INDIVIDUAL LEARNING PLAN

Date Devised: 1st May, 2013

Review Date: 1st October
Student: Cici
Year Level: 4
D.O.B. 15/08/2005
Program Support Group Members consulted in devising this plan:
Class Teacher: Miss. Doolan
Parents: Roshni Raj and Niroj Raj
Principal Rep(PSG Chair): Mr. Mcmahon
Consultants to the PSG: Speech Therapist, Teacher aide and ESL program

Age: 9 yrs old

Bio:
- Cicis, is from India and her family have been living in Australia for one year. She fluently speaks Hindi and English as a
second language. She has good attention and memory, which can support her throughout her learning.
-As my avatars special need is English as a second language, I believe this ILP will help Cici to develop and improve her
English language and would support her integration and friendship with other students.
1.1 I have created this
Age: 9 years old
ILP to support her
Grade: 4
social and emotional
Type of difficulty: ESL
well being at school
Current level of achievement: very low
Communication
Characteristics: has difficulties communicating with her peers and teachers because of her language barrier.
Implications: It makes her feel left out and behind in the classroom.
Strategies: when teacher has explained class task, check back with her to make sure shes on track and understands the
task. Teacher aid assists her during literacy block.
1.3 Highlighted below
indicate teaching strategies
Emotional Wellbeing
that are responsive to the
Characteristics: Cici is loosing confidence in herself and not participating in class
learning of an ESL student to
discussions as a result of her learning difficulty.
break the language barrier
Implications: She is becoming frustrated and avoids doing literacy schoolwork as it takes
she has.
her a lot longer to complete than the other children and it is making this class stressful
for her.
Strategies: Teacher aid works with her during literacy block. Teacher suggests to parents to enroll Cici in an ESL program to

improve her English language.

Sensory Processing
Characteristics: Speech Production- processing speed and phonological awareness
Implications: has difficulty processing instructions to make them meaningful and put them in action. Also has trouble with
pronouncing words and manipulating sound structure. She has to concentrate a lot harder than her English speaking peers
as she has to discriminate between sounds and hold sounds in her memory.
Strategies: teacher can allow more time when asking questions to allow Cici to process information and to be able to
contribute to class discussion.
Information Processing & Learning Styles
Characteristics: Auditory learning finds it difficult to learn through listening because it takes her longer to process the
information being said. Verbal (conceptual) the ability to listen to and recall spoken information;
understanding the meaning of written or spoken information.
Implications: Troubles with the above.
Strategies: Teacher caters literacy activities to suit Cicis level of ESL. Teacher provides written instructions on whiteboard for
Cici to refer back to during tasks. Use auditory processing strategies while giving instructions.

Entry Skills (What the student has achieved)

Listening: Learners at the beginning of this phase are new to the sounds of English. In this phase, they begin to attend to
the sounds of English and identify individual words, phrases, tones and inflections (ACARA, 2012).
Speaking: Learners at the beginning of this phase communicate using gesture, isolated words and well-known, formulaic
expressions. In this phase, they begin to communicate verbally and nonverbally in familiar social and classroom situations
(ACARA,2012).
Writing: Learners at the beginning of this phase are new to written English, although they have some experience with
writing in another language. In this phase, they begin to communicate simply in writing using a small range of familiar
words (ACARA, 2012).
Reading: In this phase, they begin to decode short texts and correctly interpret the literal information in visual texts with
teacher scaffolding (ACARA, 2012).
Challenges (Areas for Improvement)
- Speech Production- processing speed and phonological awareness. Understanding the meaning of written or
spoken information.
- Auditory learning finds it difficult to learn through listening because it takes her longer to process the
information being said.
- Verbal (conceptual) the ability to listen to and recall spoken information.
- Communicating with others such as teachers and peers.
Learning Priorities (Future Learning)
-Be able to convert each letter in a word to a sound in a systematic way and then blend the sounds.
-Improve reading words by developing her phonological knowledge and become aware of sound patterns and words.
-Be able to participate in group learning activities such as games, rhymes and songs, joining in appropriately
(ACARA,2012).
to follow
Com simple instructions or directions where the context is obvious and recognise familiar words in spoken
-Be able
munication
texts (ACARA, 2012).
to use
Liter vocabulary that is used mainly everyday, and begin to use some technical vocabulary when talking about
- Be able
acy
topics more technically (eg animals, weather) (ACARA, 2012).

INDIVIDUAL LEARNING PLAN

STUDENT NAME:
Semester
Short Term Goals
Goals
(WHAT)
(Long Term)
SPEAKING/LISTE Be able to say some
NING
English phrases that
are used in social
Be able to
situations. Be able to
communicate
make basic requests,
soundly with
express basic needs
others in the
(ACARA, 2012).
classroom and
develop signs of
fluently speaking
the English
language.
Eg. oral
presentation on
a chosen topic.

Strategies/Methods
(HOW)

Devised
00/00/00
Mode of Delivery
Mode of
(WHO / WHEN)
Assessment

Work with Cici to assist her with The teachers aide will In an interview
particular sound and intonation work with Cici once a discussion, the
(rise and fall of speech),
week during her
teacher will read
providing her with oral practice literacy block and
Cici a simple
and role play so that she is
practise speaking to
story, and will
easily understood by her
one another in a social then ask
teachers and peers.
situation. Cici will be questions based
encouraged to ask
on the text for
questions, respond and Cici to critically
engage in a
analyse the text
1.3/1.5 Highlighted
conversation.
and give personal
throughout the table
responses to the
are examples of
text. Eg. What
specific teaching
happened in the
strategies to support
beginning? Who
Cicis speaking,
were the main
listening, writing and
characters?
reading
-By this
discussion this
will encourage
Cici to use her
speaking and
listening skills.

