Year36TeachingSequence2306221 220623 151300

Teaching Sequence Manual
Year 3, 4, 5 & 6
How to cater
When to for the range
What to in ability? Literacy
teach?
teach?
Oral Movement
PRIMARY Language & Motor
PUBLISHER
OF THE YEAR
2022 Version 2018, 2019, 2020, 2021
PLD Organisation Pty. Ltd. Year 3, 4, 5 & 6 Teaching Sequence Manual 1
Contents
How to Use the Year 3, 4, 5 & 6

Screening & Tracking Manual��3
Identifying the Specific Range in Literacy
Ability Within a Middle Primary Class��4
Catering for the Range in Ability
Within a Year 3 & 4 Class��5
Identifying the Specific Range in Literacy
Ability Within an Upper Primary Class��6
Catering for the Range in Ability Within a Year 5 & 6 Class��7
Frequently Asked Questions
FAQ: How Should Teachers Teach
High Frequency Words (HFW’s)?��8
Related to Middle and Upper Primary��9
Middle & Upper Primary Students Operating
at a Junior Primary Level�� 10
Stage 3
Typically Year 3 Term 1:
Scheduling Stage 3 Concepts into Term 1�� 11
Typically Year 3 Terms 2 & 3:
Scheduling Stage 3 Concepts into Term 2 and Term 3�� 12
Stage 4
Stage 5
Stage 6
Targeting Oral Language Over the Full Year�� 23
Year 3, 4, 5 & 6 Programs & Resources�� 24

Literacy
Introduction
Oral Movement
Language & Motor
How to Use this Manual

This manual is designed to be a companion to the Year 3, 4, 5, & 6 Screening & Tracking Manual and you will need both
manuals to begin implementing PLD’s programs.
Typically there is a significant range of ability in the majority of middle and upper primary classrooms. Some students will
present with junior primary skills, while others will be operating above their age-related peers. Catering for this wide range
in ability is central to the PLD process. Supporting students who are experiencing difficulty, while extending students who
are more capable, is central to PLD’s Structured Synthetic Phonics (SSP) offering.
It is important to understand that from Stage 3, the development of vocabulary is linked to the increasingly complex phonic
concepts. Typically students in Stages 5 and 6 acquire spelling concepts with relative ease, so it is the development of the
associated knowledge of the words (word building and transference into writing) that becomes more of the learning focus.
The sequences we have included in this manual are recommendations based on peer-reviewed research, however teacher
agency and drawing the information from the placement screens should also inform termly programs. If you have students
presenting with weaker literacy skills, it will be necessary to scrutinise the placement screens to identify concepts requiring
instruction and also in an attempt to fill in the gaps. Keep in mind, that if students are relatively age-appropriate this will not
be necessary. Therefore, it is recommended that you utilise the outlines provided within this manual for age-appropriate
and advanced students.
Getting Started with PLD in Year 3, 4, 5 & 6

Step 1: Download the manuals and charts from the Getting Started section of the website.
PLD’s Synthetic Phonics and High Frequency Word Teaching Sequence Year 2 Semester 2
An evidence-based structured synthetic phonics program that integrates the teaching Year 2 Semester 1
of high frequency words within the phonic sequence. Year 1 Semester 2 Stage 3
Late Stage 2
www.pld-literacy.org Year 1 Semester 1 Early & Mid Stage 2
Screening & Tracking Manual
Foundation Semester 2
Consonants Vowels
Year 2 snake dress house face tiger kettle apple egg itchy octopus up look
Late Stage 1 (Target 4)

Semester 2
Year 2 Consonants Vowels s ss se ce t tt a e i o u oo
Semester 1 snake dress hot nose knee dinner apple egg itchy up look nose knee dinner cat kangaroo clock rain tray snake bee leaf Steve puppy key
Mid Stage 1 (Target 2 & 3)

octopus
Consonants Vowels s ss h n kn nn a e i o u oo n kn nn c k ck ai ay a_e ee ea e_e y ey

Year 1 snake dress nose apple egg itchy up look
mix hammer lamb hot dig ladder rabbit child five cry pie light goat toe smoke bow both
Semester 2 pop puppet cat kangaroo clock mix hammer bee leaf Steve puppy
Preparing for Stage 1 Early Stage 1 (Target 1)

tiger octopus
Consonants Short Vowels s ss t n a e i o u oo m mm mb h d dd r i i_e y ie igh oa oe o_e ow o

Year 1
rain tray snake
snake nose pop apple itchy egg

p pp c k ck m mm ai ay a-e ee ea e-e y pop puppet goggles lip hill five cliff star coin oyster moon screw flute glue
Semester 1
pop cat kangaroo clock mix hot
kettle dig ladder goggles lip child five cry pie toe smoke
a i e
tiger rain tray snake
Consonants Short Vowels p pp g l ll f ff ar oi oy oo ew u_e ue

s t n p p c k ck m h ai ay a-e tiger
tt d dd g l
hill
ll i i-e y ie
goat
oa oe o-e ow
bow
Foundation t
Skill Area 1: Alphabet Sounds
book wind
AM
whip violin sleeve jet hinge bridge cube new rescue owl cloud her bird church
11:08
23/06/2017
17
NO BG.pdf
ODp1 210113 NO BG.pdf 17 23/06/2017 11:08 AM
ODp1 210113 NO BG.pdf
210113 17 23/06/2017 11:08 AM
ODp1
up look dig rabbit goggles lip bee leaf Steve five
Semester 2
cat kangaroo clock hot mix dig 17
23/06/2017
11:08
AM
NO BG.pdf
ODp1 210113 NO BG.pdf 17 23/06/2017 11:08 AM
210113 17 23/06/2017 11:08 AM
ODp1
five cliff book wind whip violin sleeve star coin oyster moon screw flute glue C
b w wh v ve j ge dge u_e ew ue ow ou er ir ur
C
M
C
Consonants Vowels
tiger
M
Y
M
Y
CM
YCM
CM
MY
MY
p
CY MY
CY
CMY CY
octopus
CMY
s n a e
hill
K CMYK
Foundation snake nose pop apple itchy

t i c k ck h m d o u oo d r g
ODp1
NO BG.pdf
17
23/06/2017
210113 17
11:08
17
AM
23/06/2017
23/06/2017 11:08 AM
11:08 AM
l ll ee ea e-e i-e
f ff b w
C
CM
MY
CY
CMY
K
C
CM
MY
CY
CMY
K
C
YCM
MY
CY
CMYK
wh v ve ar oi oy oo ew u-e ue
zip buzz cheese sneeze yell
box
Tricky Consonants
quack
hush horse ball straw door board pour core
Semester 1 five cliff book wind violin toe smoke star
Long Vowels
cat kangaroo clock hot mix dig up look
tiger rabbit goggles lip five

rabbit jet zip buzz yell Tricky Consonants cube new rescue horse ball straw finger z zz se ze y x q(u) sh or al(l) aw oor oar our ore
p
box quack
Consonants Vowels
s t n a i
whip goat bow
octopus chop witch thumb feather king ink hear deer chair square pear finger
moon bee finger
f ff b w wh v oa oe o-e ow ar
c k ck h m d o u oo
C
C
M
C
M
Y
Foundation er
M
Y
CM
r j z zz y u-e ew ue or al(l) aw
YCM
CM
bubble
MY
MY
CY
x
MY
q(u)
CY
CMY CY
CMY
g
K CMYK
r
K
l f b
snake nose pop apple itchy her
schwa
er Early Stage 3
Semester 1
tiger
cat hot mix dig rabbit egg rabbit goggles lip five
NO BG.pdf
17
23/06/2017
11:08
17
AM
23/06/2017 11:08 AM
oo ee er er jet zip buzz yell Tricky Consonants
box quack
coin oyster moon flute cube
hush chop thumb feather king ink church owl cloud

ch tch th th ng n ear eer air
PLD Organisation Pty. Ltd.
are
ISBN 978-1-925769-45-6
ear schwa schwa
See our Copyright Terms of Use at https://pld-literacy.org/copyright

schwa
p
210113 17 23/06/2017 11:08 AM
ODp1
s t n a i
wind whip jet zip violin yell
bubble
coin oyster
j z zz y x q(u) oi oy oo u-e u-e her bird
sh ch th th ng n er ir ur ow ou Late Stage 2
Year 3, 4, 5 & 6
r g l f b
c h m d r e Long Vowels
w wh j z v y
rain tray
hush chop thumb feather king ink horse ball finger
Phonic Concepts:
ai ay oi oy
C
PLD Organisation Pty. Ltd. ISBN 978-1-925769-45-6 See our Copyright Terms of Use at https://pld-literacy.org/copyright
M
C
M
Y
M
Y
CM
YCM
CM
MY
MY
CY MY
CY
CMY CY
AM
CMY
11:08
K CMYK
23/06/2017 K
17
ODp1 210113 NO BG.pdf 17 23/06/2017 11:08 AM
NO BG.pdf
cat hot mix dig rabbit egg

210113 17 23/06/2017 11:08 AM
ODp1
her
wind whip jet zip violin yell moon bee
Early & Mid
goggles lip five up
hush chop thumb feather king ink Tricky Consonants
box quack
star horse ball
sh ch th th ng n or al(l) er er
schwa Stage 2
c h m d r e y Phonic Concepts: ce, mb, wh, ge, ve, kn, igh, i, ey

w wh j z v oo ee
C
C
M
C
M
Y
M
Y
CM
YCM
Late Stage 1
CM
MY
x q(u) ar or al(l)
MY
sh ch th th ng n
CY MY
CY
CMY
bubble
CY
octopus
CMY
g
K CMYK
l f b o u (Target 4)
y, ie, ew, ue, aw, ir, ur, ow, ou

hush chop thumb feather Tricky Consonants
Phonic Concepts:
box quack PLD Organisation Pty. Ltd. ISBN 978-1-925769-45-6 See our Copyright Terms of Use at https://pld-literacy.org/copyright
goggles lip five up
sh ch th th x q (u) Mid Stage 1

wind jet zip violin yell kangaroo
bubble octopus
g l f b o u (Target 2 & 3)
ff, ll, zz, a-e, ea, e-e, i-e, oa, oe, o-e, Year 2
Phonic Concepts:
High Frequency Words
y
w j z v k Early Stage 1
Semester 2
Early Stage 3
An evidence-based approach to teaching high frequency words within a structured synthetic phonics program.
ow, u-e,
(Target 1)
ng, n, er, or, ai, ay, oi, oy, ar, al(l) Year 2 High Frequency Words
Phonic Concepts:
PLD Organisation Pty. Ltd. ISBN 978-1-925769-45-6 See our Copyright Terms of Use at https://pld-literacy.org/copyright air as in chair oor as in door ce as in face tch as in witch
Semester 1
w z v y face High Frequency Words containing
j k Late Stage 2
-y as in cry ue as in glue air d oor match
/tch/
High Frequency Words containing more complex patterns
Early Stage 1 by b l ue more complex patterns our as in pour
n i ce
fair
airyy wi tch earth
ear th

/or/
sh, ch, ck, th & th, wh, x, ee, short
(Target 1) c r y i ng a b ove a n oth
ther
er four aunnty
au
Alphabet Sounds:
ew as in screw
p lace
ear as /er/
er as in her or er (schwa) as in finger * also double letters
au as /ar/
fly few * h air h ear
eardd
er *
ce (as s)
b e tt
tter v er
erss u s m o n ster wo n m oth
ther
er ge as in hinge
/long oo/
your lau
augh
ghed
ed
o as /u/
d i nn er *
nner ye stererdd ay p er
erss o n my ear as in pear r ace ch an ge
cha lear
earnn
Year 1 High Frequency Words f l ew oth
therer M o n d ay
/air/
try bear s p ace

oo, long oo, qu
/igh/
An evidence-based approach to teaching high frequency words within a structured synthetic phonics program. l e tt er *
tter s l ee
eepp ov er d i ff
ffer
eree nt or an ge
au/augh as /or/ + /o/

Semester 2 n ew * l ove m o nth city bec au ause
se
ge (as j)
*NOTE: in these words, a says /schwa/ whyy
wh
Group 1: s, a, t, p, i, n
ar/are as in square
p r i n ce
Alphabet Sounds:
High Frequency Words containing
Year 1 High Frequency Words Early Stage 2 to g e th
ther
er p a p er
c as /s/
ee as in bee more complex patterns i as in child thrr ew
th only ov er p ar
areent p age exci ted c augh
aughtt
eepp * b e t w ee ir as in bird
s enten ce
/oa/
/er/
Semester 1 a s l ee eenn w ee
eekke n d /ee/
even w a ter kind *NOTE: these d i n osaur
a as
/or/
words are
Late Stage 1 (Target 4) Irregular High b ir
irdd f ir
irsst g ir
irll open scare
aredd lar
arge
ge p r i n c ess
a w ay * c ar Frequency Words
oa as in goat
o ff ea as in leaf
find
pronounced /y+oo/
ear as in hear
Double Letters
o as in both
b oa
oatt r oa
oadd b ea
each
ch i ce
ce-c
-crr ea
eamm r ea
eadd w a nt a fter b ir
irth
thdd ay worordd wor
orll d d ear
a as /o/
ve as in sleeve
or as /er/
d ay a dd Fr i d ay scar
aryy
Group 2: c, h, m, d, r, e
c ar
ardd so go both
igh as in light
a l o ng * s i ng e v er r i v er ow as in bow w a tch ask ur as in church
g i ve wororkk
a as /ar/
e gg

each
ea ch tea r ea
eall * There h ear figh
ightt
/oa/
aw as in straw
/ee/
m ay fo llllow
ow g r ow h ur
urtt t ur
urnn Thur
Th urss d ay is an alternative
d on’
n’tt
/ear/
d ar
arkk no put fa th
ther
er h a ve
ISBN 978-1-925769-45-6
/or/
b r i ng s o ng h er s i ster
/schwa/
pronounciation where /r/ Irregular High Frequency Words
s aw d r aw
u as /oo/
a n i m al
/oa/
/v/
is pronounced separately
wi n d ow
ss as in dress
tea
each
cher
er ea t
eat s ea S a t ur
urdd ay ch urch
chur ch to /air/
n ear h igh
p l ay s n ow m o st
ng
er
a c r o ss * p u ll l a st l i ve ghoost
gh oft
fteen
High Frequency Words k i ng th i ng

thi n e v er u n d er far kn as in knee
m ore
/or/
Foundation s ea
eass o n m ea
eann ligh
ightt
Group 3: g, l, f, b, o, u
s ay ye llllow
ow ownn
ow ou as in cloud
year
/n/
/s/
know
kn ow l ea
eaveve
d r e ss Irregular High Frequency Words ey as in key
/igh/
mb as in thumb
l o ng n u m b er hour
hour guy s
guy
silent letters
Semester 2 a b ou
outt m ououse
se r ou
ounn d
silent b
far
armm Irregular High Frequency Words
ay
b e l ow key
ISBN 978-1-925769-45-6
Mid Stage 1 (Target 2 & 3) Irregular High stay sh ow
show m i ss r ea
eallllyy tea
eamm p eo
eopp le their
th eir -y as in puppy * also double letters c li mb
mbed
ed migh
ightt
a r ou
ounn d ourr
ou outt
ou

Frequency Words there
th ere d o es Wednesday
se as in cheese au tu mn
aut an sw
swerer
g ar
ardd e n ddyy *
b u dd st u d y
/ee/
ll as in hill
fou
ounn d sh outte d
shou s ou
ounn d mon ey n igh
ightt
se/s (as z)
f i sh w i sh m u ch ch
chii p b ee
eenn s ee
eemm t r ee me we for m or
ornn i ng w ay farm
wh ere
where mmyy *
y u mm t w e nt y g o ne b uy p lea
ease
se c ast
stle
le wrii te
wr
/l/
ar
fe ll h i ll
hi st i ll
st ttee ll s p e ll
sp kkii lllled
ed wee ll
w d o ll
do w i ll
wi
Group 4: w, j, z, v, y, k
h ar
ardd Irregular High g r ou
ounn d outt s i d e
ou w i th
thou
outt
/ou/
for
ormm or to d ay nnyy * mon key p r es ent r igh
ightt
sh
ch
or
Frequency Words fu nn foo

oott y
be sh e
she h ou
ouse
se p l ay
aygg r ou
ounn d w ere Tue
uess d ay
/ee/
sh ot
sho sh o p
sho s u ch l u n ch fee
eett tee
eethth g r ee
eenn

number
h or
orse
se horse
h o l i d ay p ar
arkk one whwhaa t Mid Stage 2 a-e as in snake o_e as in smoke ppyy *
h a pp body h ere
ow as in owl High frequency word lists are based on an amalgamation of high frequency lists commonly used in Australia. Our unique approach allows children to learn more high frequency words with less effort by teaching the right words at the right time and in the right way.
ee
queen
kee
eepp w ee
eekk s l ee
eepp he b oy toy a te gave plane b r o ke c l oth
thee s h o m e th
thoo s e b r ow
ownn f l ow
ower
er n ow ppyy *
p u pp stor
oryy
oy
b a ck p i ck S u n d ay p ar
artt
ISBN 978-1-925769-45-6
twoo s ai
tw aidd
/oa/
quee
qu eenn
PLD Organisation Pty. Ltd See our Copyright Terms of Use at https://pld-literacy.org/copyright
i-e as in five
qu
n ee
eedd th r ee
thr s ee alll
al s m al
alll c a ke l a te same c l o s e d r o v e r o d e w o ke d ow
ownn h ow tow
ownn quii ck
qu ckll y p ar
artt y
zoo
d u ck s i ck oill
oi p oi
oinnt star you h a ve b i ke l i fe ride wh i l e
whi
oi
ainn *
a g ai
ck
/ai/
came made s n a ke
ISBN 978-1-925769-45-6
b al
alll foo
oott b al
alll
al(l)
High frequency word lists are based on an amalgamation of high frequency lists commonly used in Australia. Our unique approach allows children to learn more high frequency words with less effort by teaching the right words at the right time and in the right way.
fire l i ke side whii te

wh Irregular High Frequency Words
ai
k i ck b l a ck thaa n th
th thii s b oo
ookk p oo
ooll foo
oodd too r ai
ainn star
artt they
th ey cave m a ke s ta te
Regular High Frequency Words:

c al
alll
/igh/
five line slide c o me s o me

meth
thii ng
Irregular High game name t a ke

thaa t w i th
th g oo
oodd too
ookk m oo
oonn too
ooth
th shar
sh arkk
short oo
Frequency Words point

long oo
hide mile time s o me s o me

mett i m e s
th
Foundation High Frequency Words dragon seven o’cc l o ck

o’ drink u_e as in cube e_e as in Steve
thee m th
th thii n k c oo
ooll r oo
oomm z oo to whoo
wh
/y+oo/
s o me
meone
one
Multisyllable
/ee/
An evidence-based approach to teaching high frequency words Irregular High

Semester 1 inside nine tired c u te use thee s e
th
Regular High Frequency Words: air: air, fairy, hair

CCVCC
within a structured synthetic phonics program. Frequency Words

Early Stage 1 (Target 1) th e n th
the thaa n k l oo
ookk s oo
oonn do i nto fo r e st f i n i sh
shed
ed u nt i l p l a nt
Skill Area 2: Letter Formation

sat sit a I High frequency word lists are based on an amalgamation of high frequency lists commonly used in Australia. Our unique approach allows children to learn more high frequency words with less effort by teaching the right words at the right time and in the right way.
CVC
sit s e c o n d ch
chii ck
ckee n upon s l e pt plant
*NOTE: in these words, a says /schwa/
ISBN 978-1-925769-45-6
shark
and cold land m u st jump
er: teacher, together, paper, ear: bear

