Early Years Screening Tracking Manual 09 02 24

Screening & Tracking Manual
Early Years
Kindergarten (WA, QLD, SA, TAS)
Preschool (ACT, NT, NSW, VIC)
How to How to report

screen? on data?
Literacy
Oral Movement
PRIMARY Language & Motor
PUBLISHER
OF THE YEAR
2024 Version 2018, 2019, 2020, 2021
Literacy
Contents
Oral Movement
Language & Motor
How to Use the Early Years Screening & Tracking Manual

What is Included in this Early Years
Screening & Tracking Manual?............................................................. 3
How to Monitor Progress with PLD?................................................... 3
How to Get Started with PLD’s Screening & Tracking?.................... 3
Using the PLD Tracking Sheets in the Early Years.......................... 4
Overview of the Early Years Literacy Assessment......................... 5
When to Schedule PLD’s Early Years Screening.............................. 6
Targeting Literacy Over the Full Year

How to Conduct PLD’s Pre-Literacy Screening
Phonological and Phonemic Awareness Subtests
Term 1 Syllable Segmentation (phonological awareness)
Instructions & Test Items........................................................................8
Term 2 Initial Sound Awareness (phonemic awareness)
Instructions & Test Items........................................................................9
Term 3 Onset and Rime Blending (phonological awareness)......... 10
Term 4 Lending 3 Sounds (phonemic awareness)
Instructions & Test Items .................................................................... 10
Alphabet Sound Recall (phonics)

Term 3 Lower-case Group 1 & 2 Alphabet
Sound Recall........................................................................................... 11
Term 4 Lower-case Group 1, 2 & 3 Alphabet Sound
Recall (phonics) Instructions & Test Items ..................................... 11
Lower-Case Letter Formation (handwriting)

Term 3 Lower-case Group 1 Alphabet Sound
Recall & Formation................................................................................ 12
Term 4 Lower-case Group 2 Alphabet
Sound Recall & Formation Test Items ............................................. 12
Appendix
Early Years Pre-Literacy Screen
(to be duplicated for each child)................................................. 14 - 18
Glossary of Terms................................................................................. 20
PLD Organisation Pty. Ltd. Early Years Screening & Tracking Manual 2
Literacy
How to Use the Early Years Screening & Tracking Manual

Oral Movement
Language & Motor
What is Included in This Early Years Screening & Tracking Manual?

The Early Years Screening & Tracking Manual outlines step-by-step instructions for teachers that include what and when to
screen, the materials required and time allocations.
We recommended that the screens are administered following a solid period of repeated targeted instruction. In this way,
the screens function as a check-in on progress.
Keep in mind that it may be appropriate for schools to adapt the timing of the skills depending upon the demographics of
the school community and the associated student entry levels to the school.
How to Monitor Progress with PLD?

PLD provides free-to-download Early Years to Year 6 Tracking Sheets. It is recommended that each class implementing PLD
programs and screening take the next step to report on their implementation through use of the tracking sheets. The results
from the paper based screening tools are recorded in individual tracking sheets. An instructional video for setting up the
tracking sheets is located at: https://pld-literacy.org/foundation-getting-started-with-pld/
How to Identify Students Who Are Delayed or Advanced?

PLD recognises that every class presents with a range in ability. It is expected that with the delivery of effective repeated
targeted instruction the majority of students should acquire skills as outlined within the Teaching Sequence Manual.
However, it is also likely that there will be a small group of students who may advance faster than the schedule of skills and
also a group that may lag behind in skill acquisition. In an effort to cater for the range in ability, it is recommended that each
class implementing PLD identifies (on the basis of the screening) three targeted teaching groups. An instructional video for
utilising the tracking sheets to establish three targeted teaching groups is located at: https://pld-literacy.org/early-years-
getting-started-with-pld/
PLD’s Early Years Teaching Sequence Manual applied in conjunction with this Early Years Screening & Tracking Manual and
consistent tracking will facilitate increased student outcomes and a higher degree of consistency across classrooms.
Tier 3 • Individualised instruction for an extended period of time.
Highly
Personalised 5 - 10% • Students will make progress, but some will not reach the
level of their peers.
Intervention
• Students may have cognition, learning, behaviour,
emotional, social, communication, sensory and/or
Groups of three or less, physical needs.
presented by a specialist
Tier 2 10 - 15% • Ideally early intervention.

Additional • Short-term instruction.
Intervention
• Enabling students to acquire age
Small groups of students, appropriate skills.
presented by a general staff member or a specialist
Tier 1 75 - 85%
• Daily high quality instruction.
Quality First
Teaching • Aiming to provide the best
start for the majority and
to reduce the number of
students requiring Tier 2 and
Classroom teacher instruction Tier 3 additional support.
(consisting of a blend of whole class, small group and individual instruction)
How to Get Started With PLD’s Screening & Tracking?

• Step 1: Complete the Pre-literacy in the early years online course.
• Step 2: Download the Early Years Teaching Sequence Manual.
• Step 3: Download this Early Years Screening & Tracking Manual.
• Step 4: Register for, download and set up the PLD Tracking Sheets on a classroom or whole school level.
• Step 5: Review the Early Years Teaching Sequence Manual for where to start teaching and this Screening
& Tracking Manual for details on your first progress check.
Each of these steps have been outlined in detail at: https://pld-literacy.org/early-years-getting-started-with-pld/
Literacy
Using the PLD Tracking Sheets in the Early Years

Oral Movement
Language & Motor
The downloadable PLD Tracking Sheets are central to PLD’s approach. The sheets link the Early Years Teaching Sequence
Manual with the screening process outlined in this manual. Through mid and end of term progress checks, children’s
abilities are plotted onto the tracking sheets, creating three groups, which form the basis of the targeted teaching. This
process enables the classroom teacher to report on skill development of the class and simultaneously establish an
implementation plan.
How to Get Started Using the PLD Tracking Sheets

• Step 1: Download and set up the tracking sheets using the following link: https://pld-literacy.org/plds-tracking-sheets/. The
tracking sheets should be converted into a ‘cloud-based’ format. Each class is allocated a different tab.
• Step 2: What to teach? When to teach? Each day, schedule multiple explicit short sessions, as outlined in the Early
Years Teaching Sequence Manual.
• Step 3: What to screen? When to screen? How to screen? During Week 6 and again in Week 10, schedule progress
checks through the presentation of short subtests, as outlined on pages 7 - 12 of this Manual.
• Step 4: Enter the results in the PLD Tracking Sheets. A sample entry for Early Years has been outlined below.
• Step 5: How to create a class profile and three targeted teaching groups? Watch the Early Years PLD Tracking Sheets
video https://pld-literacy.org/early-years-getting-started-with-pld/ for an explanation on how to process the test results
and adjust the order of the children by establishing three targeted teaching groups.
What to teach? What to screen? When to screen? How to create a class profile and
When to teach? How to screen? three targeted teaching groups?
Early Years Pre-Literacy Screen - Record Form Early Years Pre-Literacy Screen - Alphabet Sound Knowledge Section
Kindergarten (WA, QLD, SA, TAS) Preschool (ACT, NT, NSW, VIC) Subtest 4: Alphabet Sound RECOGNITION - Supporting READING (Stimulus Sheets 2 & 3)
Ear Infections? Instructions: “What are these sounds?” (Refer to the following sheets supplied in Foundation and Cursive font.)
Name of Child .............................................................. Date of Birth .................................... Subtest 4a: Group 1 Subtest 4b: Group 2 Subtest 4c: Group 3 Subtest 4d: Group 4
Family members with language/literacy delays?
Teaching Sequence Manual

