• What is the difference between base words and root words?

  What is the difference between a base word and a root word? Base words are similar to root words, but they are not exactly the same. A base word is a standalone English word that can also form other words by using prefixes and suffixes (whereas, root words cannot always be used as an independent word). | Root Words: Root words come from Latin or Greek. They aren’t usually words that can stand alone in English. For example: For example,** _aud _**is a Latin word root that meansPopular

• Which standardised assessment does PLD recommend? Is there a list which can guide schools in their selection process?

  **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. ** **Different tests source different information. For any test you need to know what information you need & select the range available. Unfortunately, PLD does not provide this type of adviPopular

• 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 expPopular

• 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

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

  ||| PM is not-evidence based. PM Benchmarking is based upon Whole Language and Balanced Literacy theory, both of which are incompatible with Structured and Synthetic Phonics (SSP). Schools who are keen to retain PM's but also adopt PLD are recommended to read the following: Review the recommended evidence-based programs from AUSPELD: https://pld-literacy.org/wp-content/uploads/2022/02/2022_SSP_Programs.The_Bulletin.pdf Review another recommeded evidence-base list from Learning DifficuPopular

• 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

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

  PLD advocates that there is a range in ability within every class. This range in ability will be different for each classroom. PLD does provide a suggested sequential word and phonic study program for each year level, as outlined in the Teaching Sequence Manuals, which is the recommended teaching sequence for Tier 1 students who are working at an age-appropriate level. The stage-to-school year relationship is modeled in the image below. ![Stage to Year Correlation for Tier 1 Students](httpsPopular

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

  | Here is the link where you register for the tracking sheets; place your details in the online form and within minutes they will be received. https://pld-literacy.org/plds-tracking-sheets/ ||| Note: If the submission form is not displayed as per the screenshot below, it is likely due to an adblocker or device/network security settings. Please deactivate your adblocker (if you have one active) and the form should appear all ok. Otherwise, it may be necessary to contact your IT support team to aPopular

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

  ||| Spelling test words are only marked as correct, if spelled correctly. DO NOT MARK CORRECT IF THE PHONIC PATTERN IS CORRECT BUT THERE ARE OTHER ERRORS WITHIN THE WORD. Spelling test words are only marked as correct, if spelled correctly. | Example 1: Test word: toast, child's spelling is toat. The child has included oa correctly in the word. Is this marked as correct and has the child mastered oa? toat - should be marked as incorrect. Likewise toats, oats, tost, toas are also marked as iPopular

• 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

• The issue of reversals & capitals in spelling tests.

  | Q1: How do we mark spelling test errors when letter reversals are present? Letter reversals are a common occurrence in the first years 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 yoPopular

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

  | https://pld-literacy.org/what-are-plds-decodable-readers/ 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

• 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 retPopular

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

  || PLD's Year 3, 5, 5 & 6 Teaching Sequence Manual is due for release in late 2021. 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

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

  || For a comprehensive guide to using the PLD Screens and Tracking Sheets as well as demonstration videos presented by Diana Rigg see our page Establishing a Consistent Screening and Tracking Process. **General Guidelines **(for recording results) using the ‘The 2019/2020 Phonic & sight word sequence Placement Test’Popular

• 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 youSome readers

• Where to after decodable reading books? What next?

  | In terms of where to go 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 reSome readers

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

  || Letter Names & SSP A Structured Synthetic Phonics (SSP) approach to literacy instruction starts with pre-literacy instruction (phonemic awareness, blending and segmenting) and teaching the alphabet sounds. From a PLD point of view, because it is the letter sounds that allow children to sound out and decode (read) words, the letter sounds are viewed as more important than learning the letter names. The general rule, is to spend 80% of teaching time devoted to letter sounds and onSome 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

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

  | Keep in mind, PLD is a structured, synthetic phonics approach first and foremost, which brings together a phonics sequence and applied phonological (and phonemic) awareness, when segmenting and blending and engaging in speech-to-print and print-to-speech tasks. Rules are provided when relevant to a particular phonic concept. PLD DOES NOT lead with overarching rules that govern a range of phonic concepts. That approach IS NOT a PLD approach. || Useful reading: Spelling rules, do they help oSome readers

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

  ${color}[#000000](Can I query your short /oo/ list in Mid stage 1 - you have included pool and cool whereas they should be with the long oo? )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

• THRASS. Selecting Programs for School-Wide Implementation

  | In Australian schools today, teaching based on evidence has become the standard practice. To ensure our educational standards measure up to both national and global benchmarks, schools are advised to invest in programs that have solid research endorsement. This ensures that investments lead to actual outcomes, rather than following passing trends, focusing on appearances, or sticking with traditional (often out-dated) approaches. Schools are advised to select from programs endorsed by organisSome readers

• 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 allSome 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

• Prospective Authors? Does PLD Accept Publishing Submissions?

  | If you are a literacy professional interested in contributing to PLD Learning Resources, we’re very interested in hearing from you. Please review the following information to discover how we can work together with you. 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 dSome 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

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

  | VARIATIONS IN A CLASSROOM 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. Undoubtedly, Stages 1 and 2 are the more complex stages to teach. Students ofteSome readers

• Actions when teaching the alphabet or phonics- To use or not to use?

  ||| Students require alphabetic and phonic knowledge in order to embark on the process of learning to read, spell and write. However, research aligned to the science of reading is generally not supportive of associated alphabet/phonics songs, stories and actions. Some advocates for Science of Reading will argue for actions to be removed entirely. | PLD's Alphabet the Multi-Sensory Way Alphabet the Multi Sensory Way aims to establish strong alphabet and phonic sound ability. TheSome 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

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

  | FAQ 1: I work with students with Autism. What does PLD recommend to support these students? 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

• 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

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

  | PLD's structured synthetic phonics range of materials have been designed for primary schools, however, the materials are often modified for students in other sectors with literacy levels at a primary school level. The materials will require a degree of modification when presented to high school students, indigenous students or for those for whom English is not a first language, also for Education Support students. **The only way forward to maximise functional literacy skills is to go bSome 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

• How and When Should I Teach 'ie' as in /igh/?

