Speak Out April 2020 DIGITAL VERSION. pdf

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

Term 3 Term 4 Full reading & spelling program, while introducing daily writing Full reading, spelling & writing program Explicit Instruction

Explicit Instruction Continue whole class explicit instruction sessions targeting the broad range of areas of need. While every class is different, it is likely that the following should be targeted: • Consolidation of the alphabet sounds and common digraphs (such as sh, ch, th, oo (long), oo (short), ee, ck, qu and wh; while introducing CCVC and CVCC. • Continue to develop letter formation skills with a focus on line placement. • Teach the high frequency words. • Decoding and spelling with CVC words and also early digraphs. It is anticipated that reading groups may appear similar to the following: o p Early Reading Profile: Tracking the emergence of early decoding and word reading Name of Student School Year Administered by Date Tested Single Word Reading Instructions: “Read the followingwords.Theybegineasyandgraduallygetmoredifficult. Iwill tellyouwhen tostop.” Excercise 1: VC Words (Refer to Test Sheet 1) Accuracy Reading Strategies Observed at it in is on ____/5 =________%

While every class is different, it is likely that the following should be targeted: • Consolidation of the alphabet sounds while introducing common digraphs (such as sh, ch, th, oo (long), oo (short), ee, ck, qu, wh. • Continue to develop letter formation skills (further details on the following page) • Decoding and spelling with CVC words and also early digraphs. • Teach high frequency words. What is this sound? ch What is this sound? sh a s i n h u s h STAGE1.2 Phonic FlashCard STAGE1.2 Phonic FlashCard Punch Hole Punch Hole PLDOrganisationPty. Ltd. Phonic FlashCards a s i n Whatare these sounds? What is this sound? Punch Hole Punch Hole Watare these sounds? What is this sound? Punch Hole Punch Hole What is this sound? Punch Hole

h

c

Punch Hole

What is this sound?

Punch Hole sh a s i n h u s h STAGE1.2 Phonic FlashCard What is this sound? Punch Hole

Punch Hole ch ee a s i n b e e STAGE 1.2 Phonic FlashCard STAGE 1.2 Phonic FlashCard a s i n c h o What is this sound? What is this sound? Punch Hole Punch Hole PLDOrganisationPty. Ltd. Punch Hole

wh a s i n w h i p

Punch Hole wh a s i n w h i p What is this sound? Punch Hole PhonicFlashCards

PLDOrganisationPty. Ltd. Phonic FlashCards

p

th th a s i n t h u m b a s i n f e a t h e r voiced unvoiced h o p

th th a s i n t h u m b a s i n f e a t h e r voiced unvoiced Punch Hole

Whatare these sounds?

Whatare these sounds?

Punch Hole

What is this sound?

What is this sound?

What is this sound?

sh a s i n h u s h STAGE1.2 PhonicFlashCard

sh a s i n h u s h STAGE 1.2 Phonic FlashCard What is this sound? Punch Hole PhonicFlashCards

ch

Punch Hole ch ee a s i n b e e STAGE 1.2 Phonic FlashCard a s i n c a s i n b e e PhonicFlashCards a s i n c h o p

Whatare these sounds? wh a s i n w h i p short

ee a s i n b e e STAGE 1.2 Phonic FlashCard

Punch Hole th th a s i n t h u m b a s i n f e a t h e r voiced unvoiced What is this trickyconsonant? Punch Hole

Punch Hole oo oo a s i n l o o k a s i n m o o n STAGE1.2 Phonic FlashCard PLDOrganisationPty. Ltd. Phonic FlashCards STAGE 1.2 Phonic FlashCard long

STAGE1.2 PhonicFlashCard

STAGE1.2 Phonic FlashCard PhonicFlashCards

STAGE 1.2 Phonic FlashCard PLDOrganisationPty. Ltd. Phonic FlashCards STAGE 1.2 Phonic FlashCard

PLDOrganisationPty. Ltd. Phonic FlashCards

PLDOrganisationPty. Ltd. Phonic FlashCards

PLDOrganisationPty. Ltd.

PLDOrganisationPty. Ltd. Phonic FlashCards PLDOrganisationPty. Ltd.

Readingbook VC & CVC Limitedsight words:e.g. is,a, and, the

SEMESTER ONE SEMESTER TWO

Whatare these sounds?

Punch Hole

Punch Hole

Punch Hole

What is this sound?

What is this sound?

What is this sound?

What is this trickyconsonant?

Blendingeach letter Wholeword reading Home Reading Set1 Blendingeach letter Onset& rime reading Wholeword reading Other

wh a s i n w h i p

ck a s i n a s i n t i c k , t o c k , c l o c k

ck a s i n a s i n t i c k , t o c k , c l o c k What is this sound? Punch Hole

STAGE 1.2 Phonic FlashCard

PLDOrganisationPty. Ltd. Phonic FlashCards STAGE1.2 Phonic FlashCard

PLDOrganisationPty. Ltd. Phonic FlashCards

PLDOrganisationPty. Ltd.

PLDOrganisationPty. Ltd. Phonic FlashCards

PLDOrganisationPty. Ltd. Phonic FlashCards

PLDOrganisationPty. Ltd. Phonic FlashCards

a

a

k

k

s

s

c

c

i

i

n

n

a

a

q

q

u

u

th th a s i n t h u m b a s i n f e a t h e r voiced unvoiced What is this trickyconsonant? a s Punch Hole

Punch Hole oo oo a s i n l o o k a s i n m o o n STAGE1.2 Phonic FlashCard PLDOrganisationPty. Ltd. Phonic FlashCards short Punch Hole long short

Watare these sounds?

Whatare these sounds?

What is this sound?

e

ck a s i n a s i n t i c k , t o c k , c l o c k

Excercise 2: CVC Words (Refer to Test Sheet 1)

Accuracy

Reading Strategies Observed

k

c

i

n

a

q

u

long oo oo a s i n l o o k a s i n m o o n long a s i n m o o n short

o a s i n l o o k

tap

hat

pin

sit

kit

Readingbook VC & CVC With limitedbasic sightwordsand minimalphonic concepts

STAGE1.2 Phonic FlashCard PLDOrganisationPty. Ltd. Phonic FlashCards STAGE1.2 Phonic FlashCard PhonicFlashCards

STAGE 1.2 Phonic FlashCard PLDOrganisationPty. Ltd. Phonic FlashCards

STAGE1.2 Phonic FlashCard PLDOrganisationPty. Ltd. Phonic FlashCards STAGE1.2 Phonic FlashCard PLDOrganisationPty. Ltd. PhonicFlashCards

PLDOrganisationPty. Ltd. Phonic FlashCards STAGE1.2 Phonic FlashCard

PLDOrganisationPty. Ltd. Phonic FlashCards

PLDOrganisationPty. Ltd.

______/10

Punch Hole

Punch Hole

As spelling ability progresses, it is appropriate to increase the focus on writing tasks. It is recommended that the daily allocated writing tasks involve a combination of generative writing (in which phonetic spelling will occur) and phonic dictation (commencing at a CVC level with minimal irregular high frequency words). Below are some examples of short structured writing tasks taken from First Writing Activities. Simple Sentence construction: Self generated writing: STAGE 1.2 Phonic FlashCard STAGE 1.2 Phonic FlashCard PLDOrganisationPty. Ltd. Phonic FlashCards PLDOrganisationPty. Ltd. Phonic FlashCards What is this sound? ck a s i n a s i n t i c k , t o c k , c l o c k What is this trickyconsonant? a s i n q u a c k STAGE1.2 Phonic FlashCard STAGE 1.2 Phonic FlashCard PLDOrganisationPty. Ltd. Phonic FlashCards PLDOrganisationPty. Ltd. Phonic FlashCards STAGE 1.2 Phonic FlashCard STAGE 1.2 Phonic FlashCard PLDOrganisationPty. Ltd. Phonic FlashCards PLDOrganisationPty. Ltd. Phonic FlashCards STAGE1.2 Phonic FlashCard STAGE1.2 Phonic FlashCard PLDOrganisationPty. Ltd. PhonicFlashCards PLDOrganisationPty. Ltd. PhonicFlashCards

Targeted Group Reading Se 1

run

gum win

net

jog

=________% Reading Group A

Excercise 3: CVC Words With Early Stage 1 Phonics (Refer to Test Sheet 1)

Accuracy

Reading Strategies Observed

chin

shed

shop

that

rich

Readingbook CVC, CCVC & CVCC Earlystage1 phonics,with limited length basicsightwords

thin

much

rash

thick

them

Blendingeach letter Onset& rime reading Wholeword reading Other Home Reading Set2

______/20

Reading Group B

hook

weed

moon

feed

luck

GeneratingNarrative fromPictures (Level2) GeneratingNarrative fromPictures PictureSequenceCards:TheHen’sNest PleaseNote: Pict U recardsarenot inorder.Studentsare required tocutout,correctlysequenceand thenglueonto their writing template. Story: TheHen’sNest Name:_________________________________________

WrittenNews -EventBasedNews (Level1)

=________%

Name:_________________________________________

queen

when

took

shoot

quit

Readingbook CVC, CCVC & CVCC With increased lengthsomesight wordsandphonic concepts

The hen made

Targeted Group Reading Set2

Excercise 4: CCVC and CVCC Words (Refer to Test Sheet 2)

Accuracy

Reading Strategies Observed

When?

smell

slip

skip

trip

glad

Blendingeach letter Wholeword reading Other

______/10

GeneratingNarrative fromPictures PictureSequenceCards:TheHen’sNest PleaseNote: Pict U recardsarenot inorder.Studentsare required tocutout,correctlysequenceand thenglueonto their writing template.

wink

held

sank

camp

gold

Who?

