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Instructions for how to conduct PLD Eary Years screening

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Weeks 6 - 10

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Week 1-3 "Do Now Activities" Fine Motor Skills

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Week 1-3 "Do Now Activities" Fine Motor Skills

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Week 3-5 "Do Now Activities" Fine Motor Skills

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Week 3-5 "Do Now Activities" Fine Motor Skills

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Week 6-7 "Do Now Activities" Fine Motor Skills

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Week 6-7 "Do Now Activities" Fine Motor Skills

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Week 7-10 "Do Now Activities" Fine Motor Skills

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Week 7-10 "Do Now Activities" Fine Motor Skills

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Use this activity to transition in and out of the classroom, each and every day.

Each slide is for a different week.

Make your own sentence stems that are highly motivating for your students.

From week 1 – children will understand that spoken language is made up of sentences are divided into words.

The hoops represent the words we can hear in spoken language.  As children transition out of the classroom you model for the children the simple sentence.

For those children that can verbalise they can copy the simple sentence as they walk, jump over the carpet tiles, or hoops.

Students who are non-speaking can step, jump on each carpet square as you say the sentence (pausing between each word as child progressing from square to square, or hoop to hoop), as they reach the final hoop have a visual for children so that they can point (or eye gaze) to their face, age, animal, food etc.  Use Interactive PODD.

For children in wheelchairs push them over the material that will give them a sensory experience as you state the sentence. It is important to remember that each word has its own hoop.

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Model the Interactive PODD for non-speaking students to create their sentences.

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ALS Boards for Blending and Segmenting 2&3syllable words. 

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ALS Boards for Blending and Segmenting 2&3syllable words. 

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Teacher notes:

Students can use these boards to indicate that they can demonstrate their blending knowledge by pointing to the correct image after teacher has segmented the word into its syllable sounds and used head, shoulder, hip actions, before the visual is shown.

As students become more confident slide order can be mixed up.

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Week 1-2 Vocabulary and Syllable Time (Set 2 - animals)

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Week 1-2 Vocabulary and Syllable Time (Set 2 - animals)

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This shows that Able is able to identify that words are made up of units of sound, or syllables.

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Week 3 - 4 Vocabulary and Syllable Time (Set 2 - insects)

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Week 3 - 4 Vocabulary and Syllable Time (Set 2 - insects)

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Week 5 - 7 Vocabulary and Syllable Time (Set 2 - transport)

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Week 5 - 7 Vocabulary and Syllable Time (Set 2 - transport)

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Week 8 - 9 Vocabulary and Syllable Time (Set 2 - vegetables)

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Week 8 - 9 Vocabulary and Syllable Time (Set 2 - vegetables)

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Vocabulary and Syllable Time (Set 2 - sea creatures)

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Vocabulary and Syllable Time (Set 2 - sea creatures)

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PLD sequence mnemonic letters and mouth articulation

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PLD sequence mnemonic letters and mouth articulation

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Claire is demonstrating that she can hear individual words in sentences.

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Anmol demonstrating his pre-writing behaviours, with support and encouragement from peers.

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Initial Continuant Sounds (Sounds that can be stretched out. 

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Initial Continuant Sounds (Sounds that can be stretched out. 

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Syllable Segmentation - explicit instruction

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Syllable Segmentation - explicit instruction

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What this video shows.

Ms Cheryl explicitly modelling for students how to segment words into units of sound (syllables).

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Example of Assessment - Syllable Segmentation

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Example of Assessment - Syllable Segmentation