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Am I Ready to Handwrite?

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EarlyYearsPre-LiteracyScreen -RecordFormOption1 Kindergarten (WA,QLD,SA,TAS) Preschool (ACT,NT,NSW,VIC)

Ear Infections? Familymemberswith language/literacydelays? Studentcurrentlyhasaspeechor languagedelay? Other: .............................................................................

Do Ihavegoodposture?

NameofChild ..............................................................DateofBirth:................................... RelevantBackground Information ....................................................................................... .................................................................................................................................................

• Sittingback inmychair. •Back straightand leaning slightly forward. • Feetare flaton the floor.

PhonologicalAwarenessSection

Subtest1:SyllableSegmentation (StimulusSheet1)

Instructions: “Whatare thebeats (orsyllables) in __________________?” [point to thepicture]

DateTested

DateRetested

Test Item Syllables

SyllablesVerbalisedbyStudent

✔✖ Demonstrated

PARENT EDUCATION DOWNLOADS

elephant

3syllables 2syllables 2syllables 3syllables 3syllables

Thepencil isheldbetween thepads ofmy index fingerand thumb (ofmywritinghand). Do Ihavegoodpencilgrip?

camel zebra

octopus butterfly

___ /5 = ____ % ___ /5 = ____ %

Results

Subtest2:Verbalisationof InitialPhoneme (Aprecursor toalphabetsounds.) (StimulusSheet1)

Instructions: “Whatdoes ___________________startwith?” [point to thepicture]

DateTested

DateRetested

Do Ihavethepaper readytowriteon?

Test Item

Student’sResponse

✔✖ Demonstrated

TEACHING RESOURCES

fish hat jug van bike

Thepaper is tiltedand held steadywithmy non-writinghand.

Righthandedwriters tilt the top, right, cornerof the pageup. Lefthandedwriters tilt the top, left, cornerof thepageup.

___ /5 = ____ % ___ /5 = ____ %

Results

NegativeObservations (suggesting furtherskilldevelopment is required) i.) Didthechildrequiretheadulttoverballyemphasizetheinitialsound?(eg“fffffish”)

Notes

Yes Yes Yes

ii.) Did thechildprovide letternames?

iii.)Didthetaskappeartobedifficultandcognitivelyeffortful?

Now Iamready tohandwrite.

This keepsmyhand steady so thatmy fingerscando thework. Do Ihavetheheel, ofmywritinghand, onthepaper?

Subtest3a:Blending (Aprecursor todecodingor readingability.) OnsetandRimeLevelBlending

DEVELOPMENTAL MILESTONES

Key Area: Literacy Ages and Stages of Literacy Development

Literacy

Instructions:

“Iamgoingtosay2sounds.Putthemtogetherandguesstheword.” ✔✖ Demonstrated ✔✖ Demonstrated

Movement &Motor

Oral Language

b (1secondpause) ug= p (1secondpause) ot= c (1secondpause) ap= (1secondpause) et= p

Results:

www.pld-literacy.org ISBN 978-1-921560-77-4 ©PLDOrganisationPty. Ltd.

Score ______ /5= _________%

DateTested ___________

SeeourCopyright TermsofUseat https://pld-literacy.org/copyright

Score ______ /5= _________% Manyparentswonder if theirchild’s readingskillsaredevelopingat thenormal rate.While thereare individualdifferences, there isageneralprogressionofskilldevelopment. It is recommended that ifyouchildhasnotattained theskillsoutlined forhis/herage, thataschool-basedmeetingbescheduled.Following this, it is likely thata referral toaspecialist (e.g.SpeechandLanguagePathologist)maybenecessary toprovidean in-depthcheckonyourchild’sdevelopment.Researchclearlystates that theearlier interventioncommences thebetter theoutcomes for thechild. DateRetested _________ Score ______ /5= _________% DateRetested _________

m (1secondpause) an= NegativeObservations (suggesting furtherskilldevelopment is required) i.) Was the taskpresentedwithshortpausesbetweensounds? Yes ii.) Did thechild request thesounds tobe repeated? Yes iii.)Did thechild repeat thesounds inorder toprocess the task? Yes iv.)Didthetaskappeardifficultandcognitivelyeffortful? Yes 3Y rOldsStart to Discover “Writing” AroundThem.

Notes

Children inYear3 andAboveare Required toFocuson Comprehension,Writing and theCurriculum • Childrenare required to readand writeat lengthandwith relative ease.Childrenare increasingly expected to readsilently rather thanaloudandare increasingly expected towrite independently. • Thecontentof reading materialbecomesmuchmore complexand the focusof readingshifts todeveloping comprehensionskills. 5

Children inYear2 Start toAcquire

3 to5YearOlds Start toEngage in ‘SoundPlay’.

