• Which standardised assessment does PLD recommend?

  When investigating the options to assess single word reading and spelling skills there are many testing options available on the market. The list below provides some of the basic tools available to schools that are relatively easy to access, are cost effective and relatively time efficient to administer. None of the assessmenst can be purchased through PLD. It is recommended that schools contact ACER. (https://shop.acer.edu.au/contact/) ACER has education consultants available to provide inforPopular

• There is so much confusion surrounding sight words. Do you have any tips?

  Sight words are a special high frequency category of words that students are instructed to recognise automatically. The term ‘sight word’ can mean several different things: high frequency words; phonetically irregular words; or familiar words that require no effort to recall (orthographic lexicon or sight vocabulary). When educators refer to sight words they are usually referring to high frequency words, some of which may be phonetically irregular. When learning high frequency words, instant rePopular

• PLD Screening tools? Which tests do I use?

  In line with PLD's Teaching Sequence Manuals, the PLD Screening & Tracking Manuals outline: What to screen? When to screen? How to screen? How to report on the data collected? Download the year level specific manuals here: Early Years Foundation Year 1 & 2 Year 3, 4, 5 & 6Popular

• Can I request the PLD excel tracking sheets to enhance the school’s implementation of PLD by tracking student performance each term?

  For a comprehensive guide to using the PLD Screens and Tracking Sheets, as well as demonstration videos presented by Diana Rigg, please see the year level specific pages: Early Years including the Screening & Tracking Manual along with a training video Foundation including the Screening & Tracking Manual along with a training video Year 1 & 2 including the Screening & Tracking Manual along with a training videoPopular

• How well should students be reading at the end of the Foundation school year?

  Below you will find a PLD's general skill acquisition sequence for Foundation students. Do note that the Foundation Screening & Tracking Manual, now openly available to download on the PLD website, is what schools should be utilizing to plan the class reading program and the decodable reading books required. Not all students acquire reading skills atPopular

• I want to start the year well. Can you assist with the EARLY YEARS or FOUNDATION testing being recorded on the PLD Excel Tracking Sheets?

  PLD have recently released a series of implementation support manuals to guide you through the PLD process. Click on the link(s) below to access the pages relevant to Early Years and Foundation in which we have provided: Teaching Sequence Manuals Screening & Tracking Manuals Parent Education Downloads Professional Development options The Year Level Specific Tracking Sheets Videos - which will guide youPopular

• Do you have any tips for using the PLD excel spreadsheets for tracking student skill acquisition?

  General Guidelines (for recording results) using the ‘The 2019/2020 Phonic & sight word sequence Placement Test’Popular

• I am marking PLD spelling placement tests and I am not sure when to mark words as correct or incorrect?

  toat - should be marked as incorrect. Likewise toats, oats, tost, toas are also marked as iPopular

• We use a lot of PM readers, is there is a PLD to PM reading level correlation available?

  PLD’s decodable reading books have been specifically chosen by Diana Rigg as they align with PLD’s structured synthetic phonics approach (SSP). What does this mean? This blog has been fully updated HERE.Popular

• PLD's Year 3, 4, 5 & 6 Teaching Sequence Manual

  PLD recommends schools utilise the Year 3, 4, 5 & 6 Screening & Tracking Manual to get started. Screening the students enables three targeted teaching groups to be established. Each of the targeted teaching groups require a period of repeated targeted instruction, based on their ability, as outlined in the Phonic & Sight Word SequePopular

• Prospective Authors? Does PLD Accept Publishing Submissions?

  Guide for Prospective Authors PLD Learning Resources is an Australian company specialising in the publication of learning resources for 3 to 11-year-olds. The company was established in 2007 and currently publishes over 85 items. PLD Learning Resources publishes resources dPopular

• PM Benchmarking? What do you suggest? Can PM's be incorporated with SSP/PLD?

  Schools who are keen to retain PM's but also adopt PLD are recmmended to read the following: Review the recommended evidence-based programs from AUSPELD: https://pld-literacy.org/wp-content/uploads/2022/02/2022SSPPrograms.TheBulletin.pdf Review another recommeded evidence-base list from leraning DifficulPopular

• Do the PLD stages correspond to year levels in primary school?

