Middle & upper primary students who are slow to progress through PLD’s Stages 1 and 2. Do you have any suggestions?
VARIATIONS IN A CLASSROOM
Typically there is a significant range of ability in the majority of middle and upper primary classrooms. Some students will present with junior primary skills, while others will be above their age-related peers. Catering for this wide range in ability is central to the PLD process.
Undoubtedly, Stages 1 and 2 are the more complex stages to teach. Students often require much repetition and consolidation to embed their skills.
Once in Stage 3, students are able understand the process and are able to acquire concepts faster, however, the challenge shifts to word complexity and semantics.
Typically students in Stages 3- 6 will be able to read and spell words that they do not comprehend and need support to apply new vocabulary into extended writing.
HELP- I STILL HAVE STUDENTS STRUGGLING THROUGH STAGE 1!
ASSESSMENT - The current Phonic Sight Word Sequence as well as online provides short assessments to determine why students are slow to progress through Stage 1, Target 1, 2 or 3. The assessments also propose some suggestions on how to cater for the needs of these students.
APPS - The PLD apps, which are aligned to stage 1 targets 1, 2, 3 and 4, can be used to give these students additional time working through these concepts using a different medium. Information on the apps can be located HERE Even five minutes per day can support skill consolidation, in conjunction with targeted teaching within the classroom.
DECODABLE READERS - Regardless of age, students operating in stage 1 ALL require decodable reading books and should be tracked using the PLD Early Reading Profile for Foundation. There are many decodable books on the market to select from. Here is PLD’s offering along with further information of decodable reading material. Keep in mind, that typically reading advances first and then spelling follows. If students do not have any learning difficulties or additional needs, both areas may advance simultaneously. For those complex students (or older students) teachers may see the gains initially within the area of reading, while spelling performance is relatively stagnant.
REPEATED READING - For those students who need to read, read and read quality reading material with the phonic patterns before the spelling starts to progress, the PLD phonic dictation range provides short passages with the application of phonic concepts which is ideal for repeated readings. Repeated reading has a role to play in the very early stages of literacy acquisition. When we have seen and read a word many times, our brains map or attach the sounds in a word’s pronunciation to the letter sequence in the word’s spelling, and everything about the word (the sound, the spelling, and the meaning) is stored in our long-term memory.
HELP- I STILL HAVE STUDENTS STRUGGLING TO PROGRESS IN STAGE 2!
GAPS IN STAGE 1- When errors or further consolidation is required at a Stage 1 level, pushing into Stage 2 can be challenging. It is common for students to require further Stage 1, Target 4 skill development (e.g. with ai, oi etc.) before progressing them onto Stage 2.
DECODABLE READERS - Regardless of age, students operating in stage 1 ALL require decodable reading books and should be tracked using the PLD Early Reading Profile Year 1 and 2. There are many decodable books on the market to select from. Here is PLD’s offering along with further information of decodable reading material. Keep in mind, that typically reading advances first and then spelling follows. If students do not have any learning difficulties or additional needs, both areas may advance simultaneously. For those complex students (or older students) teachers may see the gains initially within the area of reading, while spelling performance is relatively stagnant.
REPEATED READING - For those students who need to read, read and read quality reading material with the phonic patterns before the spelling starts to progress, the PLD phonic dictation range provides short passages with the application of phonic concepts which is ideal for repeated readings. Repeated reading has a role to play in the very early stages of literacy acquisition. When we have seen and read a word many times, our brains map or attach the sounds in a word’s pronunciation to the letter sequence in the word’s spelling, and everything about the word (the sound, the spelling, and the meaning) is stored in our long-term memory.
FREQUENCY & INTENSITY - Undoubtedly these students require ongoing revision and consolidation. It is recommended that previously covered concepts are integrated into daily revision at the beginning of each SSP lesson. Another option is to schedule less words, but provide students opportunities to complete*double-time or triple time tasks** in which they need to focus repeatedly upon their assigned words.
LIMITATIONS
Such students are often identified as Tier 3 or Wave 3 students. They require (as much as possible) highly personalised instruction, specialised techniques and programs, and they can progress, but they require this over the long-term and they rarely catch up with their peers. We need to be realistic about the progress we can achieve with older students, but we still need to make specific adaptations to the process to ensure progress (even small progress) is achieved.
SUPPORT FROM PLD
PLD offers schools support with implementation and tracking. If you have any questions or concerns, you can:
Request feedback on tracking sheets using this link https://pld-literacy.org/request-for-support-with-pld-tracking-sheets/
Schedule a free consultation with one of PLD's School Support Coordinators for support and guidance https://calendly.com/pld-school-support
Typically there is a significant range of ability in the majority of middle and upper primary classrooms. Some students will present with junior primary skills, while others will be above their age-related peers. Catering for this wide range in ability is central to the PLD process.
Undoubtedly, Stages 1 and 2 are the more complex stages to teach. Students often require much repetition and consolidation to embed their skills.
Once in Stage 3, students are able understand the process and are able to acquire concepts faster, however, the challenge shifts to word complexity and semantics.
Typically students in Stages 3- 6 will be able to read and spell words that they do not comprehend and need support to apply new vocabulary into extended writing.
HELP- I STILL HAVE STUDENTS STRUGGLING THROUGH STAGE 1!
Students who are slow to progress through Stage 1:
ASSESSMENT - The current Phonic Sight Word Sequence as well as online provides short assessments to determine why students are slow to progress through Stage 1, Target 1, 2 or 3. The assessments also propose some suggestions on how to cater for the needs of these students.
APPS - The PLD apps, which are aligned to stage 1 targets 1, 2, 3 and 4, can be used to give these students additional time working through these concepts using a different medium. Information on the apps can be located HERE Even five minutes per day can support skill consolidation, in conjunction with targeted teaching within the classroom.
DECODABLE READERS - Regardless of age, students operating in stage 1 ALL require decodable reading books and should be tracked using the PLD Early Reading Profile for Foundation. There are many decodable books on the market to select from. Here is PLD’s offering along with further information of decodable reading material. Keep in mind, that typically reading advances first and then spelling follows. If students do not have any learning difficulties or additional needs, both areas may advance simultaneously. For those complex students (or older students) teachers may see the gains initially within the area of reading, while spelling performance is relatively stagnant.
REPEATED READING - For those students who need to read, read and read quality reading material with the phonic patterns before the spelling starts to progress, the PLD phonic dictation range provides short passages with the application of phonic concepts which is ideal for repeated readings. Repeated reading has a role to play in the very early stages of literacy acquisition. When we have seen and read a word many times, our brains map or attach the sounds in a word’s pronunciation to the letter sequence in the word’s spelling, and everything about the word (the sound, the spelling, and the meaning) is stored in our long-term memory.
HELP- I STILL HAVE STUDENTS STRUGGLING TO PROGRESS IN STAGE 2!
Students who are slow to progress through stage 2:
GAPS IN STAGE 1- When errors or further consolidation is required at a Stage 1 level, pushing into Stage 2 can be challenging. It is common for students to require further Stage 1, Target 4 skill development (e.g. with ai, oi etc.) before progressing them onto Stage 2.
DECODABLE READERS - Regardless of age, students operating in stage 1 ALL require decodable reading books and should be tracked using the PLD Early Reading Profile Year 1 and 2. There are many decodable books on the market to select from. Here is PLD’s offering along with further information of decodable reading material. Keep in mind, that typically reading advances first and then spelling follows. If students do not have any learning difficulties or additional needs, both areas may advance simultaneously. For those complex students (or older students) teachers may see the gains initially within the area of reading, while spelling performance is relatively stagnant.
REPEATED READING - For those students who need to read, read and read quality reading material with the phonic patterns before the spelling starts to progress, the PLD phonic dictation range provides short passages with the application of phonic concepts which is ideal for repeated readings. Repeated reading has a role to play in the very early stages of literacy acquisition. When we have seen and read a word many times, our brains map or attach the sounds in a word’s pronunciation to the letter sequence in the word’s spelling, and everything about the word (the sound, the spelling, and the meaning) is stored in our long-term memory.
FREQUENCY & INTENSITY - Undoubtedly these students require ongoing revision and consolidation. It is recommended that previously covered concepts are integrated into daily revision at the beginning of each SSP lesson. Another option is to schedule less words, but provide students opportunities to complete*double-time or triple time tasks** in which they need to focus repeatedly upon their assigned words.
LIMITATIONS
Once students are 7 ½ years+ and are significantly behind their age-matched peers, they still can progress, but their progress is often more complicated.
Such students are often identified as Tier 3 or Wave 3 students. They require (as much as possible) highly personalised instruction, specialised techniques and programs, and they can progress, but they require this over the long-term and they rarely catch up with their peers. We need to be realistic about the progress we can achieve with older students, but we still need to make specific adaptations to the process to ensure progress (even small progress) is achieved.
SUPPORT FROM PLD
You do not need to navigate this alone!
PLD offers schools support with implementation and tracking. If you have any questions or concerns, you can:
Request feedback on tracking sheets using this link https://pld-literacy.org/request-for-support-with-pld-tracking-sheets/
Schedule a free consultation with one of PLD's School Support Coordinators for support and guidance https://calendly.com/pld-school-support
Updated on: 20/09/2022
Thank you!