within six months.   While there is an Aboriginal Literacy Strategy (ALS) Program is in place, Rigg's believes it has some "gaps" and isn't specialist enough to tackle the range of issues teacher face working in these communities.
While it's commonly thought the role of the speech pathologist is to deal with impediments such as lisping, speech pathologists are playing an active role in the WA education sector working alongside teachers who are struggling to deal with poor literacy levels and lack the tools, resources and experience to do something about it.  There is a direct relationship between language and literacy.  If a child cannot hear or understand the sound a word make (e.g.: 's', 'u', 'n' equals 'sss', 'uh', 'nnn'), learning to read and write is a major challenge. 
Diana Rigg's PLD Literacy Resources 5-step literacy program has been designed to help teachers overcome the language barriers children face so they are ready to can start learning the alphabet.  In remote indigenous communities where English is often the second, third or fourth language spoken at home, there's often quite a bit of work to do to get children to the point of being alphabet-ready, with these language barriers exacerbated by:
 

Health issues: The majority of indigenous children (70%) suffer from Otitis Media, a serious middle ear infection that disrupts their hearing and literally makes it hard for them to hear the sound a word makes
Cultural issues: The print/word way of learning is foreign as are books and pens.  Learning in aboriginal culture happens via pictures.

 
Rigg's 5-step program gets to the core of the issue, with 4 of the 5 steps focusing specifically on ear health.  Her program is rolled out alongside the ALS Program and the results speak for themselves.  The program is now being rolled out across Rawa's sister school and Rigg is also implementing it in some mainstream schools in WA.  She says literacy levels are on the decline generally across the state, given the prevalence of technology in children's lives (a passive form of language) and growing number of ear infections from kids being in day care. http://www.pld-literacy.org/blog/42/tackling-literacy-problems-in-remote-communities http://www.pld-literacy.org/blog/41/making-copies-of-pld-learning-resources Wed, 12 Oct 2011 00:00:00 +0800 Today’s post is from one of the most common enquiries we receive about the copying or replication of PLD Learning Resources material. Read on to learn of the strategies that can be adopted to share the use of the resources without falling foul of copywrite.
 
Dear Diana, 
We recently purchased copies of the following PLD Learning Resources books:
 

Reading and Spelling - CCVC and CVCC Words - Stage 1 (with cards)
Reading & Spelling   - Early Stage 1 Phonics (with cards) 
Reading & Spelling - Regular CVC Words - Stage 1 (with cards) 
Reading and Spelling - Final Stage 1 Phonics (with cards) 

 
 Would we please be able to have permission to make photocopies of the cards involved for use in a few classes at once?
 
Thanking youJM
Library Officer
Dear JM,
 
Thank you for your enquiry. As you have read in the copyright terms of use, 10% of the educational material may be copied on any one day. Full copying is a breach of copyright. 
 
If the school is seeking to use the cards in a few classes at once, they can be broken into smaller sets. In this way, by organising the resources into mini packs, it may not be necessary at all to copy the resources. For example:

Reading & Spelling - Regular CVC Words - Stage 1 (with cards) - This resource can be broken into 4 sets as is identifiable by the different colour borders: yellow, blue, green and red each indicating step 1, 2, 3 or 4 in the process.
Reading and Spelling CCVC and CVCC Words - Stage 1 (with cards) - This resource has 6 sets and 6 sets of coloured cards. Each coloured card set links to the concepts: sh, ch, th, oo, ee or ck.
Reading & Spelling - Early Stage 1 Phonics (with cards) - This resource has 2 coloured card sets. each of the card sets has over 20 cards. These can also be broken into 4 mini sets.
Reading and Spelling - Final Stage 1 Phonics (with cards) - This resource also has over 6 sets and 6 sets of coloured cards. Each coloured card set links to the concepts: ar, or, er, ay, ai etc.

 
I hope this helps and eliminates the need for creating copies.
Diana Rigg http://www.pld-literacy.org/blog/41/making-copies-of-pld-learning-resources http://www.pld-literacy.org/blog/40/frameworks-that-integrate-with-the-national-curriculum Sun, 09 Oct 2011 00:00:00 +0800 Today's post is about using the PLD Learning Resources Scope and Sequence program to comply with the national curriculum and comes from one of our Western Australian primary school customers.
Dear PLD
I am a primary school teacher from WA and for a number of years we have been following a literacy program in the junior years that follows Diana Rigg's scope and sequence of teaching.  
 
As the new National Curriculum is emerging and we are expected to implement it we were wondering if there was an updated version of the scope and sequence of sounds and phonemic awareness that has been developed to match the expectations of the National Curriculum or is the PLD Learning Resources program staying the same?regards
 
Sandy
 

Dear Sandy, 
 
I would suggest that you keep checking the downloads on our web site: www.pld-literacy.org 
 
PLD is constantly updating it's materials in response to our ever evolving curriculum. I would always advise rather than using dated sequences that you refer to the most current formats. 
 
The PDF's I would specifically direct you to are titled:

The early years pre-literacy to early literacy framework
Establish a whole school phonics based spelling process

 
Both of these can be found at our downloads page.
 
 Hope this helps.
 
Diana http://www.pld-literacy.org/blog/40/frameworks-that-integrate-with-the-national-curriculum http://www.pld-literacy.org/image/486 http://www.pld-literacy.org/blog/40/frameworks-that-integrate-with-the-national-curriculum http://www.pld-literacy.org/blog/38/winning-comments-from-rehoboth-christian-college Sun, 25 Sep 2011 00:00:00 +0800 Today’s post requires no introduction. We are sharing, with permission, the comments from our $2000 PLD Literacy Grant winner, and the impact this is going to have on their school.
 
Dear PLD
I would like to express my thanks and appreciation to you and your team for the gift of the PLD resources for our school through the PLD Literacy Grant. This is a real blessing to our small school and the resources will enable us to plan a whole school literacy programme to follow from what we have started in the junior years. The teachers are excited to be able to replace some of our old black and white books with the beautiful new coloured editions. We are also looking at some of the newest resources for oral language. In the attached images, I am supervising a Perceptual Motor activity and the Pre-Primary teacher, Mrs Jacalyn Barham is doing a session on object news with the children.

 

 

 
 
With grateful thanks and appreciation Mrs Willy Pike Head of Primary Rehoboth Christian College – Kenwick Campus http://www.pld-literacy.org/blog/38/winning-comments-from-rehoboth-christian-college http://www.pld-literacy.org/blog/39/the-pld-range-being-adapted-successfully-to-the-special-education-sector Sun, 25 Sep 2011 00:00:00 +0800 Today's post is about the use and adaptation of PLD Literacy Resources for the special education system and is based on an email exchange we recently had with one of our special education customers. 
 
Hi Diana
 
I am a teacher in a specialist program for PP students with Autism Spectrum Disorders. I was positioned with the Autism Education Team at the Centre for Inclusive Schooling for many years, and during this time, undertook action research into literacy for students with ASD. I use your program and resources for phonemic awareness, and find that they are particularly efffective for the cohort of students I work with.
 
I have presented my literacy research at the Asia Pacific Autism Conference (APAC) in Sydney in 2009, and am doing a poster presentation at the upcoming APAC in Perth in early September, titled "Phonemic Awareness and Phonics: using visuals to support auditory learning".
 
I would like to include your resources in my reference list, and am also seeking permission to use your materials in some photos of me working with students.
 
Kind regards
 
SG
Autism Education Team at the Centre for Inclusive Schooling
 
Dear SG,
 
I am very glad to hear that you have experienced great success with the autistic children with whom you work. Although the materials were not specifically designed for the special education realm, they produce results for a broad range of student profiles. I would be thrilled if you would provide that exposure to my PLD range.
 
On the web site you will find these usefull downloads located on our Whole School Literacy Strategy page:

The early years pre-literacy to early literacy framework
Establish a whole school phonics-based spelling process
A short-cut method to decoding

 
Despite these reflecting a developmental continuum of skills for mainstream students, they can easily be adapted for the special education sector.
 
In terms of Autistic students I would also like to draw you attention to the dictation range. The link will bring you to the first of four in a series, Stage 4 Phonic Dictation:
 
For autistic students if they are verbal they will learn to read, but as you will already know the comprehension will be the lacking skill. This range provide great skill supports for autistic students with a focus on editing, comprehension and independent writing. They were only released this year, so they may be worth checking on in the future.
 
All the best for the conference!
 
Regards,
Diana Rigg http://www.pld-literacy.org/blog/39/the-pld-range-being-adapted-successfully-to-the-special-education-sector http://www.pld-literacy.org/blog/36/alternative-spelling-programs Wed, 21 Sep 2011 00:00:00 +0800 There are a wide variety of programs and techniques used in schools around Australia to teach young students spelling. In today's post, we were asked to comment on alternative spelling programs and their effectiveness as a whole of school spelling program.
 

