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# What does a PLD SSP lesson look like in Junior, Middle and Upper Primary?

||| PLD LESSON FORMAT
###### Structuring Synthetic Phonics Within Literary Blocks

Research suggests that SSP instruction should be daily and that teachers should allocate a minimum of 30 minutes per day (Monday to Friday) to the explicit teaching of phonics. 
In order to achieve this, PLD recommends that teachers establish a weekly process in which three differentiated ability groups can be efficiently facilitated. 

![Recommended Whole Class SSP Lesson Format](https://storage.crisp.chat/users/helpdesk/website/67ae980d1c7d2000/screenshot-2022-11-09-44455-pm_m90y5n.png)
|| YEAR 1 & 2 PLD STRUCTURED SYNTHETIC PHONICS LESSON
###### In Junior Primary, tasks selected should have a “sound-out” and phonics focus, as well as a task to facilitate the transfer of spelling words into written work.

In Year 1 & 2, PLD suggests the following four part format:

1. Organisation
2. Revision
3. Explicit Instruction - Read, sound-out and discuss each of the phonic-based word lists to the whole class. Explain the grapheme, digraph or trigraph common to each list when sounding for the majority of words, this will be according to phonemes. 
4. Independent Task- Explicitly demonstrate how to complete the task for the day. Select a word or two from each of the different word lists.

__Monday, Tuesday and Wednesday: __Tasks that focus students on phonemic based spelling. For example, re-writing list words into Elkonin boxes with alternating colours
__Thursday and Friday:__ Schedule phonic dictation tasks that require students to transfer their phonic knowledge into extended writing. 

###### For tips on establishing a consistent daily routine, view the Teaching Tips Year 1 & 2 video [HERE](https://www.youtube.com/watch?v=oVywbBDH61g)

| YEAR 3 & 4 PLD STRUCTURED SYNTHETIC PHONICS LESSON
###### In Middle Primary, teaching and learning should have a “sound-out” and phonics focus, as well as instruction to facilitate the vocabulary (or word knowledge) of the list words. Tasks to rehearse the transfer of phonic list words into extended writing is also a key component for the middle years.

In Year 3 & 4, PLD suggests the following four part format:

1. Organisation
2. Revision
3. Explicit Instruction- Read, sound-out and discuss each of the phonic-based word lists to the whole class. Explain the grapheme, digraph or trigraph common to each list when sounding for the majority of words, this will be according to phonemes. 
4. Independent Task- Explicitly demonstrate how to complete the task for the day. Select a word or two from each of the different word lists.

__Monday and Tuesday: __Tasks that focus students on phonemic based spelling. For example, re-writing list words into Elkonin boxes with alternating colours
__Wednesday:__ Schedule vocabulary development tasks to ensure that the phonic list words are understood. Unless the meanings of the words are clear they will not transfer into writing.
__Thursday and Friday:__ Schedule phonic dictation tasks that require students to transfer their phonic knowledge into extended writing. 

###### For tips on establishing a consistent daily routine, view the Teaching Tips Year 3 & 4 video [HERE](https://youtu.be/yTm1n6Xu7dE)

||| YEAR 5 & 6 PLD STRUCTURED SYNTHETIC PHONICS LESSON
###### A major shift in the Upper Primary lessons is that word study and morphology work will be of significant focus within Stage 6 learning. 
###### Linked to this are the word study tasks (that focus on prefixes, suffixes and word building). 
###### This is in conjunction with tasks to rehearse the transfer of phonic list words into extended writing, alongside syllabic spelling and phonics focus. 

In Year 5 & 6, PLD suggests the following four part format:

1. Organisation
2. Revision
3. Explicit Instruction- Read, sound-out and discuss each of the phonic-based word lists to the whole class. Explain the grapheme, digraph or trigraph common to each list when sounding for the majority of words, this will be according to phonemes. 
4. Independent Task- Explicitly demonstrate how to complete the task for the day. Select a word or two from each of the different word lists.

__Monday and Tuesday: __Tasks that focus students on phonemic based spelling. For example, re-writing list words into Elkonin boxes with alternating colours
__Wednesday & Thursday:__ Schedule vocabulary development tasks to ensure that the phonic list words are understood. Unless the meanings of the words are clear they will not transfer into writing.
__Friday:__ Schedule phonic dictation tasks that require students to transfer their phonic knowledge into extended writing. 

###### For tips on establishing a consistent daily routine, view the Teaching Tips Year 5 & 6 video [HERE](https://youtu.be/yTm1n6Xu7dE)