  No. This is not the case. PLD advocates that there is a range in ability within every class. This range in ability will be different for each classroom. PLD advocates that a placement test presented each term will provide information for three levels of ability and the teaching content that is required for that range. This content is then taken from the Phonic Sight Word Sequence book. Students with the national curriculum, aPopular

• How does the fourth edition of Phonic and Sight Word Sequence compare to previous editions?

  The Phonic and Sight Word Sequence Fourth Edition resource was updated in November 2020. To check how this version differs from your current version: Go to the product page on the PLD website. Click on the 'Preview' button on the book cover to view the revised edition against your current version. Some schools are downloading the current testing which is allPopular

• Colour-coding and choosing the correct sounding-out strategy.

  It is a positive observation that teachers are unsure of what the sound structure in words. Why? It means that they are grappling with the change. Before teachers stand in front of their class and lead the lesson, they have reflected on this element. The research reports the same; that the majority of teachers will struggle with the phonemes and syllables in the words because teachers are adult spellers, who learnt to spell so long ago. Research suggests that teachers need to remember how to retSome readers

• How many spelling words do you provide?

  The PLD word lists are flexible enough to be adapted to target any of the situations below. Keep in mind, that the exact number of WEEKLY spelling list words depends upon whether you are a junior, middle or upper primary class. It also depends whether you are in a school with higher performing students or lower performing students or students with a significant range in ability. It also depends on whether students are progressing well and acquiring and mastering the skills presented,Some readers

• Where to after decodable reading books? What next?

  In terms of where to after decodables? As you know decodable reading books are recommended for the initial years of reading acquisition and should be phased out. There will always be students who require decodable reading material for a lengthier period of time, but typically they are only required for the short term, to quickly and efficiently establish early reading ability. After the initial years of reading acquisition you are looking for content rich reading material. At PLD we recoSome readers

• How well should students be spelling at the end of the Foundation school year?

  SPELLING: Below is a general acquisition sequence. Note that the spelling assessments (now openly available to download on the PLD website) are what school’s should be utilizing to refine the class spelling program. Be aware that young students require repeated practice and opportunities for consolidation. Only progress to higher levels of spelling ability when there is a high level of ease and accuracy being observed. Make sure that the school’s scope and sequence for the year is realisSome readers

• Re-reading vs Continuous reading for fluency, what does the evidence say?

  One of the most common questions we receive at PLD is 'Should students focus on a new book each day, or should students re-read the same book several times?’ This is a great question and one where we will reference the research base to guide our response. Throughout this blog, we will explore what is the evidence-based practice for reading fluency in a Foundation to Year 2 setting. Firstly, what is reading fluency? Reading fluency is the ability to read with speed, accuracy, and expSome readers

• Catering for strong spellers with high scores in Stages 5 & 6, and those moving beyond Stage 6.

  In the upper primary years, it is likely that there will be some students operating at high Stage 5 or Stage 6. These students may have a 'spelling age' that exceeds 12+ on a standardised spelling test. On one hand this is wonderful as these students are clearly advanced spellers. On another this produces challenges for the teachers who still need to cater for their needs and inteSome readers

• I have high (secondary) school students with very low literacy levels. Is PLD relevant?

  The only way forward to maximise functional literacy skills is to go bSome readers

• Why is it beneficial to integrate annual end of year standardised testing with the PLD process?

  The success of any literacy program, should be supported by end of year standardised screening results. Rather than testing at the beginning and end of each school year, annual end of year screening is a recommended time efficient approach. Following a full year of literacy instruction, the majority of students should increase in their reading and spelling ability by at least 12 months. Step 1: Select a standardised reading and spelling assessment. When investigating time efficient and validSome readers

• How many spelling groups? I have completed the placement test, but how do I create groups?