  'ie' (as in pie) can be found in base words such as lie, tie, and die. However 'ie' features most predominantly as a change to the base word with a 'y' spelling before the suffix 'es' or 'ed' e.g., apply->applies or applied. || How should the 'ie' spelling as in /igh/ be taught, considering it is not included in the Teaching Sequence Manuals? The Phonic and Sight Word Sequence book includes 5 words (pie, lie, tie, die, aSome 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

• 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. DictationSome readers

• Do you offer information directly to parents? Or does PLD support schools to work with their parent communities?

  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 wiSome readers

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

  ||| PLD & AUSPELD 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 thereby pSome readers

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

  ||| 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

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

  | With the PLD approach, two primary skills facilitate decoding/reading. Both skills are scheduled to be simultaneously taught and explicitly taught from the start of Term One. Four minutes of alphabet sounds. Four minutes of blending three sounds/phonemes. Three or four short sessions 8 minute sessions each day and the majority of students typically will be ready to start on decodable readers (not PM’s) in Term 2. In order to facilitate readers early in the year, the prerequisites for decodingFew readers

• The school is looking at PLD or UFLI. How do the two processes compare?

  | UFLI Foundations is an evidence based explicit and systematic phonics programs, and a valid option for schools seeking to move away from Balanced Literacy and to whole school SSP approach. https://ufli.education.ufl.edu/foundations-materials/ UFLI is a K-2 program, lessons 1-68 for K, lessons 35-110 for Year 1 and lessons 63-128 for Year 2. In comparison PLD offers a pre-K (or Early Years) through to Year 6 program. Keep in mind that each SSP program will offer a specific phonic progreFew readers

• Can you assist with our early reading parent workshop?

  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

• Morphology and How it Operates Within PLD.

  Morphemes, such as prefixes, suffixes and base words are the smallest meaningful units of meaning in a word. Morphemes are important for phonics in: reading, spelling, vocabulary and comprehension. | PLD’s Scope and Sequence Overview (below) outlines at which points phonic concepts and morphemes are typically taught. [![](https://storage.crisp.chat/users/helpdesk/website/67ae980d1c7d2000/screenshot-2023-03-21-Few 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 stFew readers

• Syllables? Syllable Rules for PLD Encoding & Decoding Lists and Specifically 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. || What are syllables and why are they useful? 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

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

  | Central to the PLD process is student tracking which informs the targeted teaching that is required. How is the end of Term 2 screening plotted onto the PLD tracking sheets? Step 1: Request the tracking sheets HERE. Step 2: Set up the tracking sheets, using instructions outlined HERE. Step 3: Individual teachers need to watFew readers

• How to Teach Commonly Misspelled Words in Stages 3, 4, 5 & 6.

  What teaching method is recommended for teaching Commonly Misspelled Words from Stage 3 onward? | All words, regular and irregular should be taught mapping speech sounds to print. Kilpatrick (2015) describes orthographic mapping as: the mental process we use to permanently store words for immediate, effortless retrieval. It is the process we use to take an unfamiliar printed word and turn it into an immediately recognisable word. Most commonly misspelled words are also high frequencyFew 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

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

  ${color}[#000000](Are the PLD phonic spelling lists available in a digital format or on-line so teachers can copy & paste the students spelling words into their work files or for homework? ) 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 simFew readers

• Split vowels or long vowels? How to teach & use elkonin boxes?

  | Long vowels a-e, i-e, o-e, e-e and u-e produce difficulties when seeking to colour code and/or use Elkonin boxes. The reason being the digraphs do not have adjacent letters. || A page from the Phonic Sight Word Sequence exploring how to adapt to long-vowels. https://pld-literacy.org/product/phonic-and-sight-word-sequence/Few 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 oFew readers

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

  | Whilst PLD works predominately with schools and educators to support their classroom programs, we do offer some support to parents in the form of parent handbooks and resources for home learning. Click here to support your child in the Early Years Click here to support your child in Foundation [Click here toFew 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 staFew readers

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

  | We are very happy to create quotes, but first we need the know the following: || Are you wanting to purchase HOME 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/No || Are you wanting to purchase TARGETED GROUPFew 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-literacFew 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 implemeFew 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

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

  || Many schools have expressed that the COVID-19 disruption in semester one made it difficult to maintain the PLD testing and reporting of class profiles. As most states are starting to return to 'relative-normal' schools seem to be in a better position in semester 2 to invest in school improvement. Early Years present Subtest 2: Verbalisation of Initial Phonemes in the Early Years Pre-Literacy Screen.Few readers

• Updates to the downloadable PLD Teaching Sequence & Screening & Tracking Manuals

  | At PLD we update manuals as required. We are constantly communicating with the schools and seeing where implementation is unclear and these insights facilitate the manual upgrades. | All previous manuals are still usable. The skills sequence has not changed in the 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

• 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

• 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

• The 2024 Teaching Sequence Manuals have been updated. Why is this the case? How do schools implement these changes?

  || PLD's evidence-based approach draws upon the literature within: The Science of Reading, which promotes quite a rapid coverage of phonic concepts. Internationally vaild phonic check, which commenced as the UK Phonics. In Australia, by the Term 3 Year 1, the majority of students in Year 1 should attain a score of 28, if presented with an effective phonics program in the Foundation school year and Semester 1, Year 1. State level initiatives e.g. The NSW Curriculum and the WA PhonFew 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?