 
Dear Diana
 
I am have recently taken on the poition of Deputy Principal at a regional primary school which apparently you have visited in the past to deliver PD. I was wondering what your take is on "Words Their Way" as there is a push to implement it in the schools up here.
 
Thankyou
 
JA
 
Dear JA,
 
I am only briefly familiar with the program. However speaking generally, in my mind, no program is without limitations.
 
Like all processes/programs this one has strengths and weaknesses. Importantly it is necessary that the materials and process sits well with the staff. if there is staff dissatisfaction then teachers will not implement the program well.
 
In addition it is necessary that you put whatever the program/process to the test. Hence all spelling programs should translate into increases in standardized spelling test results. For example, screen students with a South Australian Spelling Test at the beginning and end of the school year.
 
All programs/processes should deliver a minimum of a 12 month increase in standardized spelling results. Also please note that the 12 month increase in ability ideally should be recorded across all students and not just the average and above average students.
 
If the program/process is delivering on average a 12 month increase in spelling ability and if the teaching staff are happy with the process, then I would retain the focus. If there is teacher dissatisfaction or poor student spelling outcomes, then I would be investigating your alternatives. Hence I would recommend reviewing the effectiveness of the program at the end of the school year and on the basis of this estalish a plan for 2012.
 
All the best
 
Diana Rigg http://www.pld-literacy.org/blog/36/alternative-spelling-programs http://www.pld-literacy.org/blog/37/bingo-using-single-word-decoding-and-spelling-skills Wed, 21 Sep 2011 00:00:00 +0800 Today's blog post describes how to run the Bingo game in the resource Stage 1, Single Word Decoding and Spelling Skills.
 
 
The exercises contained within the resources, Stage 1 and beyond Single Word Decoding and Spelling Skills are designed to provide a range of 3-5 minute games. Through the game focus, students can be provided with ample opportunities to play and re-play and hence rehearse and rehearse spelling and decoding skills.
 
In terms of the bingo game, students can play the bingo game with an adult or with a student or a group of students.
 
A student selects a card (a word), decodes the word (i.e. either independently or with adult or peer assistance) and then matches the word onto a game board. The player with the first bingo board covered is the winner.
 
If you are experiencing difficulty presenting this game because your students are unable to decode these most simple words, you can refer to our web site and look for the Free PDF "A Short Cut Method to Decoding"
 
Remember your students will not be able to engage in a game of bingo if they do not have the 2 pre-requisite skills,

Alphabet sound recall, and
Phonemic awareness blending ability.

 
You may need to target these pre-requisite skills before presenting decoding tasks such as bingo. http://www.pld-literacy.org/blog/37/bingo-using-single-word-decoding-and-spelling-skills http://www.pld-literacy.org/blog/34/missed-grant-submission-date-but-am-providing-feedback-anyway Tue, 20 Sep 2011 00:00:00 +0800 Well the winners have been announce and we wanted to say another big thank you to all those who took the time to participate in the 2011 grant series.
 
I also wanted to extend my utmost appreciation to all those people who took the time to write to us to tell how important the grant series was for them as an opportunity to access the resources we provide.
 
Here is one such example, names have been removed.

Subject: Missed Grant Submission Date But Am Providing Feedback Anyway.
 
Dear Diana,
 
I am sorry I missed your grant submission closing date. I know my principal put one in but I would have liked to put one in too.
 
I, from my own funding, have purchased many of your resources this year and last year. I would just like to say why I think your resources are good and why it would be very helpful if a whole school approach was used, using your resources.
 
They are clear and fun for the students to do. They quickly learn the format and can work independently and with ease. The speech and occupational therapist knowledge underlying the resources is terrific as many students of all ages have some difficulties in these areas.
 
Your resources cover all areas of literacy and link in well together. When teachers move to different schools often all that can be found is a hotchpotch of different resources ranging from the 1950s to the present day.
 
None of them link in together, none of them go from pp to year 7.
 
I use your resources daily and would find it easier if the whole school was using them. Our school currently uses another company’s products for junior years and so must I as it is in our literacy policy, but I simply find work from you that is matching the sound of the week from the other company's products and use your resources.
 
I would rather that your resources are what is in our literacy policy and what we plan around and any other materials we fit in around yours.
 
Mostly I have bought all of your spelling/phonic and dictation resources. I am saving up to buy another area such as writing or reading.
 
Your resources are very successful and my students love them and so do I.
 
Sincerely
 
LL, Western Australia
 

 
Dear LL,
 
Thank you for your feedback and kind words. Positive feedback like thisis is always excellent to receive.
 
It is a shame that you missed the final submission date. Do know that due to popularity the grant series will be re-run in the future.
 
I would suggest that you keep up to date via our Facebook Page, emailed newsletters or by checking in on the PLD web site from time to time.
 
All the best next round.
 
Diana Rigg http://www.pld-literacy.org/blog/34/missed-grant-submission-date-but-am-providing-feedback-anyway http://www.pld-literacy.org/image/474 http://www.pld-literacy.org/blog/34/missed-grant-submission-date-but-am-providing-feedback-anyway http://www.pld-literacy.org/blog/35/kindy-term-4-focus Tue, 20 Sep 2011 00:00:00 +0800 Today's blog is a response to a question on the literacy activities and resources to focus on for term 4 kindy. The post contains links to free downloads that will help guide you to develop a suitable framework that will hopefully help make programming your Term 4 activities a whole lot less stressful. 
 
Dear Diana
 
I am contacting you regarding the focus for Kindy next term. There is some confusion as to what sounds we need to teach.
 
It appears that we focus on the long sounds only but the test covers long and short sounds.
 
Can you please clarify this so we can ensure we are following the program correctly.
 
Regards SS
Kindy Teacher
 

Hi SS,
 
You will find the current outline of what to cover term by term in the PDF titled "The early years pre-literacy to early literacy framework."
 
Page 1 illustrates the Kindergarten skill progression and Page 2 outlines a sample policy document showing how to achieve this skill progression.
 
This PDF can be found on our website in the Whole School Literacy Strategy download page.
 
Term 4 Kindergarten will need to develop student's ability to identify and verbalise initial sounds – both continuant (or long sounds) and the stop or short sounds.
 
I am assuming that you are following a dated implementation process/skill progression.
 
The recommended PDF is the latest and is recommended in the lead up to the release of the National Curriculum. As a result of the new goals set out by the National Curriculum both K and PP need to be aiming higher and developing more skills than we did in previous years.
 
Hope this helps.
 
Regards,
 
Diana Rigg http://www.pld-literacy.org/blog/35/kindy-term-4-focus http://www.pld-literacy.org/blog/32/thanks-for-the-developing-narrative-skills-program Tue, 06 Sep 2011 00:00:00 +0800 We love getting feedback from users of our programs and learning the impact these programs can have in everyday classroom situations. We recently received the following email regardinging our Developing Narrative Skills Program which we have shared with you today.
 
Dear PLD Learning Resources,
In terms of the narrative retelling program and the narrative program in general, I have been using the program since April and am very pleased to let you know that it is a fabulous success.

My students are using a wider vocabulary and retelling narratives in sequence. They are also writing in extended sentences and I am continuing using this format orally in my classroom .
Please tell Diana I think she is amazing and this series of programs is one of the very best resources I have ever used. Regards JH 1-3 teacher WA

 
Dear Janet, I am so thrilled that you are enjoying running the narrative program but importantly that your students within a relatively short period of time are demonstrating the benefits.
Most definitely as you have experienced if you can lead your students through a regular process of learning to orally express themselves with higher levels of sophistication, these traits do transfer to their writing. Well done! Diana Rigg http://www.pld-literacy.org/blog/32/thanks-for-the-developing-narrative-skills-program http://www.pld-literacy.org/blog/33/kindergarten-to-pre-primary-story-telling-strategy Tue, 06 Sep 2011 00:00:00 +0800 Todays question is about kindergarten to pre-primary story telling strategies which can form the basis of both school based and home based programs.
 

Dear PLD Learning Resources,
 
I went to one of Diana's PDs in 2009 and she talked about reading one story a week and on each day doing a different 'activity' with the book (e.g. read it to the class, model telling the story, students tell 1 page each, students have a go at telling story by self etc).
 
I was just wondering where I would find more information on this 'strategy'?
 
Kind Regards,
 
EM, K/PP Teacher

 
Dear Emma,
 
You will find this kindergarten to pre-primary story telling strategy outlined in each of our comprehension question programs. I recommend this strategy of story book retelling to be used in conjunction with the comprehension cards.
 
The Pre-Primary comprehension questions program that I am referring to is: 5 Year Old Comprehension Questions
 
You can also find the download explaining this under the milestone and facts sheet section of the web site. Narrative Retelling Program Remember to scroll down and look under the blue section (Oral language section), at the base of the and click on Narrative retelling program
 
I really hope this helps. It is a very simple but powerful strategy.
 
