Assessments for students experiencing difficulty within Stage 1 – Target 1,2,3

Year Level: Year 1 & 2, Years 3 to 6

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.
Each screen provides a range of general recommendations at the bottom of each page. Specific training may be required, view our online course: Teaching students unable to read, spell and write. 

 

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  • Assessments for students experiencing difficulty within Stage 1 - Target 1,2,3
    Year 3, 4, 5 & 6 Screening & Tracking Manual

    The Year 3, 4, 5 & 6 Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended that the screens are administered following a solid period of repeated targeted instruction as outlined in the Phonic & Sight Word Sequence. In this way, the […]

    The Year 3, 4, 5 & 6 Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations

  • Assessments for students experiencing difficulty within Stage 1 - Target 1,2,3
    Year 1 & 2 Screening & Tracking Manual

    The Year 1 & 2 Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended that the screens are administered following a solid period of repeated targeted instruction as outlined in the PLD Year 1 & 2 Teaching Sequence Manual. In this way, […]

    The Year 1 & 2 Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue

  • Assessments for students experiencing difficulty within Stage 1 - Target 1,2,3
    Foundation Screening & Tracking Manual

    The Foundation Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended that the screens are administered following a solid period of repeated targeted instruction as outlined in the PLD Foundation Teaching Sequence Manual. In this way, the screens function as a check-in […]

    The Foundation Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended that

  • Assessments for students experiencing difficulty within Stage 1 - Target 1,2,3
    Early Years Screening & Tracking Manual

    The Early Years Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended that the screens are administered following a solid period of repeated targeted instruction as outlined in the PLD Early Years Teaching Sequence Manual. In this way, the screens function as […]

    The Early Years Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended

This download outlines how PLD programs link to the ACARA National Curriculum year level content descriptions.

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