  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

• 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

• What to do when students are working above their year level? How do I cater for strong spellers?

  ||| FAQ: Students working above PLD age-appropriate levels? How do we cater for my strong spellers and those achieving high scores in subsequent stages? || Step 1: Consider the PLD implementation process. When contemplating whether to accelerate a student, PLD recommends that teachers DO NOT over-accelerate students. Please consider the following: **Question 1: Are teachers just teaching the common errors in a stage, and then moving students up? **If this is the case, within a semesteFew readers

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

  || FAQ: I am a Year 1 or Year 2 teacher and have students unable to spell CVC words. What does PLD recommend? Here are some tips to cater for students in Year 1 and above who are scoring 0-20% in Target 1 CVC spelling. || Tip 1: Get a baseline of skills using the Difficulty Acquiring Stage 1 screen on page 30 in the Year 1 & 2 Screening & Tracking Manual. ![](https://storage.crisp.chat/users/helpdesk/website/67ae980d1Few 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

• 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

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

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

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

  | Step 1 has been completed. The placement test has been administered [Link: https://pld-literacy.org/product/the-2018-19-phonic-sight-word-sequence-placement-test/ ] and I can also see that you have entered your data into the tracking sheets [Link: https://pld-literacy.org/monitoring ] I can also see that you have highlighted the cell or cells that you intend to target over the next 10 weeks within the term. You have made a great start but ...I would like to suggest an alternative to just lookFew readers

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

  | Thank you for your interest in PLD. Yes, PLD is one of the Australian whole-school evidence-based SSP options available to choose from. For a full list of the recommended programs from independent national organisations refer to: PLD and other SSP program providers endorsed by the WA Government - see page 11 here: https://pld-literacy.org/wp-content/uploads/2023/04/WA-Phonics-Initiative-Oct-2022.pdf page 17 here: https://pld-literacy.org/the-primary-reading-pledge/ https://pld-literacyFew 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

• Help! Students decoding and spelling at different levels?

  | Some students, in the early stages of reading (Foundation and early Year 1), will operate at the same reading and spelling level. Hence the phonic patterns they are learning to read and similar to those they are learning to spell. 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

• The Use of Songs & Actions

  || The use of gestures/actions when teaching phonological awareness is a strategy PLD employs during initial sound awareness learning. 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

• The High Frequency Word Charts: Why have the HFW Charts changed?

  The High Frequency Charts have recently undergone a significant upgrade. || WHAT CHARTS? The old High-Frequency Charts consisted of regular flash words, irregular heart words and phonic concepts. | WHAT HAS CHANGED? New charts can be downloaded HERE The following changes have been made: RemovedFew readers

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

  | Step 1: Register for the PLD tracking sheets using this link: https://pld-literacy.org/plds-tracking-sheets/ You will receive instructions on the first tab READ THIS FIRST, which outlines how to set up the sheets. | Step 2: Teachers will need to complete the placement tests for whichever term you wish to commence. 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

• PLD Upgrading Books to Newer Editions

  || The PLD Policy 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

• Reading Intervention for Students Operating Above 3, Who Still Require Intensive Reading Instruction

  What happens when students can read Stage 3 words with accuracy, but still need intervention? These students typically are identified by low standardised reading scores when compared to their age, identifying their word accuracy as below expected levels. These students may be able to read words (Stages 1-3), but their automaticity and rate of reading is below expected levels. These students may present with a low reading fluency score. | What to do for these students? **SuggestionFew readers

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

  || In the PLD process for the Early Years, the Term 1 skill is the ability to blend and segment syllables. https://pld-literacy.org/product/early-years-teaching-sequence-manual/ After targtyeed teaching delivered over each day of attendance, in week 6 or 7 a 1 minute subtest is presented. 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

• 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). | Print-to-speech skills are those required for decoding. To read words, graphemes (letters and letter combinations) must be translated into speech sounds, then blFew readers

• Jolly Phonics and PLD in Foundation and Year 1.

  **There are similarities and differences with the PLD and Jolly Phonics programs. In a direct comparison, the main difference is the sequence of sounds. ** | Both programs start Foundation with the same set of sounds: satpin. The difference between the two programs here is that after the first set of sounds are taught, PLD will stop moving along in the sequence and engage students in repeated practice until students acquire 5/6 or 6/6 sounds, and then move on. ![](https://storage.crisp.cFew readers

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

  | Absolutely! At PLD we are always happy to provide guidance on the Placement Tests, but you need to follow these steps first. || It is essential that you plot the test results onto the current PLD Tracking Sheets (and not a paper-based version or a version that you have created). If you have not requested the tracking sheets this year, please do so here: https://pld-literacy.org/plds-tracking-sheets/ and they will be emailed straight to you. Step 1: Is to hide the data you do not need forFew readers

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

  | all or al/l? || In SSP there are certain aspects that are 'tricky' or uncomfortable to apply to English. all is one concept that fits into this 'tricky' category. 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 little further in their learning they encounter words such as w/al/k, t/al/k and then a little later they encounter words suchFew 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. | At PLD we have worked with hundreds of schools and we have created a relatively simple student tracking process that converts paper-based testing into useful teachable data on tracking sheets. **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

• Phonic Sound Wall Charts for Stage or Year 4 and beyond? What does PLD offer and recommend?

  ||| What is a PLD Phonic Sound Wall display? A sound wall is an interactive display of phonic concepts and words that is organised by and/or emphasises individual sounds (phonemes). Commonly there is one wall for consonants and one for vowels. Sound walls focus on the formation of phonemes which gives young students a structure that helps them understand the foundation of language and written literacy. As we know from current research about the science of reading, children learnFew readers

• How To Choose Decodable Reading Books?

  With so many decodable readers to choose from, how can you choose the best sets of readers for your school? ||| Check that the phonic sequence aligns with your SSP program. **PLD's phonic sequence aligns with the Decodable Reader sets that are offered on the website. The graphic below outlines what sets should be used to target acquisition of skills, based on the results of the Student's Early Reading Screen fFew 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

• How do I incorporate irregular high frequency words into my PLD SSP lessons?

  || PLD's Position on High Frequency Words PLD is an evidence-based structured synthetic phonics (SSP) program that integrates the teaching of high frequency words (HFW’s) within the phonic sequence. You can read more about PLD's approach to HFW HERE Following an extensive literature review, PLD upgraded our approach to teaching high-frequency words (HFW) by amalgamating it with our phonic progression. Our unique approach allowFew readers

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

  || Tracking and reporting of student progress and the classroom implementation of PLD is central to the PLD process. For this reason, we are keen to support the process of introducing and effectively utilizing the PLD tracking sheets. 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

• 3 Groups/Levels of Phonic-Based List Words and 2 Levels of Dictation? How to Present Dictation with one adult in the room?