4 to5YearOlds Start toFigureOutHow theAlphabetWorks.

5 to6YearOlds StartFormal LiteracyLearning.

SCREENING TOOLS

Automatic Processes.

• Theybecome interested in the printonsignsor labelsandmay come to recognisesomeof these inparticular. • Theymay recogniseseveral booksby theircovers,know the titles,understand that theyare read from front toback, from left to rightandby lookingat the print rather than just thepictures. • Theymayunderstand that onecanusewriting for communication throughcards andnotes, for listmaking, for finding televisionprograms in theguideand forahostofother purposes. • Through focusingonprint,3year oldsstart tobecome familiar with lettersandmay learn to recogniseandnamesome. • Story tellingskillsare important for literacy.3yearoldsshould start tomove from just requestingandcommanding to explaining theirexperiencesand tellingstories.

• Theybegin to focuson the soundswithinwords (phonologicalawareness). 4yearoldsbegin toappreciate andproduce rhymes,clap syllables inwordsandstart to noticehowcertainwordssound thesame. • Theycontinue tomakeprogress identifyingand reproducing letters.Theymayevenbeable towrite theirownnameand mixscribble,some lettersand drawing in “writing”notesand stories. • Story tellingskillsshould continue todevelop.Theirstories shouldbecome fairlyeasy to follow. 1

• Theybei tohear thebeginning sound inwords. (E.g. ‘sun’starts with /s/). • They learn that thesounds they hearat thestartandendofwords are representedbyalphabetic letters. (E.g. /s/at thestartof ‘sun’ is representedbya /s/. • Theyareable to tellastory withoutsupport. 2

• Learn to recall thealphabetic lettersoundswithaccuracyand withspeed. • Learn to “soundout”wordsand over theyear readingshould becomeaccurateandautomatic. • Areexpected todemonstrate theircomprehensionskillsand discussbooks theyhave reador thathavebeen read to them. • Initiallywriting isphonetic in nature.Over theyearchildren integrateearlyphonicconcepts suchassh,ch, th, ing,oo,ee.ar, or,all,cketc. towritten tasks. 3

• Thechallenge inYear2 is to achievefluency.Thismean readingbecomes “effortless”. It is through lotsand lotsof readingpractice thatchildren become fastandautomatic readers. •Writingbecomesmoreautomatic and lessphoneticaschildren acquireearlyvoweldigraphs suchasou,oa,ow, ir,ur,ue,ew etc. 4

Pre-Literacy&EarlyLiteracyScreens

ISBN:978-1-925769-38-8 PLDOrganisationPty.Ltd.

FoundationPre-LiteracyScreen -StudentRecordForm Pre-Primary (WA),Transition (NT),Reception (SA),Prep (QLD,VIC,TAS),Kindergarten (NSW,ACT),

PLD’sprograms thatdevelop theaboveskillscanbeviewedby searching thecodes:1)CCst 2)CCal/CCalc,CCpfa,CCpfr,CCpfs 3)CCfrw,CCfsw,CCsight,Mfwa,Bsw1,CHph1,Md1 4)CCread,CCspell, Bsw2,CHph2,Md2 5)Bsw3,CHph3,Md3on www.pld-literacy.org mail@pld-literacy.org Phone:+61 (08)92270846 NameofChild: .............................................................DateofBirth:........................................... RelevantBackground Information.............................................................................................. ............................................................................................................................................................. SeeourCopyrightTermsofUseat https://pld-literacy.org/copyright

Historyofear infections? Studentcurrentlyhasaspeechor languagedelay? Familymemberswith language/literacydelays? Other: ..................................................................................

RiskFactors

DecodingPre-requisiteskills -Phonological (&Phonemic)AwarenessSection

KeyArea:OralLanguage Speech Sound Development

Literacy

Subtest1:Blending (Aprecursor todecodingor readingability.)

Subtest1a:OnsetandRimeLevelBlending Instructions: “Iamgoing tosay2sounds.Put them togetherandguess theword.” ✔✖ Demonstrated ✔✖ Demonstrated

Subtest1b:CVCPhonemicLevelBlending Instructions: “Iamgoing tosay3sounds.Put them togetherandguess theword.”