Concerning Concerning Concerning Concerning
Letter
Letter
Letter
Letter
Relevant Background Information ....................................................................................... Student currently has a speech or language delay?
✔✖ ✔✖ Observations ✔✖ ✔✖ Observations ✔✖ ✔✖ Observations ✔✖ ✔✖ Observations
................................................................................................................................................. Other ............................................................................. Letter name/sound confusion Letter name/sound confusion Letter name/sound confusion Letter name/sound confusion
Phonological Awareness Section s Slow recall m Slow recall f Slow recall w Slow recall
A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting
Letter name/sound confusion Letter name/sound confusion Letter name/sound confusion Letter name/sound confusion
Subtest 1: Syllable Segmentation (Stimulus Sheet 1) a Slow recall r Slow recall l Slow recall j Slow recall
Early Years Instructions:“What are the beats (or syllables) in __________________?” [point to the picture] Date Tested Date Retested
t
Letter name/sound confusion
Slow recall h
Slow recall g
Slow recall v
Slow recall
Term 2 Term 2/3 Term 3 Term 4

Test Item Syllables Syllables Verbalised by Student ✔ ✖ Demonstrated ✔ ✖ Demonstrated A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting
Kindergarten (WA, QLD, SA, TAS) elephant 3 syllables
Term 1
Preschool (ACT, NT, NSW, VIC) p Slow recall e Slow recall o Slow recall k Slow recall
camel 2 syllables
zebra 2 syllables
octopus 3 syllables i Slow recall c Slow recall u Slow recall z Slow recall
butterfly 3 syllables A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting
Results: ___ /5 = ____ % ___ /5 = ____ %
n Slow recall d Slow recall b Slow recall y Slow recall
Subtest 2: Verbalisation of Initial Phoneme (A precursor to alphabet sounds.) (Stimulus Sheet 1) Date tested ________ Score _____ /6 Date tested ________ Score _____ /12 Date tested ________ Score _____ /18 q Slow recall
A reliance on adult prompting

Instructions: “What does ___________________ start with?” [point to the picture] Date Tested Date Retested
Date retested: _______ Score: _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18 x Slow recall
Test Item Student’s Response ✔ ✖ Demonstrated ✔ ✖ Demonstrated A reliance on adult prompting
fish Date retested _______ Score _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18 Date tested ________ Score _____ /26
hat
jug
van
Term 2 Alphabet Sound RECALL & FORMATION - Supporting SPELLING & WRITING
Instructions: “Write the lowercase sound_________?”
Please note that while Subtest 4 is part of the PLD screening schedule, this data is not required to be added to the tracking sheets
bike
Results: ___ /5 = ____ % ___ /5 = ____ % Subtest 5a: Group 1 Subtest 5b: Group 2 Subtest 5c: Group 3 Subtest 5d: Group 4
Negative Observations (suggesting further skill development is required) Notes
✔ or ✖
✔ or ✖
✔ or ✖
✔ or ✖
Sound
Sound
Sound
Sound
Concerning Observations Concerning Observations Concerning Observations Concerning Observations

i.) Did the child require the adult to verbally emphasize the initial sound? (eg “fffffish”) Yes
ii.) Did the child provide letter names? Yes Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation
iii.) Did the task appear to be difficult and cognitively effortful? Yes s Inappropriate grip m Inappropriate grip f Inappropriate grip w Inappropriate grip
Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip
Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation
Subtest 3: Blending (A precursor to decoding or reading ability.) a Inappropriate grip r Inappropriate grip l Inappropriate grip j Inappropriate grip
Onset and Rime Level Blending Blending Three Phonemes
t Inappropriate grip h Inappropriate grip g Inappropriate grip v Inappropriate grip
Instructions: “I am going to say 2 sounds. Instructions: “I am going to say 3 sounds.

Put them together and say the word.” Put them together and say the word.” Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation
✔ ✖ Demonstrated ✔ ✖ Demonstrated ✔ ✖ Demonstrated ✔ ✖ Demonstrated
p Inappropriate grip e Inappropriate grip o Inappropriate grip k Inappropriate grip
b(1 second pause) ug = m (1 second pause) u (1 second pause) g = Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip
Term 3 Term 4
p (1 second pause) ot = s (1 second pause) u (1 second pause) n =
i c u z
How to cater
Inappropriate grip Inappropriate grip Inappropriate grip Inappropriate grip
c (1 second pause) ap = f (1 second pause) a (1 second pause) n = Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip
for the range

p (1 second pause) et = b (1 second pause) e (1 second pause) d = Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation
When to m (1 second pause) an = t (1 second pause) a (1 second pause) p = n Inappropriate grip d Inappropriate grip b Inappropriate grip y Inappropriate grip
What to in ability? Literacy Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip
teach? Date Tested Score ______ / 5 = ________ % Date Tested Score ______ / 5 = ________ %
Date tested ________ Score _____ /6 Date tested ________ Score _____ /12 Date tested ________ Score _____ /18 Incorrect starting points/ formation
teach? Date Retested Score ______ / 5 = ________ %

Negative Observations (suggesting further skill development is required)
Date Retested Score ______ / 5 = ________ %
Date retested _______ Score _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18
q Inappropriate grip
Reliant upon desk strip
Oral Movement Notes
PRIMARY Language & Motor i.) Was the task presented with short pauses between sounds? Yes Date retested _______ Score _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18 Incorrect starting points/ formation
PUBLISHER ii.) Did the child request the sounds to be repeated? Yes Key x Inappropriate grip
OF THE YEAR iii.) Did the child repeat the sounds in order to process the task? Yes = Forms a distinguishable lowercase letter with minimal concerning observations
2024 Version 2018, 2019, 2020, 2021 iv.) Did the task appear difficult and cognitively effortful? Yes = Incorrect letter formation and/or many concerning observations Date retested _______ Score _____ /26
See our Copyright Terms of Use at https://pld-literacy.org/copyright

An Example of the Class Profile with Three Targeted Teaching Groups

This also serves to report on student skill development and PLD implementation.
Early Years
Tracking Sheet
Literacy
Overview of the Early Years Pre-Literacy Assessment

Oral Movement
Language & Motor
Early Years Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will
impact later reading and spelling development.
The screens focus on two main skills:
1. Phonological Awareness: the ability to attend to the phonological structure or sound structure of words.
2. Alphabetic Knowledge: or more specifically letter-sound identification and the ability to recall and form the alphabet
sounds.
Both skills have been identified in education, speech pathology, educational psychology and dyslexia research
as predictors of success and difficulties in reading performance.
The full version of the screen below is located within the Appendix.
Early Years Pre-Literacy Screen - Record Form Early Years Pre-Literacy Screen - Alphabet Sound Knowledge Section
Kindergarten (WA, QLD, SA, TAS) Preschool (ACT, NT, NSW, VIC)
Subtest 4: Alphabet Sound RECOGNITION - Supporting READING (Stimulus Sheets 2 & 3)
Ear Infections? Instructions: “What are these sounds?” (Refer to the following sheets supplied in Foundation and Cursive font.)
Name of Child .............................................................. Date of Birth .................................... Subtest 4a: Group 1 Subtest 4b: Group 2 Subtest 4c: Group 3 Subtest 4d: Group 4
Relevant Background Information ....................................................................................... Concerning Concerning Concerning Concerning
Letter
Letter
Letter
Letter
Student currently has a speech or language delay?
................................................................................................................................................. Other ............................................................................. Letter name/sound confusion
Letter name/sound confusion Letter name/sound confusion Letter name/sound confusion
Phonological Awareness Section s Slow recall m Slow recall f Slow recall w Slow recall
Subtest 1: Syllable Segmentation (Stimulus Sheet 1) a Slow recall r Slow recall l Slow recall j Slow recall
Instructions:“What are the beats (or syllables) in __________________?” [point to the picture] Date Tested Date Retested Letter name/sound confusion Letter name/sound confusion Letter name/sound confusion Letter name/sound confusion
t Slow recall h Slow recall g Slow recall v Slow recall
Term 2 Term 2/3 o Term 3 Term 4