  If teachers have three groups, each with a different phonic concept, how do they facilitate dictation that caters for all ability levels in a half hour SSP lesson? | If you have one adult in the room during the SSP time, the broad rule PLD promotes in to present 3 levels of word lists and 2 levels of dictation. Option 1: Look for overlap on your tracking sheets The low group must always receive dictation at their level, as they have a reduced ability to stretch higher than where theFew readers

• Changes to Year 1 & 2 Teaching Sequence Manual (2023). Why have these occurred?

  ||| There been changes to the teaching sequence for Year 1 in the Year 1 & 2 Teaching Sequence Manual. You can download a current version of the Teaching Sequence Manual HERE | WHY THE CHANGES? There have been three main contributing factors to the change: Changes in state curriculum expectations, across many of the states within Australia. See how PLD aligns to the new Australian National Curriculum [HERE](https://Few readers

• How many phonic concepts should be taught in a week? A single phonic concept a week? Or two phonic concepts per week?

  There will be a range in ability within any Year 1 or 2 class. It is unrealistic for teachers to deliver one level of instruction to the entire class. Likewise, it is unrealistic for teachers to deliver four or five different levels of instructions to the class. PLD suggests grouping students in no more than THREE targeted teaching groups. || Within the three targeted teaching groups, each group will have a phonic concept (or concepts) and one list of words. Across each of the three gFew readers

• Is The PLD Screener Enough for WA's Mid-Year 1 Phonics Check?

  ** As a part of the 2023 WA Department of Education Phonics Initiative, WA schools will be required to complete an annual phonics assessment for Year 1 students from the start of 2023. The annual assessment will help teachers to identify students who require additional support to develop essential phonics skills.** On Page 11, you will find the list of endorsed programs. PLD is listed here as a phonics prFew 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. ||| The Letter Formation For Little People range has variations of k and v. 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

• Additional Sets of Decodable Reading Books Required?

  | | The full set of PLD's reading books are located within this catalogue: | | Order form here: https://pld-literacy.org/product/decodable-reading-books-order-form/ 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

• How to best use TA / EA Support During PLD/SSP Lessons?

  In some of our classes around Australia, we are lucky enough to have the support of a Teacher Assistant (TA) or Educational Assistant (EA) during our SSP lesson. If this is the case we can take advantage of the extra adult assistance in the following ways: ||| During Whole Class Teaching: If the Tier 3 Students have dramatically deviated from the classroom levels, have the TA/EA remove them from the mat session / whole class teaching and deliver targeted teaching at a lower level. ![](httpFew readers

• Homework Related FAQs

  ||| FAQ 1: Does PLD support the allocation of homework? PLD considers the delegation of homework and related tasks to be a school-based decision. However, PLD supports home and school working together should schools be required to assign homework. | FAQ 2: What areas do PLD recommend to be targeted? Those where skills can be repeatedly rehearsed i.e. maths, spelling, handwriting or reading. || FAQ 3: Which PLD resources could be used to support teachers allocating homework? The followFew readers

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

  | Each term is a reset 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. ||| Continue teaching the phonic concepts of that stage as outlined in the Teacher Sequence Manual 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. || Students enterinFew readers

• Science of Reading and PLD. PLD recommends additional training in the Science of Reading

  | **PLD is one of the recommended evidence based and evidence-informed SSP programs, aligned with the Science of Reading. ** You can find links to different articles and reports in the evidence base section of the website. ||| **In addition to the PLD training outlining how to implement PLD's programs, it is highly recommended that schools also engage in generFew readers

• Composite or Combined Foundation / Year 1 Classes and the Combined PLD Tracking Sheets

  For teachers who have Foundation/Year 1 composite class, your tracking sheets are a little bit different. || The differences The goal of the combined sheets is to make tracking easier for these teachers. However, this does mean the recording of screening results is a little different. You can see that the Foundation/Year 1 tracking sheet __does not have the columns to record both mid-term and end-of- term assessment. __ Here are the headings for the Term 1 Tracking Sheets: ![Tracking SFew readers

• Onset & Rime - What has changed? How does it function within PLD from 2024?

  || PLD is committed to reading the release of new research, and analysing how the PLD range is impacted by new research. From this annual process the following change has emerged. | Onset & Rime Blending is NOT Associated with Structured Synthetic Phonics, but a Linguistic Framework Instead. As such, PLD has made some modifications to the Foundation teaching sequence and screening tests. | Onset & Rime in the Early Years PLD will still produce Learning to Blend Onset & Rime, but it wFew readers

• Heggarty and PLD's SSP program. Can the two programs be used together?

  PLD offers a structured synthetic phonics program with some embedded phonemic awareness training in Term 1 Foundation; Blending three phonemes (to fast-track students into decoding) https://pld-literacy.org/product/learning-to-blend-three-phonemes/ Segmentation (to fast-track students into spelling). https://pld-literacy.org/product/learning-to-segment-cvc-words/ | Yes, Heggarty can be presented in conjunction with PLD's SSP program. Keep in mind that Heggarty of auditory and oral and quFew readers

• Data Walls? Does PLD recommend the use and time put into 'data walls'?

