Brigitte Carter SN 13052340 27th August, 2010

ED 125: Stephanie Cremin Assignment Two: Part A - Intervention Plan

Individual Education Plan Term Three - 2010

Student: Kevin Jones D.O.B. 10.2.2001 Year Level : Four

Curriculum Framework Students Strengths: Kevin is confident when identifying single

Learning Outcome Area: English
Learning Area Outcomes: Reading & Writing
Student Outcome Statements: Working within Level 1 and 2
Values: 1.1, 1.3, 2.1, 2.4
First Steps Phase: Working at Experimental Phase
WA Syllabus (K-10 Scope & Sequence): Working within Year 1
Scope
letter names and sounds in the alphabetic context. He is capable of
producing basic sentence structure. He can identify short vowel
sounds at the beginning of words. Kevin has consolidated
consonant beginning and end sounds. He is friendly and willing to
have a go.
Kevin has consolidated Reading and Writing sequences for K/P in
WA Syllabus K-10 Scope & Sequence.

Behaviour: Kevin has some issues with bullying outside the classroom, with boys only. He tends to display aggressive and assertive behaviour.
he has a tendency to lose focus and concentration and get off task if not constantly monitored. Kevin is easily distracted. When given an instructio
to only half listen (has had grommets) no hearing test noted.
Long-term Goals: Kevins long-term goal is to read and write at his age-appropriate level.
Brief assessment overview: Current I.E.P. in place: Diagnostic Evidence from curent I.E.P.: Toe by Toe begin at page 10; Focus Words up
to list 19; Core Words from Green File Year Four Level result: 1/47 ;Blue Reading Box test result 4/20;
Performance Short-term Objectives Strategies to achieve Resources Monitoring/Assessment/
Indicators: Kevin will; objectives Evaluation
WA Syllabus
(K-10 S & S)

Writing - Classify and categorise words in spelling -Teach Kevin to look -Toe by Toe - Regular monitoring of Toe
Conventions: patterns for visual patterns using workbook by Toe progress
Spelling Toe by Toe - New Wave Spelling - Words Their Way
Year One
Book A - SA Spelling Test

Writing - Identify initial two letter blends st, tr, cr - Kevin to use a variety -Teacher resource -Regularly assessing work
Conventions: of tasks to find these - LSCVWC samples such as;
Spelling blends in words and put - New Wave Spelling - Daily Writing
Year One
them into his personal Book A - Diary Writing
teacher-made sound - Diana Rigg - Sound Book
book to refer to

Writing: - Learn long vowels ee as in tree, ow as in - Kevin to use THRASS - LSCVWC - Words Their Way
Processes cow, ai as in rain, ar as in car chart when doing -THRASS chart - Green File
And
writing tasks to allow - Vowel charts within - Checklists
Strategies
Year One for choice of long classroom - Work Samples
vowels - Vowel worksheets - Teacher Observation
- New Wave Spelling - Anecdotal Evidence
Book A
- Diana Rigg
Writing: - One-on-one with E.A. - Teacher worksheets - Words Their Way
Conventions: - Identify and use digraphs ch; sh; th to work on each digraph - Personal dictionary - Green File
Spelling- Implement tactile to build on word - Checklists
Year One
strategy of using chalk knowledge - Work Samples
to write words on - Personal word bank - Teacher Observation
quadrangle to develop - Anecdotal Evidence
vocabulary
Reading: - Read all core words in Year One list of - Use words as spelling - Green File - If by review date, little
Conventions Green File words 10 at a time (Midwest) progress has been seen, goals
Word

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 Brigitte Carter SN 13052340 27th August, 2010
ED 125: Stephanie Cremin Assignment Two: Part A - Intervention Plan
Conventions until consolidated then will be re-evaluated
Year One adding new word and
keeping unachieved
word for the next list

Reading:
Conventions - - Segment sounds of two syllable words - (a) Use clapping and - Hoops and space - Words Their Way
Phonological (chunking) tapping to identify - Counters - Green File
Awareness
Year One syllables - Phonics worksheets - Checklists
- (b) Use counters to - New Wave Spelling - Work Samples
separate the sounds Book A - Teacher Observation
- (c) Use hoops outside - Diana Rigg - Anecdotal Evidence
to separate the sounds

HOMEWORK: - Teacher resource - Parent to check each night

- Consolidation of focus - Parent assistance - Teacher to check each
sounds and words morning
- Home reader - Communication Diary:
appropriate to focus parents, teacher and student to
words and sounds write in any concerns; check
- Handwriting sheets- daily
- End of term Self-evaluation
task sheet
Next Tri-ad Meeting Date:
21.9.2010

Review Date: End Term Thre

References

Curriculum Council (1998). Curriculum Framework for Kindergarten to Year 12 Education in Western Australia.
Curriculum Council: Osborne Park, WA.
Education Department of Western Australia (1998). Outomes and Standards Framework: English Student
Outcome Statements. Education Department of Western Australia.
Education Department of Western Australia (1998). Outomes and Standards Framework: English Work Samples.
Education Department of Western Australia.
Rigby Heinemann (2009). First Steps Writing Map of Development (2nd Edition). Reed International Books
Australia Pty Ltd: Melbourne, Victoria.
Rigby Heinemann (2009). First Steps Writing Resource Book (2nd Edition). Reed International Books Australia
Pty Ltd: Melbourne, Victoria.
Johnston,F., Invernizzi, M., Bear, D.R. & Templeton, S. (2009). Word Sorts for Syllables and Affixes Spellers.
Pearson Education, Inc.: Boston, MA.
R.I.C. Publications. (2006). New Wave Spelling. R.I.C. Publications: Greenwood, Western Australia.
Rigg, Diana (2007). Phonemic Awareness Hurdle. Concord Copy & Printing Centre: Malaga, Western Australia.
Teacher contribution regarding some information about student (2010).
Midwest District Literacy (2010). Green File. Geraldton, Western Australia.

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