  PLD have outlined a step-by-step process for creating targeted teaching groups along with an instructional video on each of the year level specific website pages. Click on the links below to request the Tracking Sheets, download the Screening & Tracking Manuals (with instructions) and watch the videos. Early Years - Kindergarten (WA/QLD/SA/TAS), Preschool (NSW/ACT/NT/VIC) Foundation - Pre-Primary (WA), Kindergarten (NSW/ASome readers

• Interpreting the results from the PLD 'Early Reading Profile'

  For an overview of PLD's screening and tracking process, go here: https://pld-literacy.org/establishing-a-consistent-screening-and-tracking-process/ The above reading profile can be downloaded form the web site: https://pld-literacy.org/product/early-reading-profile-foundation-year/ https://pld-literacy.org/product/early-reading-profile-year-1-and-2/ https://pld-literacy.org/product/how-do-the-pld-deSome readers

• Early Reading Profiles and placing results onto tracking sheets

  The PLD Early Reading Profiles can be accessed here to determine reading accuracy levels and also the automaticity level for reading the lists of increasingly complex words. Here is the screen for Early Reading Profile – Foundation Here is the screen for Early Reading Profile of Year 1 & 2 How do the PLD decodable reading books link to the EarSome readers

• When do you start decodable reading books? How do you decide upon the levels?

  Some readers

• Can you clarify how to sound out (and colour code) these words?

  I am thrilled to hear that this is being debated. I worry when schools are not asking these questions, because this usually means they are not doing enough of the auditory segmentation and blending. In terms of the words supplied: falling is made up of the phonemes f-all-i-ng and so the colour coding would be as follows f/all/i/ng jumped is made up of the sounds j-u-m-p-t and so the colour coding would be as follows j/u/m/p/ed needed is made up of the phonemes n-ee-d-e-d and soSome readers

• Teaching the alphabet: students on the PLD programs are effectively learning the alphabet sounds, but when are letter names taught?

  A Structured Synthetic Phonics (SSP) approach to literacy instruction starts with pre-literacy instruction (phonemic awareness, blending and segmenting) and teaching the alphabet sounds. Because it is the letter sounds that allow children to sound out and decode (read) words, the letter names are not as important as learning the letter sounds.Some readers

• The issue of reversals & capitals in spelling tests.

  Letter reversals are a common occurrence in the first year of learning to spell and write. Within the 'Foundation' school year a proportion of letters will be reversed. For some students early in Year 1 the reversing of a proportion of letters may still continue. So what to do when they occur within a spelling test? I suggest that teachers marking the spelling samples, view the letter reversals as a phase that yoSome readers

• The PLD decodable reading books are working really well. Are there additional sets?

  Decodable readers are really important for establishing early reading. Beginning readers progress more rapidly in their skills when provided with high quality reading material. For this reason, it is this age range that PLD has aimed to cater for with the PLD curated sets of reading books. The book sets have also aimed to provide ample sets of reading books, as there is an issue with many decodable sets, that the decodable reading sets progress too fast through the levels. Hence students may staSome readers

• Phonic and Sight Word Sequence Charts - Your frequently asked questions

  We spent some time looking at this when we did the latest update for the Phonic Sight Word Sequence. In short, it does depend on dialect. We based our choice on what we found most common Australian pronunciation. The words with the /l/ final are tricky as the /l/ tends to extend the vowel a little, but in saying that, they are shorter than in room orSome readers

• Middle & upper primary students who are slow to progress through PLD’s Stages 1 and 2. Do you have any suggestions?

  Typically there is a significant range of ability in the majority of middle and upper primary classrooms. Some students will present with junior primary skills, while others will be above their age-related peers. Catering for this wide range in ability is central to the PLD process. Three Tier Approach Undoubtedly, Stages 1 and 2 are the more complex stages to teach. Students ofteSome readers

• After Stage 3 words on the PLD Early Reading Profile, what are the appropriate methods of tracking reading?

  Before I outline the options, keep in mind that by PLD's stage 3: A decoding and word recognition screen is less useful. The Early Reading Profile is a junior primary screen (or a screen for older students still operating at a junior primary level). Students in the junior primary must learn to 'crack the code' and verbalise the print by either reading aloud or silently 'inside their heads'. The ultimate goal of 'cracking the code' is so that comprehension of the content can occur. For some stSome readers

• Can I request a quote for the decodable reading books?