Evaluation
01/10/13
1

2
3

Be able to use
everyday vocabulary
on a regular basis and
begin to use more
difficult vocabulary to
support her learning.

Communicate a lot with Cici to

build up her familiarity with
vocabulary knowledge. Provide
her with examples of the
expected language in different
situations and provide
opportunities to reherse these
in supportive situations.

The Speech Therapist Cici will present

will work with Cici once an Oral
a week during her
presentation to
literacy block and have the class on a
activities that will help chosen topic of
her with her
her choice so that
vocabulary. She will
she can feel
then have a chance to confident and
interact with other ESL comfortable to
children in her ESL
speak. She will
program to put in
then listen to
place these skills.
other childrens
presentations to
encourage her
listening skills.
This will be
assessed by
looking for body
language, eye
contact and voice
projection.

2
3

Use speaking
behaviours from first
language to
communicate and
predict meaning of
some unfamiliar
spoken texts by using
their first language
culture and personal
experiences (ACARA,
2012)

Encourage Cici to use her

previous knowledge of
communication with others to
then evaluate different social
situations and how you would
behave accordingly.

The teachers aide will This will be

see Cici twice a week assessed by
during literacy class to observing Cicis
present Cici with
interaction with
different social
her peers in
situations where she classroom. The
can then use her
teacher will look
personal experiences to see if she is
from her first language contributing to
to determine whether the conversation
a situation is formal or and to see how
informal and to react inshe interacts in
the social setting.
different social
situations.
1
Another example
could be to use
role-playing
activities and
communication
games where the
students receive
speaking practice
and have an
opportunity to
makeup some of
the dialogue on
their own
(Bertram, B.
2005).

2
3

WRITING

Learn to use the basic

concepts of print in
Be able to write English, including leftsentences using to-right directionality,
familiar words
spaces between words
and some
and return sweep.
technical words
to construct
paragraphs.

Model all aspects of writing

processes such as how you
would set out a text eg.
headings, paragraphing and
text structures.

The class teacher will Write simple

model the writing
sequenced texts
process during the
(with explicit
explanation of the
instruction) about
class task in the
topics of personal
writing block. She will interest (ACARA,
do this by encouraging 2012).Cici will be
children to contribute asked to write a
to a whole class
informative text
writing piece. This will on an activity she
then provide a visual enjoys which is
example on the board dancing. The
for Cici to see and
teacher will leave
follow.
up the writing
process on the
board for her to
follow. To assess
the teacher will
look at structure
and paragraphs.

Begin to demonstrate Encourage the use of different The class teacher can
awareness that certain strategies for accessing
create the chart for
letters in English
vocabulary needed.
Cici to refer to for
represent certain
vocabulary aswell as
Create a chart of vocabulary
sounds, with a growing strategies that is easily
having the teachers
understanding of
accessed when Cici is writing to aide assist her during
soundletter
writing tasks.
help her identify different
relationships, and
letters and words to use in her
identify some letters in writing.
This will also be
words, including those
addressed in the ESL
in their own name
program with learning
activities that
emphasis the letter
sound relationships
and text structures.

The teacher will

give Cici an
image of a castle,
and she will be
instructed to
write a creative
piece of writing
based on this
image. The
teacher will then
be able to look
for structure,
vocabulary, and
spelling
throughout.

2
3

2
3

Reading

Be able to find books

that she feels
Differentiate
comfortable to read
between first
and decoding the text
language print
by using the
and English print, illustrations to assist
and follow
meaning and
English print
understanding.
conventions of
reading left to
right and top to
bottom (ACARA,
2012).

KEY: 1 = Little or No Progress

Make sure to find good visual

cues in books to help Cici to
decode the text.

The teachers aide and Cici will be

family members will
assessed in the
assist Cici during
library by
guided
reading
and
choosing a book
Find books that reflect the
individual reading at of her choice
experiences, knowledge and
home. They will
from her reading
interests of Cici.
encourage her to use level and then
Encourage family members to the illustrations to help she will read
help with her reading at home her understand the
aloud to the
by taking home specific books text and sound out
teacher. The
from the school library.
each word.
teacher will asses
her reading
fluency, sounding
out strategies
and
comprehension.
2 = Satisfactory Progress

2
3

3 = Excellent Progress/Goal Achieved

Below is a list of learning priorities that may be included in the Individual Learning Plan:

Daily Living Skills

Motor Skills

Social Skills
Communication

Behaviour
Literacy

Numeracy

Evaluation (Comments pertaining to the students performance/ learning against the set goals).
Cicis achievements as of 01/10/13
Cici has greatly improved her english when speaking in social situations. She is able to engage more in a conversation with her
peers and has begun to respond to questions asked by others. When Cici is read a story slowly, she is able to understand the
storyline. Her listening and comprehension skills have improved. If Cici continues to improve her speaking and listening as she is
now, she will become a much more strong and confident speaker. Cici has shown some difficulties in determining the different
social settings and how to behave in them, but she is slowly improving and trying very hard.
Cici is becoming very familiar with letter-sound relationships, and is able to write full sentences now. At times her words will be out
of order, but her understanding is still evident. She also Uses simple sentences, although they are not always accurately
punctuated (ACARA, 2012). She has had difficulty setting out her work in paragraphs and leaving gaps, she Organises ideas
appropriately but there is no evidence of paragraphing (ACARA, 2012). We have had to create a text structure so she knows how
to organise her writing. This has helped Cici a lot and as the year progresses I can see Cici not needing this anymore and being
able to write without it. Cici has shown a huge effort to use vocabulary to enhance her descriptions (ACARA, 2012).
Number of days absent: 4