Year 3, 4, 5 & 6 Establishing a consistent screening & tracking process
How do you use the PLD Tracking Sheets in Year 3, 4, 5 & 6?
- The PLD Tracking Sheets integrate the downloadable paper-based screening tools with a digital medium, which helps schools manage the implementation of PLD across classes and year levels.
- The Tracking Sheets are formatted so that each term classroom teachers enter pre-literacy to Year 6 data.
- The Tracking Sheets facilitate teachers in organising their classes into three ability (or targeted teaching) groups.
- The Tracking Sheets record each class’s results from implementing PLD’s Structured Synthetic Phonics (SSP) program.
Watch Diana Rigg talk you through the process for Year 3, 4, 5 & 6
Setting up the PLD Tracking Sheets
Step 1. Set up the PLD Tracking Sheets
- The Tracking Sheets can be downloaded from the PLD website.
- Converted into a ‘cloud-based’ format and stored in a centralised location.
- Each class is allocated to a different tab.
- Student names entered.
Step 2. Download PLD’s Early Years Screening & Tracking Manual
Download & read the manual including:
- What to screen?
- When to screen?
- Instructions on how to screen?
- How to report on the results?
The manual will be available to download in Term 4 2020. In the meantime, you can download the Year 3, 4, 5 & 6 Screening Tools HERE.
Step 3. View the PLD training video on spreadsheet functions
For staff to effectively enter test scores, it is essential for them to understand three main spreadsheet functions. View the training video on essential spreadsheet functions below:
- Skill 1: Hiding and ‘unhiding’ columns.
- Skill 2: Highlighting cells.
- Skill 3: Inserting, deleting & moving rows (to reorganise the class into ability groups from the initial alphabetical ordering.)
Step 4. Hide any columns that are no required
Hide any columns that do not reflect the term you will be entering the data in.
Tip 1: Relevant to classes with students with low entry levels – Remember to select the template which has provision for profiling pre-literacy (or pre-CVC) students.
Tip 2: Composite classrooms – Make sure if you have a combined class (e.g. Year 1 & 2) all of your class data should be on the same spreadsheet, rather than two separate spreadsheets.
Getting started with the PLD Tracking Sheets
Refer to the downloadable PLD Year 3, 4, 5 & 6 Screening & Tracking Manual which will be available in Term 4 2020. In the meantime, complete the screening based on the downloadable tools listed HERE.
It is essential that teachers utilise the full school year, and commence the PLD process within the first week of the school year. PLD recognises that every junior primary class is different. The range in ability and the phonic-based teaching needs will differ from class to class. Determining the specific teaching needs of each class is derived in Week 1 of Term 1 of the year with the beginning of Term 1 Phonic Sight Word Sequence Placement Test.
NOTE: This Term 1 Placement Test, as well as screens for the end of each term and a full scope and sequence, can also be found in the Phonic and Sight Word Sequence program.
Step 1. Mark the spelling test papers and convert them into percentages
Within Stage 1 there are 4 individual targets (see the Phonic and Sight Word Sequence program for more information on these targets,) and each score with in the targets is converted into its own percentage. If students progress into Stages 2 or 3, an overall Stage percentage of accuracy is calculated.
Importantly only mark words as correct, if they are spelled correctly. If students spell the key phonic sound correctly, but make other errors in the word, the word is marked incorrect. Words are only marked as correct, when they are spelled accurately.
Step 2: Enter the percentages scores directly into the PLD Tracking Sheets
With the test papers in front of you, enter the results into the PLD Tracking Sheets. This can be commenced within any school term, within the school year. Further information can be found in PLD’s Year 1 & 2 Screening & Tracking Manual due on Term 4 2020 or by viewing the Year 3, 4, 5 & 6 Screens HERE.
Step 3: Apply the colour fill function to highlight what you intend to teach
The aim here is to colour fill one or two cell and with these highlighted cells you will be highlighting the teaching goals over the next 9 or 10 week term. It is often unrealistic to target and highlight three cells.
Tip 1: Complete the above three steps simultaneously
- Step 1. Mark the spelling test papers and convert them into percentages
- Step 2: Enter the percentages scores directly into the PLD Tracking Sheets
- Step 3: Apply the colour fill function to highlight what you intend to teach
Tip 2: Widen the focus of the groups
It may be appropriate to widen the focus of the groups rather than having very narrow groups.
Tip 3: How do you cater for absent students?
Absent students or students who have left need to be placed at the bottom of the spreadsheet. Do not delete them. It is important that from term to term you are profiling the range in ability that exists within your current class.
For the purposes of this demonstration please note:
- A fairly general sample class’s test results have been entered.
- If a split Foundation/Year 1 class occurs (e.g. P/1) two separate spreadsheets will be required, one for the Foundation students in the class and the other for the Year 1 students in the class. If however a Year 1/2 or a Year 1/2/3 class existed a single spreadsheet can be utilised.
- It is important that each class has its own tracking sheet, to determine how the teacher is aiming to identify three targeted teaching groups on the basis of the spelling profile assessments.
To enable easy implementation across your classroom and school, we have created a step by step video guide for screening and tracking for each year group. Click on the images below to view the videos for other year groups.