Simone De Andrade



ESL Developmental Continuum- A StagesStage A1- Speaking and ListeningStage: Students beginning to work at standard A1 and progressing towards the standard A1.2RECEPTIVE SKILLSStandards and Progression ProfilesObservable EvidenceFollow simple instructions in familiar and school routines, relying on key words, non-verbal language and contextYalindee successfully follows verbal instructions dictated in the classroom and effectively manages to respond to oral cues as she frequently relies on familiar key words as well as non-verbal cues executed by teachers and peers as a means to develop her comprehensions of the English language. Responds appropriately with simple non-verbal language to comments, or indicates non-comprehensionYalindee regularly responds and communicates with non-verbal language and demonstrates interaction to match the responses of others and the context she is in through simple gestures of shaking or nodding her head, smiling or frowning, pointing etc. Listens to a sustained text, focusing on visual supportYalindee often requires visual cues and support when participating in whole class activities that predominantly focus on listening to a text as a key component. Nevertheless she is capable of understanding and positively responding to basic instructions as long as demonstrations in literacy are explicit and involve scaffolding and teacher modelling Responds to key words in a range of common spoken instructionsYalindee is able to recognise spoken instructions and executes basic verbal communication as a means to respond to specific directions that she is given, e.g. Shut the door, sit down on the floor, put away your books, etcPRODUCTIVE SKILLSStandards and Progression ProfilesObservable EvidenceGives some basic personal information, using learned formulas or brief answers Yalindee has learned, memorised and understands how to correctly use verbal language to provide basic personal information about herself to others which includes saying her name, age, gender, hobbies/interests etc, in the English language. Uses learnt phrases in playYalindee often utilises common play phrases that include “give me, stop it, I don’t like” both within and outside the classroom which demonstrates her social interaction in the school context and her ability to verbally express needs, wants and concerns.Uses acceptable social formulas and gestures and interacts appropriately in contextYalindee recognises that some particular words, gestures and intonations are appropriate in certain contexts and therefore appreciates the importance of manners in the school environment and wider community through using words that include thank-you, excuse me, please, etc. Uses words from word sets related to needs, interests or experienceYalindee regularly employs simple language from classroom word sets that provide her with optimal opportunities to verbally communicate about ideas and her personal interests such as her family, school, colours, numbers, days, etc.Uses single word or phrase responses to questionsWhen asked questions within and outside the classroom, Yalindee employs basic single words and phrases to express herself e.g. Yes, No, I don’t knowProvides the initial context for a conversation and then relies on another speaker to provide appropriate words in EnglishYalindee is capable of sustaining a simple conversation in English when verbally communicating with a teacher or peers, however she regularly interacts through gestures, facial expressions and points to illustrations when she is unable to think of a word in EnglishCurrently, Yalindee is learning the very basic oral English needed to manage learning in an English- speaking classroom and is developing familiarity with patterns in sounds, intonations, rhythm, and meaning of English. Through her first language experience, Hindi, she is able to understand that different forms of language are used in different situations and contexts. Yalindee recognises the importance of non-verbal communication and frequently utilises simple gestures that are appropriate to her context when socially interacting with teachers and peers.ESL Developmental Continuum- A StagesStage A1- ReadingYalindee is currently able to recognise English print and how the written form of her own language, Hindi, is exceedingly different to that of the English print. She appears to be actively participating in watching and listening to texts that are read aloud to her, however more often than not does not join in as she lacks confidence in utilising one to one correspondence when reading individually. Yalindee heavily relies on illustrations and other non-print features that assist her understanding of a text as she has poor letter recognition and only knows some letters of the alphabet and some sounds of letter groups.Stage: Students beginning to work at standard A1 and progressing towards the standard at A1.1Indicators of ProgressStage A1Observable EvidenceCULTURAL CONVETIONS OF LANGUAGE USERecognises that