Diana Rigg http://www.pld-literacy.org/blog/33/kindergarten-to-pre-primary-story-telling-strategy http://www.pld-literacy.org/blog/31/phonics-charts-use-and-copyright Wed, 10 Aug 2011 00:00:00 +0800 Today’s post is about working with individuals and groups using the PLD Learning Resources Phonics Charts and Cards and how this style of product is effected by copy write laws.
 
Dear Diana,
 
We currently use the PLD Learning Resources A4 Phonic Charts on our literacy wall. We are interested to know if there are smaller versions to use for say daily revision or in small group work.
 
Alternatively, how does copy write laws affect the reproduction of material such as your Phonic Charts in smaller sizes?
 
Sincerely
 
JDB
Country WA
 

 
Dear JDB
 
The PLD Learning Resources A4 Phonics Charts at this stage are only produced in the A4 Chart size. There are currently 4 sets available:
 

Stage 1 Phonics Charts
Stage 2 Phonics Charts
Stage 3 Phonics Charts
Stage 4 Phonics Charts

 
In the clinic we would still work with the charts placed onto a ring (for ease to flip from one to another also for the purposes of revision). In this way we didn’t work with small groups but individually with students with the A4 size cards
 
This is because we have found the “larger” rather than smaller font on the A4 charts/cards works best for students retention of the phonic concepts.
 
In terms of the copyright guidelines, “The purchasing education institution [or individual] is granted permission to copy ... a reasonable proportion – being no more than 10% or one chapter at any given time, for education purposes only.”
 
Hence 10% at a time you are able to copy.
I am glad that you are finding the charts useful!
Yours in Literacy
Diana Rigg http://www.pld-literacy.org/blog/31/phonics-charts-use-and-copyright http://www.pld-literacy.org/blog/30/event-based-news-success Fri, 05 Aug 2011 00:00:00 +0800 Today's post is the wonderful success story of one of our customers in implementing the Developing News Telling and Narrative Skills Program.

 
Dear Diana,
 
I just wanted to share a little 'snippet' since starting at my new primary school at the start of this term. My absolutely gorgeous IEC pre preimary class just love our event based news sessions at the end of each day. In 10 minutes the whole class get up and talk in front of everyone else every day.
 
Last week we did it in the When, Where, Who and What order. I hadn't discussed the pictures on the cards yet but I drew pictures underneath like you suggested as prompts.
 
Today I stuck the cards on the board but changed the order to When, Who, Where and What. Without me even saying anything the kids started practising to themselves and had noticed the change in order!
 
I've been encouraging them to go home and say the sentence to their parents as well, and the last 2 days I've had parents come in and saying how great it is to hear their children speaking in English.
 
Thank you for all your help!
 
Hayley
Primary School Teacher
 
Dear Hayley,
 
Such wonderful feedback! Nothing is more thrilling in education than simple procedures, children enjoying the learning, children skills developing and thankfully parents noticing your efforts.
 
Well done! Keep up the great work and thank you for feeding this wonderful story back to me.
 
Your's in litreacy
 
Diana Rigg http://www.pld-literacy.org/blog/30/event-based-news-success http://www.pld-literacy.org/blog/29/teaching-beginning-sound-awareness-at-kindy Tue, 02 Aug 2011 00:00:00 +0800 This blog post is related to learning resources for teaching beginning sound awareness at Kindergarten, and is a response to a question we received from an existing PLD Learning resources customer.
 
Dear Diana
 
I purchased the "Preparing for the Alphabet" - Beginning Sound Awareness package the other day and noticed that all of the long and stop sounds listed on Page 4 of the maual are not included in the pack.
 
Which pack will have y, a,e,i,o,u long sounds and h, j stop sounds. I am after mouth instruction cards as well as the small pictures.
 
Kind regards
 
SPKindergarten Teacher
 
Dear Sue,Thank you for contacting us - this is a common question. It is not necessary to have all “alphabetic” sounds listed in this pack. In fact there are many other spoken sounds in English other than just the alphabet sounds (e.g. sh, ou, th, ch, oo etc.) You won’t find these also included in the resource “Preparing for the Alphabet”.

A sample of continuant sounds (section 1 with blue borders) are provided so that children become aware of the concept of continuant sounds. There are 15 activities listed in the section 1.
 
Some students only require 5 sets to be presented and others require a dozen sets. Once a child can “hear and say” some of the initial continuant sounds they technically should be able to transfer this to all continuant sounds. As such, it is not necessary to instruct every continuant sound only a sample are required to develop the broader concept of initial continuant sound awareness.
The same is the case for the stop sounds (section 2 with red borders).
If you are searching for cards and visuals of “mouths” for the entire alphabet you are best to look at “Alphabet Sound Charts”.

I Hope this helps!
 
Yours in literacyDiana Rigg http://www.pld-literacy.org/blog/29/teaching-beginning-sound-awareness-at-kindy http://www.pld-literacy.org/image/453 http://www.pld-literacy.org/blog/29/teaching-beginning-sound-awareness-at-kindy http://www.pld-literacy.org/blog/28/pld-literacy-resources-for-home-learning Thu, 28 Jul 2011 00:00:00 +0800 Today's post is from a concerned parent looking to supplement her children's at school learning with additional at home learning resources. The post is useful in understanding how the PLD Learning Resources combine to form an evaluation and development system that is equally applicable to the classroom and the home. Dear Diana I am hoping that you could take the time to help me. I have a 41/2 year old and 81/2 year old. I would like to supplement your program at home and was wondering, if I wanted to buy all the packs for both age groups (for just home teaching as a parent to my children) which are the ones that I should purchase and why?   I am concerned that both my son and daughter are missing out on some basic phonic awareness at both age groups, especially my daughter with writing and spelling etcand would like to assist them at home as much as I can. Regards Concerned Parent  
 
Dear Concerned Parent   PLD can certainly provide you with supplementary at-home learning resources.   In terms of your 8 ½ year old, you will need to give her a quick spelling test. You can download this test directly from the web site. It is titled: “Establish a whole phonics-based spelling process.” If your daughter makes multiple errors at a stage 1, stage 2 or stage 3 level, then refer to the resources listed in each respective section. In particular the dictation books (stage 1, 2 and 3) assist students to transfer their spelling concepts to their writing. Given what you have written, I would highly recommend these resources.   In terms of your 4 ½ year old my advice is dependent upon whether our son is in Kindy or Pre-Primary. Rather than looking through the entire catalogue you can access purely the “Top 10 resources for Kindergarten” and the “Top 10 resources for Pre-Primary” at the base of our catalogues and promotional resources page. Keep in mind when viewing these products, those with:

Blue covers – target language skills (and have been written by Speech pathologists)
Red covers – target motor skills (and have been written by Occupational Therapists)
Green covers – target pre-literacy and literacy skills (and have been written by Speech Pathologists, Occupational Therapists and Teachers.)

For your younger child select your area of concern and refine your choice from this point. On the web site you will find sample pages and video clips for most of the resources. This should also help your selection. You may also wish to consult our free developmental milestone sheets. It is ambitious of you to want to work on multiple programs/areas with your children. Typically I suggest starting with children's weakest skills or areas of greatest concern. If that works well and you can handle looking at additional programs/areas then do go ahead and attempt targeting additional skills.   You are a good parent to be looking at supplementing the school's efforts. School's do their best but often they require parental support.   Yours in Literacy Diana Rigg http://www.pld-literacy.org/blog/28/pld-literacy-resources-for-home-learning http://www.pld-literacy.org/image/446 http://www.pld-literacy.org/blog/28/pld-literacy-resources-for-home-learning http://www.pld-literacy.org/blog/27/the-pld-learning-resources-2011-grant-series Tue, 26 Jul 2011 00:00:00 +0800 To welcome in the start of Term 3, we have some exciting new news to share on a brand new initiative; The PLD Learning Resources 2011 Grant Series. The PLD Learning Resources 2011 Grant Series aims to assist primary schools access their choice of resources to maximise the literacy-based learning outcomes. Enlisting the disciplines of speech pathology, occupational therapy and education, PLD Literacy has developed a comprehensive multi-discipline approach to academic success.

The broad-based approach focuses upon three core areas:

The oral language resources (blue covers) have been authored primarily by speech pathologists
The perceptual motor range (red covers) have been authored primarily by occupational therapists
The literacy range (green covers) have been authored by speech pathologists, occupational therapists and educators.

The winning school will access resources up to the value of $5000 and the runner-up school will access resources up the value of $2000.
Entries close on Friday 2nd September 2011 and are a simple online application process made at www.pld-literacy.org/grants
  We look forward to receiving your application and if you feel this might be relevant to a friend please pass it on.

