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).

About the Synthetic phonics within the junior primary

Recommended for - Year 1 and Year 2 classroom teachers. Education assistance supporting students in Year 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 - 2.5 hours
Access to course - 90 days
Certificate - Awarded upon completion
Supporting materials
 - PowerPoint presentation slides, synthetic phonic spelling and reading placement tests and screens for students with learning difficulties.


Synthetic phonics within the junior primary 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 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). 

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 the 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 needs 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 installments in the course explore the need for the allocation of phonic rich decodable reading material and the presentation of regular phonic dictation writing sessions. 

This cost effective short course is comprised of 6 installments

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

Installment 1: Screening to establish the range in ability within a junior primary class. (17 minutes)

By the conclusion of installment 1 you will:

  • Understand the components of high performing primary schools.
  • Understand the PLD’s junior primary stage 1 and 2 structured sequence of phonic concepts.
  • Know how to administer the Phonic Sight Word Sequence non-standardised spelling placement test to a whole class.


Installment 2: The marking/analysis of the student spelling tests, to establish ability groups and to focus your teaching. (17 minutes)

By the conclusion of installment 2 you will:

  • Understand the guidelines for marking junior primary spelling tests.
  • Understand how to analyze many of the typical junior primary spelling errors. 
  • Observed the analysis of a ‘real class’ in which a proportion of the students present as advanced, average and delayed. 
  • Be able to establish 3 targeted teaching ability groups in direct response to the whole class spelling screening. 
  • Understand how to plan the teaching required directly on the basis of the data collected from the text the ‘Phonic Sight Word Sequence


Installment 3: Introduction to Synthetic Phonics – Quality learning activities drawing upon the class profile. (27 minutes)

By the conclusion of installment 3 you will:

  • Understand what is synthetic phonics and the international evidence-base supporting its implementation in primary schools. 
  • Know how to select and present phonic-word lists for the different ability groups.
  • Be able to apply initial starting activities which are based upon synthetic phonic theory (and thereby focus students on the phonic and phonemic or sound structure of list words).


Installment 4: Establishing a weekly spelling process in which three groups can be facilitated. (20 minutes) 

By the conclusion of installment 4 you will:

  • Be able to trial in your classroom a suggested lesson format for implementing synthetic phonics in literacy blocks.
  • Be able to select from a range of activities with a clear and specific focus (e.g.  synthetic phonic activities in which students ‘sound-out’ and apply the phonic concept or tasks that require the transference of learned phonic concepts  into written work.)


Installment 5: Frequently Asked Questions. (17 minutes)

By the conclusion of installment 5 you will have explored a range of frequently asked questions.

  • How many spelling list words are right for the students within your class?
  • For your students is it beneficial to present one phonic pattern or a combination? 
  • Understand how and when do spelling groups get reviewed?
  • Understand how sight words (of high-frequency words) are integrated with the synthetic phonics process.


Installment 6: Using the class profile to expand the process beyond spelling & students who are progressing slowly. (32 minutes)

By the conclusion of installment 6 you will:

  • Understand the need for targeted teaching and proving repeated practice in the areas of reading, spelling and writing. 
  • Be clear on the purpose of decodable reading material for students in the junior primary. 
  • Know how to administer the Early Reading Profile a non-standardised reading screen to all students in Year 1 and those in Year 2 who still require phonic-rich decodable reading material. 
  • Know how to start integrating phonic dictation within the synthetic phonic word study sessions. 

ABOUT THE INSTRUCTOR

Diana Rigg

Founder of PLD Literacy and Learning

Diana Rigg founded PLD Organisation because she recognised a large gap in the time it took for research findings to make it into practice in the classroom. With a Master’s degree in Education and Speech Pathology, Diana was convinced she could help close that gap, offering assistance to parents, teachers, and school systems looking for help in promoting literacy to the young people in their lives. With extensive experience as a Classroom Teacher, Specialist Literacy Teacher and Speech Pathologist, Diana understood what was needed. Drawing on over 15 years as a Professional Educational Consultant, Diana assembled a passionate team of Speech Pathologists, Occupational Therapists and Designers to help her translate the latest research and best practices from around the world into attractive, easy to use resources for both the home and classroom setting. Diana is active in both consultancy and publishing. Understanding the challenges of a classroom puts Diana in the perfect positions to deliver quality products aligned with school learning systems. Extensive experience in consultancy allows her to develop products suitable for use in the home either as supplemental lessons or as part of a homeschooling curriculum. In February 2010, Diana was recognised as one of Western Australia’s top “40 under 40” by the WA Business News. For more information on Diana’s work, you can Contact Diana or connect via Facebook or LinkedIn