Speak Out April 2020 DIGITAL VERSION. pdf

Establishing Consistent Screening & Tracking Processes Whole School Screening and Student Progress Tracking

Central to achieving consistency across the school, teachers should be conducting quarterly screening of all Year 1 to 6 classes. This commences within Week 1 of Term 1 with the presentation of the Phonic Placement Test (located in the Screening Tools on the PLD website and in the Phonic and Sight Word Sequence) to determine the starting point for the phonics program. Term 1 Placement Test • Use a PLD test template found within the Phonic and Sight Word Sequence program and online at https://pld-literacy.org/product/the-2018-19-phonic-sight- word-sequence-placement-test/. This will assist the process of analysing the results. • Middle and upper primary teachers will also need to start the placement test at Stage 1. It may be useful to present the spelling test in 2 to 3 sittings. 15 minutes before recess, 15 minutes after recess and for the students who are strong spellers, 15 minutes after lunch. • Continue to present the Phonic Placement Test until students make 6 consecutive errors. At this point their earliest point of difficulty will be identified, and students can be asked to cease the test. • Convert the score of each stage into a percentage. Tracking student Progress Enter the screen scores into the PLD Tracking Sheets (which can be requested at pld-literacy.org/monitoring/) then alter student order from alphabetical, to 3 targeted ability groups. For more information on how to use the PLD Tracking sheets go to pld-literacy.org/consistent-screening-tracking/ The goal of the scoring/analysis process is to establish at which stage students require targeted instruction. • For the students with delays, the process will establish which “gaps” require attention. • For the age appropriate or advanced students, the screen will establish the stage at which they are operating and to which concepts they require exposure in order to progress their skills. Once the three or four ability and teaching levels have been established teachers are in a good position to start planning the teaching directly for the class specific needs.

Stage1

Stage2 Stage3

Stage2Words

Stage1Words

CCC-

dge

fog get pad run man

strand

pledge

squ

igh

CVC

squint

frightened

Double letters

tch

Target1 Target2 Target3

Target1

Sample of a Junior Primary Student's Test Results

Entry of a Junior Primary class profiles into PLD Tracking Sheets

frizz

stretch

shop much

a-e

ph

sh, ch, th, ck, ee, oo

skate

dolphin eaas ‘e’ breakfast

i-e

with luck

slime

ir

silentb thumb

keep hook queen

squirm

Target2

ow

-le (schwa+l)

shallow

baffle

flag glad soft pond sold

oa

ey

coach

jockey

CCVC & CVCC

ew

ceas ‘s’ embrace

grew

ou

air

Target3

around

fairy

aw

ore

ay, ing,

today cling port march stall brain winter joint boy

straw

ignore

ea

-le (schwa+l)

or, ar, all, ai, er, oi, oy

reach

scribble

ue

ge

true

hinge

ur

oras ‘schwaer’

nurse

spectator

Target4

Y

qu

frosty

quarter

kn

oar

board

know

Stage4 Stage5 Stage6

Stage1

Stage2 Stage3

Stage2Words

Stage3Words

Stage4Words

Stage1Words

aas ‘o’

ac

chas ‘sh’

CCC-

dge

fog get pad run man

squadron chas ‘k’ chemist generation earas ‘er’ rehearse ageas ‘ij’ advantage gas ‘j’

accomplice

moustache

strand

pledge

alas ‘schwa+l’

ob

squ

igh

CVC

residential

obnoxious

squint

frightened

ate

ous

Double letters

tch

Target1

authenticate

precocious

frizz

stretch

Entry of a Middle Primary class profiles into PLD Tracking Sheets

Sample of a Middle Primary Student's Test Results

able

silentg

shop much

a-e

ph

sh, ch, th, ck, ee, oo

comparable

sovereign

skate

dolphin eaas ‘e’ breakfast

ible

para

i-e

with luck

accessible paraphernalia

slime

augh

al

il

ir

silentb thumb

keep hook queen

caught sias ‘zh’

hysterical

illiterate

squirm

Target2

ious

quet

ow

-le (schwa+l)

conclusion

oblivious

croquet

shallow

baffle

tias ‘sh’

cious

sub

flag glad soft pond sold

oa

ey

consideration

luscious

subcontinent

coach

jockey

CCVC & CVCC

aias ‘e’ bargain cas ‘s’

el

eous

ew

ceas ‘s’ embrace

satchel

simultaneous

grew

ship

ise

ou

air

Target3

parcel

apprenticeship subsidise

around

fairy

ous

ent

yse

aw

ore

ay, ing,

today cling port march stall brain winter joint boy

miraculous

independent

breathalyse

straw

ignore

yas ‘I’

ary

icle/acle

ea

-le (schwa+l)

or, ar, all, ai, er, oi, oy

symbol

contemporary

oracle

reach

scribble

rr

ouas ‘u’

cal

ue

ge

embarrassed encourage

theological

true

hinge

silentu disguise

cir

silentn

ur

oras ‘schwaer’

circumscribe

condemn

nurse

spectator

Target4

ouras ‘schwaer’

ar

con

Y

qu

demeanour

perpendicular

congregation

frosty

quarter

tuas ‘ch’

ment

silenth exhaust

kn

oar

agriculture

commitment

board

know

Progress Checks over Terms 2, 3 and 4 In the final week of each Term, review spelling skill development through presentation of the End of Term reviews. Re-enter the student test scores onto the tracking sheets after 10 weeks of instruction, and adjust the teaching groups. The End of Term 1 review is then used to establish a teaching focus for Term 2, Term 2’s review is used to establish a teaching focus for Term 3 and so forth. When tracking student progress, if students score 85% to 100% then they are to progress onto the subsequent level. If a number of errors are made, students need further spelling instruction with these concepts. If students remain at a specific stage, their

percentage of accuracy should have increased. • End of Term 1 review to establish a teaching focus for Term 2.

