Year 3, 4, 5 & 6 Assessment Schedule

Year 3, 4, 5 & 6 Assessment Schedule

Year Level: Years 3 to 6

The following Year 3, 4, 5 & 6 full year assessment schedule and scope and sequence have been extracted from the Year 3, 4, 5  & 6 Screening & Tracking Manual. Within this download, 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 part of the PLD process, click here for tips on establishing a consistent screening and tracking process in middle and upper primary.

This download is for Year 3, 4, 5 & 6, access the other assessment schedules below:

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  • Year 3, 4, 5 & 6 Assessment Schedule
    Year 3, 4, 5 & 6 Screening & Tracking Manual

    The Year 3, 4, 5 & 6 Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended that the screens are administered following a solid period of repeated targeted instruction as outlined in the Year 3, 4, 5 & 6 Teaching Sequence […]

    The Year 3, 4, 5 & 6 Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations


  • Year 3, 4, 5 & 6 Assessment Schedule
    Assessments for Students Experiencing Difficulty Within Stage 1 Targets 1, 2 & 3

    PLD recommends the presentation of these short assessments to determine why students may not be progressing through Stage 1 at a pleasing rate. 

    These screens have been designed to identify why students are not progressing, or why they are experiencing difficulties acquiring skills within Stage 1. The screens


  • Year 3, 4, 5 & 6 Assessment Schedule
    Private: Whole School Phonic Placement Screen

    The Phonic Placement Screen is designed to quickly establish the range in ability within a class, and provide the stages for which explicit, structured teaching is required.

    The Phonic Placement Screens are designed to track the development of single-word spelling based upon PLD’s Structured Synthetic Phonics sequence. The information gained will highlight


  • Year 3, 4, 5 & 6 Assessment Schedule
    Year 1 & 2 Early Reading Screen

    The Early Reading Screen presents an evidence-based alternative to whole-language reading assessments

    The Year 1 & 2 Early Reading Screen is a quick single-word reading assessment. It presents words that gradually increase in length and phonic complexity.


  • Year 3, 4, 5 & 6 Assessment Schedule
    PLD’s Alignment to the Australian National Curriculum

    How does PLD align to the Australian National Curriculum?

    In the attached download we have outlined where PLD applies to each year level, the content code and descriptor and the related PLD programs.  


  • PLD’s Alignment with the Early Years Learning Framework
    PLD’s Alignment with the Early Years Learning Framework

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    Year 3, 4, 5 & 6 Assessment Schedule

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    Year 3, 4, 5 & 6 Assessment Schedule

    What happens when the correct spelling of test words does not transfer to writing? Students often write words correctly in spelling tests but struggle when applying their new knowledge to written work? As a general rule, students require many opportunities to rehearse their skills in contexts of increasing complexity. Phonic Dictation – Stage 3 focuses on a variety of spelling and phonics concepts. As students complete the dictation tasks, they are faced with the challenge of applying their recently acquired spelling concepts to the rewriting of passages. The presentation of regular phonic dictation sessions enables students to rehearse transferring spelling concepts to their writing. Dictation tasks require minimal preparation but produce significant gains in all areas of literacy. When presented on a regular basis, dictation tasks hold the potential to produce a significant increase in a range of areas. Dictation improves the following skills in students: listening auditory memory handwriting language spelling Most importantly, dictation assists in the translation of spelling list words to students’ self-generated writing. The short presentation formats outline dictation only, the extended formats provide reading, editing and writing tasks. Phonic Dictation – Stage 3 focuses on: Revision of Phonic Dictation – Stage 2 phonic concepts. Phonemic spelling strategy and phonic concepts (e.g. igh, -y, i-e, tch, dge, get, ea as ‘e’.) Onset and rime spelling strategy and phonic concepts (e.g. ace, ice, air.) Syllabic spelling strategy and phonic concepts (e.g. ph, ble, qu, be.) Generous discounts apply for bulk orders 5 to 9 copies – 15% discount applies 10+ copies – 20% discount applies The other programs within the range include: Phonic Dictation – Stage 1 Phonic Dictation – Stage 2 Phonic Dictation – Stage 4 Phonic Dictation – Stage 5 Phonic Dictation – Stage 6 Full Set of Phonic Dictation Books

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    Year 3, 4, 5 & 6 Assessment Schedule

    Synthetic phonics, vocabulary and writing activities.

    What happens when the correct spelling of test words does not transfer to writing? Students often write words correctly in spelling tests but struggle when applying their new knowledge to written work? As a general rule, students require many opportunities to rehearse their skills in contexts of increasing complexity. Phonic Dictation – Stage 3 focuses on a variety of spelling and phonics concepts. As students complete the dictation tasks, they are faced with the challenge of applying their recently acquired spelling concepts to the rewriting of passages. The presentation of regular phonic dictation sessions enables students to rehearse transferring spelling concepts to their writing. Dictation tasks require minimal preparation but produce significant gains in all areas of literacy. When presented on a regular basis, dictation tasks hold the potential to produce a significant increase in a range of areas. Dictation improves the following skills in students: listening auditory memory handwriting language spelling Most importantly, dictation assists in the translation of spelling list words to students’ self-generated writing. The short presentation formats outline dictation only, the extended formats provide reading, editing and writing tasks. Phonic Dictation – Stage 3 focuses on: Revision of Phonic Dictation – Stage 2 phonic concepts. Phonemic spelling strategy and phonic concepts (e.g. igh, -y, i-e, tch, dge, get, ea as ‘e’.) Onset and rime spelling strategy and phonic concepts (e.g. ace, ice, air.) Syllabic spelling strategy and phonic concepts (e.g. ph, ble, qu, be.) Generous discounts apply for bulk orders 5 to 9 copies – 15% discount applies 10+ copies – 20% discount applies The other programs within the range include: Phonic Dictation – Stage 1 Phonic Dictation – Stage 2 Phonic Dictation – Stage 4 Phonic Dictation – Stage 5 Phonic Dictation – Stage 6 Full Set of Phonic Dictation Books

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    Year 3, 4, 5 & 6 Assessment Schedule

    Outlining the relationship between letters and sounds.

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