  Foundation/Prep/Pre-Primary/Reception/Transition home reading books: Semester one set? Yes/No Semester two set? Yes/No Home reading books in Year 1? Semester one set? Yes/No Semester two set? Yes/No Home reading books for delayed students in Year 1 and 2? Semester one set? Yes/No Semester two set? Yes/NoSome readers

• I have not taught Kindy/Kindergarten for many years. Can you provide me with a quick update?

  I am very happy to help as the junior primary years of school have dramatically changed. The following relates to a current application of PLD in Kindergarten (WA QLD, SA & Tas) or Preschool (ACT, NT, NSW & Vic). . If you download the following implementation booklet and then refer to pages 5, 6 and 7. These pages specifically relate to this age group. https://pld-literacy.org/product/pld-whole-school-literacy-strategy/ The current screening that is outlined on page 5 in the above implemeSome readers

• Are the PLD phonic spelling lists available in a digital format or on-line?

  Unfortunately we don’t provide the word lists in a digital or online format. The reason being that teacher discretion needs to come into the process of selecting the words. If English is not a first language, teachers may need to select words with the phonic pattern (or patterns) which consist of simSome readers

• Spelling rules. Where do they occur in PLD’s Structured Synthetic Phonics (SSP) program?

  In the PLD process, the spelling rules are taught relative to what concepts are being instructed in-class. Location 1: If there is a spelling rule that is relevant to a phonic concept, it is outlined within the Phonic Sight Word Sequence lists. An example from the stage 4 section has been provided below: Location 2: Also containedSome readers

• What is the difference between the PLD Decodable Reading Books sets?

  At PLD we recognise that a proportion of students require decodable reading material for longer than others. This group of students may have presented at school with speech and/or language delays or have a history of ear infections. Or they may have family members who have experienced literacy and learning difficulties (and hence present with a genetic predisposition to literacy difficulties). For these reasons, three additional reading book sets have been sourced. If students have read all oSome readers

• FAQ: Ed. Support Students/Centres & Students With Autism & PLD's SSP Program

  All students with Autism are different. Some students with Autism will present with low literacy skills, whilst others high literacy skills. If however, the studnts with ASD have primary school levels of literacy skills, then PLD's SSP program will be appropriate. Reading experts agree that explicit teaching of Structured Synthetic Phonics (SSP) is the most successful teaching method for children witSome readers

• Why does PLD advocate for three ability groups instead of four or five?

  The Phonic Sight Word Sequence Placement Test presented each term requires the students to be placed into ability groups (and hence, targeted teaching groups). Teachers frequently ask, why does PLD advocate for only 3 groups, and not 5 or 6? On the basis of the placement tests, students are then placed onto tracking sheets;Some readers

• Can I view sample pages of the books in the first reading book sets?

  Yes, you can view the cover and two sample pages from each reading book in the set as a PDF download. Go to: https://pld-literacy.org/reading-book-sets-2/ and click on the image of the set you wish to preview. This will bring you to the product page. On the product page, hit the preview button on the product cover image to view sample pages. Notes Please also refer to the table within the First Reading Books (https://pld-literacSome readers

• I am familiar with THRASS. Does PLD have similar charts?

  Many years ago I was also THRASS trainined. Yes, THRASS has its benefits, but it is not identified as an evidence-based program. Here is the list compiled by the SPELD's around Australia: https://uldforparents.com/further-reading/appendix-4-examples-of-high-quality-evidence-based-phonics-programs/ When schools have invested (like yours) in a whole school approach, it is not possible to select your own preference. Whole school programs and processes have been researched, invested in and establiSome readers

• We are running a 'Reading Workshop' for our parents so they can assist in their child's reading potential.

  Tip 1: Recognise that oral language will very soon link to how the students process written language Students who have a large vocabulary and speak with adult like grammar typically progress into reading with much greater ease. Check that your child's speech and language skills are where they should be. Speaking and language skills sheets and videos: https://pld-literacy.org/product/speech-language-development-milestones-5-year-old/ Speech sound development: https://pld-literacy.org/proFew readers

• I need to work on my child's literacy skills (particularly spelling & writing) at home. Where do I start?