  What is a data wall? A data wall is a means of visualising student achievement over time on a physical wall. PLD does not advocate for the use of a data wall as the use of the PLD Tracking Sheets alreadsy facilittaes termly data on each student & classroom. | Suggestion 1: Using the PLD Tracking Sheets in fidelity will be a time-saving way to keep abreast of student's progress over the school year and throughout their time in the PLD program. On the Tracking Sheets, the student's abiFew readers

• School Support and Professional Learning Options

  | Access to Free Support Services The following options are available free of charge through the PLD office: Q&A Coaching Session Phone Call BOOK HERE Q&A Coaching Session Zoom Meeting BOOK HERE Tracking Sheet Feedback BOOK HERE School Leader 30 Minute Consult [BOOK HERE](https://calendly.com/pld-qa-coaching-session/pld-qa-coachinFew readers

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

  | Q1: With the Early Years Pre-Literacy Screen- Alphabet Sound Knowledge Section (Kindergarten). If the student only recognises the sound with the hand action - should this be marked as correct, half correct or incorrect when entering the data onto the spreadsheet? 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

• A student has completed the Early Reading Screen. They have got 100%. Where do we look for the next steps to support their reading?

  | First: Has your student completed the Early Reading Profile? Did they score 100%, with whole word reading that is fast and without decoding? The Early Reading Profile is found in the Screening & Tracking Manual. | Second: Is tFew readers

• Term 4 End of Year Assessments? Are they required? How to finish the school year?

  __There is no end of Term 4 screening. __The purpose of end of term screening is to set a teaching plan for the coming term. As a matter of routine, setting the Term 1 teaching should not be the responsibility of the previous teacher, but the new teacher taking on the class. However, for 'new schools' commencing their PLD 'launch and journey' we often suggest exist testing, so that on the pupil free days on January, schools can traing and induct staff into the PLD procFew 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. | DATA INPUT ON TRACKING SHEET 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

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

  | FAQ 1: We are preparing for the end of term review. We anticipate that some students will move up or down groups. Can you provide advice? *** 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

• Decodable Reading Book Labels and the New Updates to the Labels.

  | The PLD organisational labels for decodable reading books have been improved and updated Q: What has changed? A: The colours of the labels have changed. For example: Foundation Semester 1 were purple and aqua, and now they are purple and green. Year 1 Semester 1 were green and yellow, and now they are yellow. **Find the new Storage and Organisation Labels for Decodable Reading Books [HERE](https://pld-literacy.org/product/foundation-semester-1-storage-organisation-labels-for-decFew readers

• Do you present full lists or split/half lists (half/half lists)?

  The Structured Synthetic Phonics Time-Savers Resources have multiple list options for each phonic concept. Some are a single concept, and others have 2 concepts (half/half lists) or even 3 concepts (third/third/third lists). More options than just one list have been provided for each phonic concept. This allows teachers some flexibility in selecting lists, which target the specific needs of stFew readers

• Moving In and Out of Stages Between Terms

  | Question: When testing a class in readiness for the new term, a student has made significant progress, enough to move on to the next group. However, that group are well into the next stage so if he joins that group, will miss a significant number of lists. What should we do? Do we keep them in their current group, or move them up? Answer: Each term is a reset The new Term is the perfect opportunity to change groups, as each term is a reset. It is OK to move these students into thFew readers

• Week 6 & 10 in screening in the Early Years & Foundation? Is it necessary to assess twice? Can I just present end of term screening?

  || Students in The Early Years and Foundation should move quickly through the learning sequence. Checking-in on students in Week 6 will allow teachers to reflect on their teaching, adjust their program, and refine teaching targets for the remainder of the term. If a student is progressing well, a plan can be made to push along with the teaching sequence. If aFew readers

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

  At this stage, PLD does not have a reporting template for schools. | SUGGESTIONS 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

• Foundation Screening & the Tracking Sheets. Why are certain subtests not included?

  It is not a mistake, some subtests are intentionally not included on the tracking sheets. PLD aims to make the tracking sheets easy to manage and making teaching groups should be a simple task. However, It is still important to teach and screen the subtests that are not included in the tracking sheets. || Not included in the Early Years Tracking Sheets: [* Subtest 5a, 5b & 5c: Alphabet Sound Recall & Formation (Handwriting)](https://pld-literacy.org/product/early-years-screening-tracking-Few readers

• PLD is NOT just a spelling program; a SSP phonics program for reading, spelling, writing, word knowledge, HFWs and phonological awareness

  PLD is a broad structured synthetic phonics program, with embedded tasks (and a routine) from which students learn: The phonic concepts are (e.g. sh, au, ea, high and tion) To decode (or read) the phonic-based words (across PLD's stages 1-6) To read fluently, through the repeated readings of the phonic passages (and the application of the words correct per minute calculation embedded in the phonic passages). To encode (or spell) the phonic-based words (across PLD's stageFew readers

• Can Tier 3 Students / IEP Students / Students with and EA or TA be integrated into Whole Class Teaching?

  Research suggests that daily reviews and whole-class teaching is appropriate for 90% of students. However, when students' skills have deviated from the existing range in the ability within the class this is difficult. ||| If these students have an allocated EA/TA, a separate and individualised teaching plan can be devised and executed. As per the Three-tier approach (below) , these children are your 'Tier 3' and require long-term individual and personalised teaching. ![](https://storage.cFew 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? | PLD's stance is to NEVER drop down to teach the Early Years Teaching Sequence to Foundation Students, unless the particular students are likely to receive a NDIS/Special Education Needs diagnosis which is likely to attract funding. Although some students, and in some cases, whoFew readers

• Tracking spreadsheets formatted using formulas to colours e.g. green, orange and red. Does PLD recommend using formulas?

  | Colour coding is not a recommended way of interpreting your spelling data. Schools are instructed to apply all SSP programs with fidelity for the best results. This process you are considering is a deviation from the recommended PLD process. In the recommended tracking sheet process teachers are advised to engage in their own manual highlighting of particular test scores in order to devise three targeted teaching groups. PLD offers free tracking sheet support and this support cannot be provideFew 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. | PLD advocates for three targeted teaching groups, that reflect Tier 1, 2 and 3 students within a class. 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

• What Books are Required in Upper Primary for Classes with Students Working Across Multiple Stages

  **In all schools, there will be range in student abilities within each classroom. Over time throughout the implementation of PLD, the spread or range of ability should be reduced, as particularly the Tier 2 and 3 students progress in their skills and operate closer to the Tier 1, age-appropriate students. ** || In the meantime what should schools do? **Suggestion 1: **Commence with the starter packs for each year levelFew readers

• How has the 2024 literacy sequence for Foundation changed?

  The Foundation Teaching Sequence has been updated in line with research in 2024. As you will be aware, PLD strives to be an evidence based and evidence informed SSP provider. The result of these changes for Foundation means that student outcomes should be stronger. Historically in Term 1 Pre - CVC skills were taught. These include: Alphabet Blending Segmentation | Research suggests that phonemic awareness in isolation is no longer recommended but rather mapping phonemic awareness to worFew readers

• Standardised Testing SOMETIMES for particular students not correlating to the PLD Stages? Can you assist?

  | For the majority of students there will be a rough correlation between their PLD stages and their standardised spelling age. For a small percentage the correlation seems to be significantly out. (Eg their standardised age is strong but their PLD stage is lower or visa versa). Keep in mind that each standardised test will likely give a different operational age. It is just an indication one a single day. It is possible test again with a different test and see if the operational age is similFew readers

• Is there research to support PLD’s phonic sequence and stages?

  All evidence-based SSP programs present a structured sequence for phonics from initial code to extended code, to a focus on phonic units that are also morphemes/meaning units. These programs include the provision for frequent checks for understanding, application and review. The following overview outlines PLD’s SSP sequence, progressing from single-letter phoneme-grapheme connections and digraphs to the introduction of alternative spellings in the extended code. This can also be found here ${cFew readers

• How has the 2024 literacy sequence for the Early Years changed?

  The Early Years Literacy sequence has has been updated in line with research in 2024. As you will be aware, PLD strives to be an evidence based and evidence informed SSP provider. | The Term 2 section of the sequence has been updated in line with the existing research. In previous years, initial sound awareness has been taught independently (and before) alphabet sounds (starting with satpin). || However research is calling for phonemic awareness to be taught in conjunction with the mappingFew readers

• Could You Please Advise of the Benefits of Sending End of Term Data to You?

  PLD places a significant focus on the scheduling of termly testing/placement tests but more importantly, the processing of the test results and the range in ability into a targeted teaching plan for the term ahead. | Teachers usually find time to schedule and administer the tests at the appropriate times, and enter the % scores into the tracking sheets. | What they struggle with, is establishing 3 targeted teaching groups and a teaching plan for the term ahead. PLD provides support [vidFew readers

• Is PLD creating decodable reading book sets?

  | PLD are considering creating our own range of decodable reading books but have no estimated time regarding if or when these might be available, but there certainly wouldn't be anything available this year. For now, we have carefully curated a selection of decodable reading books which align well with PLD's approach and these can be found here: Catalogue: https://pld-literacy.org/product/decodable-reading-books/ Price list: https://pld-literacy.org/product/decodable-reading-books-orderFew readers

• Why is a Junior Primary Prevention Strategy Important?

  | WHY PREVENTION? "Most researchers and practitioners agree that reading problems are more difficult to remediate than prevent." Snow, Burns & Griffin, 1998. “A little help early on may significantly improve the child’s life throughout the school years and beyond. Heroic efforts later on, data suggests, may be difficult. Which is it to be?” Butler, 1999: 17. “Catch them before they fall” (Torgeson, 1998) **“One of the most compelling findings from recent research is that chiFew readers

• The page numbers for phonic dictation do not always match the Teaching Sequence Manuals and the Time-Savers Range.

  The page numbers reflect the current and most recent editions of the books. All manuals can be downloaded here: https://pld-literacy.org/pld-catalogue-request/ Please note that the manuals on an ongoing basis, do become updated. | **If you are using older editions of the Phonic Dictation Programs or the Time-Savers Range thereFew readers

• Does the Early Reading Screen Profile screen for automatic word reading and fluency?

  | The Early Reading Screen does not screen for fluency. It reflects on two areas of early reading: Accuracy - can the child 'crack the code' and verbalise the words. Automaticity - can the child read in a manner that is automatic (hence with reduced sounding and ultimately predominately whole word, with some fall back decoding, if unsure) Here is a recmmended videoFew readers

• Can I Administer the Spelling Screener Online or Via a Device and Have my Students Type the Words?

  | PLD will always advise against administering the Spelling Screener online or via a device. Research suggests that the benefits of teaching handwriting go beyond simply writing (Dinehart, 2014). There is increasing evidence of a link between the fine motor skills required in handwriting and the development of cognitive skills which lay the foundation for later academic success. When children write letters, they demonstrate better letter recognition skills which means they learn to read quiFew readers

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

  | It is a PLD position, that classroom teachers should be managing the termly tracking sheets. 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. || Why? It is through marking, analysing and processing the placement tests that teachers are establishing theiFew readers

• Can I Have Copies of the PLD Resources or Decodable Reading Books Sent Out on Approval?

  PLD is unable to send out copies of our resources of decodable reading books for approval. | You can see a preview of any of our products or resources on the website. Just click on the blue 'Preview' button under the image of the resource you wish to view. All programs have demonstration videos which provide experience with the books and programs. ![Most schools find that if they utilise the preview book and video functions, they do not need to have the books on approval.](https://stFew readers

• Why do the 2024 Spelling Tracking Sheets not have a column for the phonic errors?

  | In 2023 yes the tracking sheets had a column in which teachers were able to list the errors students were making. In the 2024 version of the tracking sheet PLD's Tracking Sheets for Monitoring Student Progress this column has been removed. Why was the error column removed in the 2024 tracking sheets? Teachers were inappropriately using the column. They were identifying the errors for ALL students in the class and not just the Tier 2 and 3 students who require an individualised program.Few readers

• Can I Administer the Spelling Screener and Have my Students Type the Words?

  | PLD will always advise against administering the Spelling Screener online or via a device. The intended approach is for students to handwrite the spelling words, rather than typing them digitally. There are a few key reasons for this: **Handwriting and Spelling Development: **Handwriting involves a different cognitive process than typing. By requiring students to write the words by hand, we are better able to assess their spelling skills in a way that more accurately reflects their everyFew readers