Movement &Motor

Oral Language

✔✖ Demonstrated ✔✖ Demonstrated

PLD offers an extensive range of downloadable screening and tracking resources along with a range of parent education handouts. Our downloads provide milestone information that can be disseminated to educators and parents in the wider community through newsletters, websites and general communication. Download today: https://pld-literacy.org/downloads/

m (1secondpause) u (1secondpause) g = s (1secondpause) u (1secondpause) n = f (1secondpause) a (1secondpause) n = b (1secondpause) e (1secondpause) d = t (1secondpause) a (1secondpause) p = DateTested

b (1secondpause) ug = p (1secondpause) ot = c (1secondpause) ap = p (1secondpause) et = m (1secondpause) an = DateTested

“I should be able to say...” NOTE: Undereachage rangeareexamplesofspeecherrors thatshouldnotbepresentby the listedage.

Score ________ /5= _____________% Score ________ /5= _____________%

Score ________ /5= _____________%

v, consonant blends eg:bl, tr,sk, st,sp,pl

th (voiced) eg: this th (voiceless) eg: teeth

DateTested Score ________ /5= _____________% NegativeObservations (suggesting furtherskilldevelopment is required) i.) Was the taskpresentedwithshortpausesbetweensounds? Yes ii.) Did thestudent request thesounds tobe repeated? Yes iii.) Did thestudent repeat thesounds inorder toprocess the task? Yes iv.) Did the taskappeardifficultandcognitivelyeffortful? Yes DateTested

Notes:

z, r, j, s

p,b,m,n, w,n,g, k,d, t,ng, h,y

f, l, sh, ch

AlphabetSoundKnowledgeSection

Subtest2:AlphabetSoundKnowledge -SupportingREADING (StimulusSheets1&2) Instructions: “Whatare thesesounds?” (Refer to the followingsheetssupplied inFoundationandCursive font.)

Subtest2a:Group1

Subtest2b:Group2

Subtest2c:Group3

Subtest2d:Group4

Concerning Observations

Letter

Demonstrated

✔✖✔✖

Lettername/soundconfusion Slow recall A relianceonadultprompting Lettername/soundconfusion Slow recall A relianceonadultprompting Lettername/soundconfusion Slow recall A relianceonadultprompting Lettername/soundconfusion Slow recall A relianceonadultprompting Lettername/soundconfusion Slow recall A relianceonadultprompting Lettername/soundconfusion Slow recall A relianceonadultprompting

by3years by4years by5years by6years by8years

Date tested ________ Score _____ /6

Date tested ________ Score _____ /12 Date tested ________ Score _____ /18 q

“doaway” (goaway) “tat” (cat) “mydu” (myduck)

“Ihavea tish” (Ihaveafish) “Iwant tips” (Iwantchips) “awion” (a lion)

“Icandump” (Ican jump) “to thedoo” (to thezoo)

“berrybig” (verybig)

“the rightfing” (the right thing)

Date retested _______ Score _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18 Date retested: _______ Score: _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18 x

“poonand fork” (spoonand fork) “a twuck” (a truck)

“getdem” (get them) “finking” (thinking)

Date tested ________ Score _____ /26 Date tested ________ Score _____ /26 Date tested ________ Score _____ /26

Note: Onceblending isestablishedandalphabetsound recall isbeingacquired, studentsare ready tocommenceStage1Target1 reading tasks.

“dope” (soap)

PLDOrganisationPty.Ltd. ISBN:978-1-925769-38-8

Pre-Literacy&EarlyLiteracyScreens

Source: DevelopmentalPhonologicalDisorders -apracticalguide for familiesand teachers: (1998)CarolineBowen

PLD’sprogram thatdevelop theaboveskillscanbeviewedbysearching thecode:Ssdon www.pld-literacy.org mail@pld-literacy.org Phone:+61 (08)92270846 CopyrightTermsofUseathttps://pld-literacy.org/copyright

WholeSchoolPhonicSightWordSequencePlacementScreening

• Present thescreenbelow toeachclass (ideally inweek1ofTerm1). • Progress through thescreenuntilstudentsstartmaking6consecutiveerrors.At thispoint the relevantstudentscanbeasked to cease thescreenas theirearliestpointofdifficultyhasbeen identified. (Recommended toceasescreenwhenstudentsmake6 consecutiveerrors) . • It is recommended that teachersusea templateas thisset-upwillassist theprocessofanalysing the results. • Middleandupperprimary teachersneed tostart theplacementscreenatstage1. Itmaybeuseful topresent thespellingscreen in2 to3sittings.15minutesbefore recess,15minutesafter recessand for thestudentswhoarestillstrongspellers,15minutes after lunch. Explanation to theclass: "Wearegoing tocompleteaspelling test.Thewordsstartoffsimpleandgraduallywillbecomemoredifficult.When I tapyouon theshoulderyoucanstopwritingand readabook (while theotherstudentskeepspelling).Thefirst listofwordswillbeplaced within thefirstcolumn.Thesecond listofwords in thesecondcolumnandsoon.Let’sgetstarted.Listencarefully to thewords I amaskingyou tospellanddoyourbest.Pleasedonotuseaneraser. Ifyouwant tomake twoattemptsof theword, Iwould like toseebothofyourattempts.Let’sgetstarted."