environmental print is significant Yalindee manages to appreciate signs and logos within and outside the school environment and has the confidence to ask teachers what signs say if she is unable to decode the textUnderstands that print contains a consistent messageYalindee is able to appreciate that a particular text, e.g. a fairytale, will always have a similar ending, however when altered or changed she is able to recognise an inconsistency and describe what is differentChoose books to look at or read independently Yalindee is able to independently choose books that she reads and they frequently contain many illustrations or non-print features to aid her understanding. KReading incorporates remembering quite arbitrary symbols therefore EAL/D students need “explicit instruction in the relationship between sounds and these arbitrary symbols” as a means to develop and enhance reading skills (Konza, 2006, p.40) Letter-sound knowledge involves more than just learning letters (graphemes) and the single sounds they produce, but also includes knowledge of many other letter-sound relationships that “assist the rapid recognition or decoding of words” (Konza, 2006, p.41). The key areas of letter-sound knowledge and letter recognition that need to be the basis of teaching strategies to develop and optimise Yalindee’s academic success in literacy and all other curriculum areas include letter sounds, letter names, common letter combinations, onset and rimes, and sight vocabulary (Konza, 2006). -1955803294380PLANNING MATRIXStudent: Yalindee HGrade: 1Special Need: English as an Additional Language or Dialect (EAL/D)Academic ProgressInformation Processing and Learning StylesSocial InteractionsEmotional WellbeingCharacteristicsReading 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 still finds the English letters to be quite difficult and confusing to understand. This is because English letters “vary in the degree of congruence between the upper and lower case…and some letters may be formed differently in print and handwriting, or when using different font styles” (ACARA, 2011, p. 85).She is fairly competent in mathematics particular when using concrete materials to solve problems and demonstrate understanding. However, she “[struggles] with the language required to interpret written mathematical problems or to construct word stories to accompany numerical equations (ACARA, 2011, p. 91)Her ‘everyday’ vocabulary is somewhat limited although it is continuing to develop.She finds “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 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 can memorise high frequency words or a familiar text through repetition.She often responds to tasks in her own personal time, particularly when engaging in reading and writing tasks.She heavily relies on illustrations and other non-print features that assist her understanding of a text as she is a visual learner who predominantly utilises appropriate visual cues in the classroom.She is competent in following simple instructions in familiar and school routines, as she relies on key words, non-verbal language and context as a means to develop her comprehension of the spoken English language (receptive skills). 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. 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 “body language, ‘personal space’, eye contact and gestures are linked to culture” (ACARA, 2011, p. 93) which may be interpreted differently by others. situations (ACARA, 2012) She appropriately responds to idiomatic language, when interacting with teachers within and outside the classroom, such as ‘inside voices’, ‘outside voices’ and ‘quiet as mice’ (ACARA, 2012) She listens to and responds orally to texts and to the communication of others in informal and structured classroom situations (ACARA, 2012). She often utilises common play phrases that include “give me, stop it, I don’t like” both within and outside the classroom demonstrating her social interaction in the school context and her ability to verbally express needs, wants and concerns (ACARA, 2012) She does not often 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 has formed positive relationships with students in her classroom who speak English as their first language. Therefore, she is constantly exposed to hearing the English language and is supported within the school context. This enhances her emotional wellbeing as she feels included and accepted despite her cultural and linguistic diversity. She is able to complete practical tasks and cooperative activities set in an inclusive classroom environment that “promote problem-solving, social skills, negotiation and communication” as working with peers optimises her self-confidence and hence her emotional wellbeing (Department of Health and Aging, 2012, para.3) 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)ImplicationsYalindee: She is limited in what she can write independently as English print is Roman script unlike Hindi, therefore is difficult to adapt and understand letter formation of the English alphabet and the use upper and lower case letters. Yalindee and family: Predominately use their native language (Hindi) in their home environment therefore she is rarely exposed to the English vocabulary used in such contexts. Consequently, she [does] not have the same continuous exposure to the English vocabulary and her learning experiences therefore of written and spoken English only occur in the school context.Teacher: It is imperative that activities are adapted and modified so that Yalindee is able to demonstrate her understanding even if it is limited. Set 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.)Yalindee: Her learning is optimised through constant exposure to illustrations, images and multimodal visual aids however “visuals themselves are not [always] culturally neutral, and sometimes require as much explanation as words” therefore may hinder her comprehension skills and development. (ACARA, 2012, p.9)Family: Yalindee requires support in learning letters of the alphabet and her parents find it difficult to help her due to the English print differing immensely to Hindi print (non-roman script) and therefore cannot assist in improving her letter recognition skills in the home environment. 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” (ACARA, 2011, p. 95) due to cultural differences.Yalindee: She is nervous to speak English in large groups; however, she is more confident in one-on-one conversations with familiar company, such as her family and friends at school or at dancing.Family: She struggles with completing homework tasks as her parents / family members are unable to assist her due to their limited knowledge of the English language and their lack of ability to understand what the task requires of Yalindee. Teacher: Needs to ensure that homework tasks set for Yalindee are modified and adapted to her learning needs so that the tasks are achievable and purposeful and don’t discourage her or her family particularly if they find it difficult to help her. 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)Yalindee: She is often reluctant to participate in shared reading and writing activities and / or class discussions and can become quite distressed when asked to participate in large discussions.Family: She does not often communicate in English with her parents / family members as they predominately speak in their native language (Hindi) therefore there is limited exposure to spoken English in her household context.Teacher: Needs to support Yalindee’s emotional wellbeing and ensure that Yalindee is given positive speaking experiences to improve her wellbeing and confidence. Culturally inclusive practices need to constantly be employed in the classroom to identify the assumed 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).StrategiesOffer her “specific instruction in the construction of English letters“ and ensure modelling and scaffolding is explicit. (ACARA, 2011, p. 84)“Do sound and letter knowledge on words that the students understand. Ensure that meaning of words is established first before doing sound and syllable work.” (ACARA, 2012, p. 7)“Explicitly teach the purpose of upper-case letters, and make clear the differences between upper-case and lower-case letters, particularly when they are quite dissimilar (for example Qq, Rr, Ee, Dd).” (ACARA, 2012, p. 7)Provide her with “writing guides and glossaries to support reading” (ACARA, 2011, p. 97)“Provide examples of English print such as name cards, wall charts, posters and signs” (ACARA, 2012, p. 6)Ask her more “literal questions supported by visuals” (ACARA, 2011, p. 97)“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” (ACARA, 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 teach the “variability of English sound–letter matches by “underlining graphemes with the same as they occur in texts being read” (ACARA, 2012, p.25). 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 assignment” (ACARA, 2011, p. 95)“Develop and extend vocabulary (multiple meanings) and link to images– descriptive vocabulary to enhance meaning” so that images that may be iconic to Australia, e.g. letterboxes, garbage bins, beaches etc, are explicitly taught and not just assumed as prior knowledge (ACARA, 2012, p.9.) Incorporate the Carine Order to visually and auditory teach single letter sounds as it “represents a useful order for introducing letters” through a chart that pairs or separates letters that may either be similar or confusing (Konza, 2006, p.68) , “Teach phonics in the context of words that [she can] clearly understand (for example first 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) 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.Provide more opportunities for partner work and “communicative activities” (Hertzberg, 2012, p. 53) whereby cooperative work provides purposeful and meaningful opportunities for oracy tasks to take place between students.Discuss ways in which Yalindee’s parents can help support her learning and in particular, homework. (Australian Government Department of Health and Ageing, 2009)Allow “parents and others who share the same linguistic and cultural background” … [to] help [provide] information [and examples about how social conventions are conveyed in her native language / culture]” (ACARA, 2012, p. 9)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). 