  Click here to support your child in the Early Years Click here to support your child in Foundation Click here toFew readers

• How is the end of Term 2 screening plotted onto the PLD tracking sheets?

  : Request the tracking sheets HERE. Step 2: Set up the tracking sheets, using instructions outlined HERE. Step 3: Individual teachers need to watFew readers

• Can you help me understand the developmental milestones my child should be achieving?

  We sure can! We have specific information and downloads available for each age range on our website. Choose your age range from the homepage and then select the ‘Downloads’ tabs to view and print any number of our milestone information sheets, or click on the links below: Early Years downloads Foundation downloads Year 1 & 2 downloads (https://pld-liFew readers

• How do I know if I am choosing the correct resources for my Year 1 class?

  PLD believes in a very structured approach in order for children to acquire skills. Strong focus is put on scheduling the transition between emergent literacy skills and early literacy skills. Through PLD’s Implementation Process (what to introduce and when to introduce it), a comprehensive map for skill development forms the platform for further educational needs and demands. Presented are the essential skills for 4 and 5 yFew readers

• How does PLD focus on vocabulary within their product offering?

  PLD has speech pathology created vocabulary programs for The Early Years and Foundation. To find these programs on our website, please enter the following codes in the search bar on our website or just click the links to be taken directly to the product listings: 10m4 10m5 Sem4 Sem5 (Few readers

• Can you help me understand the developmental milestones my child should be achieving??

  Yes, we have specific information and downloads available for each age range on our website. Read more on our Blog: How do you know that your children are reaching their developmental milestones? Alternatively, from the PLD homepage: https://pld-literacy.org/ select your age range and then select the ‘Downloads’ tabs to view and print any number of our milestoFew readers

• I am a parent and I have concerns about how PLD is being implemented in my child's class.

  Parents may from time to time raise concerns about a school's implementation of PLD. At PLD we are not in a position to deal with these concerns directly. Success in each of PLD’s core areas of Literacy, Movement and Motor and Oral Language, involves three components: Professional Development, Programs, and Screening and Student Tracking. At PLD we consult directly to schools and are not in a position to provide direct parent support to issues raised.  This is a matter that parents wiFew readers

• How do I buy and access the PLD downloadable desk strips?

  To purchase PLD's desk strips please go to: https://pld-literacy.org/phonic-desk-strips-for-bushfire-relief/ In Term 1, 100% of the proceeds of every sale will go to bushfire relief through the Australian Red Cross. To purchase PLD's desk strips please go to: https://pld-literacy.org/phonic-desk-strips-for-bushfire-relief/ and select the desk strips you wish to purchase. Click on the 'READ MORE' button to view the product. Once you have the product open, click on 'Add to cart'. YouFew readers

• I have a student who still struggles with onset and rime. How can I help?

  While other students also would have initially experienced the same difficulty, due to your teaching the skill has developed. Now you are left with just one student. This can happen in every class, that a very complicated profile can appear. I suggest the following: Make sure that the Term 2 skill (the isolation and verbalisation of initial sounds) is solid. If this skill is 'wobbly' and difficult, even though the student may have scored 60/80 or 100% then here is the issue. I always lookFew readers

• In Stage 1, should we place less emphasis on groups of words with initial and final blends?

  Over recent years PLD has aimed as much as possible to be aligned with SSP - structured synthetic phonics, because it is linked to the most current evidence base and is aligned to produce superior results. SSP is linked to phonemes or individual sounds. The blends (eg st, cr, bl, mp, nt etc) do not exist in SSP but rather are linked to traditional phonics. In traditional phonics students complete repeated practice with st, then br/fr/sl/sm etc. According to SSP we should present students withFew readers

• What end of Term 2 screening is to be scheduled?

  present Subtest 2: Verbalisation of Initial Phonemes in the Early Years Pre-Literacy Screen.Few readers

• Do we need to use the updated tracking sheets? Why shouldn't we re-use last years?

