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 1).
- Progress through the screen until students start making 6 consecutive errors. At this point the relevant students can be asked to cease the screen as their earliest point of difficulty has been identified. (Recommended to cease screen when students make 6 consecutive errors) .
- It is recommended that teachers use a template as this set-up will assist the process of analysing the results.
- Middle and upper primary teachers need to start the placement screen at stage 1. It may be useful to present the spelling screen in 2 to 3 sittings. 15 minutes before recess, 15 minutes after recess and for the students who are still strong spellers, 15 minutes after lunch.
Explanation to the class:
“We are going to complete a spelling test. The words start off simple and gradually will become more difficult. When I tap you on the shoulder you can stop writing and read a book (while the other students keep spelling). The first list of words will be placed within the first column. The second list of words in the second column and so on. Let’s get started. Listen carefully to the words I am asking you to spell and do your best. Please do not use an eraser. If you want to make two attempts of the word, I would like to see both of your attempts. Let’s get started.”
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 & Sequence and Assessment Schedule Overview: Early Years to Year 6
The following Early Years to Year 6 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 […]
The following Early Years to Year 6 full year assessment schedule and scope and sequence outlines have been provided as a general term-by-term guide from
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
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.
PLD’s 2020 Whole School Literacy Plan
The document outlines how to implement PLD’s literacy, Movement and Motor and Oral Language resources during the Early Years, Foundation, 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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