Test Item Syllables Syllables Verbalised by Student ✔ ✖ Demonstrated ✔ ✖ Demonstrated A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting
Term 1
elephant 3 syllables Letter name/sound confusion Letter name/sound confusion Letter name/sound confusion Letter name/sound confusion
camel 2 syllables p e Slow recall Slow recall Slow recall k Slow recall
zebra 2 syllables
octopus 3 syllables i Slow recall c Slow recall u Slow recall z Slow recall
butterfly 3 syllables A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting
Results: ___ /5 = ____ % ___ /5 = ____ %
Subtest 2: Verbalisation of Initial Phoneme (A precursor to alphabet sounds.) (Stimulus Sheet 1) Date tested ________ Score _____ /6 Date tested ________ Score _____ /12 Date tested ________ Score _____ /18 q Slow recall

Test Item Student’s Response ✔ ✖ Demonstrated ✔ ✖ Demonstrated
Term 2
fish Date retested _______ Score _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18 Date tested ________ Score _____ /26
hat
jug Alphabet Sound RECALL & FORMATION - Supporting SPELLING & WRITING
van
bike
Results: ___ /5 = ____ % ___ /5 = ____ % Subtest 5a: Group 1 Subtest 5b: Group 2 Subtest 5c: Group 3 Subtest 5d: Group 4
✔ or ✖
✔ or ✖
✔ or ✖
✔ or ✖
Sound
Sound
Sound
Sound
ii.) Did the child provide letter names? Yes Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation
iii.) Did the task appear to be difficult and cognitively effortful? Yes s Inappropriate grip m Inappropriate grip f Inappropriate grip w Inappropriate grip
a Inappropriate grip r Inappropriate grip l Inappropriate grip j Inappropriate grip

Subtest 3: Blending (A precursor to decoding or reading ability.) Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip

Onset and Rime Level Blending Blending Three Phonemes t Inappropriate grip h Inappropriate grip g Inappropriate grip v Inappropriate grip
Instructions: “I am going to say 2 sounds. Instructions: “I am going to say 3 sounds. Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip
Put them together and say the word.” Put them together and say the word.” Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation
✔ ✖ Demonstrated ✔ ✖ Demonstrated ✔ ✖ Demonstrated ✔ ✖ Demonstrated p Inappropriate grip e Inappropriate grip o Inappropriate grip k Inappropriate grip
Term 3 Term 4
b(1 second pause) ug = m (1 second pause) u (1 second pause) g =
p (1 second pause) ot = s u (1 second pause) n =
(1 second pause)
i Inappropriate grip c Inappropriate grip u Inappropriate grip z Inappropriate grip
c (1 second pause) ap = f (1 second pause) a (1 second pause) n = Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip
p (1 second pause) et = b (1 second pause) e (1 second pause) d = Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation
m (1 second pause) an = t (1 second pause) a (1 second pause) p = n Inappropriate grip d Inappropriate grip b Inappropriate grip y Inappropriate grip
Date Tested Score ______ / 5 = ________ % Date Tested Score ______ / 5 = ________ % Incorrect starting points/ formation
Date tested ________ Score _____ /6 Date tested ________ Score _____ /12 Date tested ________ Score _____ /18
Date Retested Score ______ / 5 = ________ % Date Retested Score ______ / 5 = ________ % q Inappropriate grip
Date retested _______ Score _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18 Reliant upon desk strip
Notes
i.) Was the task presented with short pauses between sounds? Yes Date retested _______ Score _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18 Incorrect starting points/ formation
ii.) Did the child request the sounds to be repeated? Yes Key x Inappropriate grip
iii.) Did the child repeat the sounds in order to process the task? Yes = Forms a distinguishable lowercase letter with minimal concerning observations
= Incorrect letter formation and/or many concerning observations Date retested _______ Score _____ /26
iv.) Did the task appear difficult and cognitively effortful? Yes
See our Copyright Terms of Use at https://pld-literacy.org/copyright See our Copyright Terms of Use at https://pld-literacy.org/copyright
PLD Organisation Pty. Ltd. Early Years Screening & Tracking Manual 14 PLD Organisation Pty. Ltd. Early Years Screening & Tracking Manual 15
Early Years Pre-Literacy Screen - Stimulus Sheet 1

Early Years Pre-Literacy Screen - Stimulus Sheet 2 (Foundation Font) Early Years Pre-Literacy Screen - Stimulus Sheet 3 (Cursive Font)
Syllable Segmentation “What are the beats (or syllables) in ________?” [point to the picture]
Alphabet Sound Recognition (supporting reading) “What are these sounds?” Alphabet Sound Recognition (supporting reading) “What are these sounds?”
s a t s a t
Group 1
Group 1
p i n p i n
m r h m r h
Group 2
Group 2
e c d e c d
Verbalisation of Initial Phoneme (Sound) “What does ________ start with?” [point to the picture]
f l g f l g
Group 3
Group 3
o u b o u b
j z x j z x
y w q
Group 4
Group 4
y k q
w v k v
See our Copyright Terms of Use at https://pld-literacy.org/copyright See our Copyright Terms of Use at https://pld-literacy.org/copyright See our Copyright Terms of Use at https://pld-literacy.org/copyright
PLD Organisation Pty. Ltd. Early Years Screening & Tracking Manual 16 PLD Organisation Pty. Ltd. Early Years Screening & Tracking Manual 17 PLD Organisation Pty. Ltd. Early Years Screening & Tracking Manual 18
Literacy
When to Schedule PLD’s Early Years Screening

Oral Movement
Language & Motor
Term 1 Term 2 Term 3 Term 4

Weeks 1-10
Explicit Teaching Phase Explicit Teaching Phase Explicit Teaching Phase Explicit Teaching Phase
Refer to the PLD Early Refer to the PLD Early Refer to the PLD Early Refer to the PLD Early
Years Teaching Sequence Years Teaching Sequence Years Teaching Sequence Years Teaching Sequence
Manual Manual Manual Manual
One minute progress One minute progress Two minute progress Two minute progress
check check check check
• Subtest 1 Syllable • Subtest 2 Verbalisation • Subtest 3a Onset & • Subtest 3a Onset
Segmentation. of Initial Phoneme. Rime Blending. & Rime Blending
& Blending Three
Midterm screen e.g. by the end of Week 6
• Subtest 4a Group 1 • Subtests 4a, 4b & 4c

for Groups 1, 2, & 3 Phonemes.
Alphabet Sounds
Alphabet Sounds • Subtests 4a, 4b, 4c &
• Subtest 5a Group 1 of
• Subtests 5b and/or 4d for Groups 1, 2, 3 & 4
Alphabet Sounds Recall
5c for Group 1 & 2 of Alphabet Sounds
& Formation.
Alphabet Sounds Recall • Subtests 5c & 5d of
& Formation. Alphabet Sounds Recall
& Formation.
Reporting Reporting Reporting Reporting

