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CHRISTIA

MARINOS
ASSESSMENT AND
PROGRAMMING IN SPECIAL
EDUCATION
2136196
WORDS: 10,153
PAGES: 24

NAME WRITING
GOAL: ACHIEVED

1
INSTRUCTIONAL PROGRAM
Name and student number: Christia Marinos - 2136196
Unit Overview
Curriculum Area Foundation: Creating Texts Year level: Reception
Content Descriptor The selected content descriptor has been chosen as the student sees a clear
challenge for a necessary skill. This skill has been identified as a priority by parents
and the students classroom teacher; this was not noted in the IEP. English in the
Australian Curriculum has been developed around the major points necessary in
foundation years that include literature, language and literacy (ACARA, 2016).
Working together these three areas focus on developing the knowledge and
understanding skills in listening, reading, viewing, speaking, writing and creating
(ACARA, 2016). It is vital that these concepts are developed and learnt, as building
concept; skills and processes will enhance learning in all areas.

In foundation years students are experiencing forming letters for the first time here it
is vital that educators are spending time on the correct formation of letters during
literacy lessons (Condy & Blease, 2014). According to Condy & Blease (2014, p.40)
poor word and letter spacing, uneven slanting of letters, poor line quality, uneven
letter size and incorrect placement of letters are the most common issues. These
issues will make it hard for readers to understanding what the writer is trying to
communicate as well as confusion for the student and their understandings (Condy &
Blease, 2014).
Students and their For confidentiality reasons STUDENT has been used as pseudonym.
LDs or challenges
Student A is a five-year-old who is currently in reception. The student is a positive and
happy learner that at times may be distracted and not be able to complete tasks. It
has been observed that the child enjoys music, song and dance. Recently the student
has moved to a new school, prior to schooling education the student was supported in
a Department of Education and Childrens services (DECS) kindergarten. The student
has been diagnosed with a severe expressive and receptive language delay as well
as a severe speech delay. The student has also been recognised to be on the Autism
Spectrum by observers as well as educators this has not yet been diagnosed.

Due to Student As diagnosis of expressive and receptive language clear signs have
been seen during observations for example attention, organisation, memory, problem-
solving transfer and passive/active processing (Ownes 2014). Behaviors that have
been observed include often distracted and disruptive to own learning.

According to Sylvestre, et al. (2012) language delay (LD) represents as one of the
most prevalent developmental problems amongst young children. As seen in Student
A Sylvestre et al. (2012) expresses that linked to LD comes a number of linguistic
dimensions besides vocabulary this may include grammar, pragmatic skills and
comprehension skills. When student A is working with a less-familiar situation for
example a word or activity various strategies will be used to compensate for the
behaviour for example distraction this is supported by Sylvestre et al. (2012).
Socially this student is able to engage with friend and it has not been noted of any
social anxieties. The student does have poor motor skills as well as a lack of eye
contact. This will affect the program changes and alterations will be included to best
suit the childs learning for example the use of visual aides as well as breaks during
learning.

The selected curriculum area of literacy (foundation) - Produce some lower case and
upper case letters using learned letter formations (ACELY1653). Following this
curriculum strand the student will focus on the main elements of writing:
- Adopting correct posture and pencil grip
- Learning to produce simple handwriting movements
- Being able to follow demonstrations on how to construct each letter

2
- Constructing lower and upper case letters and combining these into words
(Obtained from the Australian Curriculum) (ACARA, 2016)

Linking the learning difficulty/disability to the English curriculum - the student is


capable of understanding concepts within class. She is not however able to produce
work when asked to write her name or a number.
Achievement As a result of engaging with the unit, the students will.
standard ACARA or As a result of engaging with the unit, the students will.
SACE objective Produce some lower case and upper case letters using learned letter formations
(ACELY1653)
Learning objectives By the end of this unit, the student By the end of this unit, the student will
will understand the importance of know that letters have a procedure to follow
legible writing. to form them.
The student will know that freehand means
not to trace the letter and forming the letter
by themselves.

By the end of this unit, the student Essential questions


will be able to write her name free The overarching big idea(s) the students
handed. will grasp is:
What is a common way to form a letter?
What is letter formation?
Why do we write?
What does writing look like?
Why is writing important?
What is the alphabet?
Why do we need the alphabet?
Summary of lesson sequence for selected Performance Objective
Identified By the end of the six weeks the student will independently writer their name, when
performance asked at any stage during the final two of the six weeks.
objective(s) *The tasks were based on structure of letters and formation, to have the student
complete the performance objective; adaptions were put into place for assistance.
Lesson 1 / WEEK 1 The student will try and recognise letters from the alphabet in their name.
Lesson 2 / WEEK 2 The student will try to order letters in their name. This will be on a board moving
around the letters.
Lesson 3 / WEEK 3 The student will trace letters from read write Inc. becoming familiar with phrases.
Lesson 4 / WEEK 4 The student will trace letters from read write Inc. becoming familiar with phrases.
Lesson 5 / WEEK 5 The student will play a memory game with the letters in their name. The student will
also trace letters from read write Inc. accompanied by the phrase.
Lesson 6 / WEEK 6 The student will write their name alone as the educator repeats the phrases.
The student writes their name alone unassisted.
Learning environment To best suit the students needs: According to Allen, Cowdery, Glynnis & Johnson
Same information (2015) environments have a large impact on the childs education Taking time to
required for every reflect on the physical