What to teach? When to screen? How to cater for the range in ability?

The course applies PLD’s evidence-based structured synthetic phonics approach to Year 1 & 2 classrooms. The course outlines a process in which teachers screen their students, analyse their results and then set the targeted teaching required. The course will enable Year 1 & 2 teachers to systematically cater for the range in ability evident within their junior primary class. Upon completion of the course, teachers will be able to devise targeted teaching that matches the existing range in student ability (identified from the placement tests).
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Implementing SSP in Year 1 & 2

Recommended for - Year 1 and Year 2 classroom teachers. Education assistance supporting students in Years 1 & 2. Literacy Support and LIteracy and/or curriculum coordinators.
Course Presenter - Diana Rigg BA, B Ed, CPP-Dyslexia, M Ed, M SP Path
Course Length - 2hr 30mins hours of viewing plus quiz
Access to Course - 90 days
Certificate - Awarded upon completion
Supporting Materials - Reference material available for download


Implementing SSP in Year 1 & 2

Course Description

The course applies PLD's evidence-based structured synthetic phonics approach to Year 1 and 2 classrooms. THe course outlines a process in which teachers screen their students, analyse their results, and then set the targeted teaching required. The course will enable Year 1 and 2 teachers to systematically cater for the range in abilities evident within their junior primary class. Upo completion of the course, teachers will be able to devise targeted teaching that matches the existing grange in student ability (identified from the placement tests).

The 'Phonic Sight Word Sequence Placement Test' is provided as a download and is explained in detail. When administered, the screen identifies the stages at which students are currently operating at, along with the gaps evident in their phonic knowledge. In addition, the Year 1 & 2 Early Reading Profile is explained. Not only will the screen determine the type and level of reading material required. but it will also provide feedback on termly progress. For students with potential learning difficulties, additional screens are provided to help cater for the range in their needs.

The course explains how to profile the phonic-based reading and spelling-based for individual students. Once the individual learning needs have been identified within a class, a class profile is created and it is recommended that students are clustered into three targeted teaching spelling (or 'word-study') groups.

The later instalments in the course explore the need for the allocation of phonic-rich decodable reading material and the presentation of regular phonic dictation writing sessions.

Online Course Outline

This cost effective short course is comprised of 4 sessions

Follow the links in the detailed course description below for a FREE PREVIEW of Instalment 1. Note: You'll be asked to create an account prior to the preview but you will not be charged at this point.

Session 1: Introduction to PLD & Getting Started

  • Spelling tracking sheets
  • Spelling placement tests

Session 2: Three Targeted Teaching Groups

  • Spreadsheets process with fidelity
  • Establishing three targeted teaching groups
  • Selection of phonic word lists
  • High Frequency Words
  • Planning the structured weekly teaching
  • Monday to Wednesday routine & tasks

Session 3: Teaching to Your Class Results

  • Repeated reading & phonic dictation
  • Thursday to Friday routine & tasks
  • Decodable books, fluency
  • Pre-CVC students


Session 4: Oral Language Instruction Alongside SSP

  • Oral language instruction alongside SSP

Interested in this training for more of your team?

We offer discounts for group sign ups. Click on the links below for more information.

ABOUT THE INSTRUCTOR

Caitlin Brandt

Schools Manager

Caitlin Brandt is an outstanding educator with a rich background in leading and implementing PLD at various levels - classroom, school, and regional. With a diverse portfolio as a lead teacher, coach, literacy mentor, and Deputy Principal, Caitlin’s expertise is broad, having worked in a range of educational settings, from small schools through to large P-12 campuses. As the Queensland teacher delegate for the recent Australian Curriculum review for English, Caitlin’s skills lie in teaching children to read and write using explicit teaching strategies and evidence-based programs.

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