• Populate tracking sheet • Populate tracking sheet • Populate tracking sheet • Populate tracking sheet
with student results. with student results. with student results. with student results.
• Cluster class into three • Cluster class into three • Cluster class into three • Cluster class into three
targeted teaching targeted teaching targeted teaching targeted teaching
groups and set groups and set groups and set groups and set
differentiated learning differentiated learning differentiated learning differentiated learning
foci for the remainder of foci for the remainder of foci for the remainder of foci for the remainder of
term. term. term. term.
For children who scored For children who scored For children who scored For children who scored
below 80% in their mid- below 80% in their mid- below 80% in their mid- below 80% in their mid-
term progress check: term progress check: term progress checks: term progress checks:
Repeat the relevant Repeat the relevant Repeat the relevant Repeat the relevant
subtest (as above). subtest (as above). Also subtests (as above). subtests (as above).
repeat Subtest 1 if their
end of Term 1 result was
Final week of term e.g. Week 10
below 80%.
Reporting Reporting Reporting
Reporting
• Populate tracking sheet • Populate tracking sheet • Populate tracking sheet
• Populate tracking sheet
with student results. with student results. with student results.
with student results.
• Cluster class into three • Cluster class into three
targeted teaching • Cluster class into three targeted teaching
groups and set targeted teaching groups and set
differentiated learning groups and set differentiated learning Following small group
foci for differentiated learning foci for targeted teaching in
Term 2. foci for Term 4. Weeks 7 to 10, children will
Term 3. typically show increases in
Following small group Following small group
targeted teaching in Following small group targeted teaching in skill acquisition between
Weeks 7 to 10, children will targeted teaching in Weeks 7 to 10, children will the midterm and end of
typically show increases in Weeks 7 to 10, children will typically show increases in term screens.
skill acquisition between typically show increases in skill acquisition between Prepare student tests for
the midterm and end of skill acquisition between the midterm and end of handover to next year’s
term screens. the midterm and end of term screens. teacher.
term screens.
Literacy
How to Conduct Pre-Literacy Screening

Oral Movement
Language & Motor
The Early Years Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will
impact later reading, spelling and phonic development. The screens focus on two main skills:
1. Phonological Awareness: the ability to attend to the phonological structure or sound structure of words.
2. Alphabetic Knowledge: or more specifically letter-sound identification and the ability to recall and form the alphabet
sounds.
Both skills have been identified in education, speech pathology, educational psychology and dyslexia research
as predictors of success and difficulties in reading performance.
Materials Required:
Early Years Pre-Literacy Screen - Alphabet Sound Knowledge Section
Instructions: “What are these sounds?” (Refer to the following sheets supplied in Foundation and Cursive font.)
Subtest 4a: Group 1 Subtest 4b: Group 2 Subtest 4c: Group 3 Subtest 4d: Group 4
Early Years Pre-Literacy Screen - Record
Concerning Form
Concerning Concerning Concerning
Letter
Letter
Letter
Letter
Observations
Kindergarten (WA, QLD, SA, TAS) Letter
Observations
Preschool
✔✖ ✔✖
(ACT, NT, NSW, VIC)
✔✖ ✔✖ ✔✖ ✔✖ Observations ✔✖ ✔✖ Observations Early Years Pre-Literacy Screen - Stimulus Sheet 1
name/sound confusion Letter name/sound confusion Letter name/sound confusion Letter name/sound confusion
s Slow recall m Slow recall

Ear Infections?
f Slow recall w Slow recall Syllable Segmentation “What are the beats (or syllables) in ________?” [point to the picture]
A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting
Name of Child .............................................................. Date of Birth .................................... A reliance on adult prompting
Family members with language/literacy delays? Letter name/sound confusion
Relevant Background Information .......................................................................................
a Slow recall r Slow recall l currently has
Student Slow a j delay?
speech or language
recall Slow recall
A reliance on adult prompting A reliance on adult prompting
................................................................................................................................................. A reliance on adult prompting
Other ............................................................................. A reliance on adult prompting
Phonological Awareness
t Section
Slow recall h Slow recall g Slow recall v Slow recall
Subtest 1: Syllable Segmentation (Stimulus Sheet 1)

p Slow recall e Slow recall o Slow recall k Slow recall

Instructions:“What are the beats (or syllables) in __________________?” [point to the picture] Date Tested Date Retested
Test Item i
Syllables Syllables
Slow recall c Student
Verbalised by Slow recall u✔ ✖ Demonstrated
Slow recall z
✔ ✖ Demonstrated Slow recall
elephant 3 syllables
camel 2 syllables
zebra 2 syllables A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting
octopus 3 syllables Letter name/sound confusion
butterfly Date tested ________ Score _____ /6

3 syllables Date tested ________ Score _____ /12 Date tested ________ Score _____ /18 q Slow recall
Results: ___ /5 = ____ % ___ /5 = ____ % Letter name/sound confusion
Subtest 2: Verbalisation of Initial Phoneme

Date retested _______ Score _____ /6
(A precursor to alphabet
sounds.) (Stimulus Sheet 1)
Date retested _______ Score _____ /18 Date tested ________ Score _____ /26
Instructions: “What doesAlphabet

___________________ start with?”&[point
Sound RECALL to the picture]
FORMATION - Supporting Date Tested
SPELLING Date Retested
& WRITING
fish
hat Subtest 5a: Group 1 Subtest 5b: Group 2 Subtest 5c: Group 3 Subtest 5d: Group 4
jug Verbalisation of Initial Phoneme (Sound) “What does ________ start with?” [point to the picture]
✔ or ✖
✔ or ✖
✔ or ✖
✔ or ✖
Sound
Sound
Sound
Sound

van
bike Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation
s Inappropriate grip m Inappropriate grip

Results: f
___ /5 Reliant
= ____
Inappropriate grip w
% ___ /5 = ____ % Reliant upon desk strip
Inappropriate grip
Reliant upon desk strip Reliant upon desk strip upon desk strip
Negative Observations (suggesting

Incorrect startingfurther skill development
points/ formation is required)
Incorrect starting points/ formation Notes
Incorrect starting points/ formation Incorrect starting points/ formation
i.) Did the child require the adult

a Inappropriate grip
to verbally emphasize the
r
initial sound? (eg “fffffish”) Reliant uponYes
Inappropriate grip l Inappropriate grip j Inappropriate grip
Reliant upon desk strip Reliant upon desk strip desk strip Reliant upon desk strip
ii.) Did the child provide letter names?
Incorrect starting points/ formation Incorrect starting points/ formation Yespoints/ formation
Incorrect starting Incorrect starting points/ formation
t to beInappropriate
iii.) Did the task appear difficult gripand cognitively h effortful?
Inappropriate grip g Yes
Inappropriate grip v Inappropriate grip
p (A Inappropriate
Subtest 3: Blending precursor grip e
to decoding orReliant
reading
Inappropriate grip
ability.) o Inappropriate grip k Inappropriate grip
Reliant upon desk strip upon desk strip Reliant upon desk strip Reliant upon desk strip
Onset and Rime Level Blending

Incorrect starting points/ formation
Blending Three Phonemes
Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation
Instructions: “I am going to sayReliant

i
2 sounds.
Inappropriate grip c Inappropriate grip
Instructions:
u
“I am going to say 3 sounds.
Inappropriate grip z Inappropriate grip
upon desk strip Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip
Put them together and say the word.” Put them together and say the word.”
n ✔ ✖ Demonstrated
Inappropriate grip
✔ ✖ Demonstrated
d Inappropriate grip b ✔ ✖ Demonstrated ✔ ✖ Demonstrated
Inappropriate grip y Inappropriate grip
b(1 second pause) ug = Reliant upon desk strip mReliant upon desk
(1 second strip u (1 second pause) g =
pause) Reliant upon desk strip Reliant upon desk strip
p (1 second pause) ot = Date tested ________ Score _____ /6 s ________