Irregular High duck High frequency word lists are based on an amalgamation of high frequency lists commonly used in Australia. Our unique approach allows children to learn more high frequency words with less effort by teaching the right words at the right time and in the right way.
an at can hat red m et s te p

CCVC
Frequency Words
end gold l e ft pink w e nt
VC
man dad did s et is his whee n

wh whii ch
wh
in it
wh
CVCC
hand to l d l i st j u st wind
Regular High Frequency Words: better, versus, monster,
jump
CVC
REFERENCE CARD: VERBAL CUES FOR LETTER GROUP 1 REFERENCE CARD: VERBAL CUES FOR LETTER GROUP 2
are:
as has
ran had him te n
parent, scared, scary
Irregular High
b ox six fe l t hold b e st milk
Forming and recalling the correct letter formations. Forming and recalling the correct letter formations.
am Frequency Words

VC
cat sad p et men fox old help l o st n e xt are

cat
oa: boat, goal, road dinner, yesterday, person,

oar: door
around... down... down... Irregular High
around back...
up... up and over... curve
up...
bad to p g et cut fr o m
letter, sleepover, different
around forward Frequency Words
ng:
up and over
along, sing, bring, song,

and down do
ve
do
ve and curve
down
r
of
an
an
bag big dog but sto p

CCVC
d
up
up
aroun
ow: follow, show, snow, yellow,

down
ran
our: four, your

up
down
rabbit
up
on us bed pig g ot mum fr o g

Regular High Frequency Words: king, thing, long ir: bird, first, girl, birthday
CVC
ISBN 978-1-925769-45-6
VC
leg bit h ot run

up if
window, grow, own, below
snake apple mix
1 sun fu n l ot n ot
ur: hurt, turn, Thursday, Saturday, ear: dear, hear, near, year
sh: fish, shop, shot, wish er: ever, river, her, sister,
down... push forward...
& up
down... down...
l et
around
double letters: off, add, egg

up... and up...
and across half up and over Irregular High
down
frog
rd
and around and around
se:
wa
please, present
for Frequency Words
church
push
down
across ov
w a s th
thee
2
j et ye s kid swim
CCVC
nd
up down
around
CVC
er
never, under, number

egg
a
up
sun
ch: much, chip, such, lunch

half
ss: across, dress, miss ce: face, nice, place, race,

ou: about, mouse, round, around,

tiger pop hot
or: for, morning, form, or, ll: fell, still, spell, well, hill, tell, our, out, found, shouted, space, prince, sentence
dot
ck: back, pick, duck, sick,

r around...
down... ve down...
up high... around

o
and a dot up and over

d
and down
an
horse
up
aroun
sound, ground, outside,

down
killed, will, doll

down
o: both, don’t, most

nd
down
itchy nose dig
kick, black
u
aro
up high
car
Alphabet Group 1 Words: oy: boy, toy ee: asleep, between, weekend without, house, playground mb: climbed
th & than, this, that, with,
8 Letter Formation For Little People - Step 2 ISBN: 978-1-925057-96-6 PLD Organisation Pty. Ltd. 22 Letter Formation For Little People - Step 2 ISBN: 978-1-925057-96-6 PLD Organisation Pty. Ltd.
VC: an, at, in, it ow: brown, flower, now, down,

Skill Area 3: Phonemic Awareness oi: oil, point ea: beach, ice-cream, team, each,
how, town
tch: match, witch
CVC: sat, sit th: them, think, then, thank leave, read, teacher, tea, real, ge: change, orange, page,
Preparing for Reading
Blending (for Decoding) al(l): all, small, ball, football, -y: buddy, study, footy, twenty,
Cut cards in 2. “Can you guess the picture”:
wh: season, eat, sea, really, mean

Blending Skill 1: Onset and Rime Blending
when, which large

TASK 1: Blending Onset and Rime Card
Alphabet Group 1 & 2 Words:

“z” (1 second pause) “ip”?
call funny, yummy, happy, body,

Step 1: Onset & rime blending. qu: queen a_e: ate, gave, plane, cake, late, puppy, story, quickly, party igh: fight, high, light, might,
VC: am ay: away, day, may, play,
e.g. What is this word? m-ap? same, came, made, snake, night, right
zip
CVC: can, man, ran, cat, hat, x: box, six, fox -y: by, crying, fly, my, try, why
say, stay, way, today, cave, make, state, game, ey: key, money, monkey
dad, had, sad, red, did, i: kind, Friday, find
ee: been, seem, tree, feet, holiday, Sunday name, take

him, pet, met, set, ten,
Sound blending to form simple CVC words Blending Skill 1: Onset and Rime Blending
ue: blue
e_e: these
“m” (1 second pause) “ap”?
men teeth, green, keep, week, ai: again, rain Irregular High Frequency Words
ew: few, flew, new, threw
sleep, need, see, three ar: car, card, dark, far, farm, i_e: bike, life, ride, while, fire, like, containing more complex patterns:
Reading Pty. Ltd.
CCVC: step aw: saw, draw

Organisation
side, white, five, line, slide, hide, au as /ar/: aunty,

PLDfor
garden, hard, park, part,

map
Preparing
“en”? pause) “oo” (1 second pause) “k”?
long & book, pool, good, took,

3. “Can you guess the picture”:
Alphabet Group 1, 2 & 3 Words: mile, time, inside, nine, tired kn: know
3: Blending 3 Sounds Card
star, start, shark laughed

Step 2: Three phoneme blending. short cool, look, food, too, soon, ve: give, having, live, leave
VC: on, us, up, if o_e: broke, clothes, home, those,
picture”:
2: 3Blending
ear as /er/: earth, heard, learn

TASKCard
the into
“h” (1 second
TASK 1: Blending Onset and Rime
CCVCC: drink, plant, slept

Cut cards
Rime
e.g. What is this word? b-e-d? oo: moon, tooth, room, zoo
Skill
Cut cards in 2. “Can you guess

“p” (1 second pause)
close, drove, rode, woke

Onset and
Blending Skill 2: 3 Sound blending to form simple CVC words Blending Skill 1: Blending
hook
CVC: bad, bag, bed, leg, sun, c as /s/: city, excited,
Multisyllable:
Reading Pty. Ltd.
let, top, big, pig, bit, fun, VCC & and, cold, land, must, u_e: cute, use Irregular High Frequency Words princess,
Organisation
PLDfor
pen
containing more complex patterns:

Preparing
get, dog, got, hot, lot, cut, dragon, second, forest,

“b” (1 second pause) “e” (1 second pause) “d”?
Cut cards into 3. “Can you guess the picture”:
CVCC: jump, end, gold, left, pink, au as /o/: because

TASK 3: Blending 3 Sounds Card
https://pld-literacy.org/phonic-sequence
but, mum, run, not went, hand, told, list, just, seven, until, upon, Irregular High Frequency Words o as /u/: above, another, won, au/augh as /or/: caught, dinosaur
How to How to report finished, chicken, containing more complex patterns: mother, other, Monday,
CCVC: from, stop, frog wind, felt, hold, best, milk,

e as /ee/: even love, month Irregular High Frequency Words:
on data?
bed
screen? Literacy Words From the Full Alphabet: old, help, lost, next o’clock
a as /or/: water o as /oa/: only, over, open silent letters: ghost, often, hour,
Blending Skill 2: 3 Sound blending to form simple CVC words
Segmentation CVC: jet, yes, kid

“b” (1 second pause) “a” (1 second pause) “t”?
or as /er/: word, world, work guys, autumn, answer, castle, write

Hole
a as /o/: want, watch

Punch
What are the sounds in the word ‘sun’?
(for Spelling) Irregular High Frequency Words:

CCVC: swim Irregular High Frequency Words: u as /oo/: put, pull /schwa/: animal
Oral Movement so, go, no, one, what, two, said,
What are the a as /ar/: after, ask, father, last ore as /or/: more
Language & Motor
bat
me, we, be, she, he, to, who, do, you, have, they
PRIMARY
sounds in the Irregular High Frequency Words: into, are Irregular High Frequency Words: Irregular High Frequency Words:
PUBLISHER
OF THE YEAR word ‘sun’? people, their, there, where, come, some,
a, I, is, his, as, has, of, was, the does, gone, were, here, Wednesday,
2022 Version 2018, 2019, 202, 2021 something, sometimes, someone buy, Tuesday
Teach the application at a reading, spelling and writing level (and with the addition of suffixes)
Segmentation Activity 4: “What are the sounds in the word ‘sun’?” Answer: “s-u-n”.
If students are experiencing difficulty the adult needs to model the three sounds and the associated mouth movements and ask the child to copy.
After sounding out the sounds in the ‘sun’, students can use playdough, wooden/plastic letters or alphabet stamps to form the word.
At this stage, it may not be appropriate to ask the students to write the word as it may cognitively overload their system.
It is more appropriate to ask students to ‘sound out’ and form the word without the letter formation component.
PLD Organisation Pty. Ltd. Preparing for Spelling
The Year 3, 4, 5 & 6 Screening The F-3 High Frequency and SSP progression
& Tracking Manual
Step 2: Professional Development

Complete the Synthetic phonics and beyond online course. Alternatively, book and attend one of the PLD Literacy and
Learning seminars held throughout Australia.
Option 1: Online Course Option 2: Seminar
Synthetic phonics and beyond Implementing PLD in Year 3, 4, 5 & 6
Step 3: Present the Relevant Spelling Placement Screen

Refer to the The Year 3, 4, 5 & 6 Screening & Tracking Manual for the detailed instructions on how to screen your students
and group your class into three targeted teaching groups.

Year 3 & 4 – Establishing Targeted Teaching Groups Literacy
(& Phonic Based Word Lists)

Oral Movement
Language & Motor
Refer to the Year 3, 4, 5 & 6 Screening & Tracking Manual for instructions on how to administer and score.
A summary outline has been provided below.
Enter percentage scores onto a PLD

Mark spelling tests and convert
Present the relevant placement screen Tracking Sheet and arrange into three
Year 3, 4, 5 & 6 – Week 1 in Term 1 Spelling Placement Screen scores into percentages
(to Establish Targeted Teaching Groups for Term 1) targeted teaching groups
Instructions: “Spell the word... [read the test word in a sentence]. Spell the word...”
Stage Test Stage 3

Test Word in a Sentence Test Word in a Sentence
1 Word Test Words
rod Get your fishing rod. edge Don’t get too close to the edge!
run Run as fast as you can. frighten You might frighten him.
Target 1
lip She bit her lip. kitchen The fridge is in the kitchen.
had Yesterday I had my birthday. orphan He was left an orphan.
yes Yes, you can play with me. instead Can I have chocolate instead of cake?
shut Please shut the door. plumber Dad called the plumber to fix the toilet.
chin The baby had food on his chin. sudden There was a sudden noise outside.
that That is my pencil. chimney The smoke rose out of the chimney.
Target 2
pick You can pick what game to play. disgrace He left the army in disgrace.
weed Mum pulled the weed from the garden. repair Dad will repair the broken table.
moon At night the moon is in the sky. before Monday comes before Tuesday.
quiz We had a quiz at school. grumble Mum says I must not grumble.
snip Snip the paper with the scissors. orange My favourite colour is orange.
trip We took a trip to the beach. doctor The doctor gave me medicine.
Target 3
send Can you send me a letter? liquid Water is a liquid.

lump There was a lump of ice in my juice. action My brothers like action movies.
gold The chain was made from gold.
Stage 4
clay I made a bowl from clay. Test Word in a Sentence
Test Words
bring Bring your lunch to school.
squabble The twins will squabble over the toys.
sport Football is my favourite sport.
mechanic The mechanic fixed the car.
start The race will soon start.
Target 4
gentleman A gentleman holds the door open for a lady.

small My sister is small.
research We need to do research for our assignment.
chain The chain fell off my bike.
under Yearthe3,table.
The dog hid under 4, 5 & 6 – Week 1 inluggage My sister takes the most luggage.
Term 1 Spelling Placement Screen
naughty Our cat is very naughty.
point Point to birds(to Establish
in the tree. Targeted Teaching Groups for Term 1)
excursion We went on an excursion to the museum.
joy To be happy is to be full of joy.
reception Mum delivered the note to reception.
Stage 2 Test Instructions: mountain I want toword...”
go mountain climbing.
Test Word in“Spell the word... [read the test word in
a Sentence a sentence]. Spell the
Words celery Celery is yummy in soups.
strict Stage
The 5 at school are strict.
rules tremendous Stage
Our team6 did a tremendous job.
Test Words Test Words
squelch Walking in mud can make a squelch sound. syllable What is the first syllable?
accelerate The go-cart will accelerate down the hill. parachute A parachute is made of silk.
press Press the doorbell. hurricane The hurricane destroyed the town.
shape Aessential It is essential
triangle is a shape thatsides.
with three you wear a helmet. guardian obliterate
Your The dark must
parent or guardian cloudsgive
obliterate the sun.
permission.
line accommodate
Draw The room
a line between can accommodate four people.
the dots. neighbour carnivorous
Do A praying
you know your mantis is a carnivorous insect.
neighbour?
skirt admirable
Mum Generosity
wears a skirt is an admirable trait.
to work. furniture champagne
Our dog jumpedThe
on bride drank champagne.
the furniture.
window intelligible
Look Use vocabulary that is intelligible to others.
out the window. paralyse A spinal injury can paralyse a person.
toast Ioriental
have toast for Ibreakfast.
love oriental food. Screening & Tracking irresistible
Manual Year 3 puppy’s
The & Yeareyes
4: were irresistible.
drew He drew a picture
anxious of a house.
Spiders make me feel anxious. Year 3, 4, 5 & 6 banquet • Present all of
The school Stages
banquet is 1, 2, 3week.
next & 4.
count Can you count the
malicious Theapples?
bully made malicious threats. submersibleYear
The5 research
& Year 6:
team has a submersible boat.
yawn When I am tiredToday
extreme I yawn.
is extreme fire danger. • Present
miscellaneous all ofmiscellaneous
The box holds Stages 1, 2, items.
3, 4,
steam The kettle has steam coming out. 5 & 6.
relationship Tim has a good relationship with his brother. popularise His books helped to popularise the sport.
clue The clue helped me solve the riddle.
obedient Our dog is obedient. inclusive All prices are inclusive of GST.
hurt He fell off his bike and hurt his leg. The Term 1, 2, 3 & 4 Placement
documentary We watched a documentary about sustainability. chronicle It is aare
screens chronicle
locatedof Australian
within thehistory.
windy It was a windy day at the beach. How to How to report
reciprocal downloadable Yearfor 3, 4, 5 & 6 gift.

screen? on data? Literacy
nourish Whole food will nourish your body. Oral

She had hoped a reciprocal Movement
& Motor
knife Use a knife to cut the pie.

PRIMARY Language
Screening & Tracking Manual.

PUBLISHER
OF THE YEAR
2022 Version 2018, 2019, 202, 2021
circumference The equator runs around the circumference of the earth. solemn The man’s face was solemn.
circular We made circular patterns in the sand. convenience The convenience of supermarkets is undeniable.
16 PLD's Whole School Literacy Strategy www.pld-literacy.org PLD Organisation Pty. Ltd
measurement Give the measurement in millimetres. paradigm Social media has created a paradigm shift.
Stage 1, 2 & 3 Phonic-Based Spelling Template Stage 4, 5 & 6 Phonic-Based Spelling Template
Name: Term: Name: Term:
Year 5 & Year 6:

*Remember to commence testing from Stage 1 *Remember to commence testing from Stage 1
Group 1 Group 2 Group 3

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
Target 1 Score___/5=___%
OPTION 1
1
1
Screening & Tracking Manual 2
• Start from Stage 1.

2
3
4 3
5
4
Year 3, 4, 5 & 6 6
• Present all of Stages 1, 2,

Score____/7=_____%
7 5
3, 4, 5 & 6.
6
9
10 7
Phonics: our
Target 2
Phonics: igh and tch Phonics: ate

11
8
The Time-Savers series dramatically reduces teacher

12
9
13
Target 3 Score____/5=____%
14 10
15
11
16
Note the phonic concepts requiring further Note the phonic concepts requiring further 12
Sounding strategy: Sounding strategy: Sounding strategy:

17
instruction instruction
preparation time with colour-coded word lists fully prepared

18
.............................................................. .............................................................. 13
19
.............................................................. ..............................................................
Score____/9=_____%
14
20
.............................................................. ..............................................................
21
.............................................................. .............................................................. 15
individual sounds syllabic spelling syllabic spelling

22
.............................................................. ..............................................................
The Term 1, 2, 3 & 4 Placement

16
23
.............................................................. ..............................................................
Target 4
Note the phonic concepts requiring further Note the phonic concepts requiring further Note the phonic concepts requiring further
24
When marking, note the concepts requiring
.............................................................. .............................................................. instruction instruction instruction
for whole-class explicit teaching and mini lists to be allocated

screens are located within the
25 ......................... ......................... ......................... ......................... ......................... .........................
Additional observations Additional observations
How to How to report
further instruction
26 ......................... ......................... ......................... ......................... ......................... .........................

