Granville Public School Individual Education Program Semester 1 2013

Student: Harley Lloyd-Skopic KLA: Mathematics - Number Teacher: Meredith Stanger

Present Level of Achievement: Working at Stage 1/beginning Stage 2 level in all strands of Mathematics Beginning to count on and back without using fingers Beginning to recall multiplication facts up to 12. Divides using concrete materials or by reference to a division chart Needs assistance to read and interpret word problems Targeted Outcomes: MS3.1 Counts, orders, reads and records numbers of any size MS2.2 Uses mental and written strategies for addition and subtraction involving two-, three- and four-digit numbers MS2.3 Uses mental and informal written strategies for multiplication and division Indicators: Strategies: Applies understanding of place value to read and write numbers of Daily addition, subtraction and multiplication drill any size Individual teaching Adds and subtracts two or more numbers with and without trading Guided support Uses appropriate mental or written strategies to solve Improve speed and accuracy of recall of addition and multiplication multiplication and division problems facts through Study Ladder program and TES maths drills Uses mental strategies to divide by a one-digit number Uses mental strategies to recall number facts up to 12 x 12 Resources: Multiplication drill cards Multiplication and division charts Multiplication, Addition and Subtraction worksheets for independent work

Meredith Stanger 2013

Granville Public School Individual Education Program Semester 1 2013

Student: Harley Lloyd-Skopic KLA: English Reading and Writing Teachers: Meredith Stanger Wendy Morley/Diana Mansour (STLA)

Present Level of Achievement: Working at Stage 1/early Stage 2 level in all strands of English. Handwriting ES1 Reading Level Poor reading fluency and vocabulary knowledge Poor literal and inferential comprehension skills Needs assistance to read and interpret visual texts and navigate internet texts Unable to construct an extended literary or factual text without individual assistance Targeted Outcomes: RS2.5 - Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretations of ideas, information and ideas RS2.6 - Uses efficiently an integrated range of skills and strategies when reading and interpreting texts WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type WS2.11 Uses knowledge of letter-sound correspondences, common letter patterns and a range of strategies to spell familiar and unfamiliar words Indicators: Strategies: Relates information in the text to graphics STLA withdrawal 3 x 45mins per week Interprets maps, charts, diagrams, graphs Intensive phoneme drill and review Synthetic Phonics Draws on experience of knowledge of the topic to work out the Participation in explicit reading sessions (Focus on Reading) 2 x 45min meaning of unknown words per week Uses comprehension strategies and text cues to locate literal and Modelled and guided teaching of reading skills and strategies inferential information in texts Assistive technology to be accessed to facilitate written Uses a range of automatic monitoring and self-correction strategies communication when reading Begins to structure texts in appropriate stages Spells high frequency words correctly in own writing Writes words containing less common digraphs and letter combinations

Meredith Stanger 2013

Resources: School magazines Phoneme PowerPoint Websites supporting Science topic to practise internet navigation skills

Meredith Stanger 2013