Date tested (1 second pause) u (1 /12
Score _____ second pause) n = ________ Score _____ /18
Date tested Incorrect starting points/ formation
c (1 second pause) ap = f (1 second pause) a (1 second pause) n = q Inappropriate grip

p (1 second pause) et = b (1 second pause) e (1 second pause) d =
Date retested _______ Score _____ /6 Date retested Incorrect starting points/ formation
m (1 second pause) an = t (1_______ Score _____ /12 Date retested _______ Score _____ /18
second pause) a (1 second pause) p =
KeyScore ______ / 5 = ________ % x Inappropriate grip
Date Tested Date Tested Score ______ / 5 = ________ %Reliant upon desk strip
= Forms a distinguishable lowercase letter with minimal concerning observations
Date Retested Score ______ / 5 = ________ % Date Retested Score ______ / 5 = ________ %
Notes
i.) Was the taskSee our Copyright
presented withTerms
shortofpauses
Use at https://pld-literacy.org/copyright
between sounds? Yes
ii.) Did the child request the sounds to be repeated? Yes
iii.) Did the child repeat the sounds in order to process the task? Yes See our Copyright Terms of Use at https://pld-literacy.org/copyright
iv.) Did the task appear difficult and cognitively effortful? Yes PLD Organisation Pty. Ltd. Early Years Screening & Tracking Manual 16
Coloured pen Student Record Form Stimulus Sheets Coloured Piece of Card
Preparation:
Duplicate the Student Record Form located on pages 14 - 15 in the Appendix for each child. Write the name of each student
on the record form. Add the date of the testing, year level and who the screen is being administered by.
Instructions for each subtest are located on pages 8 - 12.
Estimated Time Allocations:

Subtest 1: Syllable Segmentation. (One minute when presented individually).
Subtest 2: Verbalisation of Initial Phoneme. (One minute when presented individually).
Subtests 3a & 3b: Onset & Rime Blending and Blending Three Phonemes. (Two minutes when presented
individually).
Subtests 4a, 4b & 4c: Groups 1, 2 & 3 of the Alphabet Sounds - Supporting Reading. (One to two minutes when
presented individually).
Subtests 5a, 5b & 5c: Group 2 of the Alphabet Sound Recall and Formation - Supporting Spelling & Writing. (Five to
ten minutes when presented in a group).
Discontinue Rule:
Continue through each subtest. If a student is visibly fatiguing, reluctant to continue or experiencing significant difficulty,
cease the subtest.
Be sure to enter the results into the PLD Tracking Sheets.
Literacy
Term 1: Syllable Segmentation (Phonological Awareness)

Oral Movement
Language & Motor
Instructions for the Presentation of Subtest 1: Syllable Segmentation

• The instructions and preparation materials have been outlined on page 7.
• Explanation to the student: “We have been doing a lot of work on this over the last month and a half. Now it is your turn
to show me what you have been learning.” [Stimulus sheet 1] (Point to the picture) “Elephant. What are the beats (or
syllables) in the word ‘elephant’?”
• Remember that NO prompting is permitted in the test items.
• In the space provided, write exactly what the student verbalised.
• Note the occurrence of any observable ‘Negative Observations’ (which indicate that further skill development is still
required) even if the student scores 100%.
• For the children who have acquired the skill (i.e. 80-100%), continue to consolidate and/or progress to the next skill. For
theYears
Early children who have almost
Pre-Literacy Screendemonstrated
- Record Form the skill (i.e. 40-60%), schedule further practice. The children who have not
yet acquired the skill (i.e. 0-20%) regular short
Kindergarten (WA, QLD, SA, TAS) Preschool (ACT, NT, NSW, VIC) targeted sessions are a priority.
Ear Infections?
Name of Child .............................................................. Date of Birth ....................................
................................................................................................................................................. Other .............................................................................
Phonological
Phonological Awareness
Awareness Section Section

Instructions:“What are the beats (or syllables) in __________________?” [point to the picture] Date Tested Date Retested Syllable Segmentation “What are the beats (or syllables) in ________?” [point to the picture]
Test Item Syllables Syllables Verbalised by Student ✔ ✖ Demonstrated ✔ ✖ Demonstrated

camel 2 syllables
zebra 2 syllables
octopus 3 syllables
butterfly 3 syllables Verbalisation of Initial Phoneme (Sound) “What does ________ start with?” [point to the picture]
Results: ___ /5 = ____ % ___ /5 = ____ %
Subtest 2: Verbalisation of Initial Phoneme (A precursor to alphabet sounds.) (Stimulus Sheet 1)

Test Item Student’s Response ✔ ✖ Demonstrated ✔ ✖ Demonstrated See our Copyright Terms of Use at https://pld-literacy.org/copyright
fish Early Years Pre-Literacy Screen - Record Form

hat Name of Child .............................................................. Date of Birth ....................................

Ear Infections?
................................................................................................................................................. Other .............................................................................
jug Phonological Awareness Section
van Instructions:“What are the beats (or syllables) in __________________?” [point to the picture]
Test Item Syllables Syllables Verbalised by Student

Date Tested
Date Retested
bike
camel 2 syllables
zebra 2 syllables
octopus 3 syllables
butterfly 3 syllables
___ /5 = ____ % ___ /5 = ____ %

Results: ___ /5 = ____ % ___ /5 = ____ %
Results:


fish
hat
jug
van
bike
Results: ___ /5 = ____ % ___ /5 = ____ %
ii.) Did the child provide letter names? Yes

iii.) Did the task appear to be difficult and cognitively effortful? Yes
Subtest 3: Blending (A precursor to decoding or reading ability.)


c (1 second pause) ap = f a (1 second pause) n =

(1 second pause)

m (1 second pause) an = t (1 second pause) a (1 second pause) p =
Date Tested Score ______ / 5 = ________ % Date Tested Score ______ / 5 = ________ %
Notes
i.) Was the task presented with short pauses between sounds? Yes

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

✔ ✖ Demonstrated ✔ ✖ Demonstrated ✔ ✖ Demonstrated ✔ ✖ Demonstrated The full ‘Early Years Pre-Litera-
b(1 second pause) ug = m (1 second pause) u (1 second pause) g = cy Screen’ is located within the
(1 second pause)
Appendix.
c (1 second pause) ap = f (1 second pause) a (1 second pause) n =
Verbalisation of et
p (1 second pause) = Phoneme (Sound) “What does ________ startbwith?”
Initial (1 second pause) e (1 second pause) d =
[point to the picture]
Notes
iv.)PLD Organisation
Did the task appear Pty. Ltd.and cognitively effortful?
difficult Yes Early Years Screening & Tracking Manual 8
Literacy
Term 2: Initial Sound Awareness (Phonemic Awareness)

Oral Movement
Language & Motor
Instructions for the Presentation of Subtest 2: Verbalisation of Initial Phoneme (A Precursor to Alphabet Sounds)
• Explanation to the student: “We have been doing a lot of work on this over the last month and a half. Now it is your turn to
Early Years Pre-Literacy Screen - Record Form
show me what you have been learning.” (Point to the picture) “What sound does fish start with?”

Ear Infections?
................................................................................................................................................. Other .............................................................................
Phonological Awareness Section
required) even if the student scores 100%. If the student requires the adult to emphasise the initial phoneme in any way,
or uses
Subtest 1: letter names
Syllable rather than
Segmentation sounds,
(Stimulus Sheet 1) then the skill has not been sufficiently developed.
•Instructions:“What
For the children who
are the beats haveinacquired
(or syllables) the[point
__________________?” skillto (i.e. 80-100%),
the picture] continue Date
Date Tested to Retested
consolidate and/or progress to the next skill. For
the
Test Itemchildren who haveSyllables
Syllables almost demonstrated
Verbalised by Student the skill (i.e.
✔ ✖ 40-60%),
Demonstrated schedule further practice. The children who have not
yet acquired the skill (i.e. 0-20%) regular short targeted sessions are a priority.
camel 2 syllables
Early Years 2Pre-Literacy

zebra syllables Screen - Stimulus Sheet 1
Be sure to enter
octopus
the results into the PLD Tracking Sheets.
3 syllables
Phonological Awareness Section Results: ___ /5 = ____ % ___ /5 = ____ %


fish
hat
jug
van
bike Verbalisation of Initial Phoneme (Sound) “What does ________ start with?” [point to the picture]
Results: ___ /5 = ____ % ___ /5 = ____ %

Early (A
Subtest 3: Blending Years Pre-Literacy
precursor Screen
to decoding - Stimulus
or reading Sheet 1
ability.)