Additional observations Additional observations Additional observations
Notes:
When marking note the
downloadable Year 3, 4, 5 & 6

concepts requiring
further instruction
Oral Movement
PUBLISHER
OF THE YEAR

2022 Version 2018, 2019, 202, 2021
Stage 1 Score___/26=____%
Stage 4 Score_______/16=________% Stage 5 Score_______/16=________% Stage 6 Score_______/16=________%
Stage 2 Score___/16=____% Stage 3 Score___/16=____%
See our Copyright Terms of Use at https://pld-literacy.org/copyright See our Copyright Terms of Use at https://pld-literacy.org/copyright
PLD Organisation Pty. Ltd. Year 3, 4, 5 & 6 Screening & Tracking Manual 17 PLD Organisation Pty. Ltd. Year 3, 4, 5 & 6 Screening & Tracking Manual 18
to the students.
Quick Reference Guide: Percentage Conversions for Tracking Sheets
Template to size right flavour aspirate
1/16 2/16 3/16 4/16 5/16 6/16 7/16 8/16 9/16 10/16 11/16 12/16 13/16 14/16 15/16 16/16
6%
1/15
13%
2/15
19%
3/15
25%
Literacy
4/15 5/15
31% 38%
6/15
Stage 2 & 3 44%
7/15
50%
8/15
56%
9/15 10/15
63%
Stage 3 11/15
67%
12/15
75%
13/15
81%
14/15
Stage 3 & 4
88% 94%
15/15
100%
Stage 4
Structured 7% 13% 20% 27% 33% 40% 47% 53% 60% 67% 73% 80% 87% 93% 100%
Synthetic 1/9 fright coronate
Decoding (Reading) & Decoding (Reading) &
rigour
Decoding (Reading) & Decoding (Reading) & Decoding
Decoding (Reading)
(Reading) & & Decoding (Reading)
Decoding &
(Reading) &
2/9 3/9 4/9 5/9 6/9 List 7/9 8/9
Encoding (Spelling) List 9/9 List List ListEncoding
Encoding (Spelling)
(Spelling)
Encoding List List List
(Spelling)
List List
Encoding (Spelling)
Encoding List List
(Spelling)
List
33
Encoding (Spelling) List
List
34
Encoding (Spelling) List
15 with Stage 2 schwa er 16 23 11 with Stage with 2dge
-y
withand dg as3/j/
as Stage
/ee/ ph as/f/
24 12 withwith
Stageigh3 le as /schwa+l/ with ain as /schwa+n/ with ine as /een/
Phonics 11%
and Stage 3 schwa or and Stage 3 -ey as Stage
/ee/ 4 a as /o/
22% 33% 44% 55% 66% 77% 88% 100%
twisin
twilight
light certain
certain trampo
trampoline
line
and and Stage 4 el as /schwa+l/
paper
paper mefmrph pho ior
dge
ory oyne single
gle
Stage 3 comprised of two concepts
Spelling by individual sounds (phonemes)
1/7 2/7 3/7 4/7 5/7 6/7 7/7

Time-Savers captain
cap tain
Spelling by syllables (sound pronunciation units)
egmrtpurtdge highway
high way magazine
maga
Stage 3 Review: ph as /f/
14% 28% 42% 57% 71% 85%

teacher
teach
100%
er oyph
phyy ankle
an kle
Stage 5 ‘ate’ which changes the

Stage 3 &
Stage 3 Review: le as /schwa+l/
and individual sound spelling
bargain
bar gain
Phonic Concept: dge as /j/
Stage 2 Review: schwa er
longer
long er asnmggurrdge lightning
light ning machine
ma chine sight accentuate
Stage 2 Review: -y as /ee/
Stage 4
yaph middle
mid dle
demeanour
Stage 4 a single concept
PLD Organisation Pty. Ltd winter

win ter
www.pld-literacy.org cafgnurddge ayph
phiic PLD's Whole School Literacy Strategy stable
sta
frighten
frigh ble
ten 17
fountain
foun tain quaran
quar antine
tine
and syllabic spelling
jumper
jum per plerwnidge taytch trifle
tri fle chaplain
chap lain
word into a verb

mighty
migh ty vaccine
vac cine
Phonic Concept: ain as /schwa+n/
Phonic Concept: ine as /een/
temper
tem per sbiallllyydgeft
w a baffle
baf fle villain
villain marga
margarine
rine
brightest
brigh test might authenticate
Phonic Concept: igh
actor
ac tor onsey qua
qu erat funnel
fun nel mountain
moun tain
hbadg
badger tighter
tigh ter routine
rou tine
vigour

Phonic Concept: a as /o/
razor
razor idnqu qua ad channel
chan nel uncer
un certain
tain
kbudg
budget eyet slightest
sligh test submar
submarine
ine
Phonic Concept: el as /schwa+l/
Phonic Concept: schwa or
mirror
mir ror weyaetsh camel
cam erel curtain
cur tain
Phonic Concept: -ey as /ee/
Phonic Concept: dg as /j/
abbbbey
fidget
fidg higher
high ravine
ravine sigh precipitate
error
er ror jogadg
ckey
ck
gadget sey wap parcel
par
rightcel
alright
al
Great Bri
Britain
tain
marine
ma rine
swet
on Yea
dati 1& r
un
sailor
sailor an chapel
chap el
2
neighbour
Fo
certainly
certainly
rs
YEAR
trledgolllley
weyaernd sardine
sardine
3,
ledger delight
de light
Yea
Yea & 6
4, 5
LEVEL
Early
tremor
trem or kennel
ken nel bargains
bargains
bmidg
arlleyet
ar
midget midnight
mid night tange
tangerine
rine
match instigate
Ready to use resources for teaching
Teaching Point: In an unstressed syllable er and or make a schwa
phonic concepts, spelling and reading
Teaching Point: All syllables must have a vowel. In these words the e in the
sound.
Teaching Point: After w and qu, a often says /o/. final syllable makes a schwa sound, adding a vowel to the final syllable. Teaching Point: In these words the ain syllable is unstressed
and so ai makes a schwa sound.
PLD Organisation Pty. Ltd ISBN 978-1-925769-50-0 Structured

PLD Organisation
Synthetic
PLD Organisation
Pty.
Phonics
Ltd Time-Savers
Pty. Ltd Stage 3 &ISBN
Stage 19978-1-925769-50-0
978-1-925769-50-0
4 ISBN Structured
Structured
SyntheticSynthetic
Phonics Time-Savers
Phonics Time-Savers
Stage 3 &Stage 23 4
Stage34& Stage 91 102 Structured Synthetic Phonics Time-Savers Stage 3 & Stage 4 ISBN 978-1-925769-50-0 PLD Organisation Pty. Ltd.
Structured Synthetic Phonics Time-Savers Stage 3 & 4 - Code: SSPts3 favourite

snatch congregate
OPTION 2
candour
Word lists can be sourced and typed up from the Phonic & switch accommodate
Sight Word Sequence (Scope and Sequence).
Stage 6 Decoding, Encoding and Vocabulary Words sketch humour articulate
Literacy
Phonic and Prefixes

Sight Word A prefix is added to the beginning of a word and changes the word's original meaning. Understanding the
Sequence
meanings of the different prefixes helps a child to understand what a word means and how to spell it.
amphi- (meaning: two, both, on both sides) Greek root

hitch harbour contemplate
Fifth Edition Sounding Out Strategy: syllabic spelling e.g. am-phib-i-an
amphibian amphibious amphitheatre amphiphile amphipoda
sub- (meaning: under, below) Latin root

Sounding Out Strategy: syllabic spelling e.g. sub-tract
submarine subject subway subversive subgroup

substitute subcontract subside subterranean subzero
subtract subsoil subsist submit submerge
substandard subnormal subvert subdivision submersible
subcontinent subscribe subdue subducting suburb
suburban subordinate subscribe subscription subcontractors
Fo
un
dati
on Yea
1& r
2
pre- (meaning: before or prior)
subjective
Sounding Out Strategy: syllabic spelling e.g. prep-ar-a-tion

submissive
r igh t fla vour as pir ate

rs
YEAR preparation previous preface prelude prepare

3,
Yea
Yea & 6
4, 5
LEVEL
Early
prescribe preamble precaution prenatal preserve

Outlining the relationship between letters and sounds premeditated presentation preference premise prediction
prejudice prevention predecessor precedent preliminary
precede preoccupation prevailing premature precondition
Phonic & Sight Word Sequence - preoccupied prerequisite predetermined predispose preschool Words containing Vocabulary words and Vocabulary words and
Code: Bpsw
prefabricated preview presume preclude prefabrication
vowel trigraphs. syllabic spelling. syllabic spelling.
precocious preregistration precipitate

dis- (meaning: not)
Sounding Out Strategy: syllabic spelling e.g. dis-a-gree Year 3, 4, 5 & 6 Teaching Sequence Manual 4
disagree distasteful disapprove disband discomfort
disconnected dissatisfy disengage disappear disqualify
dishonest disruption disintegrate disadvantage disbelieve
Year 3 & 4 Literacy
Embedding a Daily 30 Minute PLD SSP Routine Within Literacy Blocks

Oral Movement
Language & Motor
Structuring Synthetic Phonics Within Literary Blocks

Teachers should allocate a minimum of 30 minutes per day (Monday to Friday) to the explicit teaching of SSP. In order to achieve this,
PLD recommends that teachers establish a weekly process in which three differentiated ability groups can be efficiently facilitated. PLD
suggests a four part format: organisation, revision, explicit instruction and an independent task. The teaching and learning should have a
“sound-out” and phonics focus, as well as tasks which facilitate the vocabulary (or word knowledge) of the list words as well as tasks to
rehearse the transfer of phonic list words into extended writing.
Whole Class SSP Lesson Format

Learning Task
Organisation Revision Explicit Instruction Learning Task (I Do, We Do)
(You Do)
1-2 minutes 3-4 minutes 5-7 minutes 5 minutes 15-20 minutes
Establish a routine Revise phonic Read and sound-out each of Present a template contained Set a timer for
in which students concepts already the phonic-based word lists within Time-Savers or a self task completion.
learn to efficiently covered through to the whole class. For the created template. Students can use
place the items the use of: majority of words, this will be their own word list
they require on according to phonemes. Explicitly demonstrate how to to complete the daily
their work station: c PLD flipbooks complete the task for the day. task independently.
Explain the grapheme, digraph Select a word or two from each of (The teacher could
c Spelling book c PLD phonic or trigraph common to each the different word lists.
flash cards now work with less
list. capable students on
c Two coloured You may like to set a
pencils (e.g. c A PowerPoint For students with low literacy WALT (“We Are Learning To… the assigned task).
a lead pencil Regular revision skills, this will provide exposure sound out as we spell and write”),
and a red and consolidation to future concepts. WILF (“What I am Looking For...
pencil). is essential. A your mouth to be moving as you
For the typical and more-able write.”) and TIB (“This is Because…
Return to the mat commitment students, this will provide
to revision and good spellers map letters into
for the whole class ongoing revision as many sounds”).
instruction. consolidation will students will still make
transfer concepts common errors. Send students back to their work
into the long term stations.
memory. This daily practise reinforces
the relationship between All students will complete the
sounds and letters, which same task using their own word list
is essential for retention (according to the group you have
and consolidation of phonic placed them in).
concepts. bear
wear
wearing
fairy
more
sore
1.
2.
1.
2.
1.
2.
tear airport score

List 26: Reading & Spelling List with air, ear, ar/are as /air/
3. 3. 3.
List 25: Reading & Spelling List with air, ear, are as /air/
List 27: Reading & Spelling List with ore as /or/
pear repair 4. 4. shore 4.
Design a weekly routine (or adopt a routine from Time-Savers) of skill rehearsal tasks with a specific focus. hair
air
upstairs
dairy
5.
6.
5.
6.
store
chore
5.
6.
Template to size pair parent 7. 7. before 7.
Class Teaching List scared

chair 8. 8. forecast Elkonin Boxes 8.
Monday and Tuesday: Tasks that focus Structured

Literacy square scary 9. 9.
Template 2:
adore
Word Study List Look Cover Say Write Check
9. Read the word. Sound out the word. Sound out
Check for correct
Step 1
Step 2
Step 3
Step 4
Step 5
PLD Organisation Pty. Ltd
as you spell,
Decoding (Reading) & Decoding (Reading) & cover
spelling and
List List writing in
circle your best
spare careless Encoding (Spelling) List Encoding (Spelling) List

explore Sounded by phonemes or onset-rime it.
students on phonemic based spelling. For

alternating
29 10. 30 10. 10.
handwriting.
Synthetic
with tch as /ch/ with tch as /ch/ colours.
Goals: Students will learn to
Phonics
mglare
atch bewitch
be witch
aware
Student
11. 11.
1) Sound out as you spell and write
by identifying the phonic concepts,
11.
phonemes and syllables. restore
Monday
match
a Tuesday
1
Mark r
1
Mark ar Wednesday
1
Mark ar
example, re-writing list words into Elkonin

2) Understand the meanings of words.
Time-Savers wstare
itch itchy
itch y
compare 12. 12.
List
3) Apply words within 12.
tasks.
extended writing
4) Retain the concepts over the long term,

ignore
2 witch 2 2
csoar
atch sketchpad
sketch
matchpad
and not just during the week covered.
boxes with alternating colours.

Stage 3 &
Stage 4 1. 1. bewitch catch 1.
3 3 3
snhoarse
atch rewitch
rematch
match
ISBN 978-1-925769-50-0
2. 2. itchy 2.
4 4 4
skhoard
etch patching
patch
catching sketchpad
List 28: Reading & Spelling List with oar, oor and our as /or/
3. 3. 3.
Wednesday:
Phonic Concept: tch as /ch/
Phonic Concept: tch as /ch/
5 5 5
List 30: Reading & Spelling List with tch as /ch/
List 29: Reading & Spelling List with tch as /ch/
scoarse
4.
titch
cupboard
snatch
satchel
satch
sketch
el 4.
For Allrematch
Listspatching
4.
Schedule vocabulary development tasks

6 6 6
5. 5. 5.
scdoor
6.
ratch catchy
catch
stitch y 6. satchel 6. 7 7 7
Structured Synthetic Phonics Time-Savers Stage 3 & Stage 4
stfloor
retch stitching
stitch ing Paste
to ensure that the phonic list words are 7.
swpoor
8.
itch
scratch
splotchy
splotch
stretchy
7.
8. spelling
catchy
stitching
7.
8.
8 8 8
understood. Unless the meanings of the words

9 9 9
9.
hfour
itch switch
kitchen
kitch en 9.
list here.
splotchy 9.
10
Word Study Activities
10
Monday: Alphabetical Order 10 Tuesday: Spelling Detective 2
your hitch kitchen
are clear they will not transfer into writing.
on Yea
dati 1& r 10. 10. 10.
Fo
un 2
fcourt
etch hatchet
hatch
fetch et hatchet
a
b Goal: Focus on the sounds and spelling. Goal: Focus on sounds and phonic concepts.
rs
YEAR
3,
11 c 11 11
Yea
11. 11. 11. Instructions: Using the list of words you wrote (on
Yea & 6
4, 5
LEVEL d Instructions: On a separate sheet of paper, write
hpour
atch butcher
butch
hatcher
Early
the reverse side), identify the digraphs, trigraphs and

r
e your words in alphabetical order. quadgraphs.

12. 12. butcher 12. 12
f STEP 1:
g 12
You will need to think about where 12
the beginning letters of each
STEP 1: Look at each sound and decide if it
Specific activities can be selected

Ready to use resources for teaching Teaching Point: Use tch at the end of a syllable after a h is a graph, a digraph, a trigraph or a
59
Teaching Point: Use tch at the end of a syllable after a

phonic concepts, spelling and reading single short vowel. single short vowel. spelling word come in the alphabet.
i quadgraph.
Use the alphabet strip. Start by
26 Structured Synthetic Phonics Time-Savers Stage 3 & Stage 4
PLD Organisation Pty. Ltd ISBN 978-1-925769-50-0
ISBN 978-1-925769-50-0 PLD Organisation Pty. Ltd.
Structured Synthetic Phonics Time-Savers Stage 3 & Stage 4 49 j looking for words that start with the STEP 2: Circle any digraphs in red. Circle
k
letter A then work through the rest any trigraphs in blue. Circle any
l
(or adapted from):

of the alphabet. quadgraphs in green.
Prepared, ready to use spelling lists

m
Structured Synthetic Phonics n STEP 2:

o
p
If there are two words that start with
the same letter, you will need to look
at the next letter in each word.
What is a graph? What is a digraph?
which are colour coded to support

1 letter and 1 sound 2 letters and 1 sound
Time-Savers Stage 1 & 2 -

q
Structured Synthetic Phonics Time-Savers

STEP 3: Write words in alphabetical order
r
in alternating colours using the What is a trigraph? What is a quadgraph?
s
appropriate
students ‘sounding-out’ the words.

t
Code: SSPts1 u sounding donkey 3 letters and 1 sound 4 letters and 1 sound
money
out spelling monkey
hoar se
v
Stage 3 & 4.
strategy.
Template to size w
x STEP 4: Check and
Weekly spelling templates (also

y mark your work.
z
Wednesday: Word Webs Thursday: Tick which task to complete

Literacy
included) make it easier to cater for Goal: Understanding meaning of words.
Option 1: Phonic Dictation
Phonic
Option 2: Definitions
Thursday and Friday: the range in abilities. The same tasks

Instructions: On a separate sheet of paper, write
your spelling words in alternating colours and then Goal: Understanding meaning of words.
brainstorm words and sentences that are related to
Dictation
OPTION 1: Reading, editing and writing practice
aretch allocated but Lucy’s
theScratch
phonic word
your spelling words in some way. Instructions: Write a definition of what each word
Schedule phonic dictation tasks that require

means, just like a dictionary.
(as ch) Dictation Passage: STEP 1: Write your spelling word in alternating
colours in a circle on your page. STEP 1: Write each word in alternating colours
lists differ.
on a separate sheet of paper.
Revised Edition Select from the range of activities below. Select the activities that specifically match the needs of the students. STEP 2: Think of words that are connected to
or go together with your word. Write STEP 2: Think about what the word means and
students to transfer their phonic knowledge

these around your spelling word. write a definition for each word, like a
Stage 3 Name Date

STEP 3: Continue for each word on your
spelling list.
dictionary. If you do not know what the
word means, look it up in a dictionary
and then write the definition in your
own words.
Task 1: Reading Practice Repeated reading of short passages has been shown to improve rates public transport
into extended writing. For example, reading

STEP 3: Check your word to make sure it
of reading, reading accuracy and fluency. This passage was read: throw makes sense, uses correct punctuation
catch ball thread and words are spelled correctly.
Once Twice Three Times Four Times
Optional: Time each reading. pass stitch something
of phonic passages and 10 minutes of
Spelling Word
My Definition:
Reading 1 seconds Reading 2 seconds Reading 3 seconds Reading 4 seconds

a virus sew tired from debt owed to someone
2. _____________________
exercise else.
rewriting the phonic passage. In this way,

Friday:
Lucy’s Scratch Tick which task is completed.
Goal: Using words in extended

Rewrite a phonic dictation passage over__________________ minutes.
Complete a genre writing task which uses all of your study words.
Genre: Narrative Letter Newspaper Article Other__________________
writing and retaining
Review test - testing a sample of this week’s words plus a sample from the last
the transference of phonic concepts is being

Lucy walked past the hutch and 60
concepts over time.
2-3 lists.
Structured Synthetic Phonics Time-Savers Stage 3 & Stage 4 ISBN 978-1-925769-50-0 PLD Organisation Pty. Ltd.
scratched herself on the latch. Lucy

factored into the weekly process. Fo
un
dati
on Yea
1& r
2
clutched her arm. Lucy’s arm bled.
Lucy did not need to go to hospital to
This program presents Stage
rs
YEAR
have her arm stitched up. Once home,
3,
Yea
Yea & 6
4, 5
LEVEL
Tip: It is not necessary to schedule all phonic

Early
Learning to apply phonic knowledge

to extended writing tasks
Lucy’s mum placed a patch on the scratch. Luckily the scratch 3 phonic passages to read and
was not deep and did not need stitches. But later the scratch
dictation tasks. Prioritise Task 1 (Reading became itchy. Lucy rubbed her scratch to stop it from being rewrite. It facilitates Stage 3
Phonic Dictation Stage 3 - phonic skills transferring into
Practice) and Task 5 (Phonic Dictation). itchy. Cleverly, Lucy did resist scratching it as this would have
made it bleed. passage level reading and writing.
Code: Md3
Task 2: Reading Comprehension (a) Illustrate as many aspects of the passage as possible.

