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The tracking of student skill development is central to the PLD process.

Even from the Early Years, 1 minute sub-tests should be scheduled each term, so that over the school year students ideally should acquire each of the pre-literacy skills outlined in Option 1 or Option 2 of the Early Years screening tools. Please refer to page 5 in the ‘Whole School Literacy Plan’ booklet.  Page 5 outlines a basic implementation guide, that can be adapted to suit the entry level of the students and the vision established within a particular school or Early Years service.

Attachment 2 outlines a few options for how the testing can be scheduled over a school year. Each of these draw upon the general framework outlined on page 5 in the booklet.

Please note that the test results can be applied directly to excel tracking sheets. Request the Early Years to Year 6 student tracking spreadsheets here.

 

FAQ: Why screen sub-tests in week 6 or 7 of each term following an intensive period of explicit teaching and skill development?

If students are scoring under 80% by mid-term, this suggests that additional small group work is required to develop the key skill (or skills). If the screen is presented at the end of the year or end of the term, then this leaves no time to focus on the students who are struggling to acquire the skills established within the literacy plan. Midterm checks allow for resources to be diverted to the students who require assistance.

 

FAQ: Why isn’t rhyme included in the PLD schedule? 

At PLD we keep up to date with research and also developments in the curriculum. Please read the following blog titled: Rhyme – not the significant skill that we once thought, given the evidence based supporting synthetic phonics and the awareness of phonemes.

 

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  • Early Years Pre-literacy Screening
    Whole Year Scope and Sequence Overview: Early Years to Year 6

    The following Whole Year Scope and Sequence Overview tables feature adaptable outlines for scheduling Literacy, Oral Language, and Movement and Motor activities and screening.

    These are provided as a general overview that educators from the Early Years through to Year 6 can adapt according to their school requirements. While

  • Early Years Pre-literacy Screening
    Foundation Pre-literacy Screen

    The tracking of student skill development is central to the PLD process.

    From Term 1, pre-reading and pre-spelling skills should be explicitly taught. Please refer to the ‘Whole School Literacy Plan’ booklet. The Foundation pages outline a

  • Early Years Pre-literacy Screening
    Early Reading Profile – Foundation Year

    The ‘Early Reading Profile’ presents an evidence based alternative to whole language type reading assessments.

    It 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

  • Early Years Pre-literacy Screening
    PLD’s 2020 Whole School Literacy Plan

    The document outlines how to implement PLD’s literacy, motor and oral language resources during the Early Years, Foundation Year, 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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