Please enable JavaScript.
Coggle requires JavaScript to display documents.
Learner:
Ivy (Speaking (PRODUCTIVE) (Use of Text: She listens effectively…
Learner:
Ivy
Speaking (PRODUCTIVE)
Use of Text: She listens effectively, but needs assistance on how to support her own opinion in detail.
-
Conventions: Needs to select vocabulary to enhance meaning and effect. Needs to differentiate between formal and informal discussions.
-
Needs to practice descriptive vocabulary and expressive verbal sounding out of words to enhance phonetic awareness
-
Contextual Understanding: she needs to consider appropriateness of text in relation to audience, such as, simple speech when presenting to younger children, formal speech when addressing a whole school and casual speech with peers in a classroom setting.
-
Processes and Strategies: Needs to ask questions to elicit additional information (e.g. who, what, where, how, why cur cards) and identify a wider range of strategies used to enhance talk.
Question and answer session after presenting, and peer feedback with assist in this area.
She needs to meet the achievement standard of presenting to more than one audience other than classmates, such as to another classroom, parents or the school at assembly.
-
Reading (RECEPTIVE)
Needs strategies to develop long term memory of text, such as note taking, graphic organising and Power Point presentations
Using a book mark with notes lines on it, put down main idea of chapter in dot point fashion
-
Needs to be taught and reassured that she can appeal or request for help when reading. Maybe peers can assist by demonstrating how to do so.
-
Needs strategies on self monitoring skills. She needs help on how to self-correct and decode unfamiliar words, through phonics revision, blending sounds and learning how to separate syllables.
Use a phonics programme that is highly structured and predictable, with routine tasks, so that the only factor that changes is the new sound. Add on blending to each sound to make longer words.
Needs strategies on how to make dot points of text read, then to write main points and document for later referral.
Text reading and comprehension, followed by strategies on how to write the information, to later assist with memory of the story, long term memory. Could be done with text and presentaion in silde show fashion.
Writing (PRODUCTIVE)
-
Needs more expressive vocabulary to give more detailed opinion on information in text, extend answers with "because"..etc.
Allow her to play with words, do crosswords, word sleuths, words inside words and other word study activities that extend personal expressive vocabulary language.
-
-
Creating (PRODUCTIVE)
-
Slide shows to present information , texts
-
-
Listening (RECEPTIVE)
-
Guided reading with peers, listening to them read while in same group
-
Using songs, rhymes to establish strategies in literacy e.g. Sayings and songs for grammar rules etc.
Spelling (PRODUCTIVE)
-
-
Needs spelling list linked with phonetic sound learning stages in reading, writing and spelling.
Ensure that the text we are reading is synced with the sounds we are revising and the spelling list is also.
Viewing (RECEPTIVE)
Needs to use her visual skills to assist her when reading, by using the images in books to predict the writing on the page.
Strength with viewing, so use this when teaching Ivy
-
-
-
-