PLANNING MATRIX Student: Yalindee H Grade: 1 Special Need: English as an Additional Language or Dialect (EAL/D) Academic Progress Information Processing and Learning Styles Social Interactions Emotional Wellbeing Characteristics Reading and writing the English print is a struggle as her first language, Hindi, does not use the Roman script therefore learning the English alphabet is more difficult for Yalindee as she has limited prior knowledge of it. This is evident as her recognition of letters, sounds and their relationship with each other is minimal. She can copy written text and is aware of its function, however she lacks the ability to correctly name some letters and the sounds they produce when asked on the spot. She understands simple instructions if communicated to her orally or through the use of visual aids. This is evident as she often builds her vocabulary “through visual reinforcement” (ACARA, 2011, p. 87) She has a “developing understanding of directionality of print” (Fellowes & Oakley, 2010, p. 169). This is evident as she can point to print when being read to. However, she cannot read or write the words independently. She is sociable and reasonably confident when interacting with fellow peers, classroom teachers and members of the wider community. This is evident through her involvement in extra curricular activities such as dancing. She prefers to “listen rather than attempt to speak using [English]” (ACARA, 2011, p. 89) She regularly interacts through gestures and facial expressions. However, she is sometimes misunderstood by her peers because She does not verbally communicate her ideas and answer questions in whole class activities / discussions due to a fear of speaking incorrectly in front of peers and her teacher. She frequently becomes apprehensive when instructed to individually construct simple sentences in response to a text read aloud in shared reading activities. This is evident as she lacks knowledge of some letters of the alphabet and the sounds they produce.
She “subject-specific vocabulary [to be] challenging” mainly due to limited exposure (ACARA, 2011, p. 87) Unable to recognise sound–letter matches including “silent letters, vowel/consonant digraphs and many less common sound–letter combinations” (ACARA, 2012, p.25) She is able to recognise the difference between letters, numerals and illustrations and can recognise her own name in English print as she is beginning to develop a small bank of common sight words from word sets and charts in the classroom. her ability to verbally express needs, wants and concerns (ACARA, 2012) She has formed healthy and secure relationships with most peers and classroom teachers and positively responds and replicates teacher modelling of social and emotional skills in behaviour and relationships (Department of Health and Aging, 2012, para.2)
tasks need to be meaningful and reflect outcomes that meet the needs of Yalindee as a student in the early phase of English language learning. She is in the Beginning to Emerging phase of language learning therefore has “limited vocabulary and understanding of beginning sentence structures” therefore exploration of the different communication systems used in the classroom is vital and cannot be overlooked ( ACARA, 2012, p. 15.) Teacher: Finding appropriate visual aids to assist learning and promote language development because “it is important not to assume that images and context are automatically helpful” 2011, p. 95) due to cultural differences. Partnering and grouping her with peers that will not intimidate, threaten or lower her self esteem in speaking and reading activities as she will not interact appropriately nor comfortably in the selected context. (Department of Health and Aging, 2012, para.1) knowledge implicit in the Australian Curriculum and take steps to make this knowledge explicit to Yalindee as this will affirm respect for her linguistic and cultural heritage as well as ensure she maintains a positive self identity, which is critical for learning (Delpit, 2006). Strategies Offer her “specific instruction in the construction of English letters“ and ensure modelling and scaffolding is explicit. (ACARA, 2011, p. 84) “Do and letter knowledge on words that the students understand. Ensure that meaning of words is Use of “visuals or real-life objects [to] accompany written words to help [her] make the meaning connection” (ACARA, 2011, p. 94) Provide her with “clear instructions of each step required for the completion of a task or homework Model good spoken English at school in order to improve her verbal communication skills including: expression, pronunciation and grammar, for use in all English speaking contexts. Continue to create a supportive and inclusive environment where she feels safe to participate in speaking orally and provide regular opportunities for her to verbally communicate in larger groups so she can associate such as task as a positive experience.