  As a general rule, at PLD we recommend that you always update your tracking sheets annually. For this reason, each year you will automatically be sent an updated version. The 2020 tracking sheets link perfectly with the updated 2020 Whole School Literacy Plan This year's sheets also have videos explaining their use and their effective implementation, find then HERE (https://pld-literacy.org/establishing-a-consistent-sFew readers

• What is the purpose of the 'Early Literacy Screening Tool' and how does it differ to other screens found in PLD's WSLP?

  The Early Year Pre-Literacy Screening Tool, located in the Early Years Screening & Tracking Manual, is a screen that was used extensively within the PLD clinic. It is useful when profiling individual students and also particularly useful when seeking a detailed profile when students are not progressing at the rate of their peers. The single word reading section is similar to the Early Reading Profile – Year 1 and 2 (Few readers

• What happens when there are several students who are operating at stages 3 or 4 in a Year 2 class?

  Yes, select Stage 3 words ideally and if necessary over time Stage 4 words, however PLD also recommends the following. Look for non-basic vocabulary when selecting the words; e.g. ge in Stage 3: hinge, singe, tinge, cringe, plunge, rage (but ignoring all other low vocabulary words int he list) and using dg also from Stage 3; widget, midget, ledger. gadget, fidget, budget (even though the student can likely spell these words). Hence words are selected not for their phonic concepts, but on theFew readers

• I have 5 levels in my Year 1 class. Do you have any suggestions?

  Few readers

• We have used the previous pre-literacy screen and I'm just curious why the screen has been updated?

  We have used the previous pre-literacy screen and I'm just curious why the screen has been updated? Yes, there have been updates to the Early Years Pre-Literacy Screen, available in the Early Years Screening & Tracking Manual, which is linked to the Early Years Teaching Sequence Manual. The screen presents very short 1-minute subtests.Few readers

• What happens when the correct spelling of test words does not transfer to writing?

  Students often write words correctly in spelling tests but struggle when applying their new knowledge to written work. Why? As a general rule, when transferring spelling into writing, students require the activation of many more skills. explained simply, single word spelling is quite a simple cognitive task in comparison to extended writing tasks. Dictation tasks encourage the development of strong listening and auditory memory skills which are important for learning and literacy. DictationFew readers

• How do schools introduce PLD's whole school screening in Term 3 (or within semester 2)?

  Register for the PLD tracking sheets: https://pld-literacy.org/plds-tracking-sheets/ View the video at the top of the page, to set up the sheets for each class on a different tab. https://pld-literacy.org/establishing-a-consistent-screening-and-tracking-process/ All teaching staff will need to view from 4:45 to explain the 3 functions that teachers will need to underFew readers

• Help! Students decoding and spelling at different levels?

  Typically from mid Year 1 (and sometimes earlier) students will start to extend their reading but their spelling lags. Hence, the students can read more advanced phonic concepts than they are able to apply to their spelling. This is the slightly more frustratingFew readers

• PLD Upgrading Books to Newer Editions

  At PLD we follow international research and update our offering to schools accordingly. As a publisher, PLD aims to translate the evidence-base into classroom programs. The literature base in the area of literacy is never fixed. Research is constantly reviewing and outlining what is effective and likely to produce more significant gains. Through PLD’s strong ties with schools, we are aware of how the PLD programs are being implemented. The feedback on implementationFew readers

• My school has been implementing PLD for a while, but how do we start using the tracking sheets?

  You will receive instructions on the first tab READ THIS FIRST, which outlines how to set up the sheets. The Early Years Screening & Tracking Manual is here: https://pld-literacy.org/product/early-years-screening-tracking-manual/ The Foundation Screening & Tracking Manual isFew readers

• I have entered the testing onto tracking sheets. Can I get feedback on my class data?

  Thank you for either requesting feedback from your testing or for requesting assistance. Step 1: Request the PLD tracking sheets: https://pld-literacy.org/plds-tracking-sheets/ Step 2: View to insert the percentage scores for your last round of testing into the tracking sheets. Refer to thFew readers

• Long vowels and how to colour code and use Elkonin Boxes?