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. Support the wellbeing of the whole family by ensuring they feel part of the school community. This may be done through interpreters or school newsletters provided in their native language (Hindi).Employ the CHILD framework in the classroom, as this evidence-based framework “supports children’s social and emotional development and wellbeing” and can aid in boosting Yalindee’s self esteem when actively participating in classroom activities. (Department of Health and Aging, 2007, para.2) Developing a strong partnership with Yalindee’s parents may be challenging however it should never be taken for granted that the partnership will automatically work 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 allow 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)INDIVIDUAL LEARNING PLANINDIVIDUAL LEARNING PLAN 1/1Date Devised: 10/4/2013Review Date: 28/6/2013Student: Yalindee HYear Level: 1D.O.B: 26/10/2007Age: 6 years 7 months Program Support Group Members consulted in devising this plan:Class Teacher: Mr RossParents: Imran and Gurinder HaleemaPrincipal Rep (PSG Chair): Mrs S. SmithConsultants to the PSG: Multicultural Education Aid Reading Recovery Specialist Interpreter (for parents as they cannot speak English well) Bilingual assistantAdditional Reports: Score below 10 in Letter Identification TestEntry Skills: Challenges: Yalindee struggles greatly with reading, as she cannot recognise letters, sounds or the relationship between them in the English alphabet. This impacts on her progression in all subject areas at school as she cannot read material given for any activity and all instructions need to be visual. This is challenging, not only for Yalindee, but also for the classroom teacher, as he needs to give a separate set of instructions to Yalindee as to the rest of the class to ensure that she understands. This lack of knowledge of the alphabet and sounds causes Yalindee to become nervous in whole class activities, such as shared reading or writing, as she is scared of getting something wrong. This needs to be rectified quickly so Yalindee does not fall further behind in her learning than she already is, therefore, goals have been devised to bring her closer to the level of an average Grade 1 student.Term 2 GoalShort Term Goals(WHAT)Strategies/Methods(HOW)Mode of Delivery(WHO/WHEN)Mode of AssessmentEvaluationYalindee 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 chartShow 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 detrimental to the learning process.Word BagsIntroduce Word Bags by supplying individual bags containing two- letter and three-letter words that may include M100W, familiar nouns, etc and have students notice distinctive features of letters and recognise what letter a words commences with. “Find a word that starts with the letter a”. “What does the letter a look and sound like?” Can you find anymore in your bag”NOTE: prompt questions and have children refer to the Alphabet linking chart.Magnetic LettersIf struggling to recognise letters in the words contained in the word bags, promote the use of magnetic letters and have Yalindee sort and match the letters into lower case and upper case and say the letter name, the sound and word that starts with that letter (in the same way as the Alphabet Linking Chart). 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.10/4/2013Yalindee 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 relationship is a confusing aspect of the English language for her (Konza, 2006).Reading Recovery Specialist/Bilingual Assistant: During private sessions.Yalindee will be able to recognise most letters by name (capital and lower case) with prompting only when requested or when she appears to be struggling.Alphabet linking chartRevise 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 to g). “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 unless struggling. “Now we’re going to add a gate for g.” Glue the picture on the chart and inclusively ask students to ‘read’ the chart together: “A, a-, apple, B, b-, bear; up to G, g-, gate. Word bagsPlace students in partners and have them find words in their word bags that start with the letters learnt so far from the Alphabet Link Chart. Once they have found all the words, students are to independently identify which letters are capitals and which are lower case by pointing to them, and using the Alphabet Linking Chart for further assistance if unsure or confused. Carine orderShow the Carine Order in an enlarged version or on the interactive whiteboard to differ from that of the Alphabet Linking Chart and introduce each letter and just one sound for each letter, as the spatial placement of each letter on this chart is purposeful and will aid in Yalindee’s recognition of upper case and lower case letters and those that may be confusing or difficult for her to learn on the Alphabet Linking Chart. “What letters can you see” “What sound does that letter make?” “Is is a lower case letter or an upper case letter”Classroom Teacher: During one-on-one reading time.Letter Identification Test: Yalindee will be able to name some of the letters from memory.Yalindee is asked to find letters around the room in various places.23/4/2013Yalindee is demonstrating rapid progress in her letter recognition and can identify most of the alphabet in various contexts, such as signs, books or labels.Reading Recovery Specialist/Bilingual Assistant: During private sessions.Yalindee will be able to recognise most letters by name (capital and lower case) without assistance, but will still require minimal prompting for some.Alphabet linking chartRevise 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 to n). “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 unless struggling. “Now we’re going to add a nest for n.” Glue the picture on the chart and inclusively ask students to ‘read’ the chart together: “A, a-, apple, B, b-, bear; up to N, n-, nest. Phonic/Word WorkPlace letter cards d,s,b,m,c and b in a pocket chart and show picture cards, and explicitly say their names: dog, sun, ball, moon, cat. Demonstrate sorting pictures under letters and say the name of the letter, the sound (in isolation), and the name of the picture. Collaboratively, have the 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. 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 most of the letters from memory.Yalindee is asked to find letters around the room in various places.17/5/2013Yalindee is able to recognise nearly all letters in the alphabet but still needs minimal prompting for a few letters that are less common in everyday language, such as ‘v’, ‘x’ and ‘q’. She can also partner most capital letters to their respective lower case letters.Reading Recovery Specialist/Bilingual Assistant: During private sessions.Yalindee will be able to recognise all letters by name (capital and lower case) with minimal prompting from teacher.Alphabet linking chartRevise 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 to the correct lower and upper case form of a letters, to increase their confidence and demonstrate their understanding.Phonic/Word WorkPlace letter cards n,g,l,a and k in a pocket chart and show picture cards, and explicitly say their names: nest, gast, lion, ape, kite. Demonstrate as in previous lessons sorting pictures under letters and say the name of the letter, the sound (in isolation), and the name of the picture. Collaboratively, have the 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.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.28/6/2013Yalindee’s letter recognition has developed greatly from our first 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.Yalindee will be able to recognise all the different sounds made by each letter in the alphabet.Yalindee will be able to give the basic sounds of every letter with constant prompting from teacher.Phonic/Word WorkPlace letter cards e,b,c, and p in a pocket chart and show picture cards, and explicitly say their names: egg, bear, cake, pie. Demonstrate as in previous lessons sorting pictures under letters and say the name of the letter, the sound (in isolation), and the name of the picture. Collaboratively, have the 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.Classroom Teacher: During one-on-one reading time.Letter Identification Test: Yalindee will be able to give a few of the sounds of letters from memory.Say words to Yalindee and she must identify the sound within it. For example: “What letter makes the ‘a’ sound in ‘cat’?”10/4/2013Yalindee can identify sounds of few consonants, in particular ‘y’ and ‘d’ as they are in her name. She can hear them in words when spoken to her and will point out that the particular word has a ‘y’ or ‘d’ in it, usually if it is the first letter in the word.Reading Recovery Specialist/Bilingual Assistant: During private sessions.Yalindee will be able to give some of the basic sounds of letters from memory, with prompting from teacher only upon request or when she appears to be struggling.Onset and rimesSingle syllable words can be broken up into the sound(s) before the vowel called the onset and the sounds from the vowels onwards, called the rimes. Onset rimes help children with decoding and appear in many word families therefore introduce the Onset and Rimes chart and have students listen and repeat each one, as this will assist in their later learning and enhance their letter recognition skills.Classroom Teacher: During one-on-one reading time.Letter Identification Test: Yalindee will be able to give some of the sounds of letters from memory.Say words