Look Cover Say Write Check

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

th ... r ... ee

Week1 inTerm1 (toestablish targeted teachinggroups forTerm1)

three...

phonemicspellingstrategy

Stage1 Target1

Stage2

Stage3

Stage4

Stage5

Stage6 chas ‘sh’ parachute

tw ... ice

twice...

CCC- strict

dge

aas ‘o’

ac-

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

rod run lip had yes wet sun

edge

squabble chas ‘k’ mechanic

accelerate

CC-CC squelch

igh

-tial

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

COVER ...theword.Try tosee theword andall itssounds inyourhead. SAY ...eachsoundorpartof the wordwhile revealinga finger. WRITE ...theword inalternatingcolours.

a-e

-able

silentg

Target2

shape

orphan eaas ‘e’ instead

admirable

champagne

i-e

-ible

para-

shut chin that pick

sh ch th ck ee oo qu

line

intelligible

paralyse

mb/silentb

-al

ir-

KeyArea:Literacy Phases of Writing Development

Literacy

skirt

plumber

oriental

irresistible

weed moon quiz

double letters

-ious

quet

window

sudden

anxious

banquet

Movement &Motor

Oral Language

Target3

-cious

sub-

th - r - ee

toast

chimney ceas ‘s’ disgrace

malicious

submersible

three...

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

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

aias ‘e’

ex-

-eous

CCVC & CVCC

Justaschildrenmakemany “mistakes”orapproximationsas they learn to talk, thedevelopmentofwriting skills isalsoaprocess.Ateachphaseofwritingdevelopmentchildrendemonstratewhat theyknowabout written languageandall theirwritingeffortsneed tobe recognisedandencouragedassteps towards conventionalwritingskills. Phase1:RolePlayWriting

drew

mountain

extreme

miscellaneous

KeyArea:MovementandMotor Developing Cutting Skills

Literacy

air

cas ‘s’ celery

-ship

-ise/yse

count

repair

relationship

popularise

ore

ous

-ent

-ive

Movement &Motor

Oral Language

Optional additional words

Phase2:ExperimentalWriting During theexperimentalwritingphase (usually3-4yearsofage), studentsdemonstrateanunderstanding thatspeechcanbe writtenand thatwritten languagemeanssomething.Theywill write from left to right,experimentingwith lettersandwords as theywriteabout familiar topics.Students in thisphaseare developinganunderstandingof1 to1correspondenceand sound-symbol relationships,andmay representeachwordwith 1-3 letters,usuallyconsonants.Writing isoftenamixofcapital and lowercase letters,andoften letters from theirownname. Theydohoweverdemonstrateknowledgeof thedifference between lettersandnumbers.Experimentalwritershavea developingunderstanding thatwewrite forapurposeand toa specificaudience. SkillsDemonstratedbyExperimentalWriting: • Studentsdemonstrateknowledge thatwritten languagehas meaningandcan “read”what theyhavewritten. • Studentshaveanawarenessofwordswitheachword representedbyasingle letteroraclusterof letters (usually wordsare representedby1-3capital letters,mainly consonants). • Studentsdemonstrateknowledge thatwewrite left to right andhaveadevelopingawarenessofspacesbetweenwords. • Studentsdemonstrateknowledgeof thedifferencebetween lettersandnumbers. • Studentsknow that letters represent thesounds in the wordswesay.

yawn

before

tremendous

obedient

inclusive -icle/acle chronicle

-le (schwa+l)

yas ‘I’