Ear Infections?
OnsetSegmentation
Syllable andofRime
InitialLevel
“What Blending
are (Sound)
the beats“What
(or syllables) Blending
in ________?” Three
[point[point
to Phonemes
thetopicture]
Verbalisation Phoneme does ________ start with?” the picture]

................................................................................................................................................. Other .............................................................................
Instructions: “I am going to say 2 sounds. Instructions: “I am going to say 3 sounds. Subtest 1: Syllable Segmentation (Stimulus Sheet 1)
Put them together and say the word.” Put them together and say the word.” Test Item
elephant
camel
Syllables
3 syllables
2 syllables
Syllables Verbalised by Student ✔ ✖ Demonstrated ✔ ✖ Demonstrated

zebra 2 syllables
octopus 3 syllables
Results: ___ /5 = ____ % ___ /5 = ____ %
b(1 second pause) ug = m (1 second pause) u (1 second pause) g = Subtest 2: Verbalisation of Initial Phoneme (A precursor to alphabet sounds.) (Stimulus Sheet 1)

(1 second pause) Test Item Student’s Response ✔ ✖ Demonstrated ✔ ✖ Demonstrated

fish
c (1 second pause) ap = f a (1 second pause) n =

hat
(1 second pause) jug

van
bike

Results: ___ /5 = ____ % ___ /5 = ____ %
m (1 second pause) an = t (1 second pause) a (1 second pause) p = iii.) Did the task appear to be difficult and cognitively effortful? Yes

Notes
Notes

iv.) Did the task appear difficult and cognitively effortful? Yes The full ‘Early Years Pre-Litera-
See our Copyright Terms of Use at https://pld-literacy.org/copyright cy Screen’ is located within the
PLD Organisation Pty. Ltd. Early Years Screening & Tracking Manual 14 Appendix.
Term 3:
Test Item
elephant
Onset and
Syllables
3 syllables
Rime Blending (Phonological
Syllables Verbalised by Student
Awareness)
✔ ✖ Demonstrated ✔ ✖ Demonstrated
Literacy
Term 4: Blending
camel 3 Sounds (Phonemic Awareness)
2 syllables
Oral Movement
Language & Motor
zebra 2 syllables
octopus 3 syllables
Results: ___ /5 = ____ % ___ /5 = ____ %
Instructions for the Presentation of Subtest 3: Blending Onset & Rime and Three Phoneme Blending
• Explanation to the student: “I am going to say some sounds. Put them together and say the word.” Repeat the process
for all test items.
• Remember that“What
Instructions: NO does
prompting is permitted
___________________ startinwith?”
the test
[pointitems.
to the picture] Date Tested Date Retested
• Note the occurrence of any observable ‘Negative Observations’ (which indicate that further skill development is still required)
fish
even if the student scores 100%. The following observations suggest that further skill development in this area is required:
hat
• Was the task presented with short pauses between sounds?
jug
• Did the child request the sounds to be repeated?
van
• Did the child repeat the sounds in order to process the task?
bike
• Did the task appear difficult and cognitively effortful?
Results: ___ /5 = ____ % ___ /5 = ____ %
theNegative Observations
children who have almost (suggesting further
demonstrated theskill
skilldevelopment
(i.e. 40-60%),isschedule
required)further practice. The children
Notes who have not
yeti.)acquired the skill (i.e. 0-20%) regular short targeted sessions are a priority.
Did the child require the adult to verbally emphasize the initial sound? (eg “fffffish”) Yes
Be sure
ii.) to
Didenter the results
the child provideinto the
letter PLD Tracking Sheets.
names? Yes


Notes
See our Copyright Terms of Use at https://pld-literacy.org/copyright Early Years Pre-Literacy Screen - Record Form
Ear Infections?
................................................................................................................................................. Other .............................................................................

camel 2 syllables
zebra 2 syllables
octopus 3 syllables
Results: ___ /5 = ____ % ___ /5 = ____ %

fish
hat
jug
van
bike
Results: ___ /5 = ____ % ___ /5 = ____ %


Notes
The full ‘Early Years Pre-Literacy

Screen’ is located within the
Appendix.
Term 2: Lower-case Group 1 & 2 Alphabet Sound Recall (Phonics) Literacy
Term 3: Lower-case Group 1, 2 & 3 Alphabet Sound Recall (Phonics) Movement

Oral
& Motor
Term 4: Lower-case Group 1, 2, 3 & 4 Alphabet Sound Recall (Phonics) Language
Instructions for the Presentation of Subtest 4 Group 1, 2 & 3 of the Alphabet Sounds
• Explanation to the student: “Look at these letters and tell me the sounds. I don’t want you to tell me the names of these
letters, just the sounds.” Refer to the Foundation and Cursive Font stimulus sheets located in the Appendix.
required) even if the student scores 100%. The following observations suggest that further skill development in this area
is required:
• Confusion with letter names and sounds.
• Slow recall of sounds.
• Reliance on adult prompting.
the children who have almost demonstrated the skill (i.e. 40-60%), schedule further practice. The children who have not
yet acquired the skill (i.e. 0-20%) regular short targeted sessions are a priority.
Subtest 4: Alphabet Sound Knowledge Section - Supporting Reading.

Subtest 4a: Group 1 Subtest 4b: Group 2 Subtest 4c: Group 3 Subtest 4d: Group 4 Early Years Pre-Literacy Screen - Stimulus Sheet 2 (Foundation Font)
Alphabet Sound Recognition (supporting reading) “What are these sounds?”
Letter
Letter
Letter
Letter
✔✖ ✔✖ Observations ✔✖ ✔✖ Observations ✔✖ ✔✖ Observations ✔✖ ✔✖ Observations s a t

Group 1
s Slow recall m Slow recall f Slow recall w Slow recall p i n

a Slow recall r Slow recall l Slow recall j Slow recall m r

Early Years Pre-Literacy Screen - Stimulus Sheet 3 (Cursive Font)
h
Group 2
e s c ad t
Group 1
t Slow recall h Slow recall g Slow recall v Slow recall p i n

A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting f l g
Group 3
mu rb h
p e o k o Early Years Pre-Literacy Screen - Alphabet Sound Knowledge Section

Group 2
Slow recall Slow recall Slow recall Slow recall Subtest 4: Alphabet Sound RECOGNITION - Supporting READING (Stimulus Sheets 2 & 3)
e c d
A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting Subtest 4a: Group 1
Concerning
Subtest 4b: Group 2
Concerning
Subtest 4c: Group 3
Concerning
Subtest 4d: Group 4
Concerning
Letter
Letter
Letter
Letter
Observations Observations Observations Observations
j z x
✔✖ ✔✖ ✔✖ ✔✖ ✔✖ ✔✖ ✔✖ ✔✖

Letter name/sound confusion Letter name/sound confusion Letter name/sound confusion s Slow recall m Slow recall f Slow recall w Slow recall
i c u z
g
Slow recall Slow recall Slow recall Slow recall a r l j
f l
Slow recall Slow recall Slow recall Slow recall

Group 4

q
t h g v
y k
Group 3

p e o k

o u b
n d b y
i c u z
w v
Slow recall Slow recall Slow recall Slow recall A reliance on adult prompting



A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting A reliance on adult prompting
j z x