• Catering For Students Who Continue To Make Ongoing Errors

  Many students will not score 100% at the stages underneath their level of operation. They will still continue to make a few errors here and there. Not enough errors to hold them back a stage, but the errors will still be evident and are far from ideal. It is recommended that you book 'Tracking Sheet Support' from the website homepage. Here, you can upload your tracking sheets and request assistance from PLD's School SFew readers

• Why do the spelling placement tests not cover all the phonic concepts?

  || The teaching sequences are broader than the items within the placement screens. The screens do not assess every concept within each stage. Why? PLD aim's for the testing to be relatively time efficient. If presenting 30+ concepts for each stage, the test would become LENGTHY. It is a small sample to orientate students to a stage. | * Keep in mind Stage 1, 2 and 3 in the Teaching Sequence Manuals present 4 terms of teaching and Stages 4, 5 and 6 present 5 terms of teaching. This isFew readers

• Updated Phonic and Sight Word Sequence (Bpsw): We have an older edition, is it necessary to update?

  | Program updates are often minor, so books less than five years old usually don’t need replacing. However, for Phonic and Sight Word Sequence books older than 6-15 years, significant changes to the introduction sections may warrant an upgrade. If schools have a mixture of older (pre-dating 2020) and newer editions of the Phonic and Sight Word Sequence, it is advisable that the older editions are phased out and replaced by the current version for consistency within your school. SchooFew readers

• Why Tier 2 and Tier 3 Students Cannot Follow the Full Year Overviews and the Teaching Sequence Manuals?

  | Skill Gaps | Tier 2 students are slightly behind their age-matched peers, often missing foundational skills. Tier 3 students are significantly behind and may lack critical early literacy knowledge. Without addressing these gaps, the standard sequence may move too quickly for these students. | Learning Pace Tier 2 and Tier 3 students benefit from slower, more targeted instruction tailored to their level. Attempting to follow the same pace as Tier 1 risks further frustration and disengagementFew readers

• Why is qu assessed in the Stage 3 Placement Test but there is no TimeSaver list or Targeted Teaching of this concept at Stage 3?

  | Stage 1 Concept- common error still | Reoccurring Concept- No Specific list but 'qu' is incorporated through the Stage 3 lists including but not limited to: List 3- squeal List 20- squeeze List 25 - square List 53- quarter List 54- quickly, equal, require, request, liquid If this is an error you would like to address, you can use page 98 BpswFew readers

• What place does ‘Phonetic Writing‘ (or invented spelling) have in PLD, SSP and Foundation?

  | There are many opinions related to Early Literacy and many of which are still drawing from Whole Language and Balanced Literacy Theory. PLD is not aligned with these frameworks but rather with Structured Synthetic Phonics (SSP) and hence will differ from those holding a Balanced Literacy/Whole Language/Play ECE background. The 2024 Term 1 Summary Overview suggests single word CVC reading & spelling. This can be found on Page 5 of the Foundation Teaching Sequence Manual It is in from TeFew readers

• Our school needs decodable reading books. What should we consider before requesting a quote or placing an order?

  | Consider whether the decodable reading books will be used for: Home reading books? In-class group reading books? Both scenarios? Schools operating with budget constraints may aim to purchase the books in stages. For example home reading books one year then in-class group reading books in the subsequent year. | Consider what year levels will require the decodable reading books? Foundation? Year 1 and 2? Support students in Years 3-6? It can be useful to estimate the percentage of sFew readers

• Where is the Foundation Reading Screen Testing of Exercise 6 and 7 Located?

  **In Foundation students are taught to read and spell words using Stage 1 Target 1-2 phonic concepts applied in CVC, CCVC, and CVCC words. Therefore, the Foundation Screening and Tracking Manual includes the stimulus pages required to test students reading up to Stage 1 Target 4 digraphs. If you require testing above this using Stage 2 and 3 phonic concepts you can use the below resources: ** The stimulus pages for StaFew readers

• The PHONICS CHECK's alignment to PLD.

  | Each year the phonic concepts that are included in the 'Phonics Check' will differ slightly as they change the words included in the test each year. What is important to remember is that this is a pass-or-fail test only. This means students only need to receive a score of 28 or above to pass the test. Students who are keeping up with the teaching sequence manual in Year 1 should be exposed to enough phonic concepts to pass the test. https://pld-literacy.org/product/year-1-2-teaching-sequeFew readers

• The Early Years Manuals And How They Work Within The Term Tips Videos And Online Courses.

  | The Termly Teaching Tips videos and Online Courses show a different term summary than the Teaching Sequence Manuals, why is this? The termly sequences shown in the Videos and [Online Courses](https://pld-literacy.org/professional-learning-delivered-onlFew readers

• How Should the Spelling Placement Test Be Presented? Any tips or reminders?

  ** | To ensure accurate assessment results, follow these guidelines when administering the Spelling Placement Tests: Follow the instructions provided on the test pages in the Screening & Tracking Manuals. For example, “Spell the word… [read the test word in a sentence]. Spell the word…” No additional assistance is provided. Do not sound outFew readers

• How do composite Foundation & Year 1 classes operate with the Tracking Sheets? What are the options?