Update on the PLD Literacy Facebook Community
Following its recent launch, we have seen a great response to our new PLD Literacy Facebook Community.
Every week I share short, sharp snippets of advice, ideas and raise discussions points. This allows members to also discuss their experiences and challenges related to the topics. The Facebook page has also been widely used to pose questions and to seek direct advice.
Being able to share real life examples of literacy challenges and our resources in action has been exhilarating. 
If you haven’t become involved yet, I strongly encourage you to drop by and join in by visiting our page and then clicking LIKE.
To get involved, send me a question or tell me what works for you.  Drop by



 


www.Facebook.com/PLDLiteracy



 
To our new community members, thank you for your questions and feedback. How wonderful to be able to work with you directly and interact online. 
Good luck with Term 3. I look forward to receiving your grant applications and discussing literacy with you over at our Facebook.
Sincerely
 
Diana Rigg
PLD Founder and Chief Executive Officer http://www.pld-literacy.org/blog/27/the-pld-learning-resources-2011-grant-series http://www.pld-literacy.org/blog/26/are-all-pre-primary-students-ready-for-early-literacy-concepts Fri, 22 Jul 2011 00:00:00 +0800 Today's post relates to middle of year pre primary literacy strategy and would be very familiar to almost all pre primary and year 1 teachers. At this stage of the year there is likely to be significant difference between upper and lower literacy skills, and this post based on a question from a PLD Learning Resources user illustrates both the challenge and how to maximise the learning experience.
Dear Diana,   Next term I was wanting to start my advanced pre-primary students doing weekend writing and any other writing when the opportunity arises, (hopefully nearly everyday. My EA can watch them and help them when needed. All of these students know all of the alphabet sounds and are starting to write some great sentences. Obviously there are a lot of spelling mistakes but I can read what they have written.   Then with the rest of the class we are still going over forming letters correctly, recognising letters and then moving on to blending sounds together such as d-o-g makes dog.   How would you advise I approach this?

Should I also be getting my lower students writing sentences as well?
Should I not be getting the advanced ones writing sentences yet?
Also I don't current correct the children when they write the word how it sounds e.g. fli (fly), sum (some), mon (moon) . When do I start letting them know that, that is actually wrong?
Lastly for tricky words such as there, the and they, I have been spelling out the letters orally for them and I'll say it's a trick word that it's hard to hear the sounds in it or something. Is that what I should do??

TM Dear TM   Thank you for your question. This is a common dilemma faced by many pre-primary teachers where:
 

Some students are still acquiring pre-literacy skills.


Some students are by this stage in the year nicely acquiring early literacy skills and are reading, spelling and writing (and yes the writing will at this stage be likely full of spelling mistakes but very readable e.g. toda mi cls mad cay potz/Today my class made clay pots.)


If you log onto the PLD Literacy web site and open the PDF titled Early Years Preparation for the National Curriculum, on page 2 of this resource you will see the outline of Pre-Primary Skills:

Step 4 – alphabet sound recall,
Step 5 – blending ability, and
Step 6 – segmentation ability are your Pre-Primary skills.

If you look up to the ‘boy’ character at the top of the page, he is not ready to read until he knows all the alphabet and is able to blend, and if you look up the ‘girl’ character at the top of the page, she is not ready to spell and write until she has acquired step 4 (the alphabet) and step 6 (segmentation ability). So to answer your question. As some of your students are still acquiring Step 4/alphabet skills and Step 5/blending skills they are still at a pre-literacy level and not yet ready for reading let alone spelling and writing.   There is another download which illustrates this in a different way. It is titled ‘The Short Cut Method to Decoding’. On page 1 of this resource you will see the 2 pre-requisite skills for decoding/reading  and on page 2 you will see the three prerequisite skills involved in spelling. This is typically why children will read first and spell second as reading only requires two skills whereas spelling three skills. In terms of your question, do you correct their phonetic spelling errors? I would say not initially. Let the students experience the success of writing and the thrill that their writing attempts are readable. Then after a while I would introduce Stage 1 phonics desk strips. You or your EA can start to point to the easy phonics concepts (i.e. sh, ch, th, oo, ee and ck) during the writing process or after the writing process when students are reading their writing to you.
  These are really great questions and It sounds like you are doing a great job with your pre-primary class. Your “low students’ really are not that low and should still have time to acquire the necessary pre-literacy skills so that they start to read, spell and hopefully write prior to Year 1. Make sure you keep plugging away with those pre-literacy skills with the low group. If you need a refresher, you can watch our instructional you-tube video clips on the web site:

Step 4 Alphabet The Multi Sensory Way
Step 5 Preparing For Reading  

Yours in literacy   Diana Rigg http://www.pld-literacy.org/blog/26/are-all-pre-primary-students-ready-for-early-literacy-concepts http://www.pld-literacy.org/image/438 http://www.pld-literacy.org/blog/26/are-all-pre-primary-students-ready-for-early-literacy-concepts http://www.pld-literacy.org/blog/24/the-cursive-versus-foundation-font-controversy Tue, 12 Jul 2011 00:00:00 +0800 Today's post relates to the controversy that exists in Australian schools over the use of Cursive versus foundation font for Kindergarten to year 2 students and is prompted by an email from a recent PLD Learning Resources professional development day attendee.
 
Dear Diana,


I attended your PD session on Oral Language on Monday and have returned to school full of enthusiasm and ready to re-vamp our K-1 scope and sequence.
 
Following a discussion with my Principal and I had a question that needed to be answered:

We are currently discussing foundation versus cursive font and are looking for research espousing the pros and cons for each. Are you able to enlighten us?

I look forward to hearing back from you,
Kind Regards,
RB
Level 3 Classroom Teacher
 

 
Dear RB

The choice between teaching students a cursive versus foundation font is a very controversial question!

In terms of deciding which font to focus on in your junior primary, despite the education departments recommend cursive, PLD’s view would be to recommend a foundation font from Kindergarten to Year 2 and then to focus on a cursive font thereafter.

Why?

 


The occupational therapists I have employed have explained that a cursive tick (that is the final aspect of letter formation in cursive fonts) is quite a mature controlled movement and often an inappropriate expectation for young students. What you will frequently observe is young students finishing letters with a large or elongated tick, rather than finishing letter formation with a small and controlled tick. You will also observe students forming the letter and then after taking their pencil off the page adding the cursive tick onto the end of letters in a secondary movement. Hence from an occupational therapy point of view, cursive font introduced in the early years will often challenge students; hence also impacting their posture and pencil grip.

From a literacy point of view, when cursive font is focused upon in the junior years we are presenting young children with a reading font (typically a foundation font) and a spelling/writing font (a cursive font). This adds a level of complexity for students and particularly when dealing with certain letters (e.g. p, r, b etc.)
From a research point of view we hear the myth “a cursive font will transition students to joined writing with greater ease.” I refer to this statement as a myth as there is research suggesting the opposite also. Yes it is a point of great debate within education and within the research.



 
Having a consistent font is important for a school. But PLD’s view-point is always to suggest a foundation font in K to 2 and thereafter a cursive font.

 
I trust this helps!

Yours in Literacy and Learning

 
Diana Rigg http://www.pld-literacy.org/blog/24/the-cursive-versus-foundation-font-controversy http://www.pld-literacy.org/image/419 http://www.pld-literacy.org/blog/24/the-cursive-versus-foundation-font-controversy http://www.pld-literacy.org/blog/25/if-there-was-only-one-literacy-book-to-purchase Tue, 12 Jul 2011 00:00:00 +0800 Todays post is from some attendees of a recent PD day, and is related to our most popular resource for planning and implementing a phonics-based spelling process.
 
Hello Diana, We came to your PLD Learning Resources PD day a few weeks ago. We are wondering what the book was called that you spoke about and showed us that has everything in the one book for every year level. You said it would become our Bible in teaching literacy. We have looked on the website and can not find it anywhere but would really like to get a few copies. Thanks, T and E
 

 
Dear T and E
 
This is a great question. If I was working in Years 1 to 7 and there was a single PLD Learning Resources book to purchase that would assist with planning and implementing a phonics-based spelling process it would be The Phonic and Sight Word Sequence. The resource has pages of spelling list words for Years 1, 2, 3, 4, 5, 6 plus screening and activity suggestions.
 
I wrote the original version of The Phonic and Sight Word Sequence almost 10 years ago now and after many revisions and upgrades this text still stands as one of PLD Learning Resources all time best and most loved sellers.
Here is the link to The Phonic and Sight Word Sequence where you can view the information video and sample pages. Hope this helps! Yours in Literacy Diana Rigg http://www.pld-literacy.org/blog/25/if-there-was-only-one-literacy-book-to-purchase http://www.pld-literacy.org/image/420 http://www.pld-literacy.org/blog/25/if-there-was-only-one-literacy-book-to-purchase http://www.pld-literacy.org/blog/23/developing-narrative-skills-for-9-to-12-year-olds Wed, 06 Jul 2011 00:00:00 +0800 PLD Literacy resources are widely utilised by not only teachers, but also parents and speech therapists across Australia with an interest in learning and literacy development.
 
BDK, a Perth based senior speech pathologist recently asked the following in regards to our 9 to 12 year old program resources.
 
I am interested in the Developing Narrative Skills programme for 9 to 12 year olds. I am looking for narrative scaffolds for different types of narratives, not just story telling. Does the PLD Literacy resource Developing Narrative Skills for 9 to 12 year olds target different narrative styles or is it just for story telling?
 

