Early Years Establishing a consistent screening & tracking process
Kindergarten (WA/QLD/SA/TAS), Preschool (NSW/ACT/NT/VIC)
How do you use the PLD Tracking Sheets in the Early Years?
Before you begin the Early Years demonstration video make sure you have watched the introduction video where Diana Rigg covers how to set up your tracking sheets along with tips and skills you will need to use them effectively. Watch the introduction video HERE.
Watch Diana Rigg talk you through the process for Early Years
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). NOTE: This screen and other Early Years screens are also found in the Pre-literacy and Early Literacy Screens resource.
- Subtest 1 – Syllable Segmentation (takes no more than 1 minute per student)
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
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.
To enable easy implementation across your classroom and school, we have created a step by step video guide for screening and tracking for each year group. Click on the images below to view the videos for other year groups.