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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 charge here: https://pld-literacy.org/monitoring/
If explicit and systematic phonics instruction is being scheduled there should be measurable progress evident each term. As a general rule:
- Students operating within stage 1 should progress from one target to another each term.
- Students operating within stages 2, 3, 4, 5 or 6, should typically make a 20-25% increase in accuracy each term.
Training to implement these assessments is provided within the PLD seminars and also the following online courses:
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
Assessments for students experiencing difficulty within stage 1
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.
Each screen provides a range of general recommendations at the bottom of each page. Specific training may be required: Teaching students unable to read,
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
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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