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Launching PLD in Term 4: A Step-by-Step Guide

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Whilst initiating a new Structured Synthetic Phonics (SSP) program in Term 4 might seem unnecessary, it offers distinct benefits. It allows staff to familiarise themselves with PLD’s screening and tracking procedures, teaching sequences, and downloadable manuals. This preparation sets them up to commence the next school year with ample resources, confidence, and expertise to implement SSP seamlessly from Week 1 of Term 1.

This article provides a comprehensive guide to kickstarting PLD in Term 4.

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

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) into 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 school, this training may take place on the Term 4 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 – PLD Screening and Tracking

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

  • Screen students using the following subtests in the Early Years Pre-Literacy Screen on      pages 14 & 15:
    • Subtest 3: Blending Three Phonemes
    • Subtest 4a: Alphabet Sound Recognition.
    • Subtest 5a: Alphabet Sound Recall & Formation.
  • Screen students who scored below 80% in these subtests using Subtests 1 and 2.
  • Mark the screens. Be sure to note any Negative Observations (a checklist is provided on the screening template).

Foundation – PLD Screening and Tracking

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

  • Administer the Term 3 Foundation Spelling Screen on page 25 in a small group setting. For students at a pre-CVC level, use the Foundation Pre-Spelling Screen on page 23.
  • Administer the Foundation Early Reading Screen (Exercises 1-3) on page 16. For students who are unable to read, present the Foundation Pre-Reading Screen on page 13.
  • Mark the screens accordingly.

Year 1 & 2 – PLD Screening and Tracking

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

  • Administer the End of Term 3 Spelling Placement Screen on page 12.
  • If there are students who struggle with spelling CVC words or score between 0-20% in Stage 1 Target 1, introduce 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 who are still working within PLD Stages 1 and 2 for spelling.
  • Mark the screens accordingly.

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

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

  • Administer the End of Term 3 Spelling Placement Screen on page 15.
  • If students are unable to spell CVC words, or score between 0-20% in Stage 1 Target 1, present the Difficulty Acquiring Stage 1 screen on page 28.
  • OPTIONAL: If students are still working within PLD’s Stages 1 and 2 for spelling, or experiencing delayed reading, administer the Early Reading Screen for Middle & Upper Primary Students on page 23.
  • Mark the screens accordingly.

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
Teacher
Also Watch

Year 3, 4, 5 & 6 Teachers
Also 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 focused teaching groups.
  • Allocating a Learning Focus to each group for the upcoming term.

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

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