=________%

The hen sat

The spelling words provided to the class will also differ. Templates and words have been taken from the 'Phonic and Sight Word Sequence'. Excercise 5: Words With Late Stage 1 Phonics (Refer to Test Sheet 2) Accuracy Reading Strategies Observed

away

spark

sport

never

train

What?

Blendingeach letter Onset& rime reading Wholeword reading Other

______/10

GeneratingNarrative fromPictures PictureSequenceCards:TheHen’sNest ote: Pict U recardsarenot inorder.Studentsare required tocutout,correctlysequenceand thenglueonto their writing template.

SoundOutasYouSpell (Template)

under

noise

SoundOutasYouSpell (Template)

SoundOutasYouSpell (Template)

faint

sharp

enjoy

=________%

strap b e g s i t r u n y e s t e n h a d shrunk nurse toadstool saw ignore frighten doubt breakfast

scrap th e n th a t th e m f oo d m oo n t oo th thirty ground dusty flower pledge struggle beneath anyone •Soundedoutthewordcorrectlyusingfingers?

Accuracy f r o m s t o p p l a n d r u m t r i p s w i m ______/20 =________% Accuracy ______/20 =________%

Where?

The hen has

Excercise 6: Stage 2 Words (Refer to Test Sheet 3 in the Stage 2 section)

Drawapictureofyournews.

splint

scream tie

scorch

pillow knife

clue

TeacherMarkingGuide - Thestudent:

slippers

blew

smoke

TeacherMarkingGuide - Thestudent:

Includedspacesbetweeneachword?

Yes No Yes No

Wrotewordson the line? Used lowercase letters? Usedproperpencilgrip?

Yes No Yes No Yes No

Handwriting

CorrectlyspelledCVCwords?

Yes No

Wrotewordson the line? Used lowercase letters? Usedproperpencilgrip?

Yes No Yes No Yes No Yes No

CorrectlyspelledCVCwords?

Literacy

Handwriting

Spelledphonetically, representingdominantsounds (e.g.home–hom)? Wasable to readwritingeffortsback toanadult?

Spelledphonetically, representingdominantsounds (e.g.home–hom)? Wasable to readwritingeffortsback toanadult?

Literacy

Yes No

Yes No

Completedsentenceswithwords thatmatch thepictures?

Language

Yes No

Language

Yes No

Yes No

Completedsentenceswithappropriatewords?

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FirstWritingActivities 103

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FirstWritingActivities 105

68 FirstWritingActivities

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Excercise 7: Stage 3 Words (Refer to Test Sheet 3 in the Stage 2 section)

Progress Check In Week 6 following another period of targeted instruction, review skill development through presentation of the: • Early Reading Profile - Foundation (so that reading books can be adjusted). • If a small group of students are still unable to read and spell the Foundation Pre-Literacy Screen is still relevant to track the development of the alphabet and phonemic blending and segmentation skills. In Week 10, schedule the End of Term 3 ‘Phonic Sight Word Sequence’ whole class spelling assessment. Catering for Range in Ability On the basis of the testing cycles, continue to refine the groupings and needs of the students. Reading groups: • It is anticipated that while some students will require pure CVC reading material, other students are ready for reading material that also integrates early digraphs and sight words. Spelling groups: • Each class typically has students who require a modified approach to CVC spelling words (with Wikki Stix and First Spelling Words), while others require hand written CVC spelling tasks and other students are learning and consolidating early digraph-based spelling words. FirstWritingActivities 103 FirstWritingActivities 103

cringe

career

abroad

photoraph scratch quench cupboard

actor

kidney

tasty

smear

parent

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Ratingcompletedby: Teacher Peer TheStudent

Yes Yes

No No

Ratingcompletedby: Teacher Peer TheStudent

Ratingcompletedby: Teacher Peer TheStudent

Yes Yes

No No

Yes Yes

No No

•Soundedoutthewordcorrectlyusingfingers?

•Soundedoutthewordcorrectlyusingfingers?

• Wrotewords inalternatingcolours,with individualsound/segment/

• Wrotewords inalternatingcolours,with individualsound/segment/

• Wrotewords inalternatingcolours,with individualsound/segment/

syllableineachbox? •Demonstratedcorrectspellingofwords?

syllableineachbox? •Demonstratedcorrectspellingofwords?

syllableineachbox? •Demonstratedcorrectspellingofwords?

