Launching PLD in Term 3: Step-by-Step Guide

Commencing in Semester 2 has its advantages because staff can become familiar with PLD’s programs, and implementation issues can be resolved all before the start of a new school year. This article provides a comprehensive guide to kickstarting PLD in Term 3.

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

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 upcoming 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 term, as demonstrated in the instructional videos outlined in Step 4.
• 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 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 14 & 15.
  • Subtest 3 Onset and Rime Blending.
  • Subtest 4a Group 1 Alphabet Sound Recognition.
  • Subtest 5a Group 1 Alphabet Sound Recall & Formation.
• 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:

• Administer the Term 2 Foundation Spelling Screen on page 25 in a small group setting. Students at a pre-CVC level require screening using the Foundation Pre-Spelling Screen on page 23.
• Administer the Foundation Early Reading Screen on page 16. For those unable to read, present the Foundation Pre-Reading Screen on page 13.
• Mark the screens.

Year 1 & 2 – PLD Screening and Tracking Manual

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

• Administer the End of Term 2 Spelling Placement Screen on page 11.
• 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 27.
• OPTIONAL: Administer the Year 1 & 2 Early Reading Screen on page 16 to all Year 1 students and those Year 2 students still operating within Stages 1 and 2 .
• 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 on page 13.
• 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 28.
• OPTIONAL: For the students still working within PLD’s Stages 1 and 2 for spelling (or with delayed reading), administer the Early Reading Screen for Middle & Upper Primary Students on page 23.
• 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:

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

• Recording the test scores into the PLD Tracking Sheets.
• Organising 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 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.