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PLD recommends commencing explicit SSP instruction as early as possible in Term 1. Some schools new to implementing PLD use a pupil-free day at the end of the previous year, or the beginning of this new school year, to review handover screening whilst watching the online courses. However, there will be other schools that are eager to begin PLD implementation in Term 1 following the commencement of the school year.

This article outlines how to start implementing PLD scope and sequence within Term 1.

PLD implementation can be launched at any stage within the school year. For other implementation plans please see:

Pupil Free
(Dec / Jan)
Begin in Term 1
Begin in Term 2
Begin in Term 3
Begin in Term 4

Step 1: Register for & set up the PLD Tracking Sheets.

  • To get started with PLD, click the provided link to register for the PLD Tracking Sheets.
  • Next, set up the classes for the school year. For instance, rename the tabs to indicate the year levels and class names (e.g., Yr 1 Room 9, Yr 3 LA4, Yr 6J, etc.) and input the class list (student names) into the appropriate columns. This task can be assigned to administrative staff.
  • It is important to “hide” the columns corresponding to the previous terms, as demonstrated in the instructional videos outlined in Step 4.
  • For composite classes, do not put composite classes in separate tabs. You may need to insert a column beside the background column to ensure there is a column identifying each student’s year level.
  • Save the document to the school’s shared drive and share the link with the staff. For an easier process, consider using a cloud-based tracking sheet document. Click here to learn more about the benefits of cloud-based sheets for both teachers and administrators.

Step 2: Teachers and Education Assistants need to view at least two hours of the relevant online course.

Depending on the school, this training may take place on a pupil-free day or during staff meetings. The online courses provide a comprehensive overview of PLD’s implementation in primary schools.

Below are convenient links to the relevant courses:

Step 3: Administering and Marking Relevant Screens in Participating Classes.

Early Years – Start Implementing PLD Scope and Sequence

  • There are no beginning-of-term screens in the Early Years. The first round of screens are scheduled midterm (or by the end of Week 6).
  • Begin the term teaching the skills outlined in the Early Years Teaching Sequence Manual.
  • Midterm: Screen students using Subtest 1 Syllable Segmentation in the Early Years Pre-Literacy Screen using pages 13 and 15 in the Early Years Screening & Tracking Manual.

Foundation – PLD Screening and Tracking

  • There are no beginning-of-term screens in Foundation. The first round of screens are scheduled midterm (or by the end of Week 6).
  • Begin the term teaching the skills outlined in the Foundation Teaching Sequence Manual.
  • Midterm: Administer the Foundation Term 1 Alphabet Sound Screen located on page 7 and the Foundation Term 1 Phonemic Awareness Screen on page 9 in the Foundation Screening & Tracking Manual.

Year 1 & 2 – Start by Presenting the Placement Test

Within the Year 1 & 2 Screening & Tracking Manual, proceed with the following steps.

  • Administer the Term 1 Week 1 Spelling Placement Screen on page 10.
  • For students unable to spell CVC words (or who score between 0-20% in Stage 1 Target 1) present the Difficulty Acquiring Stage 1 screen on page 26.
  • OPTIONAL: Administer the Year 1 & 2 Early Reading Screen on page 17-20 to all Year 1 students and those Year 2 students who are still working within PLD Stages 1 and 2 for spelling.

Year 3, 4, 5 & 6 – Start by Presenting the Placement Test

Within the Year 3, 4, 5 & 6 Screening & Tracking Manual, proceed with the following steps.

  • Administer the Term 1 Week 1 Spelling Placement Screen located on page 10.
  • For students unable to spell CVC words (or who score between 0-20% in Stage 1 Target 1), present the Difficulty Acquiring Stage 1 screen on page 29.
  • OPTIONAL: For the students still working within Stages 1 and 2 for spelling (or with delayed reading), administer the Early Reading Screen for Middle & Upper Primary Students on page 24-27.

Step 4: Essential Instructional Videos for All Teachers – Before or After Entering Results

It is recommended for all class teachers starting with PLD to watch:

Early Years
Teachers
Also Watch

Foundation Teachers
Also Watch

Year 1 & 2
Teachers
Also Watch

Year 3, 4, 5 & 6 Teachers
Also Watch

After viewing the two relevant videos above, all teachers should proceed to:

  • Enter the test scores into the tracking sheets (as per the short videos listed below in Step 4).
  • Arrange their class into three targeted teaching groups (as per the short videos listed below in Step 4).
  • Allocate a learning focus for each group for the Term ahead.

Step 5: Initiating Support and Coaching from PLD After Establishing Teaching Plans and Groups

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