 
Developing Narrative Skills, a resource from Skill Set 1 Oral Language, is a complete pack for the classroom or home instruction, designed by Speech Pathologists to help parents and teachers instruct narrative skills to 9 to 12-year-olds. The extensive pack:

Includes a poster and A4 coloured cards which highlight each individual element of narrative structure,
Outlines picture books used for oral narrative retells and re-writing tasks, and
Provides planning and writing formats which assist in the generation of narratives.

 
The PLD-Literacy.org website provides useful tools as to what each PLD program contains and what exactly each program is targeting. The Developing Narrative Skills page includes:

A short video clip explaining the program, and
A 6 page PDF with samples pages.

 
In summary, the 9-12 year old Developing Narrative Skills program is a highly effective tool which targets sophisticated story narrative structure. http://www.pld-literacy.org/blog/23/developing-narrative-skills-for-9-to-12-year-olds http://www.pld-literacy.org/image/416 http://www.pld-literacy.org/blog/23/developing-narrative-skills-for-9-to-12-year-olds http://www.pld-literacy.org/blog/22/a-whole-school-approach-to-spelling Wed, 29 Jun 2011 00:00:00 +0800 This post relates to a discussion on a whole of school approach to spelling. The original poster is an exisiting user of PLD resources for stage 1, grade 1 and was required to assist the school with expanding the PLD across the entire school.
 

Dear Diana
 
Our school is currently reviewing our spelling practice. I have been asked to share with the staff some information about spelling following the PLD scope and sequence.
 
Do you have a “hand out” that outlines what is taught at each year level in spelling using the PLD approach? We do have some of the older books with this information but I was hoping that you may have one updated hand out available.
 
Diana you also presented at one of your Professional Development days, a sheet showing a whole school assessment and how the students were grouped according to their spelling needs. Could I possibly have a copy of this to show the staff. I use and love PLD for year one and I need some more info to “sell” it to other staff members.
 
Many thanks,
JB
 
Dear JB
 
Thank you for your support and I am thrilled that the PLD approach to literacy resonates with you.
 
In terms of what is taught at each year level in spelling using the PLD approach, try our Milestone Fact Sheet, a check-list of phonics, decoding, spelling and sight word concepts for Year 1 (Stage 1) to Year 6 (Stage 6).
 
Scroll down to Ages and Stages of Literacy Development (located in the green literacy area). These check-lists provide a scope and sequence or an overview of skills to be taught in the primary school years.
 
In addition I would also direct you to  The Phonic Sight Word Sequence,which is a manual providing pages and pages of Stage 1 (Year 1) to Stage 6 (Year 6) word lists. The initial pages of this resource also outlines:

1.What placement testing to conduct
2.How the testing should be marked
3.How to engage the whole-school in a process that outlines the ranges in spelling ability in the Year 1 to Year 6/7 classes
4.How classes need to establish three different spelling lists
5.How to establish spelling contracts/activities to explicitly instruct the word lists.

 
Finally, the spelling test you are referring to can also be downloaded from the the [Link] PLD Literacy website download page. Scroll down to locate the PDF titled Testing that informs your teaching.
 
I trust this helps and if you have further questions please don’t hesitate to contact me again.
Diana http://www.pld-literacy.org/blog/22/a-whole-school-approach-to-spelling http://www.pld-literacy.org/image/413 http://www.pld-literacy.org/blog/22/a-whole-school-approach-to-spelling http://www.pld-literacy.org/blog/21/spotlight-on--establishing-a-whole-school-spelling-approach Sat, 25 Jun 2011 00:00:00 +0800 Today's Product Spotlight is on the FREE resource, Establishing a Whole School Spelling Approach.This is a 4 page download which is designed to present a coordinated system for teaching Spelling for Kindergarten(1) to Stage 1 (Year 1)Literacy development stages are broken down into

Pre-Literacy/Pre-Spelling Skills: The 5 Step Pre-Literacy Process Focussing on Phonological Awareness, and
Early Literacy Skills - Which moves from VC words through to late stage 1 phonic Concepts.

Useful Resources for each step are presented in a easy to understand format and Establishing a Whole School Spelling Approach also introduces you to follow on materials suitable for Stage 1 through to Stage 4.Finally our most popular Essential Planning and Screen Resources are presented, including:

Phonic and Sight Word Sequence
The Pre Literacy Screen, and
Early Literacy Screening Tools

Establishing a Whole School Spelling Approach is available for download today here.(1)Kindergarten in WA, SA and QLD is known as Preschool in NSW and Early Years Services in VIC(2) Pre-Primacy in WA is known as Preparatory in QLD Reception in SA and Vic, and Kindergarten in NSW http://www.pld-literacy.org/blog/21/spotlight-on--establishing-a-whole-school-spelling-approach http://www.pld-literacy.org/image/412 http://www.pld-literacy.org/blog/21/spotlight-on--establishing-a-whole-school-spelling-approach http://www.pld-literacy.org/blog/13/the-king’s-speech Thu, 23 Jun 2011 00:00:00 +0800 Have you seen The King’s Speech? Oral Language is one of the skill sets required for literacy so I was particularly interested in seeing the film. Based on the true story of the Prince of Wales prior to becoming King George VI, the story is centred on the problem of the Prince’s severe stutter. (In the UK they apply the term ‘stammering’). If stuttering is not treated by the onset of puberty it will never be cured but only managed at best.
 
Early days of speech therapy
Speech therapy/pathology was in its infancy as a profession at the time the Prince was seeking help. The techniques used by Lionel Logue in this film were simple and created out of need after WWI soldiers returned with head injuries and acquired speech impairments. Some of Logue’s devised techniques are associated with what we currently know and treat in the disorder. The film beautifully portrayed the strong relationship required in the “treatment” process. While the King was taking an obvious risk, every individual in speech therapy treatment is vulnerable and benefits from a strong support system at home.
Characteristics of a stutter
The onset of stuttering occurs around two years of age. It is spasmodic in nature, appearing for a period then disappearing. When it reappears the symptoms and the stutter are always typically worse.
 
3 Stages of Stuttering

Stage 1: Repetitions, typically at the start of a sentence, e.g. my my my my my mummy
Stage 2: Prolongations, e.g. Mmmmmmmmmmmmmmmmmmmmmy mummy
Stage 3: Blocking: Sounds and words cannot be verbalised

 
Recommendations for a stutter
Stuttering is outside the realm of PLD’s service offering but we work closely with speech pathologists and speech therapists in the development of our content. In every case of stuttering, a WA Speech Pathologist should be enlisted to help. Treatment should begin as early as possible (under 4 years of age). Early intervention most often means the treatment phase is minimised. The longer it is left, the more ingrained the stutter and generally the lengthier the treatment.
 
Additional Resources
 

The King’s Speech, Speech Pathology Australia
Curtin University Stuttering Clinic

 
Have you seen The King’s Speech? What did you think? http://www.pld-literacy.org/blog/13/the-king’s-speech http://www.pld-literacy.org/blog/15/phonetics-and-the-importance-of--alphabet-sounds-over-letter-names Thu, 23 Jun 2011 00:00:00 +0800 Most curriculum documents advise that both alphabet sounds and letter names must be developed equally in young children.
 
While it is ideal for a child to acquire knowledge of both, alphabet sound recall is more important. 

Image Courtesy of: Sheelamohan
 
Promoting Literacy Development (PLD) suggests spending 80% of the time on instructing the alphabet sounds with the remaining time then used for instructing letter names.
 
Why?
 
To read the word 'wet', a child needs to verbalise the sounds 'w', 'e' and 't' and then blend the sounds together.
 
To write the word 'run', a child needs to sound out 'r', 'u' and 'n' and then write the symbols. 
 
It is the sounds rather than letter names that are used in this process. 
 
What do you think? I would love to here about your own experience. 
http://www.pld-literacy.org/blog/15/phonetics-and-the-importance-of--alphabet-sounds-over-letter-names http://www.pld-literacy.org/blog/17/preparing-for-the-alphabet Thu, 23 Jun 2011 00:00:00 +0800 We recently received the following query regarding our Preparing for the Alphabet Pack from Jessica N, of Western Australia.
Dear PLD, We recently purchased your Preparing for the Alphabet Pack (along with many others) and have tried to set up sound packs based on each letter of the alphabet. I have noticed that there are no vowels in the publication. Is this intentional? If this is intentional why so? And do you have something similar based on the vowel sounds? Jessica N The following may be useful to other teachers and parents introducing their students to the alphabet.

Dear Jessica, Many thanks for your question. Preparing for the Alphabet targets initial sound awareness - a child’s ability to “hear, say and think about” sounds at the beginning of words. The program develops a ‘readiness to learn the alphabet’ and targets two steps:

The continuant sounds – ssssssss, mmmmmmm, nnnnnnnn,rrrrrrrr, zzzzzzzz etc. These sounds are largely “long and often ‘noisy’ sounds. These are identified by the blue borders on the cards.
The stop sounds – b, p, t, k, r, j etc. These sounds in contrast are typically short and soft. These are identified by the red borders on the cards.