(b) Label the tch (as ch) words.
Year 5 & 6 – Establishing Targeted Teaching Groups Literacy
(& Phonic Based Word Lists)

Oral Movement
Language & Motor
Refer to the Year 3, 4, 5 & 6 Screening & Tracking Manual for instructions on how to administer and score.
A summary outline has been provided below.
Enter percentage scores onto a PLD

Mark spelling tests and convert
Present the relevant placement screen Tracking Sheet and arrange into three
Year 3, 4, 5 & 6 – Week 1 in Term 1 Spelling Placement Screen scores into percentages
(to Establish Targeted Teaching Groups for Term 1) targeted teaching groups
Instructions: “Spell the word... [read the test word in a sentence]. Spell the word...”
Stage Test Stage 3

1 Word Test Words
rod Get your fishing rod. edge Don’t get too close to the edge!
run Run as fast as you can. frighten You might frighten him.
Target 1
lip She bit her lip. kitchen The fridge is in the kitchen.
had Yesterday I had my birthday. orphan He was left an orphan.
yes Yes, you can play with me. instead Can I have chocolate instead of cake?
shut Please shut the door. plumber Dad called the plumber to fix the toilet.
chin The baby had food on his chin. sudden There was a sudden noise outside.
that That is my pencil. chimney The smoke rose out of the chimney.
Target 2
pick You can pick what game to play. disgrace He left the army in disgrace.
weed Mum pulled the weed from the garden. repair Dad will repair the broken table.
moon At night the moon is in the sky. before Monday comes before Tuesday.
quiz We had a quiz at school. grumble Mum says I must not grumble.
snip Snip the paper with the scissors. orange My favourite colour is orange.
trip We took a trip to the beach. doctor The doctor gave me medicine.
Target 3
send Can you send me a letter? liquid Water is a liquid.

lump There was a lump of ice in my juice. action My brothers like action movies.
gold The chain was made from gold.
Stage 4
clay I made a bowl from clay. Test Word in a Sentence
Test Words
bring Bring your lunch to school.
squabble The twins will squabble over the toys.
sport Football is my favourite sport.
mechanic The mechanic fixed the car.
start The race will soon start.
Target 4
gentleman A gentleman holds the door open for a lady.

small My sister is small.
research We need to do research for our assignment.
chain The chain fell off my bike.
under Yearthe3,table.
The dog hid under 4, 5 & 6 – Week 1 inluggage My sister takes the most luggage.
Term 1 Spelling Placement Screen
naughty Our cat is very naughty.
point Point to birds(to Establish
in the tree. Targeted Teaching Groups for Term 1)
excursion We went on an excursion to the museum.
joy To be happy is to be full of joy.
reception Mum delivered the note to reception.
Stage 2 Test Instructions: mountain I want toword...”
go mountain climbing.
Test Word in“Spell the word... [read the test word in
a Sentence a sentence]. Spell the
Words celery Celery is yummy in soups.
strict Stage
The 5 at school are strict.
rules tremendous Stage
Our team6 did a tremendous job.
Test Words Test Words
squelch Walking in mud can make a squelch sound. syllable What is the first syllable?
accelerate The go-cart will accelerate down the hill. parachute A parachute is made of silk.
press Press the doorbell. hurricane The hurricane destroyed the town.
shape Aessential It is essential
triangle is a shape thatsides.
with three you wear a helmet. guardian obliterate
Your The dark must
parent or guardian cloudsgive
obliterate the sun.
permission.
line accommodate
Draw The room
a line between can accommodate four people.
the dots. neighbour carnivorous
Do A praying
you know your mantis is a carnivorous insect.
neighbour?
skirt admirable
Mum Generosity
wears a skirt is an admirable trait.
to work. furniture champagne
Our dog jumpedThe
on bride drank champagne.
the furniture.
window intelligible
Look Use vocabulary that is intelligible to others.
out the window. paralyse A spinal injury can paralyse a person.
toast Ioriental
have toast for Ibreakfast.
love oriental food. Screening & Tracking irresistible
Manual Year 3 puppy’s
The & Yeareyes
4: were irresistible.
drew He drew a picture
anxious of a house.
Spiders make me feel anxious. Year 3, 4, 5 & 6 banquet • Present all of
The school Stages
banquet is 1, 2, 3week.
next & 4.
count Can you count the
malicious Theapples?
bully made malicious threats. submersibleYear
The5 research
& Year 6:
team has a submersible boat.
yawn When I am tiredToday
extreme I yawn.
is extreme fire danger. • Present
miscellaneous all ofmiscellaneous
The box holds Stages 1, 2, items.
3, 4,
steam The kettle has steam coming out. 5 & 6.
relationship Tim has a good relationship with his brother. popularise His books helped to popularise the sport.
clue The clue helped me solve the riddle.
obedient Our dog is obedient. inclusive All prices are inclusive of GST.
hurt He fell off his bike and hurt his leg. The Term 1, 2, 3 & 4 Placement
documentary We watched a documentary about sustainability. chronicle It is aare
screens chronicle
locatedof Australian
within thehistory.
windy It was a windy day at the beach. How to How to report
reciprocal downloadable Yearfor 3, 4, 5 & 6 gift.

nourish Whole food will nourish your body. Oral

She had hoped a reciprocal
Movement
& Motor
knife Use a knife to cut the pie.

PRIMARY Language

PUBLISHER
OF THE YEAR
2022 Version 2018, 2019, 202, 2021
circumference The equator runs around the circumference of the earth. solemn The man’s face was solemn.
circular We made circular patterns in the sand. convenience The convenience of supermarkets is undeniable.
16 PLD's Whole School Literacy Strategy www.pld-literacy.org PLD Organisation Pty. Ltd
measurement Give the measurement in millimetres. paradigm Social media has created a paradigm shift.
Stage 1, 2 & 3 Phonic-Based Spelling Template Stage 4, 5 & 6 Phonic-Based Spelling Template
Name: Term: Name: Term:
Year 5 & Year 6:

*Remember to commence testing from Stage 1 *Remember to commence testing from Stage 1
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
Group 1 Group 2 Group 3

Target 1 Score___/5=___%
OPTION 1
1
1
Screening & Tracking Manual 2
• Start from Stage 1.

2
3
4 3
5
4
Year 3, 4, 5 & 6 6
• Present all of Stages 1, 2,

Score____/7=_____%
7 5
3, 4, 5 & 6.
6
9
10 7
Target 2
11
8
The Time-Savers series dramatically reduces teacher

12
9
13
Target 3 Score____/5=____%
14

10
Word Study List WordWord

Study
Study
ListList
15
List ListList ListList List

11
16
Encoding (Spelling) List Encoding (Spelling) List

Note the phonic concepts requiring further Note the phonic concepts requiring further 12
17
instruction instruction
preparation time with colour coded word lists fully prepared

18
37 38 47 including
with ei, the suffix –ate (verb) 48 21 includingincluding
the suffixthe
–ate
prefix
(adjective)
pre- 22
.............................................................. .............................................................. 13
19
.............................................................. ..............................................................
with tu as /ch/ and su as /zh/ eig, eigh as /ai/

Score____/9=_____%
14
20
.............................................................. ..............................................................
21
.............................................................. .............................................................. 15
22
venture
venture eigh
eight tate
.............................................................. ..............................................................
The Term 1, 2, 3 & 4 Placement

16
23
.............................................................. ..............................................................
Target 4
Note the phonic concepts requiring further Note the phonic concepts requiring further Note the phonic concepts requiring further
24
deliliber
de berate
ate
When marking, note the concepts requiring
accen
ac centutuate pre
prefabfabri
rica
cation
tion
.............................................................. .............................................................. instruction instruction instruction
for whole class teaching and allocation to the students.

screens are located within the
25 ......................... ......................... ......................... ......................... ......................... .........................
Additional observations Additional observations
How to How to report
further instruction
26 ......................... ......................... ......................... ......................... ......................... .........................

Additional observations Additional observations Additional observations
Notes:
When marking note the
downloadable Year 3, 4, 5 & 6

concepts requiring
further instruction
Oral Movement
PUBLISHER
OF THE YEAR

2022 Version 2018, 2019, 202, 2021
Stage 1 Score___/26=____%
Stage 4 Score_______/16=________% Stage 5 Score_______/16=________% Stage 6 Score_______/16=________%
Stage 2 Score___/16=____% Stage 3 Score___/16=____%
See our Copyright Terms of Use at https://pld-literacy.org/copyright See our Copyright Terms of Use at https://pld-literacy.org/copyright
PLD Organisation Pty. Ltd. Year 3, 4, 5 & 6 Screening & Tracking Manual 17 PLD Organisation Pty. Ltd. Year 3, 4, 5 & 6 Screening & Tracking Manual 18
Quick Reference Guide: Percentage Conversions for Tracking Sheets

assim
as simiilate affec
affection
tionate
preco
pre ate
cocious
cious
Template to size 1/16
6%
1/15
2/16
13%
2/15
3/16
19%
3/15 Literacy
4/15
4/16
25%
5/16
31%
5/15
Stage
6/16 4 &8/16
7/16 5
38%
6/15
44%
7/15
50%
8/15
9/16
9/15
56%
Stage
10/16 511/16 Stage 5 &14/16
12/16 13/16 6
10/15
63%
11/15
67% 75%
12/15
81%
13/15
88%
14/15
15/16
15/15
Stage
94%
16/166
100%
Supplementary
List
mixture
mix ture wcon eight
eigh tate
Structured contam tamin inate des
desper
perate
preci
pre ate
cipi
pitate
tate o
structure
struc ture
7% 13% 20% 27% 33% 40% 47% 53% 60% 67% 73% 80% 87% 93% 100%
frininvigeight
eigh t
List Word Study List List Word Study List List Word Study List List Word Study List
Synthetic 13 14
with u as /w/ with t as /ch/ 43 including the suffix –ive 44 including the suffix –ance
1/9 2/9 3/9 4/9 5/9 List 6/9 Spelling List with Review 7/9 8/9 List 9/9 Spelling List with Review
List
Spelling List with Review
ListList
Supplementary Word
Spelling List Study
with List
Review
List
Supplementary Word Study List
Phonic Concept: tu as /ch/
with stage 4 tu as /ch/ with stage 4 ear as /er/ with stage 5 suffix -ious with Latin
withRoot specto/spect
stage 5 suffix -al with Greek Roots hydros, bio,
anguish infatuation collaborative exuberance
Phonic Concept: eigh as /ai/
5 6 11 11 12 12
Phonics
and stage 5 t as /ch/ and stage 5 our as /er/ and stage 6 suffix -ous and
andclaim/clamare
stage 6 suffix -cal archos and therm
11% 22% 33% 44% 55% 66% 77% 88% 100%
sculpture research contentious speculate
disproportional archaeology
Time-Savers 6/7sanguine punctuate instinctive brilliance
vigor
orate
ate propor
pro portion
prere
pre tionate
regis
gistraate
tration
tion
Greek Root: archos
1/7 2/7 3/7 4/7 5/7 7/7

venture auspicious spectacular
multifunctional anarchy
Spelling by syllables and morphemes
14% 28% 42% 57% 71% 85%bilingual

100% rehearsal
sumptuous inclusive extravagance
puncture
punc ture
Stage 4 Review: ear as /er/
Stage 5 &
slthentieigh
Stage 5 Review: suffix -ious
moisture ostentatious perspective

controversial hierarchy
Stage 5 Review: suffix -al
Stage 6 earnestly manipulative vigilance

Stage 4 Review: tu as /ch/
iguana capitulate
departure pretentious retrospectively
occasional dehydrate
Latin Root: specto/spect
earlier destructive reconnaissance

authen
au ticate
cate obstin
ob
pre stinate
mediate
premed ita
tated
ted
Greek Root: hydros
penguin saturate
rupture precarious circumspection
rehearsal hydrophobic
PLD Organisation Pty. Ltd www.pld-literacy.org learner innovative

PLD's endurance
Whole School Literacy Strategy 17
distinguish perpetuate
nurture
lecture
lec ture
fastidious unsuspecting
exceptional hydroelectric
Phonic Concept: t as /ch/
Phonic Concept: u as /w/
earthworm lucrative nonchalance

Suffix: -ance
eight
eigh tate
y
Suffix: -ive
language situate

capture gregarious disrespectfully
accidental autobiography

adjourn impulsive nuisance
fascin
fas cinate consid
con sider
preoc
pre erate
occuate
cupied
pied o
ensuite
pasture unfortunate vigorous prospective
impractical biohazard
journey excessive vengeance
Greek Root: bio
extinguish
virtue postulate nervous respectable
mystical biodegradable
elusive misguidance
courteous
future
fu ture
languish
century punctual
Phonic Concept: our as /er/
ridiculous exclamatory
nautical antibiotic
deso
des olate
Phonic Concept: t as /ch/
eight
eigh teeeen n
persuasive alliance
scourge
ilillu
lumin
minate
ate pre
prere
requi
quisite
site
Suffix: -ous
Suffix: -cal
statue
suave estuary
Latin Root: claim/clamare
Suffix: -ate
strenuous proclamation
typical biodiversity
Prefix: over-
Suffix: -ate
Prefix: pre-
courtesy compulsive dominance

un
dati
on Yea
1& r
factual*
guacamole bitumen deciduous clamour
radical geothermal
Greek Root: therm
Fo 2
sojourn perceptive reluctance
virtual*
rs
YEAR anonymous acclamation

hysterical thermometer
3,
linguistics statute
Yea
approx
ap proxi
i mate
creature
crea ture
Yea & 6
4, 5
LEVEL disruptive tolerance

iso
solate
late precau
pre caution
tion
Early
mutual* journal
carnivorous disclaimer
uncritical thermal
neigh
eighb bour
suite tarantula Teaching Point: the suffix ive means ‘having the nature of’. Teaching Point: the suffix ance means ‘state or quality of’.
phonic concepts, spelling and reading 20

*Note: there is possibly some discrepancy about the pronunciation
of these words as some will separate the last 2 syllables and
pronounce asSynthetic
Structured /choo - al/,
here of /chool/.
rather
Phonics than the pronunciation
Time-Savers Stage 5 & Stage indicated
6
journalist ISBN 978-1-925769-61-6 PLD Organisation Pty. Ltd. PLD
Teaching Point: the suffixes ious and ous mean ‘having a quality of,
Organisation
relating to, fullPty.
of’.Ltd ISBN 978-1-925769-61-6
Teaching Point:Point:
Teaching
TheStructured
the specto/spect
the root suffix al means
suffix cal Synthetic
root claim/clamare Phonics
means‘relating
means ‘to
means
Time-Savers
declare,
‘to nature
‘having look at,of,
call out’.Stage 5by’.
to, characterised
see’.
& Stage 6
The to’.
relating
107
Teaching Point: the root hydro means ‘water’. The root bio means
‘life’. The root archos means ‘chief, principal, primitive’. The root
therm means ‘heat’.
16 Structured Synthetic Phonics Time-Savers Stage 5 & Stage 6 ISBN 978-1-925769-61-6 PLD Organisation Pty. Ltd. PLD Organisation Pty. Ltd ISBN 978-1-925769-61-6 152 Structured Synthetic
Structured Phonics
Synthetic Time-Savers
Phonics Stage
Time-Savers 5 & Stage
Stage 6 6
5 & Stage 91 ISBN 978-1-925769-61-6 PLD Organisation Pty. Ltd.
deva
de vasstate impre
imme
medidiate
ate
prevail
vailing
ing
Structured Synthetic Phonics Time-Savers Stage 5 & 6 - Code: SSPts5
measure
mea sure rvinvindi
eign
eig n
eig as /ai/
dicate
cate fortu
for
prede
pre tunate
nate
deter
termined
mined
OPTION 2 pleasure
plea sure
Phonic Concept: su as /zh/
bcon
consol eige
ei ge
soliidate ulpre
ulti
timate
mate
predisdispose
pose
Word lists can be sourced and typed up from the Phonic & treasure
trea sure
Phonic Concept: ei as /ai/
indis
in discrim
crimininate
ate
Sight Word Sequence (Scope and Sequence). vcumu
accu
ac ein
ei nlate
mulate prece
pre cedent
dent
Stage 6 Decoding, Encoding and Vocabulary Words compo
com posure
sure eraadi
er dicate
cate papre
passion
ssionate
predicate
diction
tion ov
Phonic and
Literacy
v eil
ei late accur
ac curate
ate
Sight Word
Prefixes
A prefix is added to the beginning of a word and changes the word's original meaning. Understanding the
enclo
en closure
sure perme
per meate preven
pre vention
tion o
rei
einndee eerr
meanings of the different prefixes helps a child to understand what a word means and how to spell it.
Sequence amphi- (meaning: two, both, on both sides) Greek root
Teaching Point: the suffix ate means ‘state or quality of’.
Fifth Edition Sounding Out Strategy: syllabic spelling e.g. am-phib-i-an
Note: some of these words can also be verbs and are then
Teaching Point: In all of these words the final re says a schwa Teaching Point: the suffix ate means ‘changes the word to a verb’. Teaching
pronounced Point: theE.g.
differently. prefix pre a
It was means ‘before,
deliberate prior’.to exclude
attempt Teaching Poin
amphibian amphibious amphitheatre amphiphile amphipoda sound as it is an unstressed syllable. her (adjective). The jury will deliberate for several hours (verb).
104 Structured Synthetic Phonics Time-Savers Stage 3 & Stage 4 ISBN

PLD978-1-925769-50-0
Organisation Pty. Ltd PLD Organisation
ISBN Pty. Ltd.
978-1-925769-61-6 96 Structured
Structured Synthetic
Synthetic Phonics
Phonics Time-Savers
Time-Savers Stage 5Stage 5 & 6Stage37
& Stage 6 ISBN 978-1-9
sub- (meaning: under, below) Latin root
Sounding Out Strategy: syllabic spelling e.g. sub-tract
submarine subject subway subversive subgroup

substitute subcontract subside subterranean subzero
subtract subsoil subsist submit submerge
substandard subnormal subvert subdivision submersible
subcontinent subscribe subdue subducting suburb
suburban subordinate subscribe subscription subcontractors
ven ture vin di cate pre dis pose

subjective submissive
pre- (meaning: before or prior)

Yea
un
dati
on
1& r Sounding Out Strategy: syllabic spelling e.g. prep-ar-a-tion
Fo 2
rs
YEAR preparation previous preface prelude prepare

3,
Yea
Yea & 6
4, 5
LEVEL
Early
prescribe preamble precaution prenatal preserve

Outlining the relationship between letters and sounds premeditated presentation preference premise prediction
prejudice prevention predecessor precedent preliminary
precede preoccupation prevailing premature precondition
Phonic & Sight Word Sequence - preoccupied prerequisite predetermined predispose preschool
Vocabulary words and Vocabulary words and Vocabulary words and
prefabricated preview presume preclude prefabrication
Code: Bpsw precocious preregistration precipitate syllabic spelling. syllabic spelling. syllabic spelling.

dis- (meaning: not)
Sounding Out Strategy: syllabic spelling e.g. dis-a-gree Year 3, 4, 5 & 6 Teaching Sequence Manual 6
disagree distasteful disapprove disband discomfort
disconnected dissatisfy disengage disappear disqualify
dishonest disruption disintegrate disadvantage disbelieve
Year 5 & 6 Literacy
Embedding a Daily 30 Minute PLD SSP Routine Within Literacy Blocks

Oral Movement
Language & Motor
Structuring Synthetic Phonics Within Literary Blocks

Teachers should allocate a minimum of 30 minutes per day (Monday to Friday) to the explicit teaching of SSP. In order to achieve this,
PLD recommends that teachers establish a weekly process in which three differentiated ability groups can be efficiently facilitated. PLD
suggests a four part format: organisation, revision, explicit instruction and an independent task. The teaching and learning should have a
“sound-out” and phonics focus, as well as tasks which facilitate the vocabulary (or word knowledge) of the list words as well as tasks to
rehearse the transfer of phonic list words into extended writing.
Whole Class SSP Lesson Format

