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Commencing in Semester 2 has its advantages because staff can become familiar with PLDโ€™s programs, and implementation issues can be resolved all before the start of a new school year.

The implementation of PLD can be initiated at any point during the school year. For alternative implementation plans, please refer to:

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

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 โ€œhideโ€ 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 studentโ€™s year level.
  • Save the document to the schoolโ€™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 PLDโ€™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: Follow the Term 3 PLD Scope & Teaching Sequence

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

  • Start of Term 3: Begin implementing PLD by teaching the skills in the Term 3 overview on page 9 in the Early Years Teaching Sequence Manual.
  • There are no Week 1 screens in the Early Years.
  • Midterm (Week 6 or 7) Administer the following screens:
    • Term 3: Alphabet Blending Screen (Onset & Rime) in the Early Years Screening & Tracking Manual on page 15.
    • Term 3: Alphabet Sound Screen (Reading) on page 13.
    • Term 3: Lower-case Alphabet Sound Recall & Formation (Spelling) on page 16.
  • Mark the screens. Be sure to note any Negative Observations using the checklists on the Pre-Literacy Screen Record Form.

Foundation – Follow the Term 3 PLD Scope and Teaching Sequence

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

  • Present the Foundation Term 3 Early Reading Screen located on pages 14-15.
  • For lower ability students, begin with Exercise 1 & 2.
  • Midterm (Week 6 or 7) Administer the Foundation Term 3 Spelling Screen on pages 20-21.
  • 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 10.
  • Mark the screens.

Year 1 & 2 – PLD Scope and Teaching Sequence

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 0-40% in Stage 1 Target 1), present the Difficulty Acquiring Stage 1 screen on pages 26-29.
  • Administer the Year 1 & 2 Early Reading Screen on pages 14 – 21 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 pages 14-15.
  • For students unable to spell CVC words (or those who score 0-40% in Stage 1 Target 1) present the Difficulty Acquiring Stage 1 screen on pages 28 – 30.
  • 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 pages 21 – 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:

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Early Years Teachers
Also Watch

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Foundation Teachers
Also Watch

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Year 1 & 2 Teachers
Also Watch

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Year 3,4,5&6 Teachers
Also Watch

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

  • Teachers enter the test scores into the tracking sheets (as per the short videos listed below in Step 4).
  • Teachers arrange their new 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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