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 basic implementation guide, that can be adapted to suit the entry level of the students and the vision established within a particular school. While it is essential to progress into reading, spelling and writing activities, it is also necessary to first develop the pre-literacy skills outlined on page 10. 

Download ‘The Foundation Pre-Literacy Screen’ for students aged 5-6. The first page tracks the development of the pre-reading skills (i.e. blending and alphabet sound knowledge) and the second page outlines pre-spelling skills (i.e. segmentation and alphabet recall and formation). As the implementation guide explains, these skills should be scheduled into Term 1 (or semester 1) if appropriate. 

This screen also applies to: Pre-primary(WA), Kindergarten (NSW/ACT), Prep (QLD/VIC/TAS) Reception (SA). If training is required to administer this assessment, please refer to the following online course: https://courses.pld-literacy.org/courses/Learning-to-read-spell-and-write-in-Foundation

Please note that the test results can be applied directly to excel tracking sheets. Request the 2020 Student Monitoring and Tracking Spreadsheet here. 

 

FAQ: Why screen sub-tests in week 6 or 7 of the 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. Mid term checks allow for resources to be diverted to the students who require assistance.

 

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  • Foundation Pre-literacy Screen
    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

  • Foundation Pre-literacy Screen
    The 2019/20 Phonic & Sight Word Sequence Placement Test

    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.

    Furthermore, the class profile data can easily be plotted on excel or Google sheets. Upon request, these school tracking sheets can be supplied free of

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

    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

  • Foundation Pre-literacy Screen
    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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