Learning Task
Organisation Revision Explicit Instruction Learning Task (I Do, We Do)
(You Do)
1-2 minutes 3-4 minutes 5-7 minutes 5 minutes 15-20 minutes
Establish a routine Revise phonic Read and sound-out each of Present a template contained Set a timer for
in which students concepts already the phonic-based word lists within Time-Savers or a self task completion.
learn to efficiently covered through to the whole class. For the created template. Students can use
place the items the use of: majority of words, this will be their own word list
they require on according to phonemes. Explicitly demonstrate how to to complete the daily
their work station: c PLD flipbooks complete the task for the day. task independently.
Explain the grapheme, digraph Select a word or two from each of (The teacher could
c Spelling book c PLD phonic or trigraph common to each the different word lists.
flash cards now work with less
list. capable students on
c Two coloured You may like to set a
pencils (e.g. c A PowerPoint For students with low literacy WALT (“We Are Learning To… the assigned task).
a lead pencil Regular revision skills, this will provide exposure sound out as we spell and write”),
and a red and consolidation to future concepts. WILF (“What I am Looking For...
pencil). is essential. A your mouth to be moving as you
For the typical and more-able write.”) and TIB (“This is Because…
Return to the mat commitment students, this will provide
to revision and good spellers map letters into
for the whole class ongoing revision as many sounds”).
instruction. consolidation will students will still make
transfer concepts common errors. Send students back to their work
into the long term stations.
memory. This daily practise reinforces
the relationship between All students will complete the
sounds and letters, which same task using their own word list
is essential for retention (according to the group you have
and consolidation of phonic placed them in).
concepts.
Design a weekly routine (or adopt a routine from Time-Savers) of skill rehearsal tasks with a specific focus.
Template to size
Class Teaching List Elkonin Boxes

Monday and Tuesday: Tasks that focus Structured
Literacy
Template 1: Word Study List Sound Out As You Spell and Write Instructions: Write spelling words in alternating colours.
PLD Organisation Pty. Ltd
List Word Study List List Word Study List Tick the box to show what sounding out strategy you used.
Synthetic
students on phonemic based spelling. For
37 including the prefix pro- 38 including the suffix -able
Goals: Students will learn to Monday Mark ar Tuesday Mark ar Wednesday Mark ar
promotion miserable 1) Sound out as you spell and write
Phonics Student
by identifying the phonic concepts,
phonemes and syllables.
1
miserable 1 1
example, re-writing list words into Elkonin

projection perishable 2) Understand the meanings of words.
Time-Savers 3) Apply words within extended writing

2 perishable 2 2
List
tasks.
4) Retain the concepts over the long term,
progressive unreasonable
Stage 5 &
and not just during the week covered.
unreasonable
boxes with alternating colours.
3 3 3
Stage 6 1. promotion 1. miserable 1. susceptible
proportionally considerable
4 4 4
ISBN 978-1-925769-61-6
projection 2. 2. perishable 2. indestructible

protection
progressive
commendable
3. 3. unreasonable For Lists
3. irresponsible5 5 5
considerable 1-25 & 62-68

Specific activities can be selected
proceeding agreeable
4. proportionally 4. 4. impossible
6 6 6
List 38: Spelling List including the suffix -able
List 39: Spelling List including the suffix -ible

List 37: Spelling List including the prefix pro-
prologue remarkable
5. protection 5. commendable 5. unintelligible
Suffix: -able
Prefix: pro-
(or adapted from):

7 7 7
6. proceeding agreeable 6. horrible
proclaim favourable 6.
8 8 8
7. prologue 7. remarkable 7. gullible
Structured Synthetic Phonics Time-Savers

provision understandable
Structured Synthetic Phonics Time-Savers Stage 5 & Stage 6
promised
8. proclaim
unforeseeable
9. provision
8. favourable
understandable
8. reversible 9
9. illegible
Paste 9 9
Stage 5 & 6.
9.
spelling
10 10 10
profess disposable
10. promised 10. unforeseeable 10. invisible
11 11 Word Study
11 Activities
11. profess
list
on Yea project unthinkable 11. disposable 11. accessible
dati 1& r
Fo
un 2
12 Monday:
12 Alphabetical Order 12 Tuesday: Spelling Detective 2
12. project unthinkable 12. audible
Wednesday and Thursday:

12.
here.
prohibit unpalatable a
rs
YEAR
3,
b Goal: Focus on the sounds and spelling. Goal: Focus on phonemes and relationship to
Yea
Yea & 6
4, 5
LEVEL 13. prohibit unpalatable 13. incredible 13

letter combination.
Early
13. c 13 13
d Instructions: On a separate sheet of paper, write
propelling unpredictable
14. propelling unpredictable convertible e your words in alphabetical order. Instructions: Using the list of words you wrote (on
Schedule vocabulary and morphology

14. 14. reverse side), identify the digraphs, trigraphs and
Ready to use resources for teaching 14
f STEP 1: You will need to think about where 14 quadgraphs.
phonic concepts, spelling and reading Teaching Point: the prefix pro means ‘before, onwards, forwards, in
Teaching Point: the suffix able means ‘capable of’.
g 14 the beginning letters of each
65
favour of’.
h STEP 1: Look at each sound and decide if it
spelling word come in the alphabet. is a graph, a digraph, a trigraph or a
32 Structured Synthetic Phonics Time-Savers Stage 5 & Stage 6 ISBN 978-1-925769-61-6 PLD Organisation Pty. Ltd.
i Use the alphabet strip. Start by
j quadgraph.
adversity soluble
1. controversial
(meaning) tasks that ensure that the phonic

1. 1. looking for words that start with the
k
letter A then work through the rest STEP 2: Circle any digraphs in red. Circle
Prepared, ready to use spelling lists

l any trigraphs in blue. Circle any
Structured Synthetic Phonics

of the alphabet.
2. 2. affinity insoluble
2. disproportional m
n STEP 2: If there are two words that start with
quadgraphs in green.
the same letter, you will need to look What is a graph? What is a digraph?
list words are understood. Unless the

o
3. compatible 3. scarcity 3. occasional
Time-Savers Stage 5 & 6 - which are colour coded to support

List 40: Spelling List including the suffix –able, -ible and -uble
p at the next letter in each word.

q 1 letter and 1 sound 2 letters and 1 sound
4. eligible 4. generosity 4. exceptional r STEP 3: Write words in alphabetical order
in alternating colours using the
What is a trigraph? What is a quadgraph?
students ‘sounding-out’ the words.

s
Code: SSPts5
List 41: Spelling List including the suffix -ity
List 42: Spelling List including the suffix -al
appropriate
meanings of the words are clear they will not

t
5. responsible 5. duplicity 5. historical u sounding donkey
3 letters and 1 sound 4 letters and 1 sound
Template to size v out spelling money
monkey
strategy.
6. combustible 6. dignity 6. optional
w
persevere
Weekly spelling templates (also
x STEP 4: Check and
transfer into writing.

y mark your work.
7. inedible 7. authenticity 7. accidental z
Literacy Wednesday: Word Webs Thursday: Definitions
included) make it easier to cater for

8. comfortable 8. creativity 8. traditional
Phonic 9. interchangeable 9. diversity 9. constitutional

Goal: Understanding meaning of words and
making semantic associations.
Goal: Understanding meaning of words.
the range in abilities. The same tasks

Instructions: Write a definition of what each word means,
Friday: Dictation
just like a dictionary.
10. admirable 10. ingenuity 10. regional
Instructions: On a separate sheet of paper, write
STEP 1: Write the word in alternating colours on a
your spelling words in alternating colours and then
separate sheet of paper.
brainstorm words and sentences that are related to
11. knowledgeable 11. vivacity 11. memorial
are allocated but the phonic word lists
your spelling words in some way. STEP 2: Think about what the word means and
OPTION 1: Reading, editing and writing practice STEP 1: Write your spelling word in alternating
write a definition for each word, like a
Revised Edition
Schedule phonic dictation tasks that require
dictionary. If you do not know what the
-able Dictation Passage:
12. avoidable Fashionable but Miserable!
12. audacity 12. abnormal
colours in a circle on your page. word means, look it up in a dictionary and
differ.
STEP 2: Think of words that are connected to then write the definition in your own words.
Stage 5
or go together with your word. Write
Select from 13.
thedisagreeable
range of activities below. Select
13.the activities that specifically match
conformity the needs of the students.
13. rehearsal these around your spelling word.
STEP 3: Write a short sentence which uses the
word correctly, demonstrating its meaning
Remember to consider the multiple
students to transfer their phonic knowledge

meanings of words. STEP 4: Check your word to make sure it makes
14. irritable 14. animosity 14. refusal sense, uses correct punctuation and words
Name Date STEP 3: Continue for each word on your are spelled correctly. Complete for as many
spelling list. study words as possible.
Repeated reading of short passages has been shown to improve rates of
Task 1:58 Reading Practice
into extended writing. For example, reading
Structured Synthetic Phonics Time-Savers Stage 5 & Stage 6 ISBN 978-1-925769-61-6 PLD Organisation Pty. Ltd. funny entertaining Spelling Word something
My Definition:
reading, reading accuracy and fluency. This passage was read: hilarious
amusing
jokes previous that happened or
1. _____________________
Once Twice Three Times Four Times humorous similar to pretend existed before.
Optional: Time each reading.
of phonic passages and 10 minutes of

simulate The previous Christmas we visited
Reading 1 seconds Reading 2 seconds Reading 3 seconds Reading 4 seconds flight
to make a copy simulator my Nana.
Friday: Rewrite a phonic dictation passage over _____________ minutes.
rewriting the phonic passage. In this way, Fashionable but Miserable! Tick which task is completed. Complete a genre writing task which uses all of your study words.
Goal: Using words in extended Genre: Narrative Letter Newspaper Article Other__________________
writing and retaining Review test - testing a sample of this weeks words plus a sample from the last
concepts over time.
A fashionable person possesses a wardrobe that is 2-3 lists.
the transference of phonic concepts is being

always changeable. Ensuring garments are suitable

and fashionable requires considerable financial
factored into the weekly process. Fo
un
dati
on Yea
1& r
2 investment. Avoidable fabrics include those which
rs
YEAR
are delicate and not washable. Being knowledgeable
3,
Yea
Yea & 6
4, 5
This program presents Stage

LEVEL
Early
about which colours combine favourably together when making selections is

Tip: It is not necessary to schedule all phonic Learning to apply phonic knowledge
to extended writing tasks helpful. Certain colours and fabrics appear very disagreeable, while others
are much more admirable. It is reasonable to assume tailor-made clothing 5 phonic passages to read and
dictation tasks. Prioritise Task 1 (Reading Phonic Dictation Stage 5 -
will be more flattering, however they are not returnable. Accessories are rewrite. It facilitates Stage 5
important to complete an outfit, but these can be quite valuable. Even a
phonic skills transferring into
Practice) and Task 5 (Phonic Dictation). Code: Md5
person knowledgeable about fashion can find themselves miserable if they
behold another wearing identical attire. passage level reading and writing.
Task 2: Reading Comprehension (a) Illustrate as many aspects of the passage as possible.
PLD Organisation Pty. Ltd. (b) Label the -able words.

Year 3, 4, 5 & 6 Teaching Sequence Manual 7
Literacy
FAQ: How Should Teachers Teach Literacy
High Frequency Words (HFW’s)?

Oral Movement
Language & Motor
Oral Movement
Language & Motor
PLD’s Synthetic Phonics and High Frequency Word Teaching Sequence

The existing evidence-base An evidence-based structured synthetic phonics program that integrates the teaching Year 2 Semester 1
Year 2 Semester 2
consistently argues for HFW’s of high frequency words within the phonic sequence.
Year 1 Semester 1
Year 1 Semester 2 Late Stage 2
Stage 3
www.pld-literacy.org Early & Mid Stage 2
to be integrated within a SSP Foundation Semester 2
Consonants Vowels
Year 2 snake dress house face tiger kettle apple egg itchy octopus up look
Late Stage 1 (Target 4)

Semester 2
Year 2 Consonants Vowels s ss se ce t tt a e i o u oo
Semester 1 snake dress hot nose knee dinner apple egg itchy up look nose knee dinner cat kangaroo clock rain tray snake bee leaf Steve puppy key
Mid Stage 1 (Target 2 & 3)

program.
octopus
Consonants Vowels s ss h n kn nn a e i o u oo n kn nn c k ck ai ay a_e ee ea e_e y ey

Year 1 snake dress nose apple egg itchy up look
mix hammer lamb hot dig ladder rabbit child five cry pie light goat toe smoke bow both
Semester 2 pop puppet cat kangaroo clock mix hammer bee leaf Steve puppy
Preparing for Stage 1 Early Stage 1 (Target 1)

tiger octopus
Consonants Short Vowels s ss t n a e i o u oo m mm mb h d dd r i i_e y ie igh oa oe o_e ow o

Year 1
rain tray snake

p pp c k ck m mm ai ay a-e ee ea e-e y pop puppet goggles lip hill five cliff star coin oyster moon screw flute glue
Semester 1
pop cat kangaroo clock mix hot
kettle dig ladder goggles lip child five cry pie toe smoke
a i e
tiger rain tray snake
Consonants Short Vowels p pp g l ll f ff ar oi oy oo ew u_e ue

s t n p p c k ck m h ai ay a-e tiger
tt d dd g l
hill
ll i i-e y ie
goat
oa oe o-e ow
bow
Foundation t
Skill Area 1: Alphabet Sounds
book wind whip violin sleeve jet hinge bridge cube new rescue owl cloud her bird church
AM
11:08
23/06/2017
17
ODp1 210113 NO BG.pdf 17 23/06/2017 11:08 AM
NO BG.pdf
210113 17 23/06/2017 11:08 AM
ODp1
up look dig rabbit goggles lip bee leaf Steve five
Semester 2
cat kangaroo clock hot mix dig 17
23/06/2017
11:08
17
AM
23/06/2017 11:08 AM
NO BG.pdf
210113 17 23/06/2017 11:08 AM
ODp1
five cliff book wind whip violin sleeve star coin oyster moon screw flute glue C
b w wh v ve j ge dge u_e ew ue ow ou er ir ur
C
M
C
Consonants Vowels
tiger
M
Y
M
Y
CM
YCM
CM
MY
MY
p
CY MY
CY
CMY CY
octopus
CMY
hill
s n a e
K CMYK
Foundation snake nose pop apple itchy

t i c k ck h m d o u oo d r g
ODp1
NO BG.pdf
17
23/06/2017
210113 17
11:08
17
AM
23/06/2017
23/06/2017 11:08 AM
11:08 AM
l ll ee ea e-e i-e
f ff b w
C
CM
MY
CY
CMY
K
C
CM
MY
CY
CMY
K
C
YCM
MY
CY
CMYK
wh v ve ar oi oy oo ew u-e ue
zip buzz cheese sneeze yell
box
Tricky Consonants
quack
hush horse ball straw door board pour core
Semester 1 five cliff book wind violin toe smoke star
Long Vowels
cat kangaroo clock hot mix dig up look
The overview outlines the

tiger rabbit goggles lip five
rabbit jet zip buzz yell Tricky Consonants cube new rescue horse ball straw finger z zz se ze y x q(u) sh or al(l) aw oor oar our ore
p
box quack
Consonants Vowels
s t n a i
whip goat bow
octopus chop witch thumb feather king ink hear deer chair square pear finger
moon bee finger
f ff b w wh v oa oe o-e ow ar
c k ck h m d o u oo
C
C
M
C
M
Y
er
M
Foundation
Y
CM
r j z zz y u-e ew ue or al(l) aw
YCM
CM
bubble
MY
MY
CY
x
MY
q(u)
CY
CMY CY
CMY
K
g
CMYK
r
K
l f b
snake nose pop apple itchy her
schwa
er Early Stage 3
Semester 1
tiger
cat hot mix dig rabbit egg rabbit goggles lip five
NO BG.pdf
17
23/06/2017
11:08
17
AM
23/06/2017 11:08 AM
oo ee er er jet zip buzz yell Tricky Consonants
box quack
coin oyster moon flute cube
hush chop thumb feather king ink church owl cloud

ch tch th th ng n ear eer air
are
ISBN 978-1-925769-45-6
ear schwa schwa

schwa
p
210113 17 23/06/2017 11:08 AM
ODp1
s t n a i
wind whip jet zip violin yell
bubble
coin oyster
j z zz y x q(u) oi oy oo u-e u-e her bird
sh ch th th ng n er ir ur ow ou Late Stage 2
r g l f b
c h m d r e Long Vowels
w wh j z v y
rain tray
hush chop thumb feather king ink horse ball finger
Phonic Concepts:
ai ay oi oy
C
M
C
M
Y
Foundation to Year 2 teaching

M
Y
CM
YCM
CM
MY
MY
CY MY
CY
CMY CY
CMY
AM
11:08
K CMYK
23/06/2017
K
17
ODp1 210113 NO BG.pdf 17 23/06/2017 11:08 AM
NO BG.pdf
cat hot mix dig rabbit egg

210113 17 23/06/2017 11:08 AM
ODp1
her
Early & Mid

wind whip jet zip violin yell moon bee
goggles lip five up

hush chop thumb feather king ink Tricky Consonants
star horse ball
sh ch th th ng n or al(l) er er
schwa Stage 2
ce, mb, wh, ge, ve, kn, igh, i, ey

box quack
c h m d r e y Phonic Concepts:
w wh j z v oo ee
C
C
M
C
M
Y
M
Y
CM
Late Stage 1
YCM
CM
MY
x q(u) ar or al(l)
MY
sh ch th th ng n
CY
MY
CY
CMY CY
bubble octopus
CMY
g
K CMYK
l f b o u (Target 4)
y, ie, ew, ue, aw, ir, ur, ow, ou

hush chop thumb feather Tricky Consonants
Phonic Concepts:
box quack PLD Organisation Pty. Ltd. ISBN 978-1-925769-45-6 See our Copyright Terms of Use at https://pld-literacy.org/copyright
goggles lip five up
sh ch th th x q (u) Mid Stage 1
sequence for PLD’s Structured

bubble octopus
g l f b o u (Target 2 & 3)
ff, ll, zz, a-e, ea, e-e, i-e, oa, oe, o-e, Year 2
Phonic Concepts:
High Frequency Words
y
w j z v k Early Stage 1
Semester 2
Early Stage 3
ow, u-e,
(Target 1)
ng, n, er, or, ai, ay, oi, oy, ar, al(l) Year 2 High Frequency Words
Phonic Concepts:
PLD Organisation Pty. Ltd. ISBN 978-1-925769-45-6 See our Copyright Terms of Use at https://pld-literacy.org/copyright air as in chair oor as in door ce as in face tch as in witch
Semester 1
y face High Frequency Words containing
w j z v k Late Stage 2
-y as in cry ue as in glue air d oor match
/tch/
High Frequency Words containing more complex patterns
Early Stage 1 by b l ue more complex patterns our as in pour
n i ce
Synthetic Phonics (SSP)

fair
airyy wi tch earth
ear th

/or/
sh, ch, ck, th & th, wh, x, ee, short
(Target 1) c r y i ng a b ove a n oth
ther
er four aunnty
au
Alphabet Sounds:
ew as in screw
p lace
ear as /er/
er as in her or er (schwa) as in finger * also double letters
au as /ar/
fly few * h air h ear
eardd
er *
ce (as s)
b e tt
tter v er
erss u s m o n ster wo n m oth
ther
er ge as in hinge
/long oo/
your lau
augh
ghed
ed
o as /u/
d i nn er *
nner ye stererdd ay p er
erss o n my ear as in pear r ace chaan ge
ch lear
earnn
Year 1 High Frequency Words f l ew oth
therer M o n d ay
/air/
try bear s p ace

oo, long oo, qu
/igh/
An evidence-based approach to teaching high frequency words within a structured synthetic phonics program. l e tt er *
tter s l ee
eepp ov er d i ff
ffer
eree nt or an ge
au/augh as /or/ + /o/

Semester 2 n ew * l ove m o nth city bec au ause
se
ge (as j)
*NOTE: in these words, a says /schwa/ whyy
wh
ar/are as in square
to g e th
ther
er p a p er p r i n ce
Alphabet Sounds:
High Frequency Words containing
Year 1 High Frequency Words Early Stage 2
c as /s/
ee as in bee more complex patterns i as in child thrr ew
th only ov er p ar
areent p age exci ted c augh
aughtt
eepp * b e t w ee ir as in bird
s enten ce
/oa/
/er/
Semester 1 a s l ee eenn w ee
eekke n d even w a ter kind *NOTE: d i n os aur
/ee/
a as
/or/
these words are
Late Stage 1 (Target 4) Irregular High b ir
irdd f ir
irsst g ir
irll open s c are
aredd lar
arge
ge p r i n c ess
a w ay * c ar Frequency Words
oa as in goat
o ff ea as in leaf
find
pronounced /y+oo/
ear as in hear
Double Letters
o as in both
w a nt a fter b ir
irth
thdd ay
and High Frequency Words

b oa
oatt r oa
oadd b ea
each
ch i ce
ce-c
-crr ea
eamm r ea
eadd worordd wor
orll d d ear
a as /o/
ve as in sleeve
s c ar
aryy
or as /er/
d ay a dd Fr i d ay
c ar
ardd so go both igh as in light
a l o ng * s i ng e v er r i v er ow as in bow w a tch ask ur as in church
g i ve wororkk
a as /ar/
e gg

each
ea ch tea r ea
eall * There h ear figh
ightt
/oa/
aw as in straw
/ee/
m ay fo llllow
ow g r ow h ur
urtt t ur
urnn Thur
Th urss d ay is an alternative
d on’
n’tt
/ear/
d ar
arkk no put fa th
ther
er h a ve
ISBN 978-1-925769-45-6
/or/
b r i ng s o ng h er s i ster
/schwa/
pronounciation where /r/ Irregular High Frequency Words
s aw d r aw
u as /oo/
a n i m al
/oa/
/v/
is pronounced separately
wi n d ow
ss as in dress
tea
eachcherer eatt
ea s ea S a t ur
urdd ay chur
ch urchch to /air/
n ear h igh
p l ay s n ow m o st
ng
er
a c r o ss * p u ll l a st l i ve ghoost
gh oft
fteen

High Frequency Words k i ng thii ng
th n e v er u n d er far kn as in knee
m ore
/or/
Foundation s ea
eass o n m ea
eann ligh
ightt
s ay ye llllow
ow ownn
ow ou as in cloud
year
/n/
/s/
know
kn ow l ea
eaveve
Irregular High Frequency Words
d r e ss ey as in key
/igh/
l o ng n u m b er
mb as in thumb
hou r
hour guy s
guy
silent letters
Semester 2 a b ou
outt m ououse
se r ou
ounn d
silent b
far
armm Irregular High Frequency Words
ay
b e l ow key
ISBN 978-1-925769-45-6
Mid Stage 1 (Target 2 & 3) Irregular High stay show
sh ow m i ss r ea
eallllyy tea
eamm p eo
eopp le th eir
their -y as in puppy * also double letters c li mb
mbed
ed migh
ightt

Frequency Words there
th ere a r ou
ounn d ourr
ou outt
ou d o es Wednesday
se as in cheese auttu mn
au an sw
swer
er
g ar
ardd e n ddyy *
b u dd st u d y
/ee/
ll as in hill
fou
ounn d shou
sh outte d s oun
ou n d mon ey n igh
ightt
se/s (as z)
me we for m or
ornn i ng w ay farm
where
wh ere mmyy * g o ne b uy p lea
ease
se c ast
stle
le wrii te
wr
(HFW’s). The chart can be

f i sh w i sh m u ch chi
ch i p b ee
eenn s ee
eemm t r ee y u mm t w e nt y
/l/
fe ll h i ll
hi st i ll
st ttee ll s p e ll
sp kkii lllled
ed wee ll
w d o ll
do w i ll
wi
ar
h ar
ardd Irregular High g r ou
ounn d outt s i d e
ou w i th
thou
outt
/ou/
for
ormm or to d ay nnyy * mon key p r es ent r igh
ightt
sh
ch
Frequency Words fu nn foo
oott y
or
be shee
sh h ou
ouse
se p l ay
aygg r ou
ounn d w ere Tue
uess d ay
/ee/
shoot
sh shoo p
sh s u ch l u n ch fee
eett tee
eethth g r ee
eenn

number
h or
orse
se horse
h o l i d ay p ar
arkk one wha
wh a t Mid Stage 2 a-e as in snake o_e as in smoke ow as in owl ppyy *
h a pp body h ere

ee
queen
kee
eepp w ee
eekk s l ee
eepp he b oy toy a te gave plane b r o ke c l oth
thee s h o m e tho
th o s e b r ow
ownn f l ow
ower
er n ow ppyy *
p u pp stor
oryy
oy
b a ck p i ck S u n d ay p ar
artt
ISBN 978-1-925769-45-6
/oa/
quee
qu eenn twoo s ai
tw aidd
PLD Organisation Pty. Ltd See our Copyright Terms of Use at https://pld-literacy.org/copyright
i-e as in five
qu
n ee
eedd thrr ee
th s ee alll
al s m al
alll c a ke l a te same c l o s e d r o v e r o d e w o ke d ow
ownn h ow tow
ownn quii ck
qu ckll y p ar
artt y
zoo
d u ck s i ck oill
oi p oi
oinnt star you h a ve b i ke l i fe ride whii l e
wh
oi
a g ai
ainn *
ck
/ai/
came made s n a ke
ISBN 978-1-925769-45-6
b al
alll foo
oott b al
alll
al(l)
fire l i ke side wh i te
whi Irregular High Frequency Words
ai
k i ck b l a ck thaa n th
th thii s b oo
ookk p oo
ooll foo
oodd too r ai
ainn star
artt they
th ey cave m a ke s ta te

c al
alll
/igh/
c o me s o me
meth
thii ng

five line slide
downloaded at: https://pld-

Irregular High game name t a ke
th a t w i th
tha g oo
oodd too
ookk m oo
oonn too
ooth
th shar
sh arkk
short oo
Frequency Words point
long oo
hide mile time s o me s o me
mett i m e s
th
Foundation High Frequency Words dragon seven o’cc l o ck
o’ drink u_e as in cube e_e as in Steve
thee m th
th thii n k c oo
ooll r oo
oomm z oo to whoo
wh
/y+oo/
s o me
meone
one
Multisyllable
/ee/
An evidence-based approach to teaching high frequency words Irregular High
Semester 1 inside nine tired c u te use thee s e
th
Regular High Frequency Words: air: air, fairy, hair
CCVCC
within a structured synthetic phonics program. Frequency Words
Early Stage 1 (Target 1) thee n th
th thaa n k l oo
ookk s oo
oonn do i nto fo r e st f i n i sh
shed
ed u nt i l p l a nt
Skill Area 2: Letter Formation

sat sit a I High frequency word lists are based on an amalgamation of high frequency lists commonly used in Australia. Our unique approach allows children to learn more high frequency words with less effort by teaching the right words at the right time and in the right way.
CVC
sit s e c o n d ch
chii ck
ckee n upon s l e pt plant
*NOTE: in these words, a says /schwa/
ISBN 978-1-925769-45-6
shark
and cold land m u st jump
er: teacher, together, paper, ear: bear

Irregular High duck High frequency word lists are based on an amalgamation of high frequency lists commonly used in Australia. Our unique approach allows children to learn more high frequency words with less effort by teaching the right words at the right time and in the right way.
an at can hat red m et s te p
CCVC
Frequency Words
end gold l e ft pink w e nt
VC
man dad did s et is his whee n

wh whii ch
wh

in it
wh
literacy.org/phonic-sequence/
CVCC
hand to l d l i st j u st wind
Regular High Frequency Words: better, versus, monster,
jump

CVC
REFERENCE CARD: VERBAL CUES FOR LETTER GROUP 1 REFERENCE CARD: VERBAL CUES FOR LETTER GROUP 2
are:
as has
ran had him te n
parent, scared, scary
Irregular High
b ox six fe l t hold b e st milk
Forming and recalling the correct letter formations. Forming and recalling the correct letter formations.
am Frequency Words

VC
x
cat sad p et men fox old help l o st n e xt are
cat
oa: boat, goal, road dinner, yesterday, person,

oar: door
around... down... down... Irregular High
around back...
up... up and over... curve
up...
bad to p g et cut fr o m
letter, sleepover, different
around forward Frequency Words
ng:
up and over
along, sing, bring, song,

and down ve ve and curve
do do
down
r
of
an
an
bag big dog but sto p
CCVC
d
up
up
aroun
ow: follow, show, snow, yellow,

down
ran
our: four, your

up
down
rabbit
up
on us bed pig g ot mum fr o g

Regular High Frequency Words: king, thing, long ir: bird, first, girl, birthday
CVC
ISBN 978-1-925769-45-6
VC
leg bit h ot run

up if
window, grow, own, below
snake apple mix
1 sun fu n l ot n ot
ur: hurt, turn, Thursday, Saturday, ear: dear, hear, near, year
sh: fish, shop, shot, wish er: ever, river, her, sister,
down... push forward...
& up
down... down...
l et
around

double letters: off, add, egg
What teachers often find
up... and up...
and across half up and over Irregular High
down
frog
rd
and around and around
se:
wa
please, present
for Frequency Words
church
push
down
across ov
w a s th
thee
2
j et ye s kid swim
CCVC
nd
up down
around
CVC
er
never, under, number

egg
a
up
sun
ch: much, chip, such, lunch

half
ss: across, dress, miss ce: face, nice, place, race,

ou: about, mouse, round, around,

tiger pop hot
or: for, morning, form, or, ll: fell, still, spell, well, hill, tell, our, out, found, shouted, space, prince, sentence
dot
ck: back, pick, duck, sick,

around...
surprising is that the vast

r
down... ve down...
up high... around

o
and a dot up and over

d
and down
an
horse
up
aroun
sound, ground, outside,

down
killed, will, doll

down
o: both, don’t, most

nd
down
itchy nose dig
kick, black
u
aro
up high
car
Alphabet Group 1 Words: oy: boy, toy ee: asleep, between, weekend without, house, playground mb: climbed
th & than, this, that, with,
8 Letter Formation For Little People - Step 2 ISBN: 978-1-925057-96-6 PLD Organisation Pty. Ltd. 22 Letter Formation For Little People - Step 2 ISBN: 978-1-925057-96-6 PLD Organisation Pty. Ltd.
VC: an, at, in, it ow: brown, flower, now, down,

majority of the HFW’s are Skill Area 3: Phonemic Awareness oi: oil, point ea: beach, ice-cream, team, each, tch: match, witch
th: them, think, then, thank how, town
CVC: sat, sit leave, read, teacher, tea, real, ge: change, orange, page,
Blending (for Decoding) al(l): all, small, ball, football, -y: buddy, study, footy, twenty,
wh: season, eat, sea, really, mean

Blending Skill 1: Onset and Rime Blending
when, which large

Alphabet Group 1 & 2 Words:

regular and can be easily
“z” (1 second pause) “ip”?
call funny, yummy, happy, body,

Step 1: Onset & rime blending. qu: queen a_e: ate, gave, plane, cake, late, puppy, story, quickly, party igh: fight, high, light, might,
VC: am ay: away, day, may, play,
e.g. What is this word? m-ap? same, came, made, snake, night, right
zip
CVC: can, man, ran, cat, hat, x: box, six, fox -y: by, crying, fly, my, try, why
say, stay, way, today,
taught within the SSP
cave, make, state, game, ey: key, money, monkey
dad, had, sad, red, did, i: kind, Friday, find
ee: been, seem, tree, feet, holiday, Sunday name, take

him, pet, met, set, ten,
Sound blending to form simple CVC words Blending Skill 1: Onset and Rime Blending
ue: blue
e_e: these
“m” (1 second pause) “ap”?
men teeth, green, keep, week, ai: again, rain Irregular High Frequency Words
sequence. The majority of

ew: few, flew, new, threw
sleep, need, see, three ar: car, card, dark, far, farm, i_e: bike, life, ride, while, fire, like, containing more complex patterns:
Reading Pty. Ltd.
CCVC: step aw: saw, draw

Organisation
side, white, five, line, slide, hide, au as /ar/: aunty,

PLDfor
garden, hard, park, part,

map
Preparing
“en”? pause) “oo” (1 second pause) “k”?
long & book, pool, good, took,

3. “Can you guess the picture”:
Alphabet Group 1, 2 & 3 Words: mile, time, inside, nine, tired kn: know
3: Blending 3 Sounds Card
the words occur within PLD’s star, start, shark laughed

Step 2: Three phoneme blending. short cool, look, food, too, soon, o_e: broke, clothes, home, those, ve: give, having, live, leave
VC: on, us, up, if
picture”:
2: 3Blending
ear as /er/: earth, heard, learn

TASKCard
the into
“h” (1 second
TASK 1: Blending Onset and Rime
CCVCC: drink, plant, slept

Cut cards
Rime
e.g. What is this word? b-e-d? oo: moon, tooth, room, zoo
Skill
Cut cards in 2. “Can you guess

“p” (1 second pause)
close, drove, rode, woke

Onset and
Blending Skill 2: 3 Sound blending to form simple CVC words Blending Skill 1: Blending
hook
CVC: bad, bag, bed, leg, sun, c as /s/: city, excited,
Stages 1, 2 and 3. To assist, Multisyllable:

Reading Pty. Ltd.
let, top, big, pig, bit, fun, VCC & and, cold, land, must, u_e: cute, use Irregular High Frequency Words princess,
Organisation
PLDfor
pen
containing more complex patterns:

Preparing
get, dog, got, hot, lot, cut, dragon, second, forest,

“b” (1 second pause) “e” (1 second pause) “d”?
CVCC: jump, end, gold, left, pink, au as /o/:

because
https://pld-literacy.org/phonic-sequence
but, mum, run, not Irregular High Frequency Words o as /u/:
the HFW’s have been identified
went, hand, told, list, just, seven, until, upon, above, another, won, au/augh as /or/: caught, dinosaur
finished, chicken, containing more complex patterns: mother, other, Monday,
CCVC: from, stop, frog wind, felt, hold, best, milk,

bed
e as /ee/: even love, month Irregular High Frequency Words:

Words From the Full Alphabet: old, help, lost, next o’clock
within PLD programs through

a as /or/: water o as /oa/: only, over, open silent letters: ghost, often, hour,
Blending Skill 2: 3 Sound blending to form simple CVC words
Segmentation CVC: jet, yes, kid

“b” (1 second pause) “a” (1 second pause) “t”?
or as /er/: word, world, work guys, autumn, answer, castle, write

Hole
a as /o/: want, watch

Punch
What are the sounds in the word ‘sun’?
(for Spelling) Irregular High Frequency Words:

CCVC: swim Irregular High Frequency Words: u as /oo/: put, pull /schwa/: animal
the application of (HF) beside so, go, no, one, what, two, said,
What are the a as /ar/: after, ask, father, last ore as /or/: more
bat
me, we, be, she, he, to, who, do, you, have, they
sounds in the Irregular High Frequency Words: into, are Irregular High Frequency Words: Irregular High Frequency Words:
phonic-based words.
word ‘sun’? people, their, there, where, come, some,
a, I, is, his, as, has, of, was, the does, gone, were, here, Wednesday,
something, sometimes, someone buy, Tuesday
Teach the application at a reading, spelling and writing level (and with the addition of suffixes)
Template to size
Segmentation Activity 4: “What are the sounds in the word ‘sun’?” Answer: “s-u-n”.
If students are experiencing difficulty the adult needs to model the three sounds and the associated mouth movements and ask the child to copy.
After sounding out the sounds in the ‘sun’, students can use playdough, wooden/plastic letters or alphabet stamps to form the word.
At this stage, it may not be appropriate to ask the students to write the word as it may cognitively overload their system.
It is more appropriate to ask students to ‘sound out’ and form the word without the letter formation component.
PLD Organisation Pty. Ltd. Preparing for Spelling

List Encoding (Spelling) List List Encoding (Spelling) List
Literacy Literacy 43 44
Stage 1 Decoding and Spelling Words

with ay as in tray with ai as in rain
Structured with high frequency words
Phonic and Key high frequency words words which include suffixes * extension words Synthetic day pai
ainnt
Sight Word Phonics
Sequence
1.2: Target 2 CVC Words with Early Stage 1 Digraphs
sh (as in hush)
Time-Savers play rai
ainn
Stage 1 &
Revised Sounding Out Strategy: phonemic spelling (or individual sound spelling) e.g. sh-i-p
chai
ch ainn
Phoneme: \∫\
Edition fish
rush gash
wish
ship
shot
hush
shop
sash
*finished
dish
shun
bash
cash
rash
shed
dash
Stage 2
say
mash lash gush shin shut *brush *shelf *shelf *shift
way trai
ainn
Phonic Concept: ai
Phonic Concept: ay
ch (as in chop)
pai
aidd
Phoneme: \t∫\
Sounding Out Strategy: phonemic spelling (or individual sound spelling) e.g. ch-a-t
chip such much *chicken *lunch chin chum

stay
rich
th (v) = voiced as in feather

chat chop chug chap *chest *child
may wai
aitt
Phoneme: \∂\ and \ө\
Fo
un
dati
on Yea
1& r
2
Sounding Out Strategy: phonemic spelling (or individual sound spelling) e.g. th-a-t
that (v) them (v) this (v) then (v) than (v)
Fo
un
dati
on Yea
1& r
2
today agai
ainn
th (u) = unvoiced as in thumb
away nai
aill
rs
YEAR
rs
YEAR
3,
3,
Yea
Yea
Yea & 6
Yea & 6
4, 5
Tip: th and th are rude sounds - stick your tongue out.

4, 5
LEVEL LEVEL
Early
Early
r
with (u) *think *thank moth (u) thus (u) thud (u)
Outlining the relationship between letters and sounds thin (u) thug (u) math (u) *thrash (u) *thick (u) phonic concepts, spelling and reading Before allocating
the spelling list:
Step 1: Read each word on the list.
Step 2: Sound out each word on the list.
Before allocating
the spelling list:
wh (as in whip)
Phoneme:
Sounding Out Strategy: phonemic spelling (or individual sound spelling) e.g. wh-e-n
\w\
Spelling rule: Only use at the beginning of a base word.
when which whip whim whiz wheel whack
ck (as in clock)
Sounding Out Strategy: phonemic spelling (or individual sound spelling) e.g. t-i-ck
FAQ: How Do the PLD Stages Correspond to Year Levels?

Spelling rule: ‘c’ and ‘k’ go together when they follow a short vowel (a, e, i, o, u) in a single syllable word.
Step 1: ck words
back duck kick sick pick *o'clock *black *chicken

luck muck lick buck tuck deck dock hack lack
Phoneme: \k\
lock mock neck pack peck rack rock tick tack
Stage 1 thick
Step 2: ck and final k words

Stage 2 wick chick yuck sock tock
Stage 3 shack suck sack
Stage 4 Stage 5 Stage 6
note: final consonant nk - the n says /ng/
Target Target Target Target

Spelling rule: ‘k’ is always found on its own when it follows a consonant
pink milk thank think desk husk bank silk dusk

Revision Year 6
1 2 3 4 junk sank musk risk tusk conk link sunk honk
sulk sink yank chink shank bulk disk bunk wink Revision Year 5
CVC sh, ch, CCVC, ar, or, PLD Organisation Pty. Ltd. ISBN: 978-1-925769-51-7 Phonic and Sight Word Sequence 45
th/th, CVCC er, ai,

oo/oo, ay, oi, Revision Year 4
ee, ck, oy, all
qu, wh Revision Year 3
Revision Year 2
Revision Year 1
Pre-CVC
Literacy Foundation
Colour Key: Revision of the previous year level and the residual Teaching focus
errors identified from the placement tests

FAQ’s: Middle and Upper Primary Literacy
Progress and Planning Oral Movement

Language & Motor
FAQ: How are the Term-by-Term Teaching Sequences to be Used?

There will be a wide range in ability within each middle to upper primary class. It is as unrealistic for teachers to deliver one level of in-
struction to the entire class as it is for them to deliver four or five different levels of instruction. PLD suggests grouping students into no
more than three targeted teaching groups.
What does this mean for the teaching sequences outlined within this manual?
• There will likely be a group of students who are operating at a typical (or age-appropriate) level that matches the sequences within
this manual.
• It is common for some classes to have two delayed groups, one group marginally behind and one significantly behind age matched
peers.
• It may also be common for some classes to have students operating ahead of the outlined teaching sequences.
Remember, the outlines provided are guides and they may need to be adapted for very able and very delayed students.
FAQ: Is It Necessary to Identify the Type of Phonic Errors within Placement Tests?
• For students who are age-appropriate or advanced, this is not necessary. If students are relatively age-appropriate, work broadly
through the provided teaching sequences. Target phonic concepts at a reading, spelling, vocabulary, writing and morpheme level. If
age appropriate, there is no need to rush through the stages filling in gaps.
• For students operating below where they should be it is very important to identify and target the specific errors they are making.
So, if students are operating below their peers, identify and target as many of the specific gaps. By attending to the gaps, teachers
can aim to move students forward as quickly as possible.
FAQ: How Much Term Progress Should Each Student Make?

Structured Synthetic Phonic Teaching
The Junior Primary Preventative Process Catering for the Range in Ability in Middle & Upper Primary
Tier 3 Students with delays will require some (or all) of the items below to maximise their progress:
Highly Personalised Intervention • Effective school-based SSP instruction is essential. This will be characterised by explicit,
targeted instruction for a minimum of 30 minutes every school day, delivered by the class
• Individualised instruction for an extended period of time. teacher and/or support staff.
• Students will make progress, but some will not reach the
level of their peers. • A narrow teaching focus: Use the Spelling Placement Screens to identify gaps and
• Students may have cognition, learning, behaviour, teach directly to these areas of need.
emotional, social, communication, sensory and/or Groups of three or less,
• In addition to the Spelling Placement Screens, the Early Reading Screen will need to be
physical needs. presented by a specialist
presented each term to inform which specific phonic-based reading material is required.
Tier 2 • Collaboration with parents and caregivers where possible is recommended, so
home and school share some of the teaching load. e.g. Decodable reading
Additional Intervention
books (or phonic dictation passages) can be sent home for daily oral reading.
• Ideally early intervention.
• Collaboration with specialist services available within the school (or
• Short-term instruction.
external). In addition, classroom teachers will need to collaborate with
• Enabling students to acquire the school’s literacy support coordinator for additional support and
age-appropriate skills. Small groups of students, direction.
presented by a general staff member or a specialist
Tier 1 Tier 1 students are typically identified as being age-appropriate

Quality First Teaching and/or advanced and by their ability to respond to whole class
instruction. As a result of explicit targeted teaching, these
• Daily high quality instruction.
students should achieve each term a minimum of a 25%
• Aiming to provide the best increased accuracy within the stage (or stages) being
start for the majority and
to reduce the number
targeted, or be operating appropriately within the stage for
of students requiring their year level. These students should be progressing
Tier 2 and Tier 3. Consisting of a blend of whole class, small group and individual instruction. through the schedules outlined within this manual.
FAQ: What Do We Do When Students Are Moving Beyond Stage 6?

For students with high levels of accuracy in Stages 5 and 6, although they are still completing the phonic and phonological awareness tasks on
a Monday and Tuesday, it is the vocabulary, morphology and dictation tasks later in the week that are of the greatest value to these students.
The 2021 version of the Phonic Sight Word Sequence and the SSP Time-Savers Stages 5 and 6 provide extended supplementary word lists for
students who are extremely strong spellers and are beyond Stage 6. The focus of these supplementary word lists are upon Greek and Latin
root words.

FAQ’s: Middle & Upper Primary Students Literacy
Operating at a Junior Primary Level Oral Movement

Language & Motor
For students who enter middle or upper primary with low literacy skills, it is important to determine the points of difficulty (i.e. Stage 1 Target 1,
2, 3 or 4 or even Stage 2) and the specific phonic concepts within the identified stages that require instruction.
• What is typically NOT recommended is progressing students from Target 1 into Target 2 and Target 3 and finally Target 4. Why? This
approach will typically increase a class teacher’s groups to five or six. Additionally, this will mean that students will progress very slowly
over the school year and for the majority of students in this situation, a more time efficient process is required and outlined below.
There are two common approaches that are recommended for students with significant inaccuracies within Stages 1 and 2.
Common Approach 1: Aim to fill in the gaps in Stage 1 Target 2 and Target 4
The most difficult targets within Stage 1 are those that contain digraphs (two letters
that represent one sound). Filling in the gaps in Stage 1 Target 2 (e.g. ck, qu, wh) and at
a Target 4 (e.g. ai, oi, all) is a recommended approach. Refer to the left for an example of
students for whom this is appropriate. List Combined Encoding (Spelling) & Stage 1 High Frequency List
Decoding (Reading) List List
55 with ai, ay, oi & oy words with irregular words and words
56
Many of these students are also inaccurate at a Stage 1

that are tricky to sound out
Target 3 level (ie CCVC and CVCC). faint a

Keep in mind that by increasing the accuracy in Targets grain I
2 and 4, this often has a positive impact on Target 3 claim is
(CCVC/CVCC). When presenting Target 4 digraph lists, it is
common for a proportion of the words to reinforce CCVC slay as
CVCC
Words
his
and CVCC Target 3 double consonants.
pray has
For example, the following Target 4 list contains initial
double consonant words and some double final consonant
joy was
words. It is common for many students to have improved
end of term testing in Target 3 even though Target 2 and 4
moist the
digraphs were primarily focused upon.
CCVC
join
Before allocating
the spelling list:
of
Before allocating
the spelling list:
Words
Common Approach 2: Aim to fill in late Stage 1 digraphs before or while progressing into Stage 2
A second common approach exists when students are scoring at a Stage 2 level, but
with errors at a Stage 1 level
For these students, because they are strongly emerging into Stage 2, it is recommended
to fill in Target 4 gaps in phonic knowledge (e.g. ai, oi and all) before progressing into
Stage 2. Punch Punch
Hole Hole
What is this sound? What is this sound?
Daily revision of previously taught concepts is vital for these students. Use PLD
oi a
as
in c oi n
Punch
Hole
flipbooks, flash cards or create slide shows.
What are these sounds? Punch
Hole
What is this sound?
th th wh
as
as as r in w hi p
i n th u m b in fe a t h e PLD Organisation Pty. Ltd. Stage 1.4 Phonic Flash Card ISBN 978-1-925057-70-6 Phonic Flash Cards PLD Organisation Pty. Ltd. Stage 1.4 Pho
Punch What are these sounds? Punch

Hole Hole
Punch What are these sounds?

What is this sound? Punch Punch Punch
Hole Hole Hole Hole
What is this sound?
whwh
a
as
all
unvoiced as
voiced as in w hi p
r
th th
i n th m b in fe a t h e as as
PLD
PLD Organisation
Organisation Pty.
Pty. Ltd.
Ltd. STAGE
Stage 1.2 Phonic
1.2 Phonic Flash uFlash
Card Card
ISBN 978-1-925057-70-6 Phonic Flash
Phonic Flash Cards
Cards
as
PLD Organisation Pty. Ltd. Stage 1.2 Phonic Flash Card
as r
ISBN 978-1-925057-70-6 Phonic Flash Cards
in w hi p in b a l l
th th
i n th u m b in fe a t h e
Punch Punch Punch Punch

Hole Hole Hole Hole
What is this sound? What is this tricky consonant? What is this sound? What is this sound?
ck
as in
oi ai
lo c
unvoiced voiced
s
,c
a
a
i
nFlash k unvoiced voiced Stage 1.2 PhonicsFlash k as as
PLD
PLD Organisation
Organisation Pty.
Pty. Ltd.
Ltd. STAGE
Stage ti cCard
1.2 Phonic
1.2 Phonic
t o cCard
Flash
k,
ISBN 978-1-925057-70-6 Phonic
Phonic Flash
Flash Cards
Cards PLD Organisation Pty. Ltd.
n quac
i Card ISBN 978-1-925057-70-6 Phonic Flash Cards
in c oi n in r a in
PLD
PLD Organisation
Organisation Pty.
Pty. Ltd.
Ltd. STAGE
Stage 1.2 Phonic
1.2 Phonic Flash
Flash Card Card
ISBN 978-1-925057-70-6 Phonic Flash
Phonic Flash Cards
Cards PLD Organisation Pty. Ltd. Stage 1.2 Phonic Flash Card ISBN 978-1-925057-70-6 Phonic Flash Cards PLD Organisation Pty. Ltd. Stage 1.4 Phonic Flash Card ISBN 978-1-925057-70-6 Phonic Flash Cards PLD Organisation Pty. Ltd. Stage 1.4 Pho
Punch Punch Punch Punch

Hole Hole Hole Hole
What is this sound? Punch

Hole
What is this tricky consonant? Punch
Hole
What is this sound? What is this tricky consonant?
ckck
as in
oi ai
lo c
as in
s
,c
lo c
as
a
in k as
ti c k , t o c in q u a c k in c oi n as
in r a in
s
,c
as
a
i k
PLD Organisation Pty. Ltd. Stage 1.2 Phonic Flash Card ISBN 978-1-925057-70-6 Phonic Flash Cards PLD Organisation Pty. Ltd. Stage 1.2 PhonicnFlash
ti cCardt o c
k, ISBN 978-1-925057-70-6 Phonic Flash Cards in q u a c k PLD Organisation Pty. Ltd. Stage 1.4 Phonic Flash Card ISBN 978-1-925057-70-6 Phonic Flash Cards PLD Organisation Pty. Ltd. Stage 1.4 Phonic Flash Card ISBN 978-1-925057-70-6 Phonic Flash Cards
Punch Punch
Hole Hole
all ay
as as
PLD Organisation Pty. Ltd. Stage 1.2 Phonic Flash Card ISBN 978-1-925057-70-6 Phonic Flash Cards PLD Organisation Pty. Ltd. Stage 1.2 Phonic Flash Card PLD Organisation
ISBN 978-1-925057-70-6 Phonic FlashPty. Ltd.
Cards Stage 1.4 Phonic Flash Card ISBN 978-1-925057-70-6 Phonic Flash Cards PLD Organisation Pty. Ltd. Stage 1.4 Phonic Flash Card ISBN 978-1-925057-70-6 Phonic Flash Cards
in b a l l i n tr a y
PLD Organisation Pty. Ltd. Stage 1.2 Phonic Flash Card ISBN 978-1-925057-70-6 Phonic Flash Cards PLD Organisation Pty. Ltd. Stage 1.2 Phonic Flash Card ISBN 978-1-925057-70-6 Phonic Flash Cards
Punch Punch
Hole Hole
FAQ: Do Middle and Upper Primary Students Operating at a Junior Primary Level
all ay
as as
in b a l l i n tr a y
PLD Organisation Pty. Ltd. Stage 1.4 Phonic Flash Card ISBN 978-1-925057-70-6 Phonic Flash Cards PLD Organisation Pty. Ltd. Stage 1.4 Phonic Flash Card ISBN 978-1-925057-70-6 Phonic Flash Cards
Require Decodable Reading Material? PLD Organisation Pty. Ltd. Stage 1.4 Phonic Flash Card ISBN 978-1-925057-70-6 Phonic Flash Cards PLD Organisation Pty. Ltd. Stage 1.4 Phonic Flash Card ISBN 978-1-925057-70-6 Phonic Flash Cards
Yes! When students are operating at a Stage 1 or 2 level for spelling and writing, it is necessary that their ability to decode and read
phonic-based words is also checked. A proportion of these students will require decodable reading material.
• Present the Early Reading Screen within the Year 3, 4, 5 & 6 Screening and Tracking Manual. If students are not automatically and
accurately reading the Stage 1, 2 and 3 words decodable reading material is required.
• Timed Repeated Reading (with corrective feedback) of the PLD Phonic Dictation passages is recommended:
https://pld-literacy.org/using-the-phonic-dictation-passages-for-at-home-decodable-reading-material/
• Daily oral reading from Decodable Reading Books for older students is also recommended. Consider the PLD Catch-Up Readers. Refer
also to section in yellow on page 10.

Typically Scheduling Stage 3 Concepts Literacy
Year 3 into Term 1 Oral Movement

Term 1 Language & Motor
The Allocation of Stage 3: For the students in Year 3 for whom the placement screen has identified that Stage 3 learning is appropriate, what follows is a rich yearlong
teaching sequence. Keep in mind that the schedule is broader than the items within the placement screens. The screens do not assess every concept within each stage.
The placement screens aim to place students at an appropriate level in a relatively time-efficient manner. The teaching sequence outlined below is designed for:
• Students in Year 3 who have minimal errors (i.e. typically 80-85% or above in Stages 1 and 2) and many who already have some level of spelling ability in
Stage 3 (i.e. 25-65% in Stage 3).
• An extensive, rich and broad yearlong plan focused upon Stage 3 learning.
The identification of phonic errors and the specific targeting of errors (or gaps in knowledge) is only recommended when students are operating below the
expectations for their year level. By narrowly targeting errors (in Stages 1 and 2) as identified in the placement screens, this aims to progress students through the
PLD stages as rapidly as possible. This approach does not teach the full and expansive range of concepts contained within each stage, just the prerequisite skills to
move through the PLD stages.
An Overview of the Stage 3 Content:

• High Frequency Words (HFW’s) still integrated into the Stage 3 lists have reduced in quantity and are identified (by the HF symbol). The majority of HFW’s
occur within PLD’s Stages 1 and 2.
• In terms of the placement screening, it is common for this group of students to secure high levels of Stage 2 accuracy (e.g. 75% - 90%) while simultaneously
scoring a solid emerging percentage of accuracy in Stage 3 (e.g. 25% - 40%). This is another reason to initially schedule in Term 1 Stage 2 revision and gap-
filling whilst commencing the instruction of Stage 3 concepts.
• Stage 3 concepts often consist of two syllable words. Because the words are typically longer than the Stage 1 and 2 words, students will be directed towards
phonological awareness word attack strategies rather than the characteristic Stage 1 and 2 individual phoneme strategy. Most commonly, students will be
directed to apply onset and rime (e.g. sp/ace, tw/ice) and syllabic (e.g. stum/ble, de/light) strategies to decode and encode.
• Remember that a proportion of each list will contain opportunities to extend vocabulary. A focus on meaning is important to maximise opportunities for new
words to be applied to extended self-generated writing. It is not ideal when students can read and spell the words, but do not know their meaning and then
are unable to apply in their self generated writing.
• The integration of rewriting the phonic passages (i.e. phonic dictation) is recommended as weekly practise. This ensures that students also develop the skills
to transfer known words into their extended writing.
Decoding & Bound

Review Stage 2 Irregular High
Encoding Lists Select from the Phonic Passage Listed for Morphemes:
Week & Teach Stage 3 Phonic Frequency Words
from Time-Savers Repeated Reading & Dictation Prefixes &
Concepts from Stage 2
Stages 3 & 4 Suffixes
Spelling Revise Stage 2: ‘a-e’ & ‘i-e’ Suffix ‘-ed’ above, another,
Placement Teach Stage 3: ‘ce’ as /s/ or List 1 Phonic Dictation Stage 3 added to the won, mother, other,
Screen (-ce): Grace’s Cooking (Md3, P.47) relevant list Monday, love, month
Revise Stage 2: ‘a-e’ & ‘u-e‘ (Alternative List 2), P.12 (-ge): The Man’s Plunge (Md3, P.92)
1 Teach Stage 3: ‘ge’ as /j/ words
Catch-Up
Revise Stage 2: ‘ee’, ‘ea’
Reader Phonic Dictation Stage 3
Teach Stage 3: ‘ze’ as /z/, ‘se’ List 3, P.13
Screen (-se): Goose on the Loose (Md3, P.50)
as /z/
2
Revise Stage 2: ‘o-e’ Phonic Dictation Stage 3 Suffix ‘-ing’ word, world, work,
3 List 4, P.13 added to the buy/by
Teach Stage 3: ‘are’ as /air/ (are): Scare a Scarecrow? (Md3, P.141)
relevant list
Revise Stage 2: ‘i’ or ‘y’ as /igh/ List 5 Phonic Dictation Stage 3 words
4 Teach Stage 3: ‘igh’ (Alternative List 6), P.14 (igh): The Knight’s Fight (Md3, P.80)
Revise Stage 2: ‘aw’ as /or/ Phonic Dictation Stage 3 Suffix ‘-ly’ added animal, here/hear,
5 List 7, P.15 to the relevant were, more
Teach Stage 3: ‘oar’ as /or/ (oar): The Boar on the Shore (Md3, P.123)
list words
Revise Stage 2: ‘ou’ & ‘ow’ Phonic Dictation Stage 3
6 List 8, P.15
Teach Stage 3: ‘ear’ (ear): Keep Clear (Md3, P.153)
Revise Stage 2: ‘ve’ as /v/ Wednesday,
Teach Stage 3: ‘tch’ as /ch/ or List 10, P.16 Phonic Dictation Stage 3 Tuesday
7 (tch): Lucy’s Scratch (Md3, P.86)
Revise Stage 2: ‘oa’ (Alternative List 11, P.17) or create your own o as /oa/ passage.
Teach Stage 3: ‘o’ as /oa/
Revise Stage 2: ‘kn’ as /n/
Teach Stage 3: ‘mb’ as /m/ or List 12, P.17 Phonic Dictation Stage 3
8 (mb): A Climbing Lamb (Md3, P.107)
Revise Stage 2: ‘ow’ as /oa/ (Alternative List 14, P.18) (nn): Bunny Dinner (Md3, P.62)
Teach Stage 3: double letters
Revise Stage 2: /schwa er/ Suffix ‘-y’ added does, gone, over,
Teach Stage 3: /schwa or/ List 15 Phonic Dictation Stage 3 to the relevant open, only
9 (schwa): Soccer on Saturday (Md3, P.43) list words
Revise Stage 2: ‘y’ as /ee/ (Alternative List 16), P.19 or The Doctor Actor (Md3, P.199)
Teach Stage 3: ‘ey’ as /ee/
Spelling
Placement Option 1: A spare week to cover school disruptions and/or short school terms.
Screen
Option 2: Select from the concepts not covered.
10
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Essential Stage 3
Literacy Literacy Literacy Literacy
Structured
Phonic Literacy Stage 2, 3 & 4
Synthetic Phonic and Sound Wall
Synthetic
Literacy Programs Dictation
Revised Edition Phonics
Phonics
Time-Savers
Sight Word
Sequence
Charts
for Year 2-3
Fifth Edition
Stage 3 Flip Book Stage 3 &
The essential
Stage 4
resources for
the successful For an overall Year 3-6
implementation in PLD Implementation visit:
Year 3 are combined Fo
un
dati
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Fo
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dati
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2 Fo
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dati
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dati
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dati
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YEAR YEAR YEAR YEAR

