Launching PLD in Term 1: A Step-by-Step Guide

PLD recommends commencing explicit SSP instruction as early as possible in Term 1.  Some schools new to implementing PLD used 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 keen 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:

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 current 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 tasks can be assigned to administrative staff).
• For composite classes, ensure there is a column identifying each student’s year level. You may need to insert a column beside the background column.
• Save the document to the school’s shared drive and share the link with staff. For an easier process, consider using a cloud-based tracking sheet document. Click here to learn more about the benefits of cloud-based tracking 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.

• 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 – 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 on page 14 in the Early Years Screening & Tracking Manual.

Foundation – Start Implementing PLD Scope and Sequence

• 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 Pre-Reading Screen located on page 13 in the Foundation Screening & Tracking Manual.
• Midterm: Administer the Pre-Spelling Screen located on page 23 in the Foundation Screening & Tracking Manual.

Year 1 & 2 – Start Implementing PLD Scope and Sequence

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

• Administer the Term 1 Spelling Placement Screen on page 9.
• 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 27.
• OPTIONAL: Administer the Year 1 & 2 Early Reading Screen located on page 16.

Year 3, 4, 5 & 6 – Start Implementing PLD Scope and Sequence

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

• Administer the Term 1 Spelling Placement Screen located on page 9.
• 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 28.
• 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 23.

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

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

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

• Recording the test scores into the PLD Tracking Sheets.
• Organise their class into three targeted teaching groups.
• Allocating 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 tracking 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.