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.