PERSONALISED LEARNING PLAN - 2016

Date Devised: Date to be Reviewed: December

No. of PLPs in current year: 2/2

Student: Year Level: 2 D.O.B:

Age:
Program Support Group Members consulted in devising this plan:
Class Teacher:
Guardian:
Principal Rep (PSG Chair):
ESO:

Entry Skills (What the student has achieved):

Hannah is currently reading at Level 28 instructional
Hannah reads a variety of texts with fluency and some expression
BURT 48
Spelling Test 1 13
Hannah writes a variety of text types and sequences her ideas appropriately
Hannah can count to one hundred by ones, twos, fives and tens
Hannah models, reads, writes and orders numbers to 1000
Hannah identifies the hundreds, tens and ones in three digit numbers

Challenges (Areas for Improvement):

Hannah is encouraged to re-read any words or sentences that do not make sense
Hannah is encouraged to answer questions about what she has read without looking back through the text to prompt her
Hannah needs to look closely at the words she is reading so she does not make an assumption about a word based on the initial letter/blend
Hannah needs to consistently use her personal dictionary to spell unfamiliar words
Hannah is encouraged to include commas and exclamation marks in her writing
Hannah should extend her knowledge of the number system and practise reading and writing four digit numbers
Hannah is encouraged to solve simple subtraction equations involving two digit numbers

Learning Priorities (Future Learning):

Hannah will continue to develop her understanding of her Indigenous heritage
Communicatio Hannah will build on her reading skills and develop her comprehension
n Hannah will extend her writing skills and develop her knowledge of spelling and punctuation
Hannah will extend her mathematics skills and further develop her knowledge of four digit numbers and subtraction
Literacy
Numeracy
Semester Goals Short Term Goals Strategies/Method Mode of Delivery Mode of Evaluation Rating
(Long Term Goal) Assessment 1 -2 -3
1 = Little or No Progress
2 = Satisfactory Progress
3 = Goal Achieved
To maintain and value Hannah will be able Display the Aboriginal Our Teacher- In a whole class Hannah will be able 1 2 3
Hannahs Indigenous to sing along to the Father prayer on the setting as part of our to recite the
heritage. Aboriginal version of prayer table for Hannah to morning routine and as Aboriginal version of
the Our Father see. part of our Term 3 IBL unit. the Our Father
prayer. prayer.
As a class say/sing the Evidence:
Hannah will become Aboriginal Our Father Observations
familiar with prayer in the morning. recorded over a one 1 2 3
Indigenous athletes week period.
that have Explicitly teach students
represented about Indigenous athletes Hannah will become
Australia at the that have represented familiar with
Olympics. Australia at the Olympic Indigenous athletes
Games, e.g. Cathy that have represented
Freeman. Australia at the
Olympics.
Evidence: Work
samples and
observations
recorded during our
Term 3 IBL unit.

Hannah will build on her Hannah will re-read Explicitly teach and model Teacher- Whole class, Hannah will re-read 1 2 3
reading skills and develop any words or re-reading strategies. small focus groups and any words or
her comprehension. sentences that do one to one reading. sentences that do not
not make sense. Remind Hannah to re-read make sense.
anything that does not ESO- One to one tasks Evidence:
Hannah will be able make sense. with Lauren or small group Observations
to answer questions work. recorded in small 1 2 3
about what she has Continue to discuss with focus groups and
read without looking Hannah what she has Parent- Read to and with Running Records.
back through the text read and ask her Hannah frequently.
to prompt her. comprehension questions. Remind Hannah to re-read Hannah will be able
and look closely at words. to answer questions
Hannah will look Continue to teach letter Ask Hannah to explain about what she has
closely at the words blends and digraphs to what she has read and read without looking 1 2 3
she is reading so build on Hannahs ask her comprehension back through the text
she does not make knowledge of these. questions. to prompt her.
an assumption about Evidence:
a word based on the Display a Blends and Observations
initial letter/blend. Ends poster in the recorded in small
classroom for Hannah to focus groups and
see. comprehension
questions associated
with Running
Records.
 Hannah will look
closely at the words
she is reading so she
does not make an
assumption about a
word based on the
initial letter/blend.
Evidence:
Observations
recorded in small
focus groups and
Running Records.

