Individual Education Plan Redcliffe Primary School (2016)
Student: ***** ***** Year: 3
Learning Area: English, Mathematics, Social-Emotional
Goal: To develop *****s fundamental literacy and numeracy skills and to participate more frequently and build self-confidence.
SCSA Content
Descriptions
English
Know that regular one-
syllable words are made up
of letters and common letter
clusters that correspond to
the sounds heard, and how
to use visual memory to
write high-frequency words
(ACELA1778)
Manipulate sounds in spoken
words including phoneme
deletion and substitution
(ACELA1457)
Recognise sound --- letter
matches including common
vowel and consonant
digraphs and consonant
blends (ACELA1458)
Understand the variability of
sound --- letter matches
(ACELA1459)
Date:
Major Teaching
Emphasis
Spelling/Writing
***** has demonstrated
limited ability in
recognising, writing and
verbalising alphabet
letters. He finds it difficult
to spell high-frequency
words.
Goal 1: Recognise and
write 15 alphabet letters
and their letter-sound
relationship.
***** has demonstrated an
ability to copy words
written out for him.
Goal 2: Build a bank of (10)
high-frequency (CVC) sight
words.
Goal 3: Create short (3+
words), simple sentences
with assistance.
Teacher: Dean Sheffield, *****
Date
Strategies/Resources Monitoring Procedure
Reviewed
Spelling/Writing Spelling/Writing Goals: End of Term 2
Sound Waves Goal 1: Orally assess *****s alphabet
(https://www.fireflyeducation.com.au/sou and letter-sound relationship fortnightly
ndwaves)
The Sound Waves phonemic approach Goal 2: Weekly spelling tests (minimum
uses a sound-to-letter strategy which of 3 CVC words each week)
acknowledges that sounds can be
represented more than one way in written Goal 3: Weekly checks of his spelling
form. workbook, assessing the creation of
short CVC sentences
***** will be working from the Year 3
Workbook of Sound Waves and will learn
five words from each unit.
Multi-Lit (http://www.multilit.com/)
Multi-Lit is an effective small group or 1 to
1 literacy program that is direct,
systematic and teaches literacy skills
intensively.
***** will be participating in Multi-Lit
sessions that will be running three a
week.
CVC Sentences
Daily diary writing using CVC bank words,
encouraging correct finger spacing and
expanding the number of words in
sentences. To be completed in his spelling
book.
 Reading
***** is unable to read
simple texts but can recall
the sequence of events
that have taken place in
the story. He is then able to
verbalise what has
happened in the story.
Goal 4: To answer
questions in guided
reading sessions when
asked (to encourage
participation). Follow along
as the reader is reading
and listens.
Mathematics Mathematics
Recognise, model, read, ***** has demonstrated
write and order numbers to limited understanding in
at least 100. Locate these recognising numbers
numbers on a number line between 1 and 100.
(ACMNA013)
He can verbally count from
Count collections to 100 1 to 50 with teacher help
by partitioning numbers and encouragement.
using place (ACMNA014)
***** has not demonstrated
Represent and solve simple an ability to solve simple
addition and subtraction number sequences when
problems using a range of playing addition games
strategies including and is heavily dependent
counting, partitioning and on peer or teacher help.
rearranging parts
(ACMNA015) Goal: Recognise numbers
between 1 and 100.
Goal: Count to 20 and
beyond with the use of
concrete materials and
mental strategies.
Goal: Solve simple single
digit addition and
subtraction problems using
concrete materials.
Goal: Tell time to the
Reading Reading Goals:
Reading Eggs Goal 4: Observation and anecdotal
(http://readingeggs.com.au/) notes of *****s participation during
Reading Eggs provides students online group work and guided reading
activities that teach them reading and
comprehension skills.
Use Reading Eggs at least once a week to
complete activities and read stories at his
pace.
Group Work
During group work, encourage ***** to
answer questions hes likely to know the
answer to, intermittently giving class
rewards and praising him for every
response. (eg, thanks for answering
*****, a great answer *****, etc)
General classwork *All Mathematics Goals: End of Term 2
Provide year 1 to pre-primary level work Assessing work completion and
through workbooks and games. Expect accuracy.
***** to participate in select class Observation of ***** counting during
activities (patterns, shapes, etc.) and will work completion.
not be required to finish all questions or
tasks.
Use of concrete materials and digital
technologies
Concrete materials such as dice, blocks
and counters will be available to ***** for
general day to day use. The use of tablet
computers and mathematics games will
also be available to ***** during select
times during the year.
Mathletics
(http://www.mathletics.com.au/)
Once a week ***** will be given the
opportunity to use Mathletics, which is an
online mathematics website that helps
*****s with mathematical skills, concepts
and learning. Based on *****s
mathematical competency, he will be
assigned to his specific Mathletics
learning group.
 oclock, use correct
terminology.
Social-Emotional (Self-
Esteem)

Task/time completion

Goal: ***** to try and

complete given tasks to or

Signatures: Teacher __________________________ Parent __________________________ Date _________________