Date tested ________ Score _____ /6 Date tested ________ Score _____ /12 Date tested ________ Score _____ /18 q Slow recall

q
Date tested ________ Score _____ /6 Date tested ________ Score _____ /12 Date tested ________ Score _____ /18 Slow recall
y w q
Group 4
Date retested _______ Score _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18 Date tested ________ Score _____ /26
A reliance on adult prompting Alphabet Sound RECALL & FORMATION - Supporting SPELLING & WRITING
Letter name/sound confusion Subtest 5a: Group 1 Subtest 5b: Group 2 Subtest 5c: Group 3 Subtest 5d: Group 4
x k v
✔ or ✖
✔ or ✖
✔ or ✖
✔ or ✖
Sound
Sound
Sound
Sound
Date retested: _______ Score: _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18 Slow recall Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation
s Inappropriate grip m Inappropriate grip f Inappropriate grip w Inappropriate grip
A reliance on adult prompting See our Copyright Terms of Use at

https://pld-literacy.org/copyright



PLD Organisation Pty. Ltd. Reliant upon desk strip Reliant upon desk strip Early Years Screening & Tracking
Reliant Manual
upon desk strip 18 Reliant upon desk strip


Alphabet Sound RECALL & FORMATION - Supporting SPELLING & WRITING

n Inappropriate grip d Inappropriate grip b Inappropriate grip y Inappropriate grip

Early Years“Write
Instructions: Pre-Literacy Screen sound_________?”
the lowercase - Stimulus Sheet 3 (Cursive Font) Early Years Pre-Literacy Screen - Stimulus Sheet 2 (Foundation Font) Date tested ________ Score _____ /6 Date tested ________ Score _____ /12 Date tested ________ Score _____ /18
q
Inappropriate grip
Alphabet Sound Recognition (supporting reading) “What are these sounds?” Alphabet Sound Recognition (supporting reading) “What are these sounds?” Date retested _______ Score _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18 Incorrect starting points/ formation
Please note that while Subtest 4 is part of the PLD screening schedule, this data is not required to be added to the tracking sheets Key x Inappropriate grip
s 5c: Group 3a t 5d: Group 4

s 5a: Group 1 a t 5b: Group 2

Subtest Subtest Subtest Subtest

Group 1
Group 1
p i n p i n The full ‘Early Years Pre-Literacy

✔ or ✖
✔ or ✖
✔ or ✖
✔ or ✖
Sound
Sound
Sound
Sound
Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation Screen’ is located within the
s Inappropriate grip
m
Reliant upon desk strip r
m Inappropriate grip
h
f
mInappropriate grip
Reliant upon desk strip r w
h
Inappropriate grip
Appendix.
Group 2
Group 2
a e
Inappropriate grip
c r d
Inappropriate grip
l eInappropriate grip
c j d
Inappropriate grip
t
f
Inappropriate grip
Reliant upon desk strip l h g
Inappropriate grip
g
fInappropriate grip
Reliant upon desk strip l v
g
Inappropriate grip
Group 3
Group 3
p o
Inappropriate grip
u e b
Inappropriate grip
o oInappropriate grip
u k b
Inappropriate grip
i j
Inappropriate grip
z c x
Inappropriate grip
u
jInappropriate grip
Reliant upon desk strip z z
x
Inappropriate grip
y w q
Group 4
n d b y
Group 4
Inappropriate grip
Inappropriate grip
Reliant upon desk strip yInappropriate grip
Reliant upon desk strip k q
Inappropriate grip
k v

Date retested _______ Score _____ /12 Date retested _______ Score _____ /18
w
q v Inappropriate grip
PLD Organisation Pty. Ltd. Early Years Screening & Tracking Manual 18 PLD Organisation Pty. Ltd. Early Years Screening & Tracking Manual 17
Date retested _______ Score _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18 Incorrect starting points/ formation
Key x Inappropriate grip

PLD=Organisation Pty.
Incorrect letter formation Ltd.
and/or many concerning observations Date retested _______ Score _____ /26 Early Years Screening & Tracking Manual 11
Term 2: Lower-case Group 1 & 2 Alphabet Formation Literacy
Term 3: Lower-case Group 1, 2 & 3 Alphabet Formation Movement

Oral
& Motor
Term 4: Lower-case Group 1, 2, 3 & 4 Alphabet Formation Language
Instructions
Early Yearsfor the Presentation
Pre-Literacy Screen of Subtest 5Sound
- Alphabet GroupKnowledge
1, 2 & 3 of Section
the Alphabet Sounds
• Subtest
The instructions and
4: Alphabet Sound preparation
RECOGNITION materials
- Supporting have(Stimulus
READING been outlined
Sheets 2 & 3) on page 7.
• Explanation to1 the student:

Subtest 4a: Group “Write
Subtest 4b: Groupthe
2 sound ....”
Subtest 4c: Group 3 Subtest 4d: Group 4
Letter
Letter
Letter
Letter
Observations Observations Observations Observations
✔✖ ✔✖ ✔✖ ✔✖ ✔✖ ✔✖ ✔✖ ✔✖
s Slow recall m Slow recall f Slow recall w Slow recall
• In the space provided, writeA exactly

what the student
reliance on adult prompting
verbalised.
A reliance on adult prompting A reliance on adult prompting
• aNote the occurrence r

of anyAobservable l
reliance on adult prompting ‘Negative Observations’ j
(which indicate that further skill development is still
required) even if the studentSlowscores

100%. The following
observations
suggest that further skill development in this area
t Slow recall h recall g Slow recall v Slow recall
is required:
p • Reliance
Slow recall on an alphabet
e Slowdesk
recall strip. o Slow recall k Slow recall
• Incorrect
Letter name/soundstarting
confusion points
Letterof letters
name/sound confusion formed. Letter name/sound confusion Letter name/sound confusion
i Slow recall c Slow recall u Slow recall z Slow recall
• Reliance on adult prompting.

n • Incorrect
Slow recall
pencil dgrip and seated posture.
Slow recall b Slow recall y Slow recall

• Date
Fortested
the children whoDatehave
________ Score _____ /6
acquired the skill
tested ________ Score _____ /12
(i.e. 80-100%), continue
Date tested ________ Score _____ /18 q to consolidate and/or progress to the next skill. For
Slow recall
the children who have almost demonstrated the skill (i.e. 40-60%), schedule further practice. The children who have not
yetretested:
Date acquired the
_______ Score: skillDate(i.e.
_____ /6 0-20%)
retested regular
_______ Score _____ /12 short
Date retestedtargeted sessions
_______ Score _____ /18 x areSlow
a recall
priority.
Subtest 5: Alphabet Sound Recognition - Supporting Spelling & Writing

Subtest 5a: Group 1 Subtest 5b: Group 2 Subtest 5c: Group 3 Subtest 5d: Group 4 Early Years Pre-Literacy Screen - Alphabet Sound Knowledge Section
✔ or ✖
✔ or ✖
✔ or ✖
✔ or ✖
Sound
Sound
Sound
Sound
Letter
Letter
Letter
Letter

a Slow recall r Slow recall l Slow recall j Slow recall


s m f w
Inappropriate grip Inappropriate grip Inappropriate grip Inappropriate grip p Slow recall
e Slow recall
o Slow recall
k Slow recall
i c u z
a r l j
Date tested ________ Score _____ /6 Date tested ________ Score _____ /12 Date tested ________ Score _____ /18 Slow recall
Inappropriate grip Inappropriate grip Inappropriate grip Inappropriate grip Date retested: _______ Score: _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18 x
Slow recall
Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip Date retested _______ Score _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18 Date tested ________ Score _____ /26
t h g v
✔ or ✖
✔ or ✖
✔ or ✖
✔ or ✖
Sound
Sound
Sound
Sound

a r l j
p e o k


Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation n Inappropriate grip
d Inappropriate grip
b Inappropriate grip
y Inappropriate grip
i c u z
Inappropriate grip Inappropriate grip Inappropriate grip Inappropriate grip Date retested _______ Score _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18
Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip x Inappropriate grip
Key Reliant upon desk strip
Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation Incorrect starting points/ formation See our Copyright Terms of Use at https://pld-literacy.org/copyright

Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip Reliant upon desk strip The full ‘Early Years Pre-Literacy
Screen’ is located within the
Date retested _______ Score _____ /6 Date retested _______ Score _____ /12 Date retested _______ Score _____ /18 Reliant upon desk strip Appendix.