Hannah will extend her Hannah will Encourage Hannah to use Teacher- Whole class, Hannah will 1 2 3
writing skills and develop consistently use her her personal dictionary small focus groups and consistently use her
her knowledge of spelling personal dictionary and classroom wordlists one to one writing personal dictionary to
and punctuation. to spell unfamiliar when completing written conferences. spell unfamiliar
words. tasks. words.
ESO- One to one tasks Evidence: Writing
Hannah will include Explicitly teach and model with Lauren or small group samples in workbook
commas and correct use of commas work. and observations 1 2 3
exclamation marks in and exclamation marks. from teacher-student
her writing. Parent- Encourage writing conferences
Display punctuation Hannah to write for on a monthly basis.
Hannah will re-read posters in the classroom enjoyment at home and
any writing she for Hannah to see. include simple Hannah will include
completes on Free punctuation. Ask Hannah commas and 1 2 3
Writing Friday and Explicitly teach revising to re-read any writing she exclamation marks in
make necessary strategies and provide completes and check for her writing.
changes, for time in class for Hannah to correct spelling and Evidence: Writing
example, spelling edit her work. appropriate use of capital samples in workbook
and capital letters. letters. and observations
Give Hannah a from teacher-student
writing/editing checklist writing conferences
that she needs to tick off on a monthly basis.
before showing her work
to the teacher. Hannah will re-read
any writing she
completes on Free
Writing Friday and
make necessary
changes, for
example, spelling and
capital letters.
Evidence: Writing
 samples in workbook
and observations
from teacher-student
writing conferences
on a monthly basis.

Hannah will extend her Hannah will extend Explicitly teach and model Teacher- Whole class and Hannah will extend 1 2 3
mathematics skills and her knowledge of the how to read and write small focus groups. her knowledge of the
further develop her number system and numbers above 1000. number system and
knowledge of four digit practise reading and ESO- One to one tasks practise reading and
numbers and subtraction. writing four digit Provide opportunities for with Lauren or small group writing four digit
numbers. Hannah to practise work. numbers.
reading and writing four Evidence: Maths
Hannah will solve digit numbers. Parent- Encourage samples in workbook
subtraction Hannah to play some of and observations
equations involving Play number games the Number related games recorded over the 1 2 3
two digit numbers. involving four digit on the Junior Level Blog. period of one month.
numbers.
Hannah will solve
Explicitly teach and model subtraction equations
subtraction strategies. involving two digit
numbers.
Play number games where Evidence: Maths
Hannah is required to samples in workbook,
subtract two digit subtraction pre/post
numbers. test and observations
recorded over the
period of one month.

EVALUATION:

Hannah has continued to work hard this semester and has shown good progress across all curriculum areas. She participated in the Aboriginal
version of the Our Father prayer that we sang daily during Term 3. Hannah watched Youtube clips about indigenous athletes and completed a
fact file about Cathy Freeman.

Hannah has made good progress with her reading this semester. She has demonstrated solid comprehension skills and can answer questions
about a text and retell the main ideas. When reading aloud, Hannah is taking her time and looking closely at what she is reading and this has
significantly improved her reading accuracy. She is also able to reread on some occasions to maintain meaning. When writing, Hannah is using
her personal dictionary more frequently to spell unfamiliar words and she is using her editing and revising skills to enhance her written work.

In Mathematics, Hannah is able to read some four-digit numbers. She can accurately solve many subtraction equations involving two digit
numbers using the count back strategy. Hannah is encouraged to use a range of strategies to solve these equations in the future.

It has been an absolute pleasure teaching Hannah this year and I wish her continued success in Year Three.