INDIVIDUAL LEARNING PLAN

Date Devised: 2/5/16

Student: Name
confidential

Review Date: 23/5/16

Year Level: 1

D.O.B: Confidential
Student is currently 7
years old

Program Support Group Members in devising this plan:

Class Teacher: Mrs. Jovanov
Parents: Mr and Mrs. Jang
Principal: Mr. Gary Brummel
Other consultants: School Literacy Coordinator & Reading Recovery Staff
Strengths
Use of topic sentence to identify theme
Capital letter at the start of the sentence
Good use of nouns and pronouns
Appropriate use of active voice
Challenges (Areas for Improvement)
Correct use of full stops
Sentence structure
Overuse of the conjunction and
Overuse of pronouns
Use of punctuation to separate ideas
Correct verb tense
Spelling
Learning goals
1. To write 3 sentences with correct full stop placement
2. Write 3 sentences use the because to add depth and detail to sentences
3. Use correct verbs to represent tense in a sentence/ short paragraph
4. Use adjectives to add layers of detail to sentences
5. Read work aloud and self-edit

Background: Korean

Learning
Goal
(What)

Strategies/
method
(HOW)

1. To write 3

Learning task 1:
Modelled writing

sentences
with
correct full
stop
placement

Learning task 2:
Reconstruct the
sentence

Mode of
Delivery
(WHO /
WHEN)
Classroom teacher
and ESL/ support
teacher
20-30minutes per
learning activity

Examples

Evaluat
ion

Students will work as a whole class and construct

sentences based on simple image stimuli
e.g. Image of a child playing with a ball
- Discuss what students see in the image
- Share describing words related to the image
- Students discuss, devise and share a sentence with
their partner
- Students share their ideas with the class and then
teacher uses them to construct sentence on IWB
- Underline or circle key features of the sentence e.g
capital letters & punctuation
Students will also work on constructing their own
sentences
e.g.

2
3

Comment
:

https://au.pinterest.com/pin/388928117792772470/

2. Write 3
sentences
using
different
conjunctio
ns

Learning task 1:
Complete the
sentence

Classroom teacher
and ESL/support
teacher

Learning task 2:
Create your own
sentence

20-30minutes per
learning activity

Students will work as a whole class and then group

work to use different conjunctions in a sentence.
This will assist the student as she works well with
small groups and benefits from whole class
examples.
e.g.
Lunch comes ________________ breakfast.
before / after
It is bright during the day _____________ dark at night.
but/ or

2
3

Comment
:

Turtles can swim _____________ walk.

because/ and

3. Use
correct
verbs to
represent
tense in a
sentence/
short
paragraph

Learning task 1:
Verb sorting tense
Learning task 2:
Word bank selection
fill in the blank

Classroom teacher
and ESL/support
teacher
20-30minutes per
learning activity

Students to work in small groups to complete a word

tense sheet. This will be used as a reference for
groups to create their own sentences using word for
past, present/ future
e.g

https://au.pinterest.com/explore/verb-tenses/
The above words will be used as a word bank for
students to complete a fill in the sentence style

2
3

Comment
:

activity
e.g. The man ________ to the shops.
I am ______________ a movie.
Students will then work in small groups to device a
short role play or skip that correlates to some of the
sentences they have written. This will assist the
students as she enjoys kineasthetic learning and
collaboration.

4. Use
adjectives
to add
layers of
detail to
sentences

Learning task 1:
Word wall
Learning task 2:
Image analysis and
writing

Classroom teacher
and ESL/support
teacher
20-30minutes per
learning activity

Students will work with a partner (Think, Pair, and

Share) to discuss adjectives for various categories
e.g. colour, taste, smell, touch etc.
Students will add these words to an adjective word
wall to be used as future reference.
e.g

2
3

Comment
:

Student will work in small groups and receive

various image stimuli. They will then refer to the
adjective word wall to assist them in constructing
descriptive sentences.
e.g.
The hungry dog ran away with the delicious bone.

5. Read work
aloud and
self-edit

Learning task 1:
Peer reading and
editing

Classroom teacher
and ESL/support
teacher

Learning task 2:
Self editing checklist

20-30minutes per
learning activity

Students will use image stimuli again to construct a

short narrative. They will then find a partner to share
their text with. This will provide students the
opportunity to read and learn from others work as
they learn to pick up spelling and punctuation errors
1. Read aloud
2. Partner reads
3. Partner shares 2 stars and a wish about the
text
e.g. 2 things you really liked about the work and 1
wish that they can improve on

The student will also do their own self editing using

the CUPS proforma
e.g. Capital letters, Understanding, Punctuation and
Spaces

2
3

Comment
:

https://au.pinterest.com/explore/editing-checklist/
KEY: 1 = Little or No Progress

Further comments:

2 = Satisfactory Progress

3 = Excellent Progress/Goal Achieved