  Few readers

• Requests to review a school's PLD tracking sheets. What steps are required?

  As you can imagine, many schools request this support. It is imperative that we receive school tracking sheets that have been sufficiently prepared along with clear instructions on what is being requested. Below is a checklist, that we request that you have a loFew readers

• Low-entry Students in Year 1 & 2 Who Are Struggling with Target 1 CVC

  Here are some tips to cater for students in Year 1 and above who are scoring 0-20% in Target 1 CVC spelling. (https://storage.crisp.chat/users/helpdesk/website/67ae980d1Few readers

• Do PLD programs link to the Australian National Curriculum?

  PLD's programs link to the ACARA National Curriculum year level content descriptions from the sub-strands of: Interacting with others. Interpreting, analysing & evaluating. Creating texts. Phonics & word knowledge. Download the guide HERE. (https://storage.crisp.chat/users/helpdesk/websitFew readers

• Can you assist with grouping my class for Term 2 using the PLD Placement Tests and the Tracking Sheets?

  Step 1: Is to hide the data you do not need forFew readers

• Early Years: Screening Syllablification (syllables) can you clarify?

  Just a few quick questions about Subtest 1 results that I have observed, if you could please comment on the points below: Some students are pronouncing the word 'Octopus' as Optopus however they haveFew readers

• Additional Sets of Decodable Reading Books Required?

  For schools who have purchased the full PLD sets and who are looking for further book sets (to add additional skill rehearsal: This set can be used by low entry Year 1 students or can be a boost to the Foundation student sets: The books are aligned with semester 1 FoFew readers

• Request of School Names implementing PLD? Can you provide names of schools?

  page 17 here: https://pld-literacy.org/the-primary-reading-pledge/  https://pld-literacy.org/wp-content/uploads/2019/01/Bulletin-Spring-2018-Examples-of-SSPPs.pdf https://uldforparents.com/further-reading/appendix-4-examples-of-high-quality-evidence-based-phonFew readers

• Updates to thedownloadable PLD Teaching Sequence & Screening & Trackign Manuals

  In the more recent Year 1/2 and 3, 4, 5 & 6 Screening and Tracking Manuals there are sentences to support the spelling placement tests. In the earlier manuals the single word spelling test is still appropriate to presentFew readers

• A collection of questions raised in relation to the Early Years and Foundation screening.

  Answer: The purpose of the action is to scaffold the initial learning process and should not be linked to the testing. The testing is only testing if the student sees the letter and verbalises the sound (whether the action is preseFew readers

• Actions when teaching the alphabet or phonics

  https://pld-literacy.org/product/alphabet-the-multi-sensory-way/ The reason the actions were incorporated in the first place was to provide a 1-second action, which is short, which shouldn't interfere with the focus, but which provided young children with movement while seated on the mat session. It was during these trials that we experienced within scFew readers

• The Term 2 Early Years Skill: Initial Sound Awareness. Questions re: teaching, testing mid and end of term?

  It is one of the most difficult skills for teachers to teach and for students to learn.  The continuant sounds (i.e. the long, noisy, and visually distinguishable) sounds require initial explicit instruction. These are identified by the tasks with the blue borders in the program "Preparing for the Alphabet". https://pld-literacy.org/product/preparing-for-the-alphabet-2/ A significant section of this wholeFew readers

• The Use of Songs & Actions

  The PLD actions are brief 1-second gestures that should not interfere with sound awareness learning. The purpose of them is to provide young children with movement whilst seated during mat sessions. During trials within schools, PLD observed that the movement of the actions facilitated attention during mat sessions (especially within schools with lowFew readers

• End of Term Screening: Establishing Groups For The Next Term

  * Tip 1: When moving into a new term, remove the previous description of the term's teaching plan. For example when setting up the groups for Term 3, make sure the Term 1 and Term 2 have been removed. Keep in mind, that the information is still there, beause the cells are colour coded in Term 1 and Term 2 according to what was tragtede and taught. DefinFew readers

• Questions relating to specific phonic concepts and SSP e.g. q, x & all?

  c/al/l or c/all? Both are options, and there will be variation between SSP programs with this concept. While c/all, f/all, t/all initially seems like an ideal way to proceed. When students progress a loittle further in their learnign they encounter words such as w/al/k, t/al/k and then a little later they encounter words suFew readers

• What happens when studnts move up a group/stage? Does this create another group or are they slotted in to the existing group/stage?

