PLD Online (School Leaders – How to implement PLD successfully) Dianne Riggs

Key: 

PLD = Primary Literacy Development

SSP = Supports Sythetic Phonics

PLD targets phonologal and phonemic awareness. As well as alphabetical sound recognition. 

Work with 3 targetted teaching groups. Early intervention is crucial. Teachers can't wait till end of the term or mid year. 

 PLD Tracking Sheet

Completing and tracking students' progress on the tracking sheet is important for the success of the programme. 

RED FLAGS:

* Early Years students, showing no progress, between mid and end-of-term testing. 

* Term 1 data is entered, however after term 1, the process is abandoned. 

* The PLD sheet shows no variation in the test scores. 

* When does the 85% rule apply and what are the exceptions? 

* Test results converted into percentages but no colour filling of cells, (in the year 1 - 6 spreadsheet)

* Results have been entered and colour filling of the cells has occurred, however, the students have not been arranged into 3 targetted groups. 

* Students placed on inappropriate levels/stages rather than targetted groups. 

* Results entered and class arranged into targetted teaching groups, but the highlighting does not reflect clear 'group' teaching targets.

GREEN FLAGS:

* Students are not sorted alphabetically but into 3 ability groupings. 

* Data is entered consistently each term.

* The majority of the students are showing improvement between each cycle of teaching and screening. 

What is the benefits of PLD SSP ?

* International research proves that children that are off to a poor start in Literacy at the start of their schooling, rarely catch up. 

* 3 tiered framework: 

* Synthetic Phonics is the most effective method of literacy instruction, according to international research. 

It's important to report every term on the progress of each class and discuss different situations. 

It is recommended that the tracking sheet is not used in an Excel format but rather an iCloud format. 

Foundation Phase

* The foundation phase is critical for developing good reading and spelling patterns in students. Teaching it well in foundation years will prevent remedial from happening later. 

* Students should obtain an 85% or higher level before moving on to the next level. 

* Even though there is an 85% rule, space is created for teachers to use their discretion in deciding which groups students should be in. 

* Don't only look at one level, look at multi-levels when deciding the groups. 

* Students might obtain 75% in level 1 and 50% in level 3, then rather move a student to level 2 instead of keeping them back in level 1. 

Year 3,4,5,6

* Aim to increase students' ability within 12 months in a 4-term school year. 

* Progress is attainable if attendance is adequate

* If cognition is in the normal range

* If classroom tests have been completed correctly

*And if the teaching process is well designed and delivered

Explicit Direct Instruction (EDI) Chapter 5

 Is everyone learning? 

How do we know if our students are learning? Often we wait till assessments, which are too far away to correct. 

Ask students about their understanding. Not regurgitation. Ask students to apply their understanding. 

Starting with questions makes the students with experience feel smarter and the students with no experience dumber. rather follow the model of TAPPLE.

T - Teach First before asking te so students are equipped to respond. 

A - Ask a question specific to what you just taught. 

P - Pair-Share with another so students practice their response to the question

P - Pick a Non-Volunteer randomly to verify that everyone is learning. 

L - Listen to student responses so you can make real-time instructional decisions. 

E - Effective Feedback elaborates, exclaims or reteaches based on student responses. 

Teach First:  This is one of the fundamental EDI rules. The purpose of CFU is to verify that students are learning what you are teaching. 

Asking Questions: Ask higher-order questions when CFU (Checking for understanding)

e.g. Which is an example...

Why I s....and example of ...

How did you accomplish this step? 

How did you interpret that answer? 

How did you know what the answer meant?

What is another reason this learning is relevant? 

Which reason is most relevant?

Tips for Pair-Shares: Enforce the use of public voice - as T doesn't get too convolved. Don't let discussions drag on. Students can point to their answers while discussing to get them focussed. Re-teach, and do another pair-share. Pair -Share can be a follow-up. 

Pick non-volunteers: Or pick a random person e.g. names on popsicle sticks, names go back, nobody is finished. Online spinner. Doing this avoids the same students getting called on for the answer. Pick at least two non-volunteers. If two or more students have got it wrong in a row, don't call on more students, reteach. 

Listening carefully to the response and Effective Feedback: Listen carefully to the response/ effective feedback. (This will be covered in a separate session) If students give the correct answers, it indicates that you can move on. 

PLD

When I started at my new school this year, I was introduced to the PLD Literacy Programme. When I received all the books it was quite overwhelming. I teach kindergarten and pre-primary and I didn't know where to fit everything into my daily routine. Even though it is already week 2, I decided it will be better for me to slow down, and develop a better understanding of what I need to do to use the programme successfully. Especially as there are very clear assessments dates in the middle and end of each term. So where to start?

A snapshot background: 

The programme was developed by Diana Riggs's and provides an Australian, evidence-based approach to Structured Synthetic Phonics (SSP) for primary school educators.

