Speak Out April 2020 DIGITAL VERSION. pdf

Students Entering Year 1 & 2 with Low Literacy Skills

Difficulty Acquiring Stage 1 Target 1 (CVC Words)

Exercise 1: Reading Single Words (Refer to following Stimulus Sheet) Instructions: “Read the following words.”

Accuracy

Reading Strategies Observed blending each letter (E.g. “p/i/n”) onset & rime reading (E.g. “p/in”) whole word reading (E.g. “pin”)

Supporting Students who are Experiencing Difficulties Acquiring CVC Reading and Spelling Skills When students enter Year 1 and 2 with very low literacy skills it can be very confronting for teachers. While some students can be assigned CVC (or Stage 1 Target 1) reading, spelling and writing tasks, for a proportion of students this will not be appropriate as pre-literacy skills require instruction. In order to progress into and through Stage 1 Target 1, students must have mastered the following: • The phonemic awareness skill of blending three phonemes, which is a prerequisite skill of decoding • The phonemic awareness skill of segmentation, which is a prerequisite skill of spelling • Alphabet sound recall Supporting these students requires three key steps: 1. Early identification of the pre-literacy skills using the first assessment for Students Experiencing Difficulty With Stage 1. This screen is located within the 'Phonic and Sight Word Sequence' program and at https://pld-literacy.org/difficulty-within-stage-1/ The short Subtests aim to identify which pre-literacy skills require skill development so that progress through Stage 1 can occur. ______ /10 = _______ % pin tap sit hat kit net run lot gum win Negative Observations i.) Is th student experiencing difficulties blending sounds while decoding? Yes No ii.) Is poor phonic or alphabetic knowledge limiting reading performance? Yes No Exercise 2: Spelling Single Words Instructions: “Spell the following words.” Score 1. pat 2. red 3. fin 4. jet 5. top ______ /5 = _______% Negative Observations i.) Does the student require a handwriting program to develop l tter formation? Yes No ii.) Did the tudent produce bizarre spellings? Yes No

Present the following only if students experience difficulty with the above tasks The following subtests aim to identify the basis of the difficulties.

Prerequisite Skill 1: Blending 3 Phonemes (A prerequisite skill of decoding) Instructions: “Put the sounds together and guess the word __________.” m (1secpause) u (1secpause) g = ✔✖ f (1secpause) a (1secpause) t = ✔✖

Phonemic awareness skills are highly correlated with the development of early reading and spelling. If students experienced multiple ear infections, if English is not their first language, if Dyslexia occurs within a family or if the student has a speech or language delay phonemic awareness may require additional targeted teaching within year 1 and 2.

✔✖

b (1secpause) e (1secpause) d =

✔✖

✔✖

Score

t (1secpause) a (1secpause) p =

f (1secpause) i (1secpause) t =

_________ /5 = _________%

Negative Observations (suggesting further skill development is required, even if the student scored 100%) i.) Was the task presented with short pauses between sounds?

Yes Yes Yes Yes

No No No No

ii.) Did the student request the sounds to be repeated?

iii.) Did the student repeat the sounds in order to process the task?

iv.) Did the task appear difficult?

v.) Other Prerequisite Skill 2: Phonemic Segmentation (A prerequisite skill of spelling) Instructions: “Sound out the word fan. There is a f/a/n. Can you sound out these words” top Sounded t-o-p Other lid Sounded l-i-d Other web

Sounded w-e-b

Other

bug

rag

Score _________ /5 = _________%

Sounded b-u-g

Other

Sounded r-a-g

Other

Negative Observations (suggesting further skill development is required) i.) Did the student confuse the task and provide letter names? Yes

Notes

No No

ii.) Did the task appear difficult?