  New groups need to be created on the basis of the new placement tests. Students who are moving into a new Stage, are integrated with the existing group. Other than Stage 1 (which has targeted order), teachers are able to present the first, last or middle phonic concepts. New students entering a group/Stage, will continue learning the sequence.Few readers

• How does PLD fit into Tier 1, Tier 2 & Tier 3 implementation

  The Australian Federation of SPELD Associations (Auspeld) represents all state and territory SPELD Associations. PLD has a positive working relationship with SPELD’s in various states. AUSPELD provides recommendations on evidence-based programs that are backed by current research, linked to improved academic results and supported by independent reviews of the effectiveness of the program. This allows schools to make informed choices on the programs they implement and therebyFew readers

• How does PLD cater for the different fonts used around Australia within the range of books?

  PLD uses NSW font, but we cater for ALL states around Australia. This means that if particular states or schools around Australia have a rounded k for example rather than the k formed with straight lines, then this is covered within the appendix with variation from the NSW Foundation font. Letter Formation for Little PeopleFew readers

• Speech to Print VS. Print to Speech

  Phonics instruction is one of the crucial elements required in any comprehensive approach to teaching literacy (alongside explicit instruction in phonemic awareness, fluency, vocabulary and comprehension) as both decoding and encoding skills rely on a knowledge of phonics (how speech sounds correspond to graphemes). To read words, graphemes (letters and letter combinations) must be translated into speech sounds, then blFew readers

• My Foundation Class is low, should I drop down and teach the Early Years teaching sequence?

  What if your students are new to school, have not been exposed to the Early Years program? What if you have low entry level students to a Foundation class? Should we drop down and teach the Early Years program? Although some students, and in some cases, whoFew readers

• Using Tracking Sheets for Composite/ Split Classes

  It can be challenging to group multi-age / split year / composite classes. This is because these classes undoubtedly means the range of abilities that you are catering for in your classrooms is quite large. There can even be occasions when a class may have students in ALL of PLD’s stages within one classroom. Foundation / Year 1 When entering data onto tracking sheets, the Foundation/Year 1 class tab has a template ready to use. It includes a column for thFew readers

• Syllables? Syllable Rules for PLD Encoding & Decoding Lists and Speficically for Spelling?

  As students progress beyond simple text, they must learn to read and spell multisyllabic words quickly and accurately. To read and spell these big words, it helps if students have an understanding of how syllables and morphemes work within words. A syllable is the sound unit within a flow of speech. It differs to a phoneme, which is a single unit of sound, as a syllable is a sound chunk that may be made up of several sounds. KnowlFew readers

• Reporting- Does PLD provide templates to report literacy development to parents?

  At this stage, PLD does not have a reporting template for schools. SUGGESTION ONE: STANDARDISED ASSESSMENTS Most schools utilise end-of-year standardised assessments to assist in the reporting process for Years 1-6. These assessments offer insights into how students are faring in comparison to other students their age and how close to the expected level they are. When scheduled annually, a minimum of a 12 month increase in ability is what teaching staff are employFew readers

• Who enters the student results into the tracking sheets? Teachers? Someone in the leadership team? Or someone at PLD?

  This means classroom teachers (rather than assistants or support staff) present the placement tests termly. This means classroom teachers mark the assessments each term. This means classroom teachers (rather than admin) enter the test scores into the PLD tracking sheets each term.Few readers

• End of Early Years Attainment Levels? Should students know just 1 alphabet group? or 2? or 3?

  The Science of Reading challenges us all, to move through the learning content. likely faster than we have in the past. One group (ideally 70-75% of the class) should be keeping up with the teaching sequence and hence the end of year outcomes. One group (likely 20% of the class) will be lagging a little, not picking up concepts as quickly, will be requiring further teaching, addedFew readers