  Managing composite Foundation and Year 1 classes can be challenging, especially in Semester 1, when students are at different stages of their learning journey. Unlike other multi-aged classes (e.g., a Year 3/4 class or a Year 5/6 class), where the tracking sheets are relatively easy to combine due to the similar assessment cycles and progression rates, the Foundation-Year 1 combination is more complex. | Option 1: Separate Foundation and Year 1 for Term 1, Combine from Term 2 Onwards Using theFew readers

• When adding suffixes to words that end in an e, how do we teach students when the e goes away and when it stays?

  | When adding suffixes to words that end in an e, how do we teach students when the e goes away and when it stays?trickier In words such as see and be, the e at the end of the word is actively making the sound /ee/, so when we add suffixes to these words, the e stays. E.g. see + ing = seeing || Silent e || In other words, the e at the end is helping rather than making the sound, so we call it a silent e. For example: Make, the e is helping the a say its long sound /ay/.Few readers

• How do I set up tracking sheets for composite or multi-aged classes?

  | How to Set Up Multiage Classroom Tracking Sheets? (e.g. Year 1-3, Year 3-6) Multi-age classrooms, where students from different year levels learn together, will require slight alterations to the PLD tracking sheet. PLD’s approach is well suited to multi-age classrooms as the PLD’s tracking sheets provide a structured way to monitor student development while allowing for differentiation based on ability rather than age. Step 1: Select the Appropriate Tracking Sheet Format Do not track yFew readers

• I can't locate the pre-CVC, difficulty with CVC tracking sheets tab? Can you help?

  | Step 1 Register for the tracking sheets: https://pld-literacy.org/plds-tracking-sheets/ || Step 2: Follow the 'set-up' instructions and save them trackign sheets to your device. Please note PLD does not email out the trackign sheets. You must request them (via the step 1 online form and save them to your device). ||| Step 3: Scroll through the MANY tabs, until you locate the tab with pre-CVC studnets listed in the title. This graphic should assist. ![Instructions](https://storage.crisp.chFew readers

• PPT templates? Where do I locate the Power Points and the 10 minute set up video?

  On the website, under the PROFESSIONAL LEARNING drop-down menu there is a very useful section with MANY useful videos, for educators to keep striving for fidelity in their implementation and for further training, or you can find the direct link here -> https://pld-literacy.org/maintain-strong-implementation-of-plds-programs/ ![https://pld-literacy.org/maintain-strong-implementation-of-plds-programs/](https://storage.crisp.chat/users/helpdesk/website/-/6/7/a/e/67ae980d1c7d2000/home-pld-promoFew readers

• Still in stages 1 or 2. When students keep making errors in Stages 1 & 2, can teachers still progress them on?

  | Yes, students can often progress, even if they are still making some errors in Stages 1 or 2. While many teachers hold firmly to the 80 - 85% accuracy rule, both PLD and the Science of Reading support a more flexible, responsive approach based on student data and instructional pace. The percentage converter in the PLD mammals outlines acceptable error margins: Stage 1: Students are permitted to make up to two errors per target. The converter provides cut-off scores such as 60% (TFew readers

• When is the best time (or ideal time) to submit tracking sheets for support?

  ** | To ensure the best implementation of Structured Synthetic Phonics (SSP), it is essential to use the tracking sheets with fidelity and to organise your class data within set timeframes. To ensure effective and timely support through our office, we recommend submitting your tracking sheets at key points throughout the year. When to complete testing AND submit tracking sheets for support? Spelling Placement Screens should be conducted at the beginning of the school year (ideally Term 1, WeeFew readers

• Foundation Testing in Term 1: Students Scoring 100% in Week 6? Do we repeat week 6 screening?

  ** | Question in full: If a Foundation student scores 100% in Week 6 for Phonemic Awareness, Alphabet Sound Recall and Formation for Group 1 & Group 2 Alphabet Sounds, do they need to be retested for the same skills in Week 10? **Answer: **No - retesting these students is not necessary in Week 10, Term 1. Instead, focus on assessing their CVC word decoding (reading) skills. Present Exercises 1 and 2 from the Term 2 Early Reading Screen. Refer to page 6 & 13 in the Foundation ScreeninFew readers

• What is the range of stages in the SSP Kits? What is included particularly in the Year 5 and Year 6 SSP Kits?

  || The Integrated SSP Kits provide materials to cater for the 'typical' range in ability across most classes. For extremely advanced or significantly delayed students (particularly with the Year 5 & 6 Kits), you will need to look at other product options to cater for the complete range. | The Foundation SSP Kit includes: Foundation (Stage 1) Terms 1, 2, 3 & 4 (hard copy and digital access) Plus Term 1 Year 1 (digital access) Link to website listing: [__https://pld-literacy.org/product/Few readers

• Is there a special offer, when schools have purchased 'starter-packs' and classroom programs & are now keen to transition to the SSP Kits?

  Some years ago, PLD did not have the SSP Kits to offer, which provide: A collection of hard copy resources/programs. The manuals (volume 1 and 2) being in hard copy and digital versions. Daily Reviews. Materials that teach the class term by term, as well as a large range of 'catch-up programs' https://pld-literacy.org/sspkits/ As a rule we are always keen to see schools move to the SSP Kits, as they reduce teacher preparation time. We do however, recognise that for many schools thisFew readers

• Oops! I have added Term 4 EXIT TESTING to the previous year's tracking sheet, rather than the new school year tracking sheet! What do I do?

  If choosing to present the EXIT TEST at the end of Term 4 (as typically recommended only in the first year and for schools seeking to utilise the pupil-free day for planning), then this should be placed on a 2026 tracking sheet, not a previous school year tracking sheet. As a rule, EXIT TESTING is for the next school year that you are preparing for. As a rule, PLD does not recommend adding end-of-term 4 data to your annual tracking sheets. You can read more about this here: https://supporFew readers

• Students not scoring 80%? Hold the students back? What are the options when students are not moving?

  || In terms of holding students back, when they are not reaching the 80% requirement, this is not always advisable. Many schools are rigid around the 80% score. If a student scores under 80%, some teachers stop and continually target, despite not analysing the full profile and scores further along. | Situation 1: Do not just highlight/identify the first time a student scores drop below 80%. Remember to keep looking to the next columns on the right, and if well into further stages, then progFew readers

• Phonic-based reading and phonic-based spelling stages? They often do not align!. What to do?

  || Reading and spelling alignment with phonics Beyond the Foundation and Early Year 1 level, reading and spelling skills will no longer align. Initially, in children's development, children will be learning to read, spell and write the phonics concepts; whether that is CVC, or digraphs 'sh' or 'ay'. But very soon, early Year 1 (and sometimes earlier) reading should take off, and move further and faster than spelling and writing skills. Afterall this also makes sense, as only surface-leFew readers