You will notice that not every alphabet sound is represented in the pack. The reason being that once you have targeted orpresented sufficient initial continuant sound activities, which of course  differs for each child, children can typically hear all initial continuant sounds. The same process is true for initial stop sounds. More exist than have been represented in the program. Once sufficient activities have been presented children can generally ‘hear, say and think about’ all initial stop sounds. In regards to your question on vowels, most typically vowels occur in medial positions. Of course some words with commence with a short vowel, but typically you will find these in for example CVC or Consonant, Vowel, Consonant words). Hence when you present the next two packs in the range: Preparing for Reading and Preparing for Spelling, vowels are emphasized as students are required to focus not just on an initial sound, but an initial, medial (hence the vowel) and a final sound. The following video, Preparing for the Alphabet, may also assist greatly in understanding this set.
 
Yours in Literacy Development
PLD Literacy http://www.pld-literacy.org/blog/17/preparing-for-the-alphabet http://www.pld-literacy.org/image/397 http://www.pld-literacy.org/blog/17/preparing-for-the-alphabet http://www.pld-literacy.org/blog/18/become-a-part-of-our-literacy-development-community Thu, 23 Jun 2011 00:00:00 +0800 Dear friends of PLD Literacy Resources,
I am writing to you as a valued user of PLD (Promoting Literacy Development) literacy products.
 
As you are aware, PLD has been developing educational resources for parents and teachers to assist in the development of literacy skills in early childhood.
 
Thousands of parents and teachers have attended our workshops or use many of our educational resources daily. Additionally, we receive many calls and emails every day relating to specific literacy development issues. I am passionate about the position PLD has created in the early learning development community and want to broaden this to be a more personal, interactive learning experience.
 
Today I am thrilled to share with you an exciting new way that you can benefit from our Literacy Development services. And the best part is that it is 100% FREE! 
 
Here’s how it works.

We are creating a unique and exciting community of like minded people with an interest in early childhood learning and development.
Everyday we are sharing with our community short, sharp snippets of advice, ideas and discussions related to literacy assessment and education.
These snippets will relate to specific questions and responses from our customers, discussions about the use of literacy tools and techniques, advice from industry experts as well as community discussions on early learning education.
The main community discussion will take place on our PLD Literacy Development Resources Facebook page however you can also participate in the discussion on Twitter. If you are not currently using any of these social media tools, we are also creating a weekly e-blast newsletter which will feature the hottest community topics and conversations.
As a member of the PLD community, you will also be entitled to exclusive PLD community offers on many of our products and services.

 

 
Why Facebook and Twitter?
 
These social media tools are a great way for sharing discussions and information in far less invasive way than email. Everyday we will post only a couple of updates and these will appear on your Facebook wall or Twitter feed. If the topic is of interest to you, you can quickly scan the update and choose to like it, on share it, comment on it or simply ignore it.
It’s a great way for us to interact with you, the parents and educators and answer your specific questions, which no doubt many other community members may also find of interest and be able to share their experiences on.
 
Interested? Here’s all you need to do.
 
We would love you to join us. Simply choose your preferred social media, or opt in for our weekly community newsletter using the following links. That’s it!
www.Facebook.com/PLDLiteracy www.Twitter.com/PLDLiteracy www.PLD-Literacy.org
 
Help us grow our community...We are designing a community of like minded parents and educators with a particular focus on literacy development. If you know any like-minded friends or colleagues, please on-forward this email to them.
Here's to the next generation of literacy support and development.... we hope you will  join us.
Best wishes
 
Diana Rigg
 
PLD Founder and Chief Executive Officer http://www.pld-literacy.org/blog/18/become-a-part-of-our-literacy-development-community http://www.pld-literacy.org/image/406 http://www.pld-literacy.org/blog/18/become-a-part-of-our-literacy-development-community http://www.pld-literacy.org/blog/20/something-to-warm-your-heart Thu, 23 Jun 2011 00:00:00 +0800 Its great to know that you are having an impact, particularly on our new wave of teachers graduating each year. We were on forwarded this status update from the ECU M17 Class of 2010 - They saved the best for last! student Facebook group by the wonderful Dr Lorraine Hammond – Course Co-ordinator graduate diploma of education (primary), at the ECU school of education

Hi there, have just finished doing a 2 day Diana Rigg P.D and my goodness, what an eye opening session on how to approach literacy.
 
I don't know about anyone else but I have certainly found this first year of teaching very exhausting and at times I have really considered whether I am up to this career but alas, after attending this P.D, I am no longer afraid of teaching literacy.
 
Everything covered over the last few days just made so much sense and I cannot recommend this course more highly. If you don't already know, graduate teachers are entitled to 10 days/year (this equates to 2.5 days per term) of paid P.D or extra time to mark.
 
If you haven't used your days up then make this P.D a MUST! http://www.pld-literacy.org/blog/20/something-to-warm-your-heart http://www.pld-literacy.org/image/410 http://www.pld-literacy.org/blog/20/something-to-warm-your-heart http://www.pld-literacy.org/blog/11/the-national-curriculum-conundrum:-writing-and-spelling-by-5--years-old Tue, 21 Jun 2011 00:00:00 +0800 The new National Curriculum mandates children need to begin spelling and prior to Year 1. In numerous states this is a significant change in expectations for our children. We must also prepare for different teaching techniques. Perceptual Motor Skills are required for writing and must be completely developed by 5 years of age. Teachers and parents need to be cognizant of these developmental differences and adapt their instruction to ensure success.
 
The development of hand function
We’ve all seen very young children grab a crayon and hold it in a dagger grasp. This is the first developmental milestone in the natural sequence required to achieve the correct writing grip. Children normally complete this progression by Year 1 making it the ideal time to start writing. Our milestone sheet on The Development of Hand Function, Grasps and Drawing Skills provides detailed information about how a child’s fine motor skills develop giving guidance on what to expect in each part of the process.
 
The best tools to use
As you work with 5-year-olds to improve their fine motor skills, it’s also important to consider the paper and pencils best suited to early writers. Knowing what paper to choose and what writing implements to use for little hands has a big influence on a successful writing program. The PLD fact sheet titled Which Paper and Pencils to Use with Early Writers? provides comprehensive information and recommendations about the variety of paper and pencils available.
 
Moving writing education forward even one year can have a big impact on a small child’s ability to learn how to spell and write. As the perceptual motor skills required to successfully master writing are still in a developmental stage, how you instruct a 5-year-old to write is different than for older children. Understanding the nuances in development and the resources available is an important factor for the successful implementation of the new National Curriculum program.
 
What have you noticed while teaching 5-year-olds to write?
 
For more information about how to prepare for the National Curriculum, download Diana Rigg’s National Curriculum Flyer containing a recommended learning resources list. http://www.pld-literacy.org/blog/11/the-national-curriculum-conundrum:-writing-and-spelling-by-5--years-old http://www.pld-literacy.org/blog/19/spelling-phonic-and-sight-word-sequencing Tue, 21 Jun 2011 00:00:00 +0800 Todays post features a common question on the sequencing of Reading, Spelling, Phonics and Sight Words.
Dear Diana, I am a new PLD Literacy convert. Your books that I have purchased for Year 1 are great and include a wide range of activities to reinforce each sound.
 
My question is whether there would be any books coming out like these for the sounds in Year 2 (Stage 2)?

A: For Stage/Year 2, please refer to our downloads page for the Free resource Students Operating Below Their Age Matched Peers. In this guide, you will find a spelling test on pages 2 and 3.
 
In Stage/Year 2 classes around Australia we typically find two broad ranges of students:

Students who are ready for Stage/Year 2 concepts. (Eg: Students tested with minimal errors at Stage/Year 1 - 20 out of 22 words correct.) Suitable resources for these students are presented next to the Stage/Year 2 Spelling Words (page 3).
Students, who are still operating at Stage/Year 1 level. (Eg: Students testing with errors at Stage/Year 1: Target/Term 1, Target/Term 2, Target/Term 3 and Target/Term 4.) PLD recommends that these students spend time developing Stage/Year 1 skills before progressing onto Stage/Year 2 concepts/programs. Hence, this may mean running different groups (of spelling, reading and/or phonics) depending on the cross section of student ability within a Stage/Year 1 class. A 'one fits all approach' will not be appropriate. (Suitable resources are on page 2).

 
PLD does not publish a yearly (term-by-term) outlined approach for Stages/Years 2 through 7. Specifically selected spelling words and activities can be presented from the resource Phonic and Sight Word Sequence (page 24).
 
Remember, we discourage you to use a 'one fits all approach' such as using a Stage/Year 5 spelling list for all students in a Stage/Year 5 class. Rather, use the placement test (found on pages 6 and 7) to plan spelling lists accordingly.
 
