Early Reading Profiles and placing results onto tracking sheets
The PLD Early Reading Profiles can be accessed here to determine reading accuracy levels and also the automaticity level for reading the lists of increasingly complex words.
Here is the screen for Early Reading Profile – Foundation
Here is the screen for Early Reading Profile of Year 1 & 2
How do the PLD decodable reading books link to the Early Reading Profile, the phonics and high frequency word sequence?
Step 1: Set up reading tracking sheets:
Within the PLD tracking sheets [https://pld-literacy.org/monitoring/] copy a Year 1 or 2 template tabs and rename. Instructions on how to do this can be found here: https://pld-literacy.org/establishing-a-consistent-screening-and-tracking-process/
Step 2: Enter onto the tracking sheets the percentage of accuracy scores:
Enter the student percentage results. Remember that Exercise 1 VC is not entered. Exercise 1 often serves as a ‘warm-up’ confidence boostign task, before the words begin to get more complex.
Step 3: Enter onto the tracking sheets the reading strategies observed:
Colour code the score on the basis of the dominant reading strategy that was observed in each of the exercises. If the student read:
50% of more of the words rapidly and automatically then colour code the percentage cell for that exercise green.
50% of more of the words using an onset and rime strategy (e.g. s/un, m/uch, sk/ip ) then colour code the percentage cell (for that exercise) orange.
50% of more of the words by blending each sound (e.g. s/u/n, m/u/ch, s/k/i/p) then colour code the percentage cell (for that exercise) red.
Keep in mind that when students are sounding in their head and/or reading the words very slowly, teachers will need to make a judgement call on the manner in which students were reading (and hence the reading strategies that the teacher believes the student is applying).
Once completed, the spread sheet will reflect accuracy percentages and also the emergence of rapid automatic reading.
The students can then be grouped into targeted reading groups, in the same way the spelling data is organised. Refer to the base of this page for examples of this process: https://pld-literacy.org/establishing-a-consistent-screening-and-tracking-process/
The colour coding is using a traffic light process. Over the year and from term to term, junior primary teachers will see the levels of reading accuracy extend and increase, but students progressively move into the green whole word reading levels. If in orange and red, repeated reading material targeting these levels is still required. Green with high levels of accuracy is what teachers are seeking.
In summary, in addition to adding in the percentage scores, colour code the dominant strategy.
Green - if whole word reading is the dominate strategy
Orange - if chunking, or onset and rime reading is occurring e.g. s/it or fr/og, or sh/ut
Red - if sounding each and every letter/digraph
If schools have questions on data entry. These can be directed to diana.rigg@pld-literacy.org
Here is the screen for Early Reading Profile – Foundation
Here is the screen for Early Reading Profile of Year 1 & 2
How do the PLD decodable reading books link to the Early Reading Profile, the phonics and high frequency word sequence?
Step 1: Set up reading tracking sheets:
Within the PLD tracking sheets [https://pld-literacy.org/monitoring/] copy a Year 1 or 2 template tabs and rename. Instructions on how to do this can be found here: https://pld-literacy.org/establishing-a-consistent-screening-and-tracking-process/
Step 2: Enter onto the tracking sheets the percentage of accuracy scores:
Enter the student percentage results. Remember that Exercise 1 VC is not entered. Exercise 1 often serves as a ‘warm-up’ confidence boostign task, before the words begin to get more complex.
Step 3: Enter onto the tracking sheets the reading strategies observed:
Colour code the score on the basis of the dominant reading strategy that was observed in each of the exercises. If the student read:
50% of more of the words rapidly and automatically then colour code the percentage cell for that exercise green.
50% of more of the words using an onset and rime strategy (e.g. s/un, m/uch, sk/ip ) then colour code the percentage cell (for that exercise) orange.
50% of more of the words by blending each sound (e.g. s/u/n, m/u/ch, s/k/i/p) then colour code the percentage cell (for that exercise) red.
Keep in mind that when students are sounding in their head and/or reading the words very slowly, teachers will need to make a judgement call on the manner in which students were reading (and hence the reading strategies that the teacher believes the student is applying).
Once completed, the spread sheet will reflect accuracy percentages and also the emergence of rapid automatic reading.
The students can then be grouped into targeted reading groups, in the same way the spelling data is organised. Refer to the base of this page for examples of this process: https://pld-literacy.org/establishing-a-consistent-screening-and-tracking-process/
The colour coding is using a traffic light process. Over the year and from term to term, junior primary teachers will see the levels of reading accuracy extend and increase, but students progressively move into the green whole word reading levels. If in orange and red, repeated reading material targeting these levels is still required. Green with high levels of accuracy is what teachers are seeking.
In summary, in addition to adding in the percentage scores, colour code the dominant strategy.
Green - if whole word reading is the dominate strategy
Orange - if chunking, or onset and rime reading is occurring e.g. s/it or fr/og, or sh/ut
Red - if sounding each and every letter/digraph
If schools have questions on data entry. These can be directed to diana.rigg@pld-literacy.org
Updated on: 12/02/2021
Thank you!