INDIVIDUAL LEARNING PLAN

I.L.P. 463 / 464

(No. of ILPs in current year / Total number ILPs)

Review Date: 20/5/11 Date Devised: 12/5/11 Student: Ryan Year Level: Grade 3 D.O.B. 20/01/02 Age:9 yrs 5 months Program Support Group Members consulted in devising this plan: Class Teacher: Mrs White Parents: Mr & Mrs Robinson Principal Rep(PSG Chair): Mr Wall Consultants to the PSG: Classroom teacher, School literacy coordinator, reading recovery staff, Vice principal, parents and This individual learning plan addresses the principles stated in the National Safe Schools Framework by promoting care and by respecting and cooperating with others. Additional Reports: Entry Skills (What the student has achieved) Has high achievement in numerous sports. Has a vivid imagination, and enjoys tasks that stimulate his creativity. Has an active interest in AFL football players, and enjoys researching match reports, and player statistics. Challenges (Areas for Improvement) He has difficulty with written tasks in that he seems to have gaps in his knowledge of phonics, spelling and punctuation. He is reluctant to write and tends to write very brief pieces. He lacks an understanding of the importance of standard spelling and punctuation in writing and overall presentation of his work.
He rarely if ever proof reads work to ensure it makes sense. He is aware of his difficulties, and therefore lacks confidence when sharing his work with teachers/peers.

Learning Priorities (Future Learning) Develop strategies to improve the overall quality of his writing, ie. Spelling, punctuation. Learn resilience strategies to help cope when he makes mistakes, and appreciate his unique strengths and abilities.

 Improve phonological awareness.

STUDENT NAME: Ryan Semester Goals Short Term Goals (Long Term) (WHAT) By the end of the first By the end of the term, Ryan will be able semester, Ryan to practice spelling will be able to strategies, using at least demonstrate, the one strategy, 75% of the importance of time. standard spelling and punctuation in his writing, by proofreading and correcting his work, 80% of the time.

Devised 00/00/00 Strategies/Methods Mode of Delivery Mode of Evaluation (HOW) (WHO / WHEN) Assessment dd/mm/yy To give him opportunity to revise Ryan will be in a special Including weekly and practice spelling strategies, group for spelling, spelling tests, through the use of words from the working through a there will be a 300 most common used words and revision program of test at the end weekly spelling tests of 10 words. basic rules and of the term of 50 principles of spelling and words including 1 2 3 punctuation, once a the words he week. had challenges with, in the weekly test, to access spelling progress. Focus on teaching how to decode He will receive a tally The use of sport words by providing opportunities to mark for each error in related learning/use specific strategies his writing and will have passages which such as, look, say, cover, write, to see how many of his require Ryan to, check, the use of word shapes own mistakes he can correct spelling and create a word bank with the find. These will then be errors, add words he personally finds placed in his word bank punctuation and challenging. and will have to use two selection of 1 2 3 strategies to work on correct these words. homophone use from a paragraph of writing. By the end of the second There will be a focus on proofOnce a week the class Ryan can term, with every piece of reading skills by providing will have a writers demonstrate his work, specifically opportunities to proof read others workshop, where each proof reading published work, Ryan work, by using phonic and visual group is involved in the skills in his own will proof read his work, skills to pick up spelling errors and different steps of written work. 1 2 3 get a pair to proof read reading work aloud to pick up creating a piece of work. and then re-proof read punctuation. He will then move Ryan will take part in the prior to showing the onto self-correction with these proof-reading group and classroom teacher. skills. will be responsible for

INDIVIDUAL LEARNING PLAN

using his spelling and punctuation strategies. By the end of the semester, Ryan will be able to write complex sentences and longer pieces of writing of at least one paragraph or more, 80% of the time. By the end of the term Ryan will be able to write longer sentences that join one or more ideas together by using a conjunction, 75% of the time. There will be a focus on using conjunctions to create complex sentences and by focussing on more than one idea in written work to make it longer. Once a week during class journal writing time, Ryan will have the opportunity to express his thoughts into written work which will be checked by the teacher. Ryan can write a long passage containing complex sentences about his topic of choice, sport.

KEY: 1 = Little or No Progress

2 = Satisfactory Progress

3 = Excellent Progress/Goal Achieved

Below is a list of learning priorities that may be included in the Individual Learning Plan: Daily Living Skills Social Skills Behaviour Motor Skills Communication Literacy Evaluation (Comments pertaining to the students performance/ learning against the set goals). ___________s achievements as of dd/mm/yy

Numeracy

Number of days absent: