Cornish College

Early Years Team

Individual Learning Plan

Individual Learning Plan

Name Bethany Johnson Year Level 2 Date March 2013
Review of Progress Class Teacher Bethany has settled into year 2 and follows the routines with varying degrees of independence. Concentration varies. Mondays are particularly difficult after the weekend. Best sitting in front of class when on floor. Reading skills are around Reading Recovery level 14. Her spelling skills are much weaker. Bethany has shown improvement with following instructions. This includes Mathematics. She is starting to stay focussed for longer periods of time. Consistency with tasks can still vary. Handwriting is becoming clearly but with some reversals of letters and numbers. Correct formation of letters still needs to be stressed. Wrote her description of her box construction, on time and independently. Bethany enjoys social contact. Resilience strategies being encouraged, as with all students. Parent Individual Needs/Additional Assistance Bethany attends 2 sessions per week with Mrs Syme assisting with reading, writing and spelling development. Bethanys performance last week was more focused and engaged. Her level of engagement appears to fluctuate from day to day depending on how she presents. If Bethany is tired this seems to impact significantly on her ability to perform set tasks. This sense of fatigue also coincides with other behaviours such as rubbing of her eyes, itching of skin, all distracting from the task at hand. On the days when Bethany appears rested and positive her performance can be most pleasing. On such days she reads independently, self corrects as required, blends and breaks up words to assist decoding and makes good attempts at the writing of unknown words. At times she will self monitor and engage well with text. Bethany is encouraged to remain positive about the task at hand and receives much positive feedback about good performance. It is clearly explained to Bethany why something needs to be done so that she understands why and to reinforce for future reference. She is being encouraged to read with momentum and get on with the job, all-important for her understanding of text read. Letting Bethany know what is expected seems to be important knowledge for her performance. As such she has clarity about what is required and realises what part is her responsibility on the day. Consistent behaviour and performance are crucial for Bethanys further development. She must become a more active learner and less passive, taking control of situations and persevering despite challenges along the way. A reduction in daily homework is a good idea, hopefully it will make a difference to Bethanys outlook on pr acticing her reading each night. Bethanys familiarity with her sessions makes it an enjoyable experience for her. She is a pleasure to teach. Learning Goals Develop memory strategies to aid recall of instructions, vocabulary, spelling, number facts, etc Correct formation of letters with correct starting points Continue to improve fluency and phrasing whilst reading To become quicker with beginning tasks so not to lose focus Maintaining a task until completion Classroom activities Memory building Target Spelling, Kims Game, memory games Regular formal handwriting sessions using dotted thirds paper THRASS approach to breaking up wordslistening to the phonemes Regular dictation work and spelling tasks Close monitoring of all classroom tasks to maintain Bethanys understanding of the tasks. Home activities Maintain daily reading practice - Mrs Symes books then the class books on other nights Practise problem sight words ready for testing small laminated cards Encourage the breaking up of words into phonemes (separate sound) iPad apps to help at home *Sight words by photo touch *Spellosaur *Phonics Vowels

Cornish College

Early Years Team

Individual Learning Plan

Individual Needs activities/goals 1-1 session twice a week with Mrs Syme focusing on reading, writing and spelling strategies Regular and systematic reading practice Focus on commonly read words Focus on repeated words for transfer to classroom sessions Development of fluent and phrased reading Less dependence upon picture cues Encourage and further develop self monitoring whilst reading Continue to develop independent reading requiring fewer prompts Attempt to eliminate vowel/letter confusions that still exist Date of next meeting: Term 2, 2013 Teachers involved:

Concerns / Comments Reading must be practiced daily. If no improvement with the reduced homework tasks then some items may need to be reintroduced

Mrs Mary Parker (Class Teacher) Mrs Maris Syme (Individual Needs)