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APPENDIX
A ./ ;' { ': ' '
l.LP. Date Devised: 18/oi/2013

Child Name:Archie MocClaude

ReviewDare: 01/06/2013
p.o.B. 75/02/08

Age:5 yrs I months

LearninFContext:
SouthernBotanicEarlyChildhoodCentre;Longdare careand Kindergarten
ProgramSupportGroup Membersconsultedin devisingthis plan:
Mia Lons- Kinderrodmleader

'- "..-\
KateDonald
- Kinderrpdmassistant

AngeHesse- Archie'sAu Pere/caretaker

HughMacClaude
- Archie'sFather

\
LeeCollins
- Kinderroomeducator

OliveCarter- Centredirector

Andrewe.rt", --Sp."ch Pathologist

Audiologist
MichelleHo- Paediatric

L/

\=1.

Reports:
c

and BehoviourolHeoringEvoluotions-Michelle Ho.

Bobyond ToddlerElectrophysialogicol

Kinderriom observotions-Mia Long, KoteDonoldand LeeCollins.

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M.

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@:
ttme ond wilt prymost

Archieis copobleol concentratingfor oieroge lengths,of

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t*tt,l,#ffi;'
tosks ccF.t+tinlshbeforemwin9".,
"

usesphysicat
otherchildren,howeversometimes
frequentlyignoresunwdnteddistractions-frory
lo',,
nowevefrf
to ployalone.Heis aworeof hiscontroloverhisoctions
meons
to conveyhisdesire
Oeneralattention is good howeu+ more orol
longuageshould be encouraged.
Memory: Archie is usuolly able to understand dnd cammunicote the meoning of complex
information, He is able to organise and recall informotlon from various sourcesto explain himself. For

Archietold the story of aoldie Locksand the three beors to hisfriend Som ond sdid 'the beorsget
cold and sleepin winter and then go aut in the sun. 5o it's sunny todoy. That's why they're not in
theirbeds."
Temporal seouential orderint: Archiehosa relativelyfirm grospon his numbersond letters, ,. :f
,1
howeverdoesoccasionallymix the order of the lettersup or skiga letter. He also recognisesthe
letterssnd can soyin order the lettersneededto spellhis
sdys'$orry'whenhe

uy

I
iT

DearMr Jones,

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at vour
impair:.9":.1j.$"i""
havebeendoingwith hearing
,m" MH ei sa

I amawareof the fanta-sllgJgf

schooland am
friendlYchild

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motor
iineandgross

ffieo

Sffirt to context(seeAP

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;T:r:,':.T;ffi1';*:ilffi
lp;,:i:;::1,:::;H[?:ilffi"iil"':ll
tosit
span
theattention
has
Archie
7team.
una".
(AppendixA)' namely

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J#ffiffiir.,"

..^)^- 1+oam Arrhi trasthe attention span to si

to
particularlywhen it canbe related
wiit engagewith new information,
,_
and numbersty
' . --tnrnueh-&s-*,l]Fhnd
A)' He hasa firm sraspon letters
't,*t-:,":iitdTt^- I .} i
animals(Appendix

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utr.:?T"'l;li#';:::il,?ii'.""1'
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tqn' ,!,r.

eriks-Brophy

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'

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of! qL . 'L'*'
rheuse
intheircrassroom'
tt;v areworking

impaT:f:il::;':';lffi;;t'i.n"o
hearing
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herps
'
svltems
ampriricationxlem:^l1li:Tjll;n*::l'l*;il:#iTlil.,lti":;;-"
ilro
rierd
limited'n" '
;;;;;
sound
currently
is
r;
Archie
Although
L'{L
io'i)'
'*priri'ation
Foremtn'
in
'
anonyuka@ted

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:-

ffi"

ffitr[iinl"eoi"i'""it,i':::oii:|i,
i I '.

wr' w'. -';t * t

racrrrlv
.
ffitTffiiiiitusion at you educatlon
learnin:*Hm;}J-,"*^-.
his ,^^,^,^
in ,;
him
for
support
extra
for
website,to allow
the DEEWR

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h*
*u.n*.

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tt

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{L-.*-L,:l*-*,-

YourssincerelY,
Mia Long
Kinder room leader,southern

BotanicEarlychildhood centre'

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EDFD261Assignment2: GroupPlanningTask
LessonPlan
PIAN
TESSON
LessonTopic/Focus:
Oral Language

Date.29lO4/2Ot3

Learning
EYLF
Outcome(s):
- LO5.Childrenare effectivecommunicators

TEARNINGCONTEXT
' b c/Y"t'

Thisle;;don
will bedir/ected
asa smallfocusgroup,to extendon thechildren's
orallanguage
skills,
/
-/'
usinga varietyof visualandauditoryaids.Thisley;6will runtwicea week;everyMondayandFriday.
,/
Theresources
usedfor thisactivit!areableto beusedbyotherchildrenat othertimesof thedayfor
I

theirownpurposer.
no/--

*Ll

f*,

,*.,-r--

LEARNING
INTENTION{S}

ha4*')

J- +;
'./,a\^r?U\

q.L-d
ura,'r
LO5.Childrenare effectivecommunicators;
Childreninteractverballyand non-verballywith othersfor
a rangeof purposes,

-/'

ASSESSMENT
Educators
will observethe childrenand documentusinga rangeof observation
methods;running
records,anecdotal,jottings,video recordingt6r>

L4

1. Canthe childrenidentifywhatthe soundis?

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2. Canthe childmatchthe soundto the image?