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YEAR
in the PLD Essential

3,
3,
3,
3,
Yea
Yea
Yea
Yea
3,
Yea
Yea & 6
Yea & 6
Yea & 6
Yea & 6
4, 5
4, 5
4, 5
4, 5
Yea & 6
4, 5
LEVEL LEVEL LEVEL LEVEL

Early
Early
Early
Early
LEVEL
r
r
Early
r
r
Learning to apply phonic knowledge Ready to use resources for teaching

Developing the relationship A multi-sensory approach to learning the phonics
http://pld-literacy.org/copyright/
to extended writing tasks phonic concepts, spelling and reading Outlining the relationship between letters and sounds
Starter Pack.
between sounds and phonics through listening, seeing and saying

Year 3 into Term 2 and Term 3 Oral Movement

Terms 2 & 3 Language & Motor
Bound Complex or
Decoding & Encoding
Teach Stage 3 Phonic Select from the Phonic Passage Listed for Morphemes: Irregular High
Week Lists from Time-Savers
Concepts Repeated Reading & Dictation Prefixes & Frequency Words
Stages 3 & 4
Suffixes from Stage 3
Phonic Dictation Stage 3 Suffix ‘-ed’ added city, excited,
List 18
1 Teach Stage 3: ‘ce’ as /s/ (-ce): Grace’s Cooking (Md3, P.47) to the relevant list princess,
(Alternative List 17), P.20 words
(or create your own) sentence
Catch-Up
Reader Teach Stage 3: ‘se’ as /s/ List 20 Phonic Dictation Stage 3
Screen and /z/ (Alternative List 19), P.21 (-se & -ze): Surprise Party (Md3, P.53)
2
Phonic Dictation Stage 3 Suffix ‘ing’ added because, caught,
3 Teach Stage 3: ‘ge’ as /j/ List 21, P.22 (ge): The Man’s Plunge (Md3, P.92) to the relevant list dinosaur
(or create your own) words
Phonic Dictation Stage 3
Teach Stage 3: ‘dge’ as /j/ List 23, P.23
4 (dge & ge): A Smudged Budget (Md3, P.98)
and ‘dg’ as /j/ (Alternative List 22, P.22)
or The Judge’s Porridge (Md3, P.95)
Phonic Dictation Stage 3 aunty, laughed
5 Teach Stage 3: ‘igh’ List 24, P.23
(igh): Midnight Blackout (Md3, P.83)
Teach Stage 3: ‘air’, ‘ear’, List 25
6 (air, are & are): Hare’s Farewell (Md3, P.150)
‘are’ as /air/ (Alternative List 26), P.24
or Bear with a Flair (Md3, P.144)
Teach Stage 3: ‘ore’ as /or/ Phonic Dictation Stage 3 Suffix ‘-ed’ added write, answer,
List 27 to the relevant list guys, often, castle,
7 Alternative: Teach ‘oar’, ‘oor’ (ore/oar, oor/our): Ignoring Club Rules (Md3, P.126)
(Alternative List 28), P.25 words autumn, hour,
& ‘our’ as /or/ or A Fourteen Year Old in Court (Md3, P.135)
ghost (all with
List 30 Phonic Dictation Stage 3 silent letters)
8 Teach Stage 3: ‘tch’ as /ch/
(Alternative List 29), P.26 (tch): Rachel’s Morning Chores (Md3, P.89)
Phonic Dictation Stage 3 Suffix ‘-ness’ earth, heard, learn

Teach Stage 3: ‘ear & ‘eer’ List 32
9 (eer & ear): Stay Clear of the Driver (Md3, P.159) added to the
as /ear/ (Alternative List 31), P.27
or An Insect With a Dream (Md3, P.162) relevant list words
Spelling
Screen
10
Bound Complex or
Decoding & Encoding
Teach Stage 3 Phonic Select from the Phonic Passage Listed for Morphemes: Irregular High
Week Lists from Time-Savers
Concepts Repeated Reading & Dictation Prefixes & Frequency Words
Stages 3 & 4
Suffixes from Stage 3
Teach Stage 3: ‘ui’ & ‘ou’ as / Phonic Dictation Stage 3 Suffix ‘-ed’ added giant, magic
1 List 33, P.28
long oo/ (ui & ou): Youth Group Cruise (Md3, P.113) to the relevant list
words
Catch-Up Teach Stage 3: ‘mb’ as /m/ colour, favourite
& ’bt’ as /t/ Phonic Dictation Stage 3
Reader List 34, P.28
Screen (mb): A Climbing Lamb (Md3, P.107)
Alternative: Teach ‘al’ as /or/ (Alternative List 35, P.29) or (al): A Walking Stick (Md3, P.168)
2 & ‘o’ as /oa/
Phonic Dictation Stage 3 field, movie
Teach Stage 3: ‘a’ as /e/ &
3 List 36, P.29 (a as /e/): Can Anyone Go Anywhere? (Md3, P.202)
‘wh’ as /h/
or (wh): Create your own passage
Teach Stage 3: ‘oul’ as / brother, front
4 short oo/ & List 37, P.30
(oul): Mr Wood’s Lawn Mowing (Md3, P.165)
‘o’ as /long oo/
Phonic Dictation Stage 3 afternoon,
5 Teach Stage 3: ‘ea’ as /e/ List 38, P.30 (ea): Breakfast With Heather (Md3, P.101) basketball, class,
or A Bird Without Feathers (Md3, P.104) fast
Phonic Dictation Stage 3 Suffix ‘-y’ added enough, young,
Teach Stage 3: ‘-le’ as / List 40
6 (-le): A Stable Fire Out of Control (Md3, P.172) to the relevant list country, cousin
schwa+l/ (Alternative List 39), P.31
or What Makes Me Giggle? (Md3, P.175) words
Teach Stage 3: ‘-le’ as / Phonic Dictation Stage 3 through, bought,
List 42
7 schwa+l/ with double (-le): A Bottle of Picked Apples Anyone? (Md3, P.178) brought, thought,
(Alternative List 41), P.32
medial letters or Trifle, Apples and a Pickle (Md3, P.181)
8 Teach Stage 3: ‘ti’ as /sh/ List 45, P.24
(ti): Solution to Pollution (Md3, P.110)
Phonic Dictation Stage 3 Suffix ‘-est’ added computer,
Teach Stage 3: double List 43
9 (tt): Mrs Otter (Md3, P.71) to the relevant list decided, example,
letters (Alternative List 44), P.33 words
or (gg): The Haggard Old Beggar (Md3, P.59) important
Spelling
Test
Screen
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Decoding & Complex or

Select from the Phonic Passage
Teach Stage 3 Phonic Encoding Lists Bound Morphemes: Irregular High
Week Listed for Repeated Reading &
Concepts from Time-Savers Prefixes & Suffixes Frequency Words
Dictation
Stages 3 & 4 from Stage 3
Stage 3 Phonic Dictation Suffix ‘-ed’ added to mountain, school,
1 Teach Stage 3: ‘ph’ as /f/ List 46, P.34
(ph): My Nephew’s Trophy (Md3, P.196) the relevant list words special, police
Catch-Up
Phonic Dictation Stage 3 Prefix ‘be-’ meaning
Reader Teach Stage 3: ‘a’ as /ai/ List 47 (Alternative about, around, to
Screen (a): Major Grey (Md3, P.205)
Alternative: Teach ‘e’ as /ee/ List 48), P.35 make or thoroughly
2 or (e): Beware of the Monster (Md3, P.190)
Teach Stage 3: ‘ey’ as /ee/ Phonic Dictation Stage 3 Suffix ‘-s’ (plural or lion, trampoline,
List 49 (Alternative
3 List 50), P.36
(ey & y): The Lazy Monkey (Md3, P.187) present tense) heart, picture
Alternative: Teach ‘y’ as /ee/ or The Golden Key (Md3, P.184)
4 Teach Stage 3: ‘or’ as /schwa er/ List 51, P.37 (or): The Doctor Actor (Md3, P.199)
(or create your own)
Phonic Dictation Stage 3 eight, music, eye,
5 Teach Stage 3: ‘a’ as /or/ List 52, P.37
(or): Basalt Hill (Md3, P.208) restaurant, friend
Phonic Dictation Stage 3 Suffixes ‘-y’, ‘-est’,
6 Teach Stage 3: ‘ar’ as /or/ List 53, P.38
(ar): The Dwarf’s War (Md3, P.116) ‘-ness’ & ‘-en’ applied
to the relevant list
Teach Stage 3: multisyllabic Phonic Dictation Stage 3 pizza, minute,
7 words
List 54, P.38
(ss): Broccoli Dessert (Md3, P.77)
words.
once, beautiful
Teach Stage 3: ‘ey’, ‘ea’ & ‘eigh’, Phonic Dictation Stage 3
8 ‘aigh’ as /ai/
List 55, P.39
(a/ey): Major Grey (Md3, P.205)
Homophones - words that sound List 61 (Alternative

9 the same but are spelt differently. List 62), P.42
Create your own dictation passage.
Homophones - words that sound List 63 (Alternative

10 the same but are spelt differently. List 64), P.43
Create your own dictation passage.
The main components in Stage 3 have been outlined in a checklist below.

Particularly for older students operating at this level, it is useful to identify the errors and gaps in their knowledge. By specifically targeting the errors and knowledge gaps,
efforts can be made to progress students closer to their age-appropriate stage.
Keep in mind that group catering for students is what is being recommended, rather than individual lists. For example in a Year 3 class, there may be a group of students
with significant inaccuracies at a Stage 2 level. Rather than individual lists, it is recommended to review collectively what the group would benefit from. For example: a
number of the students lacked ‘aw’, ‘ir/ur’ and all the students were not able to demonstrate ‘oa’. On the basis of the analysis of the group errors (all of which will be different)
establish a collective teaching plan for the term ahead.
Checklist of Phonic Concepts Contained Within Stage 3

Phonic Concepts Silent Letters
ce dd or as /schwa er/ -igh -mb as /m/ (silent b)
as /s/
se gg -tch as /ch/ a -bt as /t/ (silent b)
as /or/
air nn ph as /f/ ar al as /or/ (silent l)
are as /air/ mm ti as /sh/ ui Prefix

(double consonants) as /long oo/
ear pp ey ou be-
a (any) tt a o as /oa/ Contractions

as /ai/
ea bb eer Suffixes n’t
as /e/
as /ear/
-le (schwa+l) cc ear -er ‘ll
ze oar ey -est ‘s
se as /z/ oor e (be-) as /ee/ -en ‘m

as /or/
ss ore y ed and -t past tense ‘ve
dge our wh as /h/ s-present tense ‘re
ge as /j/ oul as /short oo/ (ould) -ness ‘d
dg qu tricky grapheme /kw/ new rules for s, ing, y

If seeking further teaching concepts for Stage 3, refer to the Phonic & Sight Word Sequence - Code Bpsw for:
a:) Contractions b:) Homophones c:) Stage 3 words with less common spellings
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The Allocation of Stage 4: For the students in Year 4 for whom the spelling placement screen has identified that Stage 4 learning is appropriate, what
follows is a rich yearlong teaching sequence. Keep in mind that the schedule is broader than the items within the placement screens. The placement
screens do not assess every concept within each stage. The placement tesscreensts aim to place students at an appropriate level in a relatively time
efficient manner. The teaching sequence outlined below is designed for:
• Students in Year 4 who have minimal errors (i.e. typically 80-85% or above in Stages 1, 2 and 3) and many who already have some level of spelling
ability in Stage 4 (i.e. 25-65% in Stage 4).
• An extensive, rich and broad yearlong plan focused upon Stage 4 learning.
The identification of phonic errors and the specific targeting of errors (or gaps in knowledge) is only recommended when students are operating below the
expectations for their year level. By narrowly targeting errors (in Stages 1, 2 and 3) as identified in the placement screens, this approach aims to progress
students through the PLD stages as rapidly as possible. This approach does not teach the full and expansive range of concepts contained within each
stage, just the prerequisite skills to move through the PLD stages.
An Overview of the Stage 4 Content:

• High Frequency Words (HFW’s) are still integrated into the Stage 4 lists and are identified by (HF) but the number of HFW’s have reduced in number.
The majority of HFW’s occur within PLD’s Stages 1, 2 and 3.
• Within Stage 4, phonic concepts continue to become more complex.
• List words are typically multisyllabic and so the suggested decoding and encoding ‘sounding-out’ strategy that occurs most commonly is syllabic-based
(e.g. fur/ni/ture, in/vi/ta/tion).
• The multisyllabic list words are ideal for vocabulary instruction to simultaneously occur and to be integrated into the phonic process. It is not ideal
if students can read and spell the words, but do not know their meaning and then unable to apply in their self-generated writing. Linked to this are
the word study tasks (that focus on prefixes, suffixes and word building).
• The integration of rewriting the phonic passages (i.e. phonic dictation) is recommended as weekly practise. This ensures that in addition to single
word spelling tasks, students also develop the skills to transfer known words into their extended writing.
Decoding & Encoding

Select from the Phonic Passage Listed Bound Morphemes:
Week Stage 4 Phonic Concepts Lists from Time-Savers
for Repeated Reading & Dictation Prefixes & Suffixes
Stages 3 & 4
Spelling
Placement Half of List 13 & List 14, Phonic Dictation Stage 4
Screen Teach Stage 4: ‘a’ as /ar/ & /o/
P.92 (a as ‘ar’ & ‘o’): The Squabbling Swans (Md4, P.44)
1
Catch-Up Phonic Dictation Stage 4
Reader Half of List 15 & List 16,
Screen Teach Stage 4: ‘c’ as /s/ & ‘g’ as /j/ (g as ‘j’): Strange and Unusual Tales (Md4, P.56)
P.93 or (c as ‘s’): Bicycle Trip Around the City (Md4, P.47)
2
3 Teach Stage 4: ‘ch’ & ‘cch’ as /k/ List 17, P.94 (ch as ‘k’): Complaints of Aches and Pains (Md4, P.50)
or Advice From a Chemist (Md4, P.53)
Teach Stage 4: ‘o’ as /u/ List 18, P.94 Phonic Dictation Stage 4
4 (o as ‘u’): London in Only a Month (Md4, P.59)
Alternative: Teach ‘or’ as /er/ (Alternative List 19, P.95) (or as ‘er’): The Workman (Md4, P.65)
5 Teach Stage 4: ‘s’ & ‘ss’ as /sh/ List 20, P.95
(s as ‘sh’): A Shop Without Sugar for Sale (Md4, P.62)
6 Teach Stage 4: ‘u’ as /long oo/ List 21, P.96
(u as ‘oo’): Superhuman Powers (Md4, P.68)
7 Teach Stage 4: ‘y’ as /i/ List 22, P.96
(y as ‘i’): Ancient Egypt’s Mysteries (Md4, P.74)
Suffix ‘-age’ meaning act
8 Teach Stage 4: ‘age’ as /ij/ List 23, P.97 of, state of, result of or
(age): The Cottage (Md4, P.77)
collection of.
Teach Stage 4: ‘ge’ as Phonic Dictation Stage 4
9 List 24, P.97
/zh/ & ‘nct’ (ge as ‘zh’): Espionage (Md4, P.83)
10 Teach Stage 4: ‘ear’ as /er/ List 25, P.98
(ear as ‘er’): Yearning to be a Superstar (Md4, P.86)
Template to size Template to size
Essential Stage 4 Literacy

Structured
Literacy Literacy
Literacy Programs Phonic Synthetic Phonic and

Dictation Phonics Sight Word
Time-Savers Sequence
The essential resources Revised Edition
Stage 3 & Fifth Edition
Stage 4
for the successful Stage 4
implementation in Year 4
are combined in the PLD
Essential Starter Pack.
For an overall Year 3-6
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Fo Fo Fo
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YEAR YEAR YEAR

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3,
3,
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Yea
Yea
Yea & 6
Yea & 6
Yea & 6
4, 5
4, 5
4, 5
LEVEL LEVEL LEVEL

Early
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Teaching Sequence Manual

How to Use the Year 3, 4, 5 & 6

Targeting Oral Language Over the Full Year����������������������������������� 23

Year 3, 4, 5 & 6 Programs & Resources������������������������������������������� 24

PLD Organisation Pty. Ltd. Year 3, 4, 5 & 6 Teaching Sequence Manual 2

How to Use this Manual

Getting Started with PLD in Year 3, 4, 5 & 6

Late Stage 1 (Target 4)

Mid Stage 1 (Target 2 & 3)

Consonants Vowels s ss h n kn nn a e i o u oo n kn nn c k ck ai ay a_e ee ea e_e y ey

Preparing for Stage 1 Early Stage 1 (Target 1)

Consonants Short Vowels s ss t n a e i o u oo m mm mb h d dd r i i_e y ie igh oa oe o_e ow o

snake nose pop apple itchy egg

Consonants Short Vowels p pp g l ll f ff ar oi oy oo ew u_e ue

snake nose pop apple itchy egg

up look dig rabbit goggles lip bee leaf Steve five

Foundation snake nose pop apple itchy

Semester 1 five cliff book wind violin toe smoke star

tiger rabbit goggles lip five

hush chop thumb feather king ink church owl cloud

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cat hot mix dig rabbit egg

c h m d r e y Phonic Concepts: ce, mb, wh, ge, ve, kn, igh, i, ey

y, ie, ew, ue, aw, ir, ur, ow, ou

sh ch th th x q (u) Mid Stage 1

w z v y face High Frequency Words containing

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au/augh as /or/ + /o/

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High Frequency Words k i ng th i ng

PLD Organisation Pty. Ltd.

Frequency Words fu nn foo

PLD Organisation Pty. Ltd.

fire l i ke side whii te

Regular High Frequency Words:

five line slide c o me s o me

Irregular High game name t a ke

Frequency Words point

hide mile time s o me s o me

Foundation High Frequency Words dragon seven o’cc l o ck

An evidence-based approach to teaching high frequency words Irregular High

Regular High Frequency Words: air: air, fairy, hair

within a structured synthetic phonics program. Frequency Words

Skill Area 2: Letter Formation

er: teacher, together, paper, ear: bear

an at can hat red m et s te p

man dad did s et is his whee n

Regular High Frequency Words:

cat sad p et men fox old help l o st n e xt are

oa: boat, goal, road dinner, yesterday, person,

along, sing, bring, song,

bag big dog but sto p

ow: follow, show, snow, yellow,

our: four, your

on us bed pig g ot mum fr o g

leg bit h ot run

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double letters: off, add, egg

and around and around

never, under, number

ch: much, chip, such, lunch

ss: across, dress, miss ce: face, nice, place, race,

Targeting Oral Language Over the Full Year�� 23

Year 3, 4, 5 & 6 Programs & Resources�� 24