Step 1: Registering and Setting up 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) in 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 to Complete Relevant Online Course (Minimum of Two Hours)

Depending on the schools, this training may take place on the Term 3 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:

• Early Years Online Course: Pre-Literacy in the Early Years.
• Foundation Online Course: Learning to Read, Spell and Write in Foundation.
• Year 1 & 2 Online Course: Synthetic Phonics Within the Junior Primary.
• Year 3, 4, 5 & 6 Online Course: Synthetic Phonics and Beyond.

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

Early Years – PLD Screening and Tracking Manual

Within the Early Years Screening & Tracking Manual, proceed with the following steps:

• Beginning of Term 3: Begin teaching the skills in the Term 3 overview on page 9. There are no Week 1 screens in the Early Years.
• Midterm: Screen students using the following subtests in the Early Years Pre-Literacy Screen on pages 13-16.

• Screen students who scored below 80% in the subtests above using Subtests 1 and 2.
• Mark the screens. Be sure to note any Negative Observations using the checklists on the Pre-Literacy Screen Record Form.

Foundation – PLD Screening and Tracking Manual

Within the Foundation Screening & Tracking Manual, proceed with the folowing steps:

• Present the Foundation Term 1 and 2 Early Reading Screen located on page 11.
• Administer the Foundation Term 2 Spelling Screen on page 19-20.
• For students unable to read and spell CVC words, administer the Term 1 Alphabet Sound Screen on page 7 and Term 1 Phonemic Awareness Screen located on page 9.
• Mark the screens.

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

• Administer the End of Term 2 Spelling Placement Screen on page 12.
• For students unable to spell CVC words (or who score 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.
• Mark the screens.

Year 3, 4, 5 & 6 – PLD Screening and Tracking Manual

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

• Administer the End of Term 2 Spelling Placement Screen page 14-15.
• For students unable to spell CVC words (or those who score 0-20% in Stage 1 Target 1) present the Difficulty Acquiring Stage 1 screen on page 29.
• OPTIONAL: For the students still working within PLD Stages 1 and 2 for spelling (or with delayed reading), present the Early Reading Screen for Middle & Upper Primary Students on page 24-27.
• Mark the screens.

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 watching the two relevant videos, 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).
• Early Years: See page 4 for instructions on how to create a class profile with three targeted teaching groups after the midterm testing in the Early Years Screening & Tracking Manual.
• Foundation: See page 4 for instructions on how to create a class profile with three targeted teaching groups in the Foundation Screening & Tracking Manual.
• Year 1 & 2: See page 7-9 for the six steps to using the spelling placement test and common issues using the tracking sheets in the Year 1 & 2 Screening & Tracking Manual.
• Year 3, 4, 5 & 6: See page 7-9 for the six steps to using the spelling placement test and common issues using the tracking sheets in the  Year 3, 4, 5 & 6 Screening & Tracking Manual.
• 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.

• After entering student results into the training sheets following the initial screening, the School Leader (e.g, Literacy Coordinator, Deputy Principal, Head of Curriculum etc.) can request support by using this link: https://pld-literacy.org/request-for-support-with-pld-tracking-sheets/.
• We strongly advise sharing the school-wide tracking document in a cloud-based format through the School’s IT staff. Click here to learn more about the benefits of using a cloud-based system.