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3. Doesthe childdemonstratetheir abilityto mirror the signof the educator?

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44^L"t-oF

EDFDZ6l Assignment2: Group PlanningTask

LessonPlan

CDPlayer
CDwith a varietYof everydaYsounds
System)
Communication
(PictureExchange
A varietyof PECS

INTRODUCTION

the activityandthemefor the day.

introduces
- Educator

o{-o" *. *bO *
L.-"
*" '
fortnight)'
every
repeats
and
day,
every
(Theme
rotates
lesson
of the
E\l

.-,L.--

L.d}ra.-c.

- Educatorexplainsthe activityto the stn6(focusgroup'

DEVETOPMENT
-Ed u c a to rp l a y s th e C D tothesmal l focusgroup;pausi ngaftereachsound'
- Childrenareaskedto identifythe sound.
- "Who cantell me what soundthis is?"

;A ,.- l L

t" l - t" {t-tP '

image'
to the PECS
- Childrenareaskedasa groupto matchthe sound
imageswill be placedin front of the children;if the childrenaresittingin a circle'
ThePECS

rr

imageswill be placedin the middleof the circlefor all childrento see'

then the PECS
imageto the educator'
- As childrenmatchthe soundto the image,theythen handthe PECS
the pictureandalso
will then respondto the childrenby verballyidentifying
TheEducator
displayingthe signtha!4foeswith the image.
J

image out loud whilst signingthe word 'DoG' (Slapon the

Educator
Eg.,,Dog,,
-/ will say the
ll
the word
outside of the right thigh twice) to the children, who will then verbally repeat
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"

{ l'
tfrt'-'t

Xh*d+
rr'\
t
fltL'*'"/{ ?'-*'

and sign.
will talk aboutthe subjectto the smallfocusgroup,openingup for group
- Educator

EDFD261,
Assignment2: GroupPlanningTask
LessonPlan
discussion.
Encourage
involvement
from all childrenin the group;this will assistthe children

- Educatorwill playthe nextsoundfrom the CDand repeatthe samestepsasabove,asking ,*

questionsin relationto that sound.

CTOSURE

- Askthe childrento pickup a numberof the PECS

images.
imagesto you,encourage
them to verbalise
- As the childrenhandthe PECS
the image

',(^
and/orsignthe image.

n5

IL*

(.l.J-

Llc n-l*

>11r'p.^r&.-

EDFD261Assignment2: Group PlanningTask

Brainstorm
Learningintentions
-

Communication
betweenstudents.

in the lessonand socialinteraction.

Encourage
Bridgett'sinvolvement

Encourage
all studentsto takepart in discussions
and improvetheirverbal
interactionwith others.

Extendstudentsoralvocabulary.

Justification

Studentsworkingtogetheranddiscussing
their thoughtsto correctlyidentify
ff,
the soundand matchwith the picturewill achievethis.Theteacher-guided
willalsoencourage
ArchieandMelissa
discussion
student's
socialdevelopment.
are
confidentand influentialwith their peersso we are hopingthat puttingBridgettin a

L '*

'L;;
L-,\),

smallgroupwith them willencourageherto maldriendsand becomemore

confidentand comfortablein a socialsetting.Throughher interactions
with her
clq#ateson Mondaysand Fridays,
Bridgettewill becomefamiliarwith the children
,/
whichwill reduceher shyness
whileincreasing
herverbalcommunication.

L*
-.-yl*-

,z Lu '-Ul {"L,', .,c,n

,
-

EDFD261Assignment2: Group PlanningTask

Brainstorm
t ;;t'--,ra{>,"'L'-'t''

Y"!

t) ?;

,*{*"1/Ln^

.-LJ
ll

Alternativeideas

L."*-/ t .*u-*' oL- L"

t L tv L,W

L-,1 V(^'"--^-I^-rr*

somevariety.

ldeasfor an experience
-Discussion
J

- rmages (
- sounds

ot",{,*'l *-^""LJ"

,)

Resources
Thislessonplanwill needa CDplayer and a CD of 10 different sounds,(the sounds
shouldbe playeda few times),PECS,and a teachingaid who can use,signlanguage.

AdditionalAssistancefor staff

,l

U/""'^a - -

--ho*j;.dil,,"*-.,,*lov*l*
i.L, ._1* u,u
{_"t "_
>1d r.rL- o,r".;.