Yes

No

Yes

No

Yes

No

145

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PhonicandSightWordSequence

146

PhonicandSightWordSequence

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144

PhonicandSightWordSequence

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Progress Check In Week 6 following another period of intensive instruction, review skill development through presentation of: • Early Reading Profile - Foundation for the students who are reading • The End of Term 4 ‘Phonic Sight Word Sequence’ Phonic Placement Test. This will provide handover information to the Year 1 class teachers. If students are having difficulty acquiring CVC reading and spelling, complete the screen on page 19 (of this booklet) and provide during the handover to Year 1 Teachers. Catering for Range in Ability Repeated practice at a student's area of need (or development) is what is required. Progressing students too quickly through the levels is not recommended. Factors such as a history of ear infections, family members who have had literacy issues, past (and or present) speech and language delays are some of the factors that may indicate students typically require additional time and opportunities to rehearse skills. A strong grounding in this important year of schooling sets students up for later success. PLDOrganisationPty.Ltd. PhonicandSightWordSequence 51 NegativeObservations (suggesting furtherskilldevelopment is required,even if thestudentscored100%): i.) Is the letternaming (rather thanalphabetsounds)complicatingdecodingefforts? Yes No ii.) Isphonicknowledge limitingdecoding/readingperformance? Yes No iii.) Is thestudentexperiencingdifficultiesblendingwhiledecoding? Yes No Note: theexerciseatwhich thestudent’sspeedofprocessing increases (i.e theyslowdownwhen reading).

nisationPty.Ltd

FULL YEAR PROGRAM

FULL YEAR RESOURCE

DISPLAY CHARTS

TERM 2

TERM 3 & 4

TERM 3 & 4

Template tosize

Template tosize

Readingbook CVC,CCVC &CVCC Earlystage1 phonics,with limited lengthbasic sightwords

Literacy

Literacy

Literacy

Literacy

Literacy

Literacy

Literacy

First Spelling Words

First Spelling Words

Alphabet Sound Charts Foundation Font

First Writing Activities

Home Reading Set2

Decoding and Spelling Games

Phonic Charts

Phonic and Sight Word Sequence RevisedEdition

Stage1

Set2

Set1

Stage1

Y

Y

Y

Y

e

e

e

Y

Y

n

n

n

o

o

o

e

a 2

a 2

a 2

t i

e

e

t i

t i

n

n

n

o

o

o

a 2

t i

a 2

a 2

t i

t i

r

a

r

r

a

a

r

a

d

d

d

r

a

r

a

1

1

1

d

d

d

1

n

n

n

1

1

&

&

&

n

n

n

&

&

&

u

u

u

u

u

u

o

o

o

o

o

o

F

F

F

F

F

F

s

3 ,

s

s

3 ,

3 ,

s

3 ,

s

s

3 ,

3 ,

YEAR LEVEL

YEAR LEVEL

YEAR LEVEL

r

r

r

YEAR LEVEL

r

YEAR LEVEL

YEAR LEVEL

r

r

a

a

a

Y

Y

Y

4 ,

a

4 ,

4 ,

Y

a

a

Y

Y

4 ,

4 ,

4 ,

e

e

e

e

e

e

e

e

e

e

e

e

Y

Y

Y

a r

a r

a r

Y

5

5

5

Y

Y

a r

a r

a r

5

5

5

y

y

y

y

y

y

E a r l

E a r l

E a r l

&

&

&

E a r l

E a r l

E a r l

&

&

&

6

6

6

6

6

6

Multiplegenrepresentedatdifferent levels to cater for the range inwritingabilitywithin the juniorprimaryclassroom.

Amulti-sensoryapproach to teachingalphabetsounds through listening,seeingandsaying

Learning tospellwordswithphonicconcepts sh,ch, th,oo,ee,ckandCCVCandCVCCblends

Learning tospellCVCwords inaprogressive stepbystepmanner.

For targetedsmallgroupandhomeprograms

Outlining the relationshipbetween lettersandsounds

Representing thephonicandsoundstructureofwords

Targeted Group Reading Books: Set 2 SRmulti2

Home Reading Books: Set 2 HRset2

First Writing Activities Mfwa

Stage 1 Decoding and Spelling Games Bsw1

First Spelling Words: Set 2 CCfsw2

First Spelling Words: Set 1 CCfsw

Phonic and Sight Word Sequence Bpsw

Phonic Charts: Stage 1 CHph1

Alphabet Sound Charts CHal

PLD Organisation Pty. Ltd

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PLD's Whole School Literacy Strategy 11

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