Our Downloads section is filled with useful resources such as our Whole School Literacy Strategy page which provides additional information for sequencing skill acquisition as well as the Milestone and Fact Sheets page. http://www.pld-literacy.org/blog/19/spelling-phonic-and-sight-word-sequencing http://www.pld-literacy.org/image/408 http://www.pld-literacy.org/blog/19/spelling-phonic-and-sight-word-sequencing http://www.pld-literacy.org/blog/16/recommended-early-readers-for-5-year-old-children Wed, 08 Jun 2011 00:00:00 +0800 Steve G, a Catholic primary school principal in Western Australia currently using PLD Literacy resources recently contacted us to ask, “What do you recommend as early readers for 5 year olds students, (pre primary in Western Australia)?”

 
Following is our response that we felt some of our customers working with this age group may also find useful.
 
Dear Steve,
 
It is our pleasure to assist you with a list of quality reading books for your young students who are being introduced to the skill of reading. The readers PLD Literacy favours for this age group would typically use a visually large typeset and present VC and CVC decoding text which are the easiest type of words to read.
 
VC or Vowel Consonant words are words such as; as in, on, up and at.
 
CVC or Consonant-Vowel-Consonant words are words such as; hat, big, run, top and sun.
 
Some examples of reader Series which may work well for your students include:
 

The box of 1-20 Fitzroy Readers
The box of Fitzroy Supplementary Early Readers: 1x-20x Fitzroy
Funny Photo Phonics Set 1 - Short Vowels and Common Sounds. (15 titles in this series.)
The Dandelion Readers: select the low level readers only (available from Dyslexia SPELD )

 
Good luck and happy reading! http://www.pld-literacy.org/blog/16/recommended-early-readers-for-5-year-old-children http://www.pld-literacy.org/blog/10/are-schools-and-parents-ready-for-the-new-trends-in-children’s-development Tue, 12 Apr 2011 00:00:00 +0800 In an era where young children are exposed to so much technology, it appears this trend has not always been beneficial to their  development.
 
“Research has shown that in Australia, despite increases in overall prosperity, the developmental outcomes for children appear to have worsened ...” ¹

Adding to this, while traditionally “children at risk” have been associated with lower socioeconomic areas, new research reveals that - although the proportions of vulnerable children are higher in lower socio-economic areas - there are vulnerable children residing in significant numbers across all socio-economic areas. “Targeting children residing only in poor socio-economic areas will indeed miss the vast majority of children in Australia requiring support.”²

Australian study identifies increase in speech and language problems
 
A recent University of Queensland study measured speech impairment and/or language delays in preparatory students in Northern Tasmania. Alarmingly, 41.2% of assessed students were identified as having either a speech or language impairment. More specifically:

8.7% of students were found to have isolated speech impairments
18.2% were diagnosed with isolated language impairments
14.3% were identified with a co-morbid speech and language impairment.

The study suggests if this high rate of occurrence is representative of the rest of Australia, we have no choice but to rethink our teaching practices in the early years.
 
Early intervention a necessity
While we may debate the existing rate of problems in speech, language and literacy skills, what is known is delays in language development are the most common single difficulty in the preschool years. This is crucial to understand as, Researchers repeatedly call for the use of preventative measures. The earlier they are implemented in childhood, the more efficient and effective they are targeting later symptoms. The overwhelming recommendation is for broad-based programs rather than those targeting low socio-economic groups by the authors of this research.
 
“Decades of interdisciplinary research has identified striking patterns between how a child acquires speech, language and later literacy skills. With a significant number of research studies reporting that children identified with speech and language impairments have difficulties in school and specifically spelling, reading comprehension, phonological awareness and writing. When considering these thespeech and language studies, children with concomitant or related difficulties are more likely to experience literacy difficulties than those with speech impairments alone.”³

Unplug and Play
PLD commends the efforts of the Heart Foundation with their recent national campaign Unplug and Play. The campaign aims to limit our children’s electronic entertainment (i.e. TV, games, computers, internet) to a maximum two hours per day in an effort to combat childhoodobesity and increase the physical health of children. PLD believes efforts to limit electronic screen time also support communication, motor skill development, and the social and emotional wellbeing of our children.
 
PLD assists parents and teachers with early intervention
PLD Organisation heavily supports early intervention measures being implemented in homes and schools. PLD has compiled a number of useful resources:
 

An extensive number of programs targeting oral language skills in the early years
Explanation video clips available on the PLD web site for many of the programs
Developmental milestone posters with explanation film clips
Seminars focused upon the implementation of prevention and early intervention measures

 
If you are concerned a child in your care is not realising their full capability in language, speech, or literacy, please contact us for more information on what you can do.
 
Sources:
¹ Brinkman, S, Sayers, M, Goldfield, S & Kline, J. Population monitoring of language and cognitive development in Australia: The Australian Early Development Index. www.australianedi.org.au International Journal of Speech Pathology, (2009): 11(5), 419-430.
 
² Ibid., 428
 
³ Harrison, L.J., McLeod, S, Berthelsen, D. & Walker, S. Literacy, numeracy and learning in school-aged children identified as having speech and language impairment in early childhood. International Journal of Speech Pathology, (2009): 11(5), 392-403.
 
Jessup et. al. Prevalence of speech/and or language impairment in preparatory students in Northern Tasmania. International Journal of Speech-Language Pathology (2008). http://www.pld-literacy.org/blog/10/are-schools-and-parents-ready-for-the-new-trends-in-children’s-development http://www.pld-literacy.org/blog/14/overcoming-socio-economic-adversity-with-education Mon, 11 Apr 2011 00:00:00 +0800 Socio-economic adversity is something educators face every single day in our country under many different circumstances. I’ve written before about children at risk. While educators have little control over the home environment, we do have control over 9:00am- 3:00pm - a significant proportion of a student’s waking hours.
 
Within our control
We also have control over the quality of education and, particularly, the early education we are presenting to some of our most disadvantaged children. I’m inspired by a video clip of Michelle Obama speaking at a London girls' school. She makes a strong case for the importance of each student taking education seriously. Encouragingly, it’s her opinion that the current generation can close the gap between the world as it is and the world as it should be.
 













 
The challenge for educators
With successful education children can overcome socio-economic adversity. We can all be part of that change. Whether you teach in a private school, a government school in a disadvantaged community or work in Indigenous Education, the challenge is to continue to bridge the gap between economic circumstances and education. We’re prepared to work with individual teachers or a whole school to develop and improve literacy strategies. Don’t hesitate to contact us if you would like some support.
 
What challenges do you face in your school?
http://www.pld-literacy.org/blog/14/overcoming-socio-economic-adversity-with-education http://www.pld-literacy.org/blog/6/purposeful-learning-programs-required-for-early-childhood Wed, 06 Apr 2011 00:00:00 +0800 Do you know how the National Curriculum affects preschool children? In a recent cover page article in the West Australian, Teaching three Rs urged for preschool, a case was made for teaching academic concepts to children before they reach primary school. Understandably, both parents and teachers are concerned about what this means for them and the children in their care.
 
Challenges under the National Curriculum
Many early childhood teachers feel challenged by the introduction of the National Curriculum. From 2010 Australian children must acquire basic reading, spelling and writing skills before entry in Year 1. Many early childhood teachers fear the introduced literacy targets mean play will be lost.
 
Balancing Purposeful Play and Learning
While the amount of “free play” may reduce, the challenge is to expose our young children to a well devised program – a program embedded with purposeful play and purposeful learning activities. Purposeful play and foundational skill instruction can occur together. It is not an either/or debate, but a time to look at the degree of balance between structured play and foundation skill learning.
 
A Shift in Activities
A purposeful learning program develops foundational literacy, motor and language skills. The learning program - more than ever before - needs to be research-based rather than traditional activities or filler activities which appear to be early childhood focused.
 
A Word of Caution
While it may seem obvious to start with the pre-requisite skills (pre-literacy skills), too often early childhood teachers naively embark on formal skills without the necessary skill preparation. Without the attention to pre-requisite skills, children become frustrated producing disappointing results.
 
Practical Advice
The following examples offer assistance to parents and teachers:

Before introducing an alphabet program, make sure children can “hear and say” the initial sounds in words. Initial sound awareness is a pre-requisite skill required for the alphabet. Without the ability to identify the initial sound in simple words, children will either:

Not learn the alphabet
Acquire alphabet skills at a slower rate than their peers
Retain the letter names, rather than the more essential skill, alphabet sound knowledge.

Dig Deeper: View our Preparing for the Alphabet resource/video clip
Before introducing sight words and reading books, make sure children can blendsounds together. The ability to blend or to “pull the sounds together” directlyfacilitates readiness to read.

For example: “Can you guess this picture I am holding. It’s a picture of a ‘p’ (one second pause) ‘i’ (one second pause) ‘g’? ‘p...i...g... makes the word?” Answer: ‘pig’.

Dig Deeper: View Our Preparing for Reading resource/video clip
Before encouraging children to write, teach them to segment or “sound out” simplewords. This “sounding out ability” is a pre-requisite skill for spelling.

