The ‘Early Reading Profile’ presents an evidence based alternative to whole language type reading assessments. Revised for 2020.
The ‘Early Reading Profile – Year 1 & 2’ is a quick single word reading assessment. It presents words that gradually increase in length and phonic complexity. The progression reflects PLD’s structured synthetic phonics approach. The assessment takes minutes to present and should determine the level of the decodable readers that are required for home reading and in-class shared reading.
The PLD process with Year 1 and 2 requires students to extend the accuracy and efficiency of their reading, spelling and writing skills. The Early Reading Profile – Year 1 & 2 assists in scheduling targeted reading material and also assists in planning for areas requiring targeted teaching.
The Early Reading Profile – Year 1 & 2 contains the following:
- Exercise 1: VC Words
- Exercise 2: CVC Words
- Exercise 3: CVC Words With Early Stage 1 Phonics
- Exercise 4: CCVC and CVCC Words
- Exercise 5: Words With Late Stage 1 Phonics
- Exercise 6: Stage 2 Words
- Exercise 7: Stage 3 Words
Teachers administering the screen are required to record the percentage of accuracy for each level while rating the level of automaticity observed. Training to administer the screen can be found in the following online courses:
The full screen is found in the 2018 edition of the Phonic Sight Word Sequence.
Educators should find that ‘Early Reading Profile – Year 1 & 2’ outlines a fairly standard SSP progression which can be utilised in conjunction with other evidence-based SSP programs.
Year 1 & 2: Whole Year Scope and Sequence and Assessment Overview
The following Year 1 & 2 full year assessment schedule and scope and sequence outlines have been provided as a general term-by-term guide from which schools can adapt their scheduling. While some students will progress faster and some slower, these plans should be considered for the bulk of students. Screening and tracking is an essential […]
The following Year 1 & 2 full year assessment schedule and scope and sequence outlines have been provided as a general term-by-term guide from which
Assessments for students experiencing difficulty within Stage 1 – Target 1,2,3
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
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
Foundation Pre-Literacy Screen
Revised for 2020.
The Foundation Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development.
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