Yes

iii.) Other Prerequisite Skill 3: Alphabetic Sound Recall (Refer to the following Stimulus Sheet) Instructions: “What are these sounds. Say them as quickly as you can.” s d g j p c b q a h o z i e f w t m u x n r l v Group 1 Score __________ /6 Group 2 Score __________ /6 Group 3 Score __________ /6

Alphabet sounds (rather than letter names) are more important for early reading and spelling. It is very common in year 1 or 2 to find students who have gaps in their alphabet knowledge.

y k

Negative Observations (suggesting further skill development is required) i.) Slow speed of recall with pausing and/ or hesitation. Yes

No No

Group 4 Score _______ /8 Overall Score _______ /26

ii.) Did the student possess any letter/ sound confusion?

Yes

iii.) Other

2. Create a targeted individualised plan using the following options based on the students ability level: a. The student requires specific CVC reading material, worksheets and CVC spelling and writing tasks. (See CVC Literacy programs below) b. The student requires pre-CVC skill development and specific program targeting: alphabet sounds and/or phonemic awareness. (Refer to the program options below.) c. The student would benefit from a combination of a. and b. d. Daily scheduling of PLD apps. (Reading Race 1a and Spell Star 1a) 3. Regular screening to identify progress and improvement in the above areas in order to move the student forward into Stage 1. Designing a Plan - select from the following A The student requires additional CVC reading material, worksheets and CVC spelling and writing tasks to provide increased repeated practice. B The student require Pre-CV skill dev opment and specifically a program targeting: 3 Sound / Phoneme Blending (to support decoding/reading) Segmentation of CVC Words (to support spelling and writing) Alphabet Sound Recall C The student would benefit from a combination of A and B. D Daily scheduling of PLD apps: Reading Race 1a Spell Star 1a E Other:________________________________________________________ 44 Pre-Literacy & Early Literacy Screens ISBN: 978-1-925769-38-8 PLD Organisation Pty. Ltd. Note: If students encounter difficulties with Stage 1 Target 2 and 3, additional screens are located in the Phonic Sight Word Sequence and at https://pld-literacy.org/screening-tools/

Professional Learning in the Area of Low Literacy Skill Support PLD has a range off supplementary Online Courses available to help educators in areas that students may require additional support.

This course provides the knowledge, tools and skills to facilitate the development of pre-literacy skills which will facilitate early reading, spelling and writing.

This course provides the knowledge of the tracking tools and explicit teaching skills to facilitate the development of alphabet sounds

ALPHABET SOUNDS

CVC LITERACY PROGRAMS

PRE-LITERACY PROGRAMS

PHONEMIC BLENDING PROGRAMS

PHONEMIC SEGMENTATION PROGRAMS

Template tosize

Template tosize

Literacy

Literacy

Literacy

Literacy

Literacy

Literacy

Decoding and Spelling Games

Preparing for reading

Stage1 Synthetic Phonics FlipBook

Preparing for Spelling

Teach a Child to Spell in 3 Steps

Teach a Child to Read in 3 Steps

Literacy

Literacy

Literacy

CVCWords Reading,Spelling andWritingTasks

Learning to Segment CVC Words

Learning to Blend Three Phonemes

Stage1

Stage1 Target1

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Aphonemicawarenessprogram preparingchildren forspelling Learning to Segment CVC Words L2S

Aphonemicawarenessprogram preparingchildren for reading

Aphonemicawarenesprogram targeting CVCsegmenting

Repeatedpractice,phonemicawarenessand progresscheckassessments

Developing the relationship betweensoundsandphonics

Aphonemicawarenessprogram targeting onsetand rimeandphonemeblending Preparing for Reading CCpfr

STEP1AlphabetSounds,STEP2Sounding OutWords, STEP3CombineStep1&2

STEP1AlphabetSounds,STEP2Blending SoundsSTEP3CombineStep1&2

For targetedsmallgroupandhomeprograms

Preparing for Spelling CCpfs

Learning to Blend three phonemes L2b2

Stage 1 Decoding and Spelling Games Bsw1

Stage 1 Synthetic Phonics Flip Book SP1

Teach a Child to Spell in 3 Steps CCspell

CVC Words Reading, Spelling and Writing Tasks Bcvc

Teach a Child to Read in 3 Steps CCread

PLD Organisation Pty. Ltd

www.pld-literacy.org

PLD's Whole School Literacy Strategy 19