Undoubtedly, stages 1 and 2 are the more complex stages to teach. Students often require much repetition and consolidation to embed their skills. Once into stage 3, typically students pick up skills faster but the challenge then is different, because word complexity and semantics emerges. Typically students in stages 3, 4, 5 and 6 will be able to read and spell words that they do not comprehend and are unable to apply into extended writing.

Students who are slow to progress through stage 1:
In the current Phonic Sight Word Sequence as well as online there are short assessments to determine why students are slow to progress through stage 1 target 1, 2 or 3. The assessments also propose suggestions on how to cater for the needs of these students.
Another option is the PLD apps, which are aligned to stage 1 targets 1, 2, 3 and 4. These are referred to in the current Phonic Sight Word Sequence book on the bottom of pages 38, 41, 45 and 48. Alternatively information on the apps can be located HERE 5 minutes per day is typically all that is required to consolidate skills, in conjunction to the targeted teaching within the classroom.
Regardless of their 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 are not complex 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. Some students need to read, read, read and read quality reading material with the phonic patterns before the spelling starts to progress. The PLD phonic dictation range will provide short passages with the application of phonic concepts which is ideal for repeated readings (i.e. 3 or 4 readings of the short passages)

Students who are slow to progress through stage 2:
Common mistake 1 is that students progress onto stage 2, when errors of further consolidation is required at a stage 1 level. 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.
Regardless of their age, students operating in stage 2 ALL require decodable reading books and should be tracked using: the PLD Early Reading Profile Year 1 and 2 For those complex students (or older students) teachers may see the gains initially within the area of reading, while spelling performance is relatively stagnant. Some students need to read, read, read and read quality reading material with the phonic patterns before the spelling starts to progress.The PLD phonic dictation range will provide short passages with the application of phonic concepts which is ideal for repeated readings (i.e. 3 or 4 readings of the short passages)
Undoubtedly these students require ongoing revision and consolidation. It is recommended that previously covered concepts are integrated into the assigned spelling list words;



To achieve this the following approach to spelling test at the end of the week needs to be adapted. For example:



Another option is to schedule less words, but that students are given double-time or triple time tasks in which they need to focus repeatedly upon their assigned words.



To conclude ( as this FAQ is already quite lengthy) once students are older (over 7 ½ years) and are significantly behind their age-matched peers, they still can progress, but their progress often is 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.

Was this article helpful?
Cancel
Thank you!