PLD's methodology focussed on 3 key aspects: 

* Literacy

* Oral Language and

* Movement and Motor

International research conducted indicated that the PLD Literacy Programme provides an Australian, evidence-based approach to Structured Synthetic Phonics (SSP) for primary school educators. 

 What does that look like in class?

I watched the Term 1 Foundation Teaching Tips video.  It gives me a clear guideline as to how to implement the flip books during mat time. 

* Flip Book 1 focussing on alphabet knowledge and letter formation. 

* Flip Book 2 focussing on blending 3 phonemes, and lastly, 

* Flip Book 3 focussing on segmentation. 

The books have clear instructions and visuals to support me in what I need to do. 

So my first step in getting better in my teaching of this programme is to use the flip books correctly, share information with my EA's so that they have a good understanding of what to do too. I'm hoping to have this smoothed out by the end of week 3. 

There are still lots to learn, and I have requested training, but time cannot be wasted. Luckily we have already started with the cutting skills and pre handwriting skills. I am sure by the end of the year it will all have come together. 

Here is a link to the PLD website if anybody was interested in learning a bit more about the programme.

I have just discovered all these videos on YouTube. 

 

Teaching Sprints - Increasing my understanding

I had the privilege of meeting with Louise who is busy with her Masters in teaching sprints. They have trialled teaching sprints since last year and worked through some trials and errors.  

She has given me some guidance on how we can implement it in our school.

Here are a few things I added to my kete of understanding: 

At the initial meeting, we walk away with a plan on how to teach whatever our goal is. 

WSL/Leaders have a planning meeting prior to starting the sprints. Look at data, decide on what we want to focus on, do the research, and send a reading or 2 to teachers beforehand to read. 

Groups can be varied in how they are created. 8 max in a group, but 4 is better. 

Start 1st session with Simon Sinek's why circles. 

Added into the sprints cycle is an observation. 

During the sprint, there are no PLD or Staff meetings. (4weeks) Only quick team meetings once a week. Or short 20-30min staff meetings only. This gives teachers time to make resources and plan for implementing new learning. 

Understanding Traumatised Children's Behaviour by Donne Berry - Interplay

 5 hours well worth spending to understand traumatised children

What stood out: 

It's vital not to force traumatised children to do anything, as they will do it if they feel safe. 

Often we recreate the past experience without realising it. Nobody knows more than the person going through the experience.

Behaviour is a means of communication for unmet needs.

The 1st 3 years of our lives shape and form who we become. We remember everything that happens to us even before birth, as babies and mum are interconnected. We often say e.g. he is too little to remember - that's a lie.

Due to stress (e.g. fear for safety in a violent relationship) during the brainstem and nervous system development, neurological issues develop due to not feeling safe.

The brain wires according to the environment. If a mum was constantly scared and feels like she needs to protect her baby, it will influence the brain development of the baby. 

If mum experiences a state of emergency and catastrophe, where death is a real possibility, it creates fear in the baby of it's going to die. 

This is where Intergenerational Trauma stems from. Anything that happened to mum or dad in the 1st 3 years of their lives is passed on to their children on the cell level. 

If the mum ( the only caring person) was not available after birth, children will show adapted defences such as loud crying, or other behavioural issues to show he/she don't trust. 

Since this baby's brain is neurologically differently structured than "normal" babies, the behaviour will escalate e.g. they might not be a good feeder, throw tantrums, be not very loveable, or have adaptive defences to survive his/her world e.g. biting. Therefore this child will not be ready for school at 5, he/she needs safety, not learning. 

Kids don't talk about the 1st 3years of their lives. WHAT THEY CAN'T TELL YOU, THEY MAKE YOU FEEL.

Don't ask, "Tell me how you feel".  Mirror Neuron System comes into play. We could say: "You don't have to hurt me to show me how you feel, I'm here for you." Or, "It feels awful to go through what you are going through - it must be scary." 

For someone to feel safe, they need full acceptance. Even the worst behaviour. He/she needs to stay connected. 

To regulate chaos, feel the feeling he/she created, match the intensity, and co-regulate him/her back down. 

Time-out is actually abusive. Children need us to help regulate them. 

The worst thing could be when you are scared, is to have somebody that is not authentic.  It will make him/her feel they are not accepted. 

We have 2 needs when we are born. 1. Attachment that is vital 2. Authenticity

So many relationships are covered by conditions. Unconditional love is rare. Sometimes children feel safe in their attachment if they are a "good" child because other relationships in the household are already hard. 

Symptoms of trauma to the brainstem:

Hyperactivity

Periods of dysregulated (hyper/hypo) arousal

Sensory processing problems

Impaired sleep

Impulsive

Anxiety

Clumsiness

Specific taste (Food fussiness)

Abnormal breathing and elevated heart rate

Fear and panic attacks

Unexplained medical systems

Lack of eye contact

IF SOMEBODY TURNS UP AND SHOWS YOU HOW THEY FEEL IT IS BECAUSE THEY KNOW YOU HAVE THE CAPACITY TO HELP THEM. 

ADDICTION stems from attachment pain. Due to unhealthy/lack of a secure relationship vital hormones lack in the brain and are looked for in other ways. Then they need more of the addiction to create satisfaction. When tackling addiction, addiction increases. Instead of tackling addiction, create a secure relationship. 

Children need to hear: "I see you, I hear you, I understand you". Crucial is: total acceptance, being present, not telling them what to do, and actually turning up & feeling what they feel. 

PS: If you don't accept them wholeheartedly, they won't heal. ACCEPT THE NEED BEHIND THE BEHAVIOUR.

Big Book update

Term 2: 

It is now nearly the end of term 2, and I am very happy with the progress the students are making in their writing. They are now able to write a recount of the big books independently (at least most students). 

What I am excited about is the language structures that is coming through. See the examples below. Please note, my focus at this stage is not on spelling or punctuation. It is just to develop their confidence in writing, creating a space where they can share their ideas without judgement. 

I have also noticed how their fluency in reading as improved. Students are now recognising bold print, speech marks, exclamation marks and ellipses. They change their voice tone and volume to suit the text. 

I have also noticed that some students prefer to read the big book when sharing reading on Seesaw, instead of a colour wheel book. My hunch is that it is because the students feel super successful when they are able to read it so beautifully. I will continue with the big books till the end of the year, just building on it. My students are currently learning how to sound words out and underline it, then afterwards searching up the correct spelling using their chromebooks. 

Seesaw example

Term 1:

I completed my first week of using a Big Book during writing time - even though my colleague is not here to reflect on it with me, I thought I'd share my observations this week. 

We read the book every day, each day focussing on one aspect.

Day on1 Comprehension

Day 2 Vocab

Day 3 Flow/Phrasing/Fluency

Day 4 Phonic Knowledge, Phonemic awareness and word study

Day 5 Respond to text

We built a word wall that we are referring to and brainstormed before writing. Students planned through drawing and then wrote independently. What was really interesting is that each story was so different. What stood out for me though is the jump in the vocabulary used. I even had compound and complex sentences. So proud of these students. This is obviously only the start of their journey, but I'm looking forward to seeing how they grow. 

So using the Big Book will stay in my writing sessions. 

Big Books Learning Circle

 This year I have the privilege of teaching a Year 4/5 class of 49 students in a collaborative space. We soon realised that the low academic performance that we are seeing is a direct result of COVID. Students missed out on the very important foundation part of their education. My colleague and I sat down and brainstormed how we can support our students the best way we can to try and get them up to standard, especially around independent activities. We then started talking about the value of the Big Book. Not reading to...but genuinely using the Big Book for what it is meant to be and decided that our students need this kind of focussed teaching. 

As my colleague never taught junior students, we decided that we will investigate the value of the Big Book by using it in Term 1. Our main focus is to use it to build up students' vocabulary, use of punctuation, sentence structure and language structure. This will also enable us to support students in understanding the connection between reading and writing. And finally, it will support our ELL students to gain confidence in attending to the text, illustrations, diagrams, and photographs while hearing the language used in an authentic context (TKI). 

So, we created a learning circle that will

read up on ways to use the Big Book, plan for it during our daily writing time and set out independent follow-up activities for each day. 

This is what we learned so far just by looking at some of the lesson plans in front of some BIg Books. 

Day 1 - Read with expression

Day 2 - Read again - pay attention to vocab - decoding

Day 3 - Read again - Pay attention to vocab and its meaning (build up word wall)

Day 4 - Read again - Pay attention to punctuation

Day 5 - Students read - Teachers stand back - students do a recount of the story

This is what TKI say on Shared reading: 

Shared reading is an essential component of the literacy programme in years 5 to 8. It allows for a high degree of interaction and is a great way for teachers to help students extend their understanding of themselves as effective text users. During shared reading, teachers and students can participate in collaborative reasoning to solve literacy-related problems.

Through this approach, teachers can deliberately extend their students’:

• understanding of themes and ideas;
• use of reading strategies;
• appreciation of literary devices, such as imagery;
• vocabulary;
• knowledge of the purposes and characteristic features of different text forms.

For more information on Shared Reading (TKI) follow this link. https://literacyonline.tki.org.nz/Literacy-Online/Planning-for-my-students-needs/Effective-Literacy-Practice-Years-5-8/Approaches-to-teaching-reading

If you have experience in using the Big Book in your literacy programme, please feel free to share your thoughts on its value.