Year 3, 4, 5 & 6 Assessment Schedule

Year Level: Years 3 to 6

The following Year 3, 4, 5 & 6 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 essential part of the PLD process, click here for tips on establishing a consistent screening and tracking process.

The download is for Year 3, 4, 5 & 6, to access each of the year levels, click on the links below:

The full PLD implementation guide is available for download HERE.

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  • Year 3, 4, 5 & 6 Assessment Schedule
    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

  • Year 3, 4, 5 & 6 Assessment Schedule
    Whole School Phonic Sight Word Sequence Placement Screening

    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

  • Year 3, 4, 5 & 6 Assessment Schedule
    Early Reading Profile – Year 1 and 2

    The ‘Early Reading Profile’ presents an evidence based alternative to whole language type reading assessments. Revised for 2020.

    The ‘Early Reading Profile – Year 1 & 2’ is a quick single word reading assessment. It presents words that gradually increase in length and

  • Year 3, 4, 5 & 6 Assessment Schedule
    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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    Year 3, 4, 5 & 6 Assessment Schedule

    Learning to apply phonic knowledge to writing tasks.

    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: 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.) 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 This publication is mentioned within the ‘Whole School Literacy Strategy’ booklet on page 22.

  • Spelling Activities for the Middle And Upper Primary
    From $65.00$65.00 incl. GST
    Year 3, 4, 5 & 6 Assessment Schedule

    Synthetic phonics, vocabulary and writing activities.

    The ability to read well is a basic skill and vital to national survival (Chall 1989). However, there have been ongoing concerns regarding the poor adult literacy rates since the introduction of whole language approaches to literacy development both within Australia and internationally. In 2004 these concerns led to a National Inquiry into the Teaching of Literacy (NITL) here in Australia. The results, published in 2005 recognised the importance of a systematic, synthetic phonics approach to reading instruction (Bowey 2006). These findings were independently echoed in the US and UK with recommendations that teaching of reading and spelling must include a synthetic phonics approach (Dooner 2010). As Joshi (2009) clearly outlines, one cannot teach what one does not understand, and it is therefore important that teachers understand synthetic phonics, the alphabetic code, phonological awareness and types of language and vocabulary and how these work together in the development of strong literacy skills. Spelling Activities for the Middle and Upper Primary is intended to provide a definition of synthetic phonics and related skills, an understanding of the importance of synthetic phonics, and practical suggestions for how to teach synthetic phonics within the classroom, in addition to specific spelling activities which are based on the principles of synthetic phonics and are ready to use with your students individually, within small groups or as part of whole-class activities.   Features: Middle and Upper Primary spelling activities resource (which incorporates synthetic phonics and linguistic theory). Three levels of each template aim to cater for the range in ability (i.e. delayed, average and advanced students) evident in classrooms. The activity templates are ready to photocopy. A key resource when establishing a spelling program. Assessment points are located at the base of each sheet (for students, a peer or teachers to rate task performance). An ideal complement to PLD’s Phonic Sight Word Sequence. This publication is mentioned within the Whole School Literacy Strategy booklet on page 22.

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    Following on from our bestselling series Synthetic Phonics 1 & 2, comes Synthetic Phonics 3 in 2020. Synthetic phonics is a way of teaching children to read and spell. It has been identified as the most successful approach to establishing early literacy skills. The ‘synthetic’ component relates to the ‘synthesising’ or blending of phonemes (or individual speech sounds) and the ‘phonic’ component relates to written symbols (graphemes) being linked to the individual speech sounds (phonemes). When learning to read a child links letters to speech sounds and then blends them together to form words. When learning to spell a child separates or segments a word into the individual speech sounds within the word while linking the sounds to letters. This handy flip book resource is intended to provide important synthetic phonic concepts in a practical format that will assist when teaching the whole class or small groups of students. At Stage 3 children will be moving to syllabic spelling, which is chunking words by syllables while still paying attention to phonics. This resource is part of the Synthetic Phonics Flip Book range, view the other levels below: Synthetic Phonics Flip Book – Stage 1 & 2 Synthetic Phonics Flip Book – Stage 2, 3 & 4 Synthetic Phonics three Flip Books in a bundle Generous discounts apply for bulk orders 5 to 9 copies a 15% discount applies 10+ copies a 20% discount applies

  • Phonic and Sight Word Sequence
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    Year 3, 4, 5 & 6 Assessment Schedule

    Outlining the relationship between letters and sounds.

    By middle and upper primary, classes typically have a huge range in ability levels. Using the placement tests in Phonic and Sight Word Sequence levels are quickly established and class specific content can be devised. This best selling resource covers Foundation all the way through to Year 6 and provides teachers and parents with: A structured whole-school scope and sequence for primary schools, outlining phonic concepts, spelling rules, morphology, reading and spelling words, sight words and assessments. Termly reviews are provided for establishing the range in ability, for reviewing progress and for measurable data. Stages 1, 2 and 3 primarily outline structured synthetic phonics content along with common bound morpheme suffixes. Stages 4, 5 and 6 are comprised of structured synthetic plus more sophisticated word attack spelling based upon syllables, prefixes, suffixes, and morphemes. Placement tests, term reviews, and short investigations when students are slow to progress are included. Guidelines for the explicit teaching of sight words are contained within the appendix. To find out how the 2020 Second Revised Edition differs from previous versions, click here.   Phonic and Sight Word Sequence is mentioned within the ‘Whole School Literacy Strategy’ booklet on page 11, 17 & 22. Generous discounts apply for bulk orders 5 to 9 copies – 15% discount automatically applied at checkout 10+ copies – 20% discount automatically applied at checkout