Speak Out April 2020 DIGITAL VERSION. pdf

Year 1 & 2

Year 1 Targets By the end of the school year the average Year 1 student should be able to: https://pld-literacy.org/year-1-2-screening-tools/ • Phonic Sight Word Sequence Placement Test • Year 1 and 2 Early Reading Profile • Assessments for Students Experiencing Difficulty in Stage 1 • Register for the 2020 PLD Tracking Sheets: https://pld-literacy.org/monitoring/ Introduction to Year 1 & 2 Repeated targeted practice to facilitate automatic skills Establishing automatic and efficient skills in literacy, handwriting and oral language is a priority within this period. This is achieved through the delivery of targeted explicit Structured Synthetic Phonics (SSP) instruction and targeted repeated practice devised on the basis of the schedule of skills outlined below and the tracking of student skill development using the PLD tracking tools. Preparation to begin implementing PLD in the junior primary: • Download the following Year 1 and 2 Literacy Screens at

Tools for Educating Parents Children benefit when home and school work together.

PLD provides a large range of materials that schools can disseminate within newsletters, digital communication and parent education sessions. This and the full range of milestone downloads can be found at: https://pld-literacy.org/downloadable- literacy-resources/ Our parent education YouTube playlist can be found at: https://pld-literacy. org/jp-parent-playlist

Look Cover Say Write Check

LOOK ...at thesounds,orpartsof the wordsasyou read theword.

th ... r ... ee tw ... ice

three...

phonemicspellingstrategy

twice...

onset-rimespellingstrategy enormous... en ... or ... mous syllabicspellingstrategy

COVER ...theword.Try tosee theword andall it’ssounds inyourhead. SAY ...eachsoundorpartof the wordwhile revealinga finger. WRITE ...theword inalternatingcolours.

th - r -ee

three... twice...

tw - ice enormous... en -or -mous

th - r -ee

three...

phonemicspellingstrategy

tw - ice

twice...

onset-rimespellingstrategy enormous... en -or -mous syllabicspellingstrategy

CHECK ...yourwork.

PLDOrganisationPty.Ltd.

PhonicandSightWordSequence

Year 2 Targets By the end of the school year the average Year 2 student should be able to:

Literacy • Progress from decodable reading books and be able to accurately and fluently read Stage 1 words and a percentage of Stage 2 words. • Demonstrate consistent and accurate Stage 1 spelling and have progressed into Stage 2. • Fairly consistently transfer of phonic concepts into extended writing. Oral Language • Generate complex sentences for writing. • Demonstrate inferential, predictive and evaluative comprehension ability.

Literacy • Accurately and fluently read Stage 2 words and a percentage of Stage 3 words. • Demonstrate fairly consistent and accurate Stage 2 spelling and have progressed into Stage 3. • Fairly consistently transfer of phonic concepts

into extended writing. Oral Language

• Connect rehearsed language with written genres. • Demonstrate inferential, predictive and evaluative comprehension ability.

Whole Year Scope and Sequence Overview Each and every Year 1 and 2 class differs. The range in ability of the students entering each class differs and the rate of progress each termwill also differ. At the beginning of each term it is important to establish the specific teaching and learning needs for each student and the class as a whole. This will involve a reading assessment to match suitable home and in-class reading material (refer to page 14), as well as regular phonic based spelling placement test each term. The PLD 'Phonic and Sight Word Sequence' Placement Test is to be delivered to the whole class in one sitting. This test will provide a clear indication of the specific phonic based spelling instruction that is required within the term. https://pld-literacy.org/year-1-2-scope-and-assessments/

Week

Term 1

Term 2

Term 3

Term 4

Present the PLD Placement Test Student results to be entered onto ‘cloud-based’ tracking by close of week 1. Decodable reading book allocation on the basis of: • Year 1: Early Reading Profile • Year 2: Early Reading Profile (for the students who still require decodable reading material)

Revised ‘Phonic-based word study’ groups implemented on the basis of the end of Term 1 testing. Decodable reading book allocation on the basis of: • Year 1: Early Reading Profile • Year 2: Early Reading Profile (for the students who still require decodable reading material)

Revised ‘Phonic-based word study’ groups implemented on the basis of the end of Term 2 testing. Decodable reading book allocation on the basis of: • Year 1: Early Reading Profile NB: Some students will have progressed beyond the need for this type of tracking.

Revised ‘Phonic-based word study’ groups implemented on the basis of the end of Term 3 testing. Decodable reading book allocation on the basis of: • Year 1: Early Reading Profile NB: Some students will have progressed beyond the need for this type of tracking. Explicit teaching phase Standardised spelling age to be calculated, to determine if students made a 12 month increase in their skills and how their spelling relates to their chronological age.

1

2

Explicit teaching phase As outlined on pages 17 and 18.

Explicit teaching phase As outlined on pages 17 and 18.

Explicit teaching phase As outlined on pages 17 and 18.

3-9

Present the End of Term 1 PLD Placement Test Student results to be entered onto ‘cloud-based’ tracking by close of week 10.

Present the End of Term 2 PLD Placement Test Student results to be entered onto ‘cloud-based’ tracking by close of week 10.

Present the End of Term 3 PLD Placement Test Student results to be entered onto ‘cloud-based’ tracking by close of week 10.

10

* When students are slow to progress through Stage 1, refer to the assessments for ‘Students Experiencing Difficulty at a Stage 1 level’ in the Year 1 & 2 assessments and the 'Phonic and Sight Word Sequence'. The assessments help teachers understand the difficulties and formulate a plan for the classroom and ideally when co-ordinating with home and literacy support staff. https://pld-literacy.org/difficulty-within-stage-1/

Professional Learning Options The professional learning focuses upon literacy and learning instruction in Year 1 and 2.

Synthetic phonics within the junior primary

Seminar

Revised for 2020

Online Courses

PLD Organisation Pty. Ltd

www.pld-literacy.org

PLD's Whole School Literacy Strategy 15