Although it may be considered superfluous to launch a new SSP program within Term 4, it really has its advantages. Staff will be able to familiarise themselves with PLD’s screening and tracking process, teaching sequences and downloadable manuals. They will also be prepared to begin the following school year equipped with resources and the knowledge and confidence to implement SSP straight away in Week 1 of Term 1. This article outlines how to begin implementing PLD within Term 4.
Step 1: Register for & set up the PLD Tracking Sheets.
- Click here to register for the PLD Tracking Sheets.
- Set up the classes for the 2022 school year. For example, rename the tabs to denote year levels and class names ie Yr 1 Room 9, Yr 3 LA4, Yr 6J, etc and enter the class list (student names) in the correct columns (this could be done by admin staff).
- It is necessary to “hide” the previous term’s columns as per the videos in Step 4.
Step 2: Teachers and Education Assistants need to view at least two hours of the relevant online course.
For some schools, this will occur in the Term 4 pupil free day. For other schools, this will likely occur during staff meetings. The online courses outline PLD’s implementation in primary schools. Below are quick 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: The participating classes will need to administer and mark the relevant screens.
- Screen students using the following subtests in the Early Years Pre-Literacy Screen on page 14 in the Early Years Screening & Tracking Manual:
- Subtest 3a Onset and Rime Blending.
- Subtest 4a Alphabet Sound Recall.
- Subtest 5a Alphabet Sound Recognition.
- 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 on the screening template).
- Administer the Foundation Early Reading Screen (Exercises 1-3) located on pages 11+ in the Foundation Screening & Tracking Manual. Students who scored 0-20% on the reading screen need to be screened using the Foundation Pre-Reading Screen located on pages 8+ in the Foundation Screening & Tracking Manual.
- Administer the Foundation Spelling Placement Screen (Term 3 Review) located on pages 24+ in the Foundation Screening & Tracking Manual. Students who scored 0-20% on the spelling screen need to be screened using the Foundation Pre-Spelling Screen located on pages 22+ in the Foundation Screening & Tracking Manual.
- Mark the screens. See page 8 in the Foundation Screening & Tracking Manual for how to mark and score the reading screens, and page 24 for instructions on how to mark and score the spelling screens.
Year 1 & 2
- Administer the End of Term 3 Spelling Placement Screen on pages 12-13.For instructions refer to pages 6+ in the Year 1 & 2 Screening & Tracking Manual.
- For students unable to spell CVC words (or who score less than 20% in Stage 1 Target 1), present the Difficulty Acquiring Stage 1 screen on pages 29+ in the Year 1 & 2 Screening & Tracking Manual.
- Administer the Year 1 & 2 Early Reading Screen to all Year 1 students, and those Year 2 students still operating within Stages 1 and 2, located on pages 14+ in the Year 1 & 2 Screening & Tracking Manual . This will identify which range of decodable reading books they should be on. See our Junior Primary Decodable Reading Book ranges.
- Mark the screens. See page 7 for how to mark the spelling screen and pages 13+ for how to mark the reading screen in the Year 1 & 2 Screening & Tracking Manual.
Year 3, 4, 5 & 6
- Administer the End of Term 3 Spelling Placement Screen on pages 12-13 in the Year 3, 4, 5 & 6 Screening & Tracking Manual.
- For the students still in Stages 1 and 2 for spelling (or with delayed reading), administer the Middle & Upper Primary Early Reading Screen that is located on pages 22-25 in the Year 3, 4, 5 & 6 Screening & Tracking Manual.
- Mark the screens. See page 7 for how to mark and score the spelling screens and page 21 for how to mark the reading screen in the Year 3, 4, 5 & 6 Screening & Tracking Manual.
Step 4: Two short videos to be viewed by all teachers prior to, or immediately after, entering results into the tracking sheets.
All Class Teachers 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 viewing the two relevant videos above, all teachers will then:
- Enter the test scores into the PLD Tracking Sheets.
- Arrange their class into three targeted teaching groups.
- Assign a Learning Focus for each group for the term ahead.
Step 5: Once teachers have established a teaching plan for term ahead by arranging the class into three targeted teaching groups, support & coaching from PLD can be given.
When the student results have been entered into the tracking sheets following the first round of screening, the School Leader (ie Literacy Coordinator, Deputy Principal, Head of Curriculum etc) can request support through this link: https://pld-literacy.org/request-for-support-with-pld-tracking-sheets/.
It is highly recommended that the school-wide tracking document be shared in a “cloud” format through the School’s IT staff. Click here to see why.
PLD implementation can be launched at any stage within the school year. For other implementation plans please see: