Implementation SSP in Year 3, 4, 5 & 6

The presentation outlines:

• How to implement PLD’s structured synthetic phonics (SSP) approach in the middle & upper primary.
• How three levels of targeted teaching can be delivered to a class.
• Time-efficient reading and spelling assessments are designed to inform teaching plans so teachers can be more focused in their instruction.
• The adoption of the PLD’s tracking sheets in order to establish a plan for the upcoming term.
• The allocation of a proportion of the literacy block to the explicit instruction of encoding (i.e. spelling) and decoding (i.e. reading).
• The instruction of vocabulary, related to the ever-increasing phonic-based words.
• The presentation of phonic dictation passages as a facilitator of phonic concepts into extended written work.
• For the stronger students, a phonic-based approach focused upon word meanings and opportunities to transfer concepts into writing.
• The teaching of decoding, fluency and the importance of decodable reading material (for the students who still require this instruction).
• Oral language instruction (to supplement SSP) which facilitates the ability to speak in complex, grammatically correct sentences.
• Narrative retelling and generation to increase comprehension and written expression ability.