-ary

Aschildrenattempt tomakesenseof theconnectionbetween spokenandwritten language, theymayengage in roleplay writing.During thisphaseofwritingdevelopment,children experimentwithmarksonpaperas they imitateadultwriting. Theymake randommarksonpaper includingcircularscribble, scribble linesandattempts todrawsymbolsconsistingof straightandcurved lines.Theymaymix letters,numbersand inventedsymbolswith lettersoftenproduced in reversalor mirror image.Theyhaveapreference forcapital lettersandwill oftenuse letters from theirownname repeatedlywithinwriting. Thesemarksandscribblesmaybeanattempt tocommunicate amessagehowever theirunderstandingofsound-symbol relationshipshasyet todevelopandhence theirmessagesare notyet readablebyothers,however theymaybelieveotherscan readwhat theyhavewritten.Childrenusuallyoperateat this phaseofwritingdevelopmentbetween2-3yearsofage. SkillsDemonstratedbyRolePlayWriting: • Childrenknowpeoplewrite tocommunicateamessage. • Childrendemonstrateearlyattemptsat letter formation.

Target4

steam

grumble

syllable

documentary

th - r - ee

ouas ‘u’ nourish

-cal

ay ing

three...

DevelopmentalNorms ForChildrenLearning ToCutWithScissors Atage2 -2½years... Child isable toopenandshutscissorswith twohands.

Childrenshouldprogress through the following Stages1 to4 inorder todevelopgoodcuttingskills. Stage1 Children learn toholdscissorsappropriatelyand toopen andclosescissors. Children learn toplace their thumb in the top ringof the scissorsand their twoor threefingers in thebottom ring. At thisearlystage it is recommended thatadultsprompt children toproduce the ‘thumbsup’signbefore takingholdof thescissors. Ifstudents requiremusclestrengtheningorhand coordinationpractice,playagameof “OpenShutThem!”

clue

orange

hurricane silentu guardian neighbour tuas ‘ch’ furniture

reciprocal

phonemicspellingstrategy

or ar all ai er oi oy

tw - ice

oras ‘schwaer’

cir-

silentn solemn

twice...

hurt

doctor

circumference

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

yas ‘ee’

ouras ‘schwaer’

-ar

con-

windy

liquid

circular

convenience

tion

-ment

silentg

knife

action

measurement

paradigm

Pre-Literacy&EarlyLiteracyScreens

ISBN:978-1-925769-38-8 PLDOrganisationPty.Ltd.

CHECK ...yourwork.

‘ThumbsUp’ Promptchildren to

Thumb in the top ring of thescissors.

produce the ‘thumbsup’ signbefore takinghold of thescissors.

Twoor three fingers in thebottom ring of thescissors.

DevelopmentalNorm Atage2½ -3years... Child isable tosnippaper.Childholdsscissors inone hand (dominanthand isnot likelyestablishedat thisstage). Thepapermaybeheldbyanadult.

PLDOrganisationPty.Ltd SeeourCopyrightTermsofUseathttps://pld-literacy.org/copyright.

PhonicandSightWordSequence ISBN978-1-925769-39-5

Stage2 Children learn toholdandsnippaper.

Children learn tohold thepaper in theirnon-cuttinghand and toopen thescissors,push theblade forwardandshut the scissors resulting insnips topaper.Remember ‘ThumpsUp’. ToMakeSnips... “Open thescissors.” “Push theblades forward.” “Shut thescissors.” ANoteAboutDominance Researchsuggests that themajorityofchildrenshowa dominantpreferenceby3yearsandmostbyschoolage, howeversomeactuallyestablishdominanceas lateas8or9 yearsold. Making apreference is importantas itallows thechild todevelopskill andendurancewith thathand. Ifachildhasnotyetmadeapreference, it issuggested that the childbeencouraged toparticipate inactivities: • that involvecrossing themidline, • thatusebothhands together, • wherebothareactiveand • whereonehanddoes theworkand theotheroneassists. Don’t try tochoose thedominanthandbutobservewhichhand isused themostoftenor ismoreskilful. Itmayalsobehelpful to refer thechild toanOccupationalTherapist foranassessment, prior tocommencingyearone.

When thebigmonsterwent forawalk to the billabonghewent toseeaflower. (Briana3years) SummaryofRolePlayWriting Attempts tocreate letters andmarks that represent lettershavebeen included.

Theadultmayhold thepaper ifneeded.

Thumb in the top ring.

Daddy’sgoing forawalk. Ipickedaflower formyMumandwesawabutterflyflying. (Alayna4yrs) SummaryofEarlyExperimentalWriting Some lettershavebeen included to represent thewords.

Literacy

Thumbup onpaper.

Seeover forPhase3and4

PhasesofWritingDevelopment

PLDOrganisationPty.Ltd.

Movement & Motor

Oral Language

PLDOrganisationPty.Ltd.

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24 PLD's Whole School Literacy Strategy

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