Term 1: Using PLD Screens and Tracking Sheets for Monitoring Student Progress.

Step 1.  Term 1 Week 1 Phonological Awareness

It is essential that phonological awareness training commences from Week 1 in Term 1 in the form of syllable segmentation of two and three-syllable words.  Typically students require three (or four) three minute instruction session each day (from Week 1).

See PLD’s Whole School Literacy Plan for more information on what to teach and when.

Step 2.  Term 1 Week 6/7 Pre-literacy Screening

Upon reaching  Week 6 or Week 7 in Term 1 the students will have received intensive short, sharp and regular syllable phonological awareness training. It is at this time that every child should be tested on their understanding of syllable segmentation using the following subtest from the PLD Early Years Pre-Literacy Screen (download the latest version HERE):

  • Subtest 1 – Syllable Segmentation (takes no more than 1 minute per student)

NOTE: This screen and other Early Years screens are also found in the Pre-literacy and Early Literacy Screens resource.

Step 3. Marking Screen Results

There are 5 items which are presented and marked during the screen and the score out of 5 is then converted into a percentage.  The percentage results are then transferred into the PLD Tracking Spreadsheets in column D for each Early Years class (ensuring the each class data set is captured on individual sheets).

Step 4. Creating Targeted Teaching Groups

Once the testing results have been entered, three targeted teaching groups will need to be created. This will likely consist of:

  • Students scoring 80%-100% who have acquired the skill
  • Students scoring 40%-60% who have almost acquired the skill but require additional small group targeted teaching
  • Students scoring 0%-20% who are experiencing great difficulty and require focused targeted teaching

View the Term 1 video above to watch Diana Rigg demonstrate this process using sample class data.

For the purposes of this demonstration please note:

  • The class sizes have been reduced to 20 students 
  • Surnames (column B) have been hidden
  • A fairly general sample class’s test results have been entered
  • In the case of an Early Years/Foundation Year class eg K/PP, it will be necessary to set up and maintain two spreadsheets, one for the Early Years program and one for the Foundation program. 
  • For schools of particularly low socio-economics, the student test scores may be initially somewhat lower than the examples provided and teachers may need to factor in additional teaching time. Eg 5 or 6 minute sessions, some whole class, some small group, and some with the education assistant in the room.
  • For schools of particularly high socio-economics, the student test scores may be somewhat higher than the examples provided and students may be ready to progress onto the next skills earlier.

Stay tuned for the second instalment: Term 2 Screening and Tracking in the Early Years.

Want to know about screening and tracking across other year levels?

Introduction foundation year 1 & 2 year 3, 4, 5 & 6