PLD’s Early Reading Screen will identify the appropriate allocation of reading books for each student. This screen, along with our other screening and tracking tools, is found within our screening and tracking manuals. To determine which level of decodable reading books match each student’s reading level, regular screening and tracking are administered. This process also documents each student’s progress and empowers teachers to set appropriate learning targets for each cycle.

In every junior primary classroom, there will be students who require decodable material beyond Year 1. If students are experiencing difficulty at a Stage 1 level and are not progressing at a pleasing rate or are markedly below their peers, PLD recommends using this screen for students experiencing difficulty within Stage 1. The screen highlights the skills that require targeted teaching and should direct the efforts of Educational Assistants, parents, support staff, and teachers in making modifications to their targeted small group or individual teaching.

Pre-Primary (WA), Kindergarten (NSW/ACT), Prep (QLD/VIC/TAS) Reception (SA) & Transition (NT)

For the typical student, the beginning of Term 2 in Foundation marks the introduction of decodable home reading books and extends to when students are ready to move on to general reading material (typically Stage 3 and above).

Set 1 of the Home and Fiction/ Non-Fiction Group Reading books for Semester 1 feature VC and CVC words.

Prior to allocating these initial reading books, pre-literacy skills (alphabet sounds, lowercase letter formation, phonemic awareness: blending & segmentation) must be taught and screened. The Early Reading Screen is typically presented in Week 6 of Term 2 and will track student progress in the early weeks of learning to decode.

Set 2 of the Home and Fiction/Non Fiction Group Reading books have been collated for Semester 2 and feature CVC, CCVC, and CVCC words.

Prior to allocating these sets to students, screens are repeated (typically in Week 6 of Term 3 and 4). A schedule is outlined in the Foundation Screening & Tracking Manual.

By now students should be able to read Stage 1 words and a percentage of Stage 2 words with high levels of accuracy and fluency. To get them to this point, PLD recommends the continuation of decodable reading material throughout Year 1. By the end of Year 1, students should be ready to progress from decodable reading books.

Set 3 of the Home and Fiction/ Non-Fiction Group Reading books for Semester 1 feature Stage 1 and early Stage 2 phonic concepts

Prior to allocating these sets, screen students to determine which level they should be on. Prior to allocating students these sets, screen again using the Year 1 & 2 Screening & Tracking Manual (typically in Week 2 of Terms 1 and 2).

Set 4 of the Home and Fiction/ Non-Fiction Group Reading books for Semester 2 feature Stage 1 and Stage 2 phonic concepts with increased length.

Prior to allocating students these sets, screen again using the Year 1 & 2 Screening & Tracking Manual (typically in Week 2 of Term 3 and 4).

These sets are appropriate for students entering either Year 1 & 2 with Foundation level reading or Year 2 & 3 with Year 1 level reading.