“Explicitly teach ways to use English appropriately in school, taking into account audience and purpose. For example: - playground language - informal language of classroom - academic-specific language” 2012, p. 2) “Ask parents or bilingual assistants to assist [where possible], as the students may know…vocabulary in their first language.” (ACARA, 2012, p. 7) Explicitly the “variability of English sound–letter matches by “underlining graphemes with the same as they occur in texts being read” (ACARA, 2012, p.25). understand (for example teach the meaning of the word, and then unpack the phonemes of the word). Cutting the word up into its phonemic parts helps writing, reading and pronunciation “ (ACARA, 2012, p.6.) When explaining meanings, “be aware of the language used, to ensure that the explanations don’t use vocabulary more complicated than the word or concept” being explored (ACARA, 2012, p.24) Develop a positive partnership with her parents so that their willingness and ability to positively engage in the education of Yalindee can be impacted on by the communication strategies employed by a school. “Good communication strategies have the power to inform and engage parents on matters related to the school” and can increase connectedness and confidence levels when teaching a child appropriate means of interaction (New South Wales Department of Education and Training, 2010, p.4). productively, hence school practices need to be regularly reviewed as “parents who are welcomed as genuine partners by staff will feel reassured and empowered” in optimising the wellbeing of their child at home and school (New South Wales Department of Education and Training, 2010, p.2). Provide opportunities for her to actively participate in the physical and social environment at school that her to “experience, regulate, understand and express emotions” as a means to develop a secure sense of self (Department of Health and Aging, 2012, para.1)
Term 2 Goal Short Term Goals (WHAT) Strategies/Methods (HOW) Mode of Delivery (WHO/WHEN) Mode of Assessment Evaluation Yalindee will be able to recognise all letters in the English alphabet by name. Yalindee will be able to read letters by name (capital and lower case) with constant prompting from teacher. Alphabet linking chart Show an enlarged version of the Alphabet Linking Chart and introduce it as “This alphabet chart will help you think about letters and sounds” “Help me say the names of the letters and names of the pictures by repeating them after me.” “This is an apple”. Show the picture and glue it in the box for aA and explicitly demonstrate saying the letter name, sound, and word: “A, a-, apple.” Repeat with other letters and then ‘read’ the chart together: “A, a-, apple; B, b-, bear; C, c-, cat.” NOTE: do not introduce too many letters in one session that have similar appearances of sounds, e.g b/d, as this may be a Classroom Teacher: During one-on-one reading time. Letter Identification Test: Yalindee will be able to name a few of the letters from memory. Yalindee is asked to find letters around the room in various places. 10/4/2013 Yalindee can name and recognise few letters in the alphabet during the letter ID test and can find them around the classroom or in books. She is most familiar with the letters in her name, particularly ‘a’ and ‘e’, as she is familiar with vowels and can point to them in the Golden level and Red level words in the MIOOW- Magic 100 Words. She is able to point to and identify vowels in words and in isolation however she does not understand the difference between vowels that produce a short sound, (mat, bet, fin, mop) and vowels that produce a long sound (mate, fine, cute) as the inconsistent letter-sound Reading Recovery Specialist/Bilingual Assistant: During private sessions.
class read the chart by saying the letter, sound and objects. Pair students into partners and have them play games with letter and picture cards and matching them together before saying the letter name, sound and object. Pairs can refer to the Alphabet linking Chart and Carine Order. Yalindee will be able to recognise all letters by name (capital and lower case) with minimal prompting from teacher. Alphabet linking chart Revise previously learnt letters and introduce new letters by adding to the Alphabet Linking Chart. “Let’s look at the Alphabet Linking Chart and read it once together then by yourself “(read through the entire alphabet). “ Point to letters on the chart that are out of order and ask students to identify the letter name, sound and word with little assistance. Ask students to come up and individually point Classroom Teacher: During one-on-one reading time. During class time Yalindee is asked which letter is which at random times. This will also assist in her confidence in speaking out in class. Call on others too so she does not feel singled out. Letter Identification Test: Yalindee will be able to name all of the letters from memory. Yalindee is asked to find letters around the room in various places. 28/6/2013 Yalindee’s letter recognition has developed greatly from our assessment of her in April. She is now able to identify all letters, both capital and lower case with prompting only on an odd occasion. This has helped her to be able to read really simple words such as ‘a’ and ‘I’ and ‘ok’. Reading Recovery Specialist/Bilingual Assistant: During private sessions.
‘c’ sounds like a ‘s’, as in circus. Yalindee will also be able to begin recognising letter blends, such as ‘ch’, ‘sh’ and ‘th’. make when they are joined together” “Help me say the names of this letter cluster and names of the pictures by repeating them after me.” “This is a frog”. Show the picture and glue it in the box for Fr and explicitly demonstrate saying the letter cluster name, sound, and word: “Fr, fr-, frog.” Repeat with other letter clusters and then ‘read’ the chart together: class. Call on others too so she does not feel singled out. blend within it. For example: “What letters makes the ‘ch’ sound in ‘chat’?” particular, such as the long ‘i’ and ‘a’. We are also beginning to look at the basic and most common letter blends and their sounds with Yalindee. Reading Recovery Specialist/Bilingual Assistant: During private sessions. Yalindee will be able to give all sounds made by all letters, as well as a word that starts with that letter. Yalindee will also be able to identify more complex Word clusters Show an enlarged version of the Word Clusters Linking Chart and introduce it as “This Clusters Linking Chart” and it will help you think about letter clusters and sounds that two letters make when they are joined together” Classroom Teacher: During one-on-one reading time. Teacher may also call on Yalindee in class time to ask for sounds of letters. This will assist in building her confidence to speak in class. Call on others too so