PLD’s Fiction & Non Fiction Decodable Reading Books
Within Term 2, Foundation students around the nation should start on home reading books. This decodable reading material, according to research, should extend at least into Semester 2, Year 1. Some students will require decodable reading material in middle and upper primary. In order to maximise gains in this early reading phase, students require access to non ‘whole language’ readers and instead evidence-based decodable reading books. Decodable reading material facilitates the opportunity for students to rehearse their decoding skills in a context that gradually increases in complexity and length. Decodable readers typically should be viewed as a short-term resource, until students develop fluency and word attack skills. PLD’s modern yet engaging reading books are designed to run alongside an evidence-based Structured Synthetic Phonics (SSP) program where screening and tracking are completed each term.
Pre-Primary (WA), Kindergarten (NSW/ACT), Prep (QLD/VIC/TAS) Reception (SA) Transition (NT)
PLD recommends that once pre-literacy instruction (alphabet sounds, lowercase letter formation, phonemic awareness: blending & segmentation) has been explicitly taught in Term 1, screen students in Week 10. Based on the results of the testing, create three ability groups so that targeted group teaching can be scheduled from the outset in Term 2. For more information on how to set up the targeted teaching groups and how to establish a consistent screening and tracking process, click here.
- Top-Up Home Reading books have been designed to extend or supplement the books contained within our Home Reading Books. Each reading book contains decodable text and should align with the sounds and letters being instructed within the classroom.
- Set 1 of the Home and Fiction/Non Fiction Group Reading books, have been created for Semester 1 and feature VC and CVC words. Prior to allocating these initial reading books, pre-literacy skills (alphabet sounds, lowercase letter formation, phonemic awareness: blending & segmentation) must be taught and screened. The Early Reading Profile – Foundation from the Foundation Screening & Tracking Manual (typically presented in week 6 of Term 2) will track student’s progress in the early weeks of learning to decode.
- Set 2 of the Home and Fiction/Non Fiction Group Reading books, have been created for Semester 2 and feature CVC, CCVC, and CVCC words. Prior to allocating students these sets, screen again through the Foundation Screening & Tracking Manual (typically in Week 6 of Term 3 and 4).
By the end of Year 1, students should be ready to progress on from decodable reading books and be able to accurately and fluently read Stage 1 words and a percentage of Stage 2 words. To get students here, PLD recommends the continuation of decodable reading material throughout Year 1.
- Set 3 of the Home and Fiction/Non Fiction Group Reading books, for Semester 1, feature Stage 1 and limited Stage 2 phonic concepts. Prior to allocating students these sets, screen the students using the Year 1 & 2 Screening & Tracking Manual (typically in Week 2 of Term 1 and Term 2).
- Set 4 of the Home and Fiction/Non Fiction Group Reading books, for Semester 2, feature Stage 1 and Stage 2 phonic concepts with increased length. Prior to allocating students these sets, screen again using the Year 1 & 2 Screening & Tracking Manual (typically in Week 2 of Term 3 and Term 4).
In every junior and middle primary classroom, there will be students who require decodable material beyond Year 1. If students are experiencing difficulty at a Stage 1 level (and as a consequence are not progressing at a pleasing rate) PLD recommends using the below screen to determine the basis of the difficulties.
The assessment for students experiencing difficulty within Stage 1 screen has been designed to identify why students are not progressing or why they are experiencing difficulties acquiring skills. The screens highlight the additional skills that require targeting. The results should direct the efforts of Educational Assistants, parents, support staff, and teachers in making modifications to their targeted small group or individual teaching practices. Once the targeted teaching groups have been defined, take a look at the below Home Reader Further Practise books.
The below Early Reading Screening tools will help to identify the appropriate allocation of reading books for each student. To ensure the allocation of PLD decodable readers is appropriately structured, download and attach the following labels during the accession process. Apply the sticker to the spine High Frequency Words words of the book, folding in the middle.
PLD offers a range of instructional videos showcasing how to establish school-wide screening and tracking process.
If you have any questions about PLD’s decodable readers or anything else we do here at PLD, get in contact with us to
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