• End of Term 2 review to establish a teaching focus for Term 3.

• End of Term 3 review to establish a teaching focus for Term 4.

Term 4 - Rather than completing an end of Term 4 placement test, it is recommended that an end of year (or mid-November) non PLD standardised reading and spelling age is sourced to determine if each student attained a 12 month increase in ability. Information on recommended standardised assessments can be found on the FAQ section of the website and the annual standardised tracking sheets, can be sourced from: pld-literacy.org/monitoring

DOWNLOADABLE SCREENING TOOL

DOWNLOADABLE TRACKING RESOURCE

STAGES 1, 2, 3, 4, 5, 6

Literacy

STEP1:Establishing the range instudentability PlacementTest Instructions

Phonic and Sight Word Sequence RevisedEdition

• Present thescreenbelow toeachclass (ideally inweek1ofTerm1). • Progress through thescreenuntilstudentsstartmakingerrors.At thispoint the relevantstudentscanbeasked tocease the screenas theirearliestpointofdifficultyhasbeen identified. • Eitherusea templateordirectstudents to ruleup theirpage incolumns.Stage1words incolumn1,stage2words incolumn2 andsoon.Thisset-upwillassist theprocessofanalysing the results. • Middleandupperprimary teacherswillstillneed tostart theplacement testatstage1.However, itmaybeuseful topresent thespelling test in2 to3sittings.15minutesbefore recess,15minutesafter recessand for thestudentswhoarestillstrong spellers,15minutesafter lunch. Explanation to theclass: "Wearegoing tocompleteaspelling test.Thewordsbeginsimpleandgraduallywillbecomemoredifficult.When I tapyouon theshoulderyoucanstopwritingand readabook (while theotherstudentskeepspelling).Thefirst listofwordswillbeplaced within thefirstcolumn.Thesecond listofwords in thesecondcolumnandsoon.Listencarefully to thewords Iamaskingyou tospellanddoyourbest.Pleasedonotuseaneraser. Ifyouwant tomake twoattemptsof theword, Iwould like toseebothof yourattempts.Let’sgetstarted."

Stage1 Target1

Stage2

Stage3

Stage4

Stage5

Stage6 chas ‘sh’ parachute

CCC- strict

dge

aas ‘o’

ac

rod run lip had yes wet sun

edge

squabble chas ‘k’ mechanic

accelerate

ccc-/squ squelch

igh

alas ‘schwa+l’

ob

CVC

frighten

essential

obliterate

Double letters

tch

gas ‘j’

ate

ous

press

kitchen

gentleman earas ‘er’ research ageas ‘ij’ luggage naughty sias ‘zh’ excursion tias ‘sh’ reception augh

accommodate

carnivorous

Optional additional words

a-e

ph

able

silentg

Target2

shape

orphan eaas ‘e’ instead

admirable

champagne

sh, ch, th& th ck, ee, oo&oo qu,wh

i-e

ible

para

shut chin that pick

line

intelligible

paralyse

ir

mb/silentb

al

ir

skirt

plumber

oriental

irresistible

weed moon quiz

ow

-le (schwa+l)

ious

quet

window

shuffle

anxious

banquet

Target3

oa

ey

cious

sub

toast

chimney ceas ‘s’ disgrace

malicious

submersible

snip trip send lump gold pram wind sold clay bring sport start small chain under point joy

ew

aias ‘e’

al

eous

CCVC & CVCC

drew

mountain

hysterical

miscellaneous

ou

air

cas ‘s’ celery

ship

ise

count

repair

relationship

popularise

aw

ore

ous

ent

yse

Optional additional words

yawn

before

tremendous

obedient

hydrolyse icle/acle chronicle

Y

e

ea

-le (schwa+l)

yas ‘I’

ary

n

o

a 2

t i

r

a

d

1

n

& Essential Program Y e a r 3 , 4 , 5 & 6 y Y e a r s F o u YEAR LEVEL

Target4

steam

grumble

syllable

documentary

ue

ge

rr

ouas ‘u’ nourish

cal

ay, ing, or, ar, all,

clue

orange

hurricane silentu guardian neighbour tuas ‘ch’ furniture

reciprocal

E a r l

ur

oras ‘schwaer’

cir

silentn solemn

hurt

doctor

circumference

Y

qu

ouras ‘schwaer’

ar

con

ai, er, oi, oy

windy

liquid

circular

convenience

Outlining the relationshipbetween lettersandsounds

kn

oar

ment

silentp

knife

roar

measurement

pseudonym

10

PhonicandSightWordSequence

PLDOrganisationPty.Ltd.

Phonic and Sight Word Sequence Bpsw

PLD Tracking Sheets

Annual Standardised Tracking Sheets

Phonic and Sight Word Sequence Placement Test and Term Reviews https://pld-literacy.org/screening- tools/

pld-literacy.org/monitoring

16 PLD's Whole School Literacy Strategy

www.pld-literacy.org

PLD Organisation Pty. Ltd