Speak Out April 2020 DIGITAL VERSION. pdf

Foreword from PLD Founder Diana Rigg

How to Use This Document Within each age group are suggested targets, screening, timeframes and implementation recommendations, all referenced to specific PLD resources. Use the Whole School Literacy Plan to: • Establish what needs to be taught and when to teach it and the programs and downloadable resources required. • Understand the best times to screen for meaningful data, and which assessment tools to use. • Work out the range in your students' abilities using the screens and then successfully cater to their individual skill levels with the use of specific programs and professional development. Keep in mind it may be appropriate for schools to adapt the timing of the skills outlined within this document based on student abilities. Schools may also choose to implement some or all of the recommendations. This booklet is designed to be a broad guide which can be adapted to the specific needs of your school.

clinic assisted the publishing house, by trialling and testing the devised programs. The success of the publishing range can be attributed to the clinic’s trialling of the programs. Although, no longer a clinic, PLD’s focus remains firmly on equipping educators with evidence-based programs and techniques developed by my team of Speech Pathologists, and Occupational Therapists. PLD’s work has been recognised in research and through awards such as our ‘2018 & 2019 Primary Publisher of the Year’ Awards. The purpose of the Whole School Literacy Plan is to provide an outline on the effective use of PLD Literacy, Oral Language and Movement and Motor resources within a broad school-based strategy. When PLD resources are embedded within a whole-school strategy a level of consistency is achieved and the results from the programs are maximised. If you have any questions or require further information, please contact PLD on mail@pld-literacy.org. All the best in delivering a quality literacy and learning process for the students in your care.

Ba. Arts (Ed), BaEd, CPP-Dyslexia (UK), MaEd, MaSpPath.

Early on in my career I identified that my tertiary training had not prepared me for the literacy and learning needs that I encountered in the classroom. While completing my Masters in Education, I also became aware of the significant lag between research being published and findings being applied in curriculum and ultimately the classroom. Since then, it has been my goal to ensure the most current research finds its way into Australian classroom practice. From the outset PLD operated as a clinic, a consultancy and a publishing house. In addition to delivering services to children, the Table of Contents About PLD Creating a High Performing School

3 4 5 6 7 8 9

Early Years (WA, QLD, SA, TAS), Preschool (ACT, NT, NSW, VIC)

Scheduling Pre-Literacy Programs

Scheduling Fine & Gross Motor Programs Scheduling Oral Language Programs

Foundation Pre-Primary (WA), Kindergarten (NSW/ACT), Prep (QLD/VIC/TAS) Reception (SA), Transition (NT)

Scheduling Early Literacy Programs Scheduling Fine & Gross Motor Programs Scheduling Oral Language Programs

10-11

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Decodable Home and Targeted Group Reading Books for Foundation and Year 1

Year 1 & 2

Establishing Consistent Screening & Tracking Processes

Scheduling Literacy Programs

17-18

Students Entering Year 1 & 2 with Low Literacy Skills

Scheduling Oral Language Programs

Years 3, 4, 5 & 6

Scheduling Literacy Programs

Scheduling Oral Language Programs

2 PLD's Whole School Literacy Strategy

www.pld-literacy.org

PLD Organisation Pty. Ltd