to Yalindee and she must identify the sound within it. For example: “What letter makes the ‘a’ sound in ‘cat’?”23/4/2013Yalindee is able to recall more sounds of letters, particularly ones she is more familiar with, in particular consonants rather than vowels. She still requires much assistance though.Reading Recovery Specialist/Bilingual Assistant: During private sessions.Yalindee will be able to give the basic sounds of every letter with minimal prompting from teacher. She will also be able to give more difficult sounds, such as when a ‘c’ sounds like a ‘s’, as in circus.Yalindee will also be able to begin recognising letter blends, such as ‘ch’, ‘sh’ and ‘th’.Word clustersShow 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” “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: 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 she does not feel singled out.Letter Identification Test: Yalindee will be able to give most of the sounds of letters from memory.Say words to Yalindee and she must identify the letter blend within it. For example: “What letters makes the ‘ch’ sound in ‘chat’?”17/5/2013Yalindee is illustrating an outstanding improvement in her sound recognition. She now knows all the basic sounds of all the letters and is focusing now on the more difficult sounds of vowels in 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 letter blends, such as ‘tr’ and ‘ph’.Word clustersShow 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” “Help me say the names of this letter cluster and names of the pictures by repeating them after me.” “This is a truck”. Show the picture and glue it in the box for Tr and explicitly demonstrate saying the letter cluster name, sound, and word: “Tr, tr-, truck.” Repeat with other letter clusters and then ‘read’ the chart 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 she does not feel singled out.Letter Identification Test: Yalindee will be able to give all of the sounds of letters from memory, as well as some words that begin with some of the letters/sounds. If she gives a word that starts with the sound of the letter rather than the actual letter (eg. ‘circus’ for ‘s’) this is still progress as she is recognising the sounds of the letters.Say harder words to Yalindee and she must identify the letter blend within it. For example: “What letters makes the ‘ph’ sound in ‘phone’?”28/6/2013Yalindee is now able to recognise a large range of letter blends and is beginning to use them in reading. Although she is reading at a Foundation level, it is still a vast improvement on where we began 2 months ago when she could not read at all. We are all proud of Yalindee’s progress with her reading and graphophonic recognition.Reading Recovery Specialist/Bilingual Assistant: During private sessions.Evaluation (comments pertaining to the student’s performance/learning against the set of goals)Yalindee’s achievements as of 28/6/2013Yalindee has improved in her letter/sound recognition and reading beyond our expectations. She is able to read basic language and can now follow simple instructions if they are written down for her and someone is there to help her to read them. She is becoming increasingly confident in class, as she now knows simple and common words. She also has very supportive classmates who are willing to help her to read things and understand content. All members of the PSG are working together to continue to improve Yalindee’s academic progress and help her get all her work up to the standard of an average Grade 1 student. The school is working to help Yalindee’s parents to learn English along with their daughter so that her learning can continue at home.Number of days absent: 2Reference ListAustralian Curriculum, Assessment and Reporting Authority. (2011). English as an Additional Language or Dialect: Teacher Resource Version 1.1. Retrieved from Curriculum, Assessment and Reporting Authority. (2012). English as Additional Language or Dialect Teacher Resource: Annotated Content Descriptions English Foundation to Year 10. Retrieved from Government Department of Health and Agening. (2009). Supporting children from culturally diverse backgrounds: Suggestions for parents and carers. Retrieved from , L. (2006), Other People’s Children: Cultural Conflict in the Classroom, 2nd edn, The New Press, New York. Department of Health and Aging, (2012). Response Ability. Retrieved from of Health and Aging, (2007). Response Ability. Retrieved from , J., & Oakley, G. (2010). Language, Literacy and Early Childhood Education. South Melbourne, VIC: Oxford.Hertzberg, M. (2012). Teaching English Language Learners in Mainstream Classes. NSW: Primary English Teaching Association AustraliaIrene C. Fountas & Gay Su. Pinnel. Leveled Literacy Interventions: Lesson Guide, Vol.1 (green System). Heinemann. 2009New South Wales Department of Education and Training. (2010) School Learning Support Program – Positively Engaging Parents. Retrieved from ................
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