Sample Layout for Recording Student Results
1 2 3 4 5 6
7 8 9 10 11 12
13 14 15 16 17 18
Appendix
Ear Infections?
Name of Child .............................................................. Date of Birth.......................................
Relevant Background Information........................................................................................... Student currently has a speech or language delay?
.................................................................................................................................................... Other .............................................................................

camel 2 syllables
zebra 2 syllables
octopus 3 syllables
Results: ___ /5 = ____ % ___ /5 = ____ %

fish
hat
jug
van
bike
Results: ___ /5 = ____ % ___ /5 = ____ %


Notes
Letter
Letter
Letter
Letter

a Slow recall r Slow recall l Slow recall j Slow recall


p Slow recall e Slow recall o Slow recall k Slow recall

i Slow recall c Slow recall u Slow recall z Slow recall


Date tested ________ Score _____ /6 Date tested ________ Score _____ /12 Date tested ________ Score _____ /18 q Slow recall

✔ or ✖
✔ or ✖
✔ or ✖
✔ or ✖
Sound
Sound
Sound
Sound








Early Years Pre-Literacy Screen - Stimulus Sheet 2 (Foundation Font)
s a t
Group 1
p i n
m r h
Group 2
e c d
f l g
Group 3
o u b
j z x
Group 4
y k q
w
v
Early Years Pre-Literacy Screen - Stimulus Sheet 3 (Cursive Font)
s a t
Group 1
p i n
m r h
Group 2
e c d
f l g
Group 3
o u b
j z x
y w q
Group 4
k v
Literacy
Notes
Oral Movement
Language & Motor
Glossary of Terms
Synthetic Phonics - is a way of teaching children to read and spell. It has been identified as
the most successful approach to establishing early literacy skills. The ‘synthetic’ component
relates to the ‘synthesising’ or blending of phonemes (or individual speech sounds) and the
‘phonic’ component relates to written symbols (graphemes) being linked to the individual
speech sounds (phonemes).
Phonological Awareness - the ability to think about, reflect on and manipulate the sound
structures of spoken language (including alliteration, rhyme, syllables and sounds).
Phonemic Awareness - the ability to identify and manipulate individual sounds within spoken
words. A sub-skill of phonological awareness.
Phonemes - are the smallest unit of speech sounds contained within words. For example the
word teeth, has three phonemes: t/ee/th. It is generally agreed that there are approximately
44 sounds that make up the English language. As there are only 26 letters in the alphabet
some letters need to be combined to represent the remaining speech sounds.
A Digraph - is when two successive letters represent a single speech sound (or phoneme).
Digraphs occur as vowels and consonants.
• Common consonant digraphs include: sh (as in ship), ch (as in chop), wh (as in when),
th (as in think) and th (as in then).
• Common vowel digraphs include: ai (as in rain), ea (as in leaf), oo (as in broom) and oo
(as in look).
Graphemes - are the letters and groups of letters that represent phonemes (or individual
speech sounds).
R-Controlled Vowels - When the letter ‘r’ follows a vowel, it makes it change it’s sound. This is
why it is commonly called an r-controlled vowel or a “Bossy R” E.g. a + r = “ar” u + r = “er”.
© PLD Organisation Pty. Ltd. (2021)

Except as permitted by the copyright law applicable to you, you may not reproduce or
communicate any of the content on this website, including files downloadable from this
website without the permission from the copyright owner.
Literacy
Oral Movement
Language & Motor
https://pld-literacy.org/

Early Years Screening Tracking Manual 09 02 24

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Early Years Screening Tracking Manual 09 02 24

Uploaded by

Copyright:

Available Formats

Screening & Tracking Manual

How to How to report

How to Use the Early Years Screening & Tracking Manual

Targeting Literacy Over the Full Year

Alphabet Sound Recall (phonics)

Lower-Case Letter Formation (handwriting)

How to Use the Early Years Screening & Tracking Manual

What is Included in This Early Years Screening & Tracking Manual?

How to Monitor Progress with PLD?

How to Identify Students Who Are Delayed or Advanced?

Tier 2 10 - 15% • Ideally early intervention.

How to Get Started With PLD’s Screening & Tracking?

• Step 2: Download the Early Years Teaching Sequence Manual.

• Step 3: Download this Early Years Screening & Tracking Manual.

Using the PLD Tracking Sheets in the Early Years

How to Get Started Using the PLD Tracking Sheets

Teaching Sequence Manual

Term 2 Term 2/3 Term 3 Term 4

Letter name/sound confusion

Letter name/sound confusion

Test Item Student’s Response ✔ ✖ Demonstrated ✔ ✖ Demonstrated A reliance on adult prompting

Concerning Observations Concerning Observations Concerning Observations Concerning Observations

Term 2 Term 2/3 Term 3 Term 4

for the range

teach? Date Retested Score ______ / 5 = ________ %

See our Copyright Terms of Use at https://pld-literacy.org/copyright

An Example of the Class Profile with Three Targeted Teaching Groups

Overview of the Early Years Pre-Literacy Assessment

The screens focus on two main skills:

t Slow recall h Slow recall g Slow recall v Slow recall

Term 2 Term 2/3 o Term 3 Term 4

Letter name/sound confusion

Letter name/sound confusion

a Inappropriate grip r Inappropriate grip l Inappropriate grip j Inappropriate grip

Term 2 Term 2/3 Term 3 Term 4

Early Years Pre-Literacy Screen - Stimulus Sheet 1

When to Schedule PLD’s Early Years Screening

Term 1 Term 2 Term 3 Term 4

• Subtest 4a Group 1 • Subtests 4a, 4b & 4c

Reporting Reporting Reporting Reporting

How to Conduct Pre-Literacy Screening

s Slow recall m Slow recall

Subtest 1: Syllable Segmentation (Stimulus Sheet 1)

p Slow recall e Slow recall o Slow recall k Slow recall

octopus 3 syllables Letter name/sound confusion

butterfly Date tested ________ Score _____ /6

Subtest 2: Verbalisation of Initial Phoneme

Instructions: “What doesAlphabet

Concerning Observations Concerning Observations Concerning Observations Concerning Observations

s Inappropriate grip m Inappropriate grip

Negative Observations (suggesting

i.) Did the child require the adult

Onset and Rime Level Blending

Instructions: “I am going to sayReliant

p (1 second pause) ot = Date tested ________ Score _____ /6 s ________

c (1 second pause) ap = f (1 second pause) a (1 second pause) n = q Inappropriate grip

Estimated Time Allocations:

Be sure to enter the results into the PLD Tracking Sheets.

Term 1: Syllable Segmentation (Phonological Awareness)

Instructions for the Presentation of Subtest 1: Syllable Segmentation

Subtest 1: Syllable Segmentation (Stimulus Sheet 1)

Test Item Syllables Syllables Verbalised by Student ✔ ✖ Demonstrated ✔ ✖ Demonstrated

Results: ___ /5 = ____ % ___ /5 = ____ %

teach? Date Retested Score / 5 = __ %

butterfly Date tested ____ Score _ /6

p (1 second pause) ot = Date tested ______ Score _ /6 s ______

Results: _ /5 = % _ /5 = ____ %

_ /5 = % _ /5 = ____ %

Phonological Awareness Section Results: _ /5 = % _ /5 = ____ %

Results: _ /5 = % _ /5 = ____ %