For example: What are the sounds in the word rug? I can hear a “rrrrr” ... “uh” ...g. Can you sound out rug?

Dig Deeper: View Our Preparing for Spelling resource/video clip

 
Skill-based Programs Essential
Early childhood programs need to have well-devised skill development programs embedded within a purposeful play and activity-based content. If our early childhood educators do not know how to devise an effective foundational skill-based program, their valuable programming time will be wasted - given across to “filler” activities which do not produce the skill development gains that are being prescribed.
 
What concerns do you have about the National Curriculum? http://www.pld-literacy.org/blog/6/purposeful-learning-programs-required-for-early-childhood http://www.pld-literacy.org/blog/7/what-happens-when-spelling-words-don’t-transfer-to-writing Wed, 06 Apr 2011 00:00:00 +0800 Have you noticed students get words correct in spelling tests but struggle applying their new knowledge in written work? Do you wonder why this happens? As a general rule students require many opportunities to rehearse their skills in contexts of increasing complexity. This means if classroom teachers instruct spelling primarily at a single word level, this transfer will never be guaranteed.
 
Handy tool for teachers and parents
Dictation tasks require minimal preparation, but hold the potential of producing significant gains in student performance. Dictation improves the following skills in students:
 

listening
auditory
memory
hand writing
language
spelling

 
Crowd control essential
First and foremost dictation involves attention, listening and writing. Teachers are required to impose “crowd control” discipline measures in their classes and remind students what constitutes good listening behaviours.
 
Dictation tips

Before students commence a dictation task, i.e. transcribe what they hear, it’s recommended they are exposed to the passage beforehand. It’s helpful if students are able to process the meaning before writing out its parts.
When presenting dictation tasks, consider the length of each section verbalised and the number of times the section is repeated before (or while) the students transcribe. The shorter the section, the less challenging the dictation task.
Repetition of the dictated sections will reduce the memory requirement and make the task less challenging. It is recommended, over time, the length of each sectiongradually extends and the amount of repetition gradually reduces. This helpsstudents apply greater levels of auditory processing and memory.

 
Dictation aids from PLD
The dictation range from PLD is designed to focus 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. This is turn should support a student’s ability to transfer spelling concepts to their own writing.
 
Dictation produces significant gains
When presented on a regular basis, dictation tasks hold the potential to produce significant gains in a range of areas. Importantly, dictation assists in the translation of spelling list words to students’ self generated writing.
 
Have you used dictation in the classroom or home learning environment?
 
PLD recommends this link for more information on Writing and Spelling. You may also reference our literacy milestone and reference sheets if you’re unsure about a child’s development. http://www.pld-literacy.org/blog/7/what-happens-when-spelling-words-don’t-transfer-to-writing http://www.pld-literacy.org/blog/8/is-our-education-system-keeping-up-with-current-research Wed, 06 Apr 2011 00:00:00 +0800 It’s clear there’s a broad gap between research findings being published and the application of the same findings in the classroom.
 
In a recent Weekend West Opinion article, Read the signs – it’s time for a brave new teaching world by Alanna MacTiernan, a bold challenge is proposed to our education system as a whole. Failing a significant number of our students and adhering to outdated and unsupported research frameworks, it’s disturbing reading. I wish I could say I’m surprised but I’m not.
 
I’ve come across some interesting views on the topic of putting research into practice.
 
“Educational innovation is famous for its cycle of early enthusiasm, widespread dissemination, subsequent disappointment and eventual decline – the classics swing of the pendulum... One of the most important reasons for the continuing existence of the educational pendulum is that educators rarely wait for or demand hard evidence before adopting new practices on a wide scale. Of course every innovator claims research support for his or her methods; at a minimum there is usually a ‘gee-wiz’ story or two about a school or district that was “turned around” by the innovation. Alternatively, a developer may claim that, while the program itself has not been formally evaluated, the principles on which it is based are supported by research.”
Source: Slavin, R.E. (1989) PET and the Pendulum: Faddism in education and how to stop it. Phi Delta Kappan, 752-758.
 
Research not making it into the classroom
Some researchers suggest a 25 year time lag, but it could well be 30  or 50 years. At best, the figures being suggested are not based upon carefully researched data, but are essentially educated guesses. What is clear is the lag between the publication of significant research and its use in our schools is a significant one.
 
Asking difficult questions
In the area of reading research, the following points are basically established as “truths” and should be guiding our program and service provision to the children in our care.

Phonological awareness has been described as the best single predictor of early reading performance. Source: Adams, M.J. (1996) Beginning to Read. MIT, USA.Question: If phonological awareness is our best predictor or early literacy success and if phonological awareness training is a way to prevent the rate of reading issues, how many of our early childhood centres and junior primaries have focused phonological awareness programs and processes in place?
Research: “One of the most compelling findings from recent reading research is that children who get off to a poor start in reading rarely catch up.... The best solution to the problem of reading failure is to allocate resources for early identification and prevention.” Source: Joseph K. Torgesen (1998) Catch Them Before They Fall: Identification and Assessment to Prevent Reading Failure in Young Children.Question: How many of our schools commence offering “support” once the literacy difficulties have started to emerge? How many of our school’s are intervening prior to Year 1 and are investing in prevention rather than the more ineffective management of the established issue?
Research: “Language deficits are closely associated with reading disabilities. In many cases, these language deficits precede and are causally linked to reading problems… the fact that language deficits are both the cause and consequence of reading problems ensures that language problems will be a major component of almost all cases of reading disabilities.”Source: Catts & Kamhi, 1999:116-117.Question: If oral language is a key component of almost all cases of literacy difficulties, how many of our schools are implementing programs that directly targeting this core deficient skill?

The hard truth about literacy education
Australian literacy results are a direct reflection of lowering entry levels into our schools combined with the fact many schools are responding with ineffective, dated and non-research based programs. Until we change how we’re teaching, we’re never going to get better results for our students.
The PLD Answer
PLD strives to assist this process. Because we’re a private company, we’re unencumbered by the bureaucracy plaguing education systems in every part of the globe. As a publisher of literacy and learning resources, our range draws from research contained within the disciplines of speech pathology, occupational therapy and education. Our Useful Links section of the PLD website provides a research reading list providing live links and sources of research upon which the PLD range is based.
 
PLD Learning Resources are suitable for the classroom or home environment. We develop our products to aid teachers and parents in the important work of readying each child for a successful life. Don’t hesitate to contact us if you have questions about childhood literacy.
 
Have you encountered outdated methods of teaching?

Source: Joseph K. Torgesen (1998) Catch Them Before They Fall: Identification andAssessment to Prevent Reading Failure in Young Children. http://www.pld-literacy.org/blog/8/is-our-education-system-keeping-up-with-current-research http://www.pld-literacy.org/blog/9/2-questions-to-help-maximise-effectiveness-in-teaching Wed, 06 Apr 2011 00:00:00 +0800 Teachers and parents are bombarded with resources designed to improve the learning outcomes in a classroom or home environment. Unfortunately, being in possession of a great resource doesn’t always translate to great outcomes. While the people teaching our children must be commended for their dedication and hard work, they also need support from their teaching resource providers to ensure maximum benefit from their precious classroom time.
We’d love it if every educator would ask themselves two important questions.
We’re providing all the answers if you don’t already know them.
Good Intentions
Do you know how the resource was intended to be used? PLD provides a range of video clips providing product information and, more importantly, a demonstration of use. Here are some examples:

Preparing for the alphabet: a program targeting initial sound awareness:
Preparing for spelling: a program targeting phonemicsegmentation ability:
Alphabet the multisensory way:
Reading and Spelling Regular CVC Words:

Fitting in
How is the resource implemented within a full year program? In today’s crowded curriculum this point is particularly pertinent. Some good follow-on questions include:

In which term of the school year should the program be implemented?
In what sequence is the program implemented?
How is student attainment to be tracked?

 
In regards to the introduction of the National Curriculum, PLD created a flyer outlining the sequence and timing of the 4- to 6-year-old programs. To complement the flier, PLD devised a sample policy document outlining the term-by-term implementation of the sequence of programs. In it, PLD recommends cycles of teaching, screening and intervening.

Teach the core skill(s) to the whole class through presentation of theprograms outlines in weeks 1, 2, 3, and 4 of the term.
In week 5, screen students to determine which skills are starting toacquire the target skill(s) and which are not.
In the remaining weeks of the term - weeks 6 to 10 - provide focusedattention to the students struggling to acquire the skills being targetedbefore progressing onto the next area of focus.

 
More than ever, teachers are required to obtain better results in less time and with reduced access to support services. As class sizes increase, both a shortage of teachers and the shifting curriculum present challenges in the classroom and home teaching environments. Knowing how to implement and schedule programs are keys to maximising student learning.
Where would you appreciate help to increase your effectiveness in the classroom?
http://www.pld-literacy.org/blog/9/2-questions-to-help-maximise-effectiveness-in-teaching