*cognitive development

Learning Management Plan for

Learning Management Plan Focus

Carly yr.10 (dyslexic student)

Improving writing skills: making her work legible one lesson

(1)
What does my Learner Already
Know?

(5)
What will constitute the learning journey? reading, writing,
comprehension

She has dyslexia

That she struggles with spelling/grammar
and writing

LEP
Sequen
ce No.

Expectations of completing task within the

class/ given timeframe.
She needs to complete set tasks at the best
of her ability.

LEP/ Lesson
sequence/
Outcome
focus

Carly wants and needs to work on improving

her literacy skills, particularly writing. Being
a dyslexic student hinders Carlys ability to
complete written tasks. Carly needs to spend
more time re-reading her work before she
submits as a lot of the time her work doesnt
make sense and the reader can not
understand her work.
In most cases Carly understands and knows
what is to be completed, but actually
completing the task (procedural knowledge )
is what she struggles with.eg
writing/spelling

Learning Management Plan

Page 1

What is to be taught? What are the

Sequential Strategies

Main DoL
focus

Time
Frame
(LMQ4)

(LMQ2)
initiate

(2)
Where does my learner(s) need /
want to be?
My learner will be able to:

Learning Experiences

gather

Information and explanation is given

to student on what is expected of this
task.

DoL1

Provide assistance in the forms of

visual examples if needed

DoL3

10 mins

DoL4
DoL5

30 mins

DoL2
DoL1

apply

Reflect

Student works independently on

completing given written task

DoL3

Opportunity for student to re read

finished work.

DoL4

Opportunity for peer to read work,

making sure it makes sense and the
task is addressed and is legible, also
picking up on spelling/grammar
mistakes

5 mins

DoL2

DoL5

5mins

*cognitive development
(6)

Who will do what?

Carly: will read over her first draft making changes when required.
Me/teacher: make sure she understands the task, providing her with visual
examples and cues when/ if needed.
Peer: will read over her work to make sure it is legible and can be understood before
submitting for assessment.

(3)

How does my learner best learn?

Carly is a visual learner and learns best when

things are explained to her slowly and clearly
with examples.
She works best one on one with a teacher to
clarify the task and ask questions.
She also uses headphone while writing to
stayed focused and to minimise noise and
distractions from other students.

(4)
What resources do I have at my
disposal?
Laptop and internet.
Personal phone to record thoughts and then
play back to remember ideas and clarify
points.
Knowledge from family and the learner
herself about her personal life and areas she
lacks confidence in eg-writing /spelling

Learning Management Plan

Page 2

(7)
How will I check to see my learner has achieved the defined
learning outcomes?
Observe Carly working independently to complete tasks.
Completed task is legible to learner and the reader.
To achieve this scaffolding of one on one teacher/student help will slowly be
removed and using a peer to read her work before submitting will no longer be
required and Carly will be confident in her own abilities to re-read and correct her
own work before submission.

(8)

How will I inform the learner and others of the learners progress?

Inform Carly that once I have read her work, I can understand it and it address the
assessment criteria.
Receiving a Pass grade on the task without having to resubmit.

*cognitive development

Learning Management Plan

Page 3