If students are experiencing difficulty at a stage 1 level (and as a consequence are not progressing at a rate that is pleasing) PLD recommends the presentation of the relevant short investigation to determine the basis of the difficulties.
These screens have been designed to identify why students are not progressing or why they are experiencing difficulties acquiring skills. The screens highlight what additional skills require targeting. The results should direct the efforts of Educational Assistants, parents and support staff and direct teachers in making modifications to targeted small group or individual teaching.
- Difficulty Acquiring Stage 1 Target 1 Reading and Spelling Skills (CVC Words)
Assesses the phonemic awareness, pre-literacy skills of blending (reading) and segmenting (spelling) of CVC words and alphabet sound knowledge. The screen also sources a sample of CVC reading and CVC spelling ability.
- Difficulty Acquiring Stage 1 Target 2 Reading and Spelling Skills (CVC Words with Early Stage 1 Phonics)
Assesses the prerequisite skills consisting of alphabet sound knowledge, digraph recall, blending and segmenting of CVC words. The screen also sources a sample of target 2 reading and spelling ability.
- Difficulty Acquiring Stage 1 Target 3 Reading and Spelling Skills (CCVC and CVCC Words)
Assesses the prerequisite skills consisting of blending and segmenting of CCVC and CVCC words and alphabet sound knowledge. The screen also sources a sample of reading and spelling ability.
Whole School Phonic Sight Word Sequence Placement Screening
The Phonic Sight Word Sequence placement test, is designed to very quickly establish the range in ability within a class, and provide the stages or levels for which explicit, structured teaching is required.
How to present the Whole School Phonic Sight Word Sequence Placement Screening Present the screen below to each class (ideally in week 1 of Term
Decodable First Reading Books
To maximise gains in the early reading phase, students require access to high quality reading books. Quality early reading materials will facilitate the opportunity for students to rehearse their decoding skills in a context that gradually increases in complexity and length. Within the designed book lists, sight words and phonic concepts are progressively introduced. The […]
To maximise gains in the early reading phase, students require access to high quality reading books. Quality early reading materials will facilitate the opportunity for
Early Reading Profile – Foundation Year
Tracking the emergence of early decoding and word reading.
The Early Reading Profile – Foundation Year is designed to track the emergence of decoding and word reading. The screen can be used to track
PLD’s 2020 Whole School Literacy Plan
The document outlines how to implement PLD’s literacy, Movement and Motor and Oral Language resources during the Early Years, Foundation, Year 1 & 2 and across Years 3 to 6. Each page provides suggested time frames and implementation recommendations.
The purpose of this document is to provide an implementation outline to assist schools in scheduling the PLD programs within a broad school-based strategy. When
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