How do you make a start implementing PLD in Term 3? Print

For many schools, COVID-19 has disrupted the school’s implementation of PLD’s targeted teaching and tracking. Entering semester two provides most schools with the opportunity to reinstate programs and processes that may have waned in their application across the school. For other schools, semester two provides the opportunity to trial implementing PLD. 


So whether you are seeking to refine the implementation or make a start in Term 3, the information below should be of interest. If school leaders wish to explore this topic directly with Diana Rigg or request quotes, complimentary 30-minute consultations can be scheduled.

Jump to:

Making a Term 3 start in the EARLY YEARS

How do you make a start implementing PLD in Term 3?

Step 1: Understanding PLD’s 2020 implementation in the Early Years

  • Refer to page 5 & 6 in the Whole School Literacy Plan booklet.
  • The Early Years online course consists of video 1 (Term 1), video 2 (Term 2), video 3 (Term 3) and video 4 (Term 3 and 4). At a minimum, videos 1-3 are recommended initial viewing and will require approximately 90 minutes to complete.

Step 2: Following the viewing of the online course, profile your class within Term 3

  • Download ‘The Early Years Pre-Literacy Screen’.
  • Present Subtest 2: Verbalisation of Initial Phonemes to each child (1 minute per student) and also Exercise 3a: Onset & Rime Blending (1 minute per student), Exercise 4a: Group 1 (or s, a, t, p, i, n) Alphabet Sound Recall (1 minute per child) and Exercise 5a Group 1 (or s, a, t, p, i, n) Alphabet Recall and Formation (several minutes when presented to a small group of children simultaneously). 
  • View this 10-minute video on EARLY YEARS data collection.
  • ‘Hide’ the Term 1 syllabification columns and only plot the Exercise 2, 3a & 4a onto the tracking sheets that admin has set up. There is no need to plot exercise 5a.

Making a Term 3 start in Foundation

How do you make a start implementing PLD in Term 3?

Step 1: Understanding PLD’s 2020 implementation in Foundation

Step 2: Following the viewing of the online course, profile your class within Term 3

By this stage in Foundation, students should be reading and spelling (even though there will likely be a proportion of students who are still at a pre-literacy level and hence unable to read and spell.) Please collect the following information: 

  • If students are beginning to spell, present the spelling tracking tool. It is likely that most students will complete the Stage 1 Target 1 CVC section and the Stage 1 Target 2 digraphs. Present the spelling task in groups (i.e. 10-15 minutes per group). Make sure you do not assess the students individually.
  • If students are reading, present the Foundation Early Reading Profile. Mark words correct or incorrect. If correct, remember to record how the student processed each word e.g. s/i/t or s/it or sit. The reading assessment should take no more than 2 minutes per child and will determine the level of decodable reading material that each child requires. The following download provides an example of semester 1 and semester two Foundation Early Reading Profiles. 
  • For the students who are still operating at a pre-literacy level present the Foundation Pre-Literacy Screen. The first page outlines the pre-reading skills and the second-page outlines pre-spelling skills. The Subtests 1, 2 & 3 should take no more than 3-4 minutes per child. 
  • Remember to plot the student results onto the tracking sheets that the admin has set up. View this short video on how to transfer the test scores onto the tracking sheets.

Making a Term 3 start in Year 1 and 2

How do you make a start implementing PLD in Term 3?

Step 1: Understanding PLD’s 2020 implementation in the Years 1 and 2

Step 2: Following the viewing of the online course, profile your class within Term 3

  • The Phonic & Sight Word Sequence Placement has 4 formats (i.e. one for each term). It is recommended that the End of Term 2 version or the End of Term 3 version is presented to the class. 
  • Remember to plot the student results onto the tracking sheets that the admin has set up. The online course will show you how to complete this process. View this short video on Year 1 and 2 data collection.
  • Remember, all of the Year 1 students require the presentation of The Early Reading Profile so that appropriate decodable reading material is allocated. The screen takes approximately 3 minutes per student. In Year 2, only the students with below-average reading require the screen to be presented. Mark words correct or incorrect. If correct, also write in what the student verbalised. Also, make a note of whether there is whole word reading or sounding-out occurring e.g. sh/u/t or sh/ut or shut. The following download provides an example of semester 1 and semester two Year 1 reading profiles.

Making a Term 3 start in Year 3, 4, 5, & 6

How do you make a start implementing PLD in Term 3?

Step 1: Understanding PLD’s 2020 implementation in Years 3, 4, 5 & 6

Step 2: Following the viewing of the online course, profile your class within Term 3

  • The Phonic & Sight Word Sequence placement has 4 formats (i.e. one for each term). It is recommended that the End of Term 2 version or the End of Term 3 version is presented to the class. 
  • Remember to plot the student results onto the tracking sheets that the admin has set up. The online course will show you how to complete this process. View this short video on Year 3, 4, 5 & 6 data collection.

We hope you enjoyed this blog. At PLD we are always available to help you achieve the best possible literacy outcomes for your students. If you have any questions about getting started with PLD in Term 3 or anything else we do here at PLD get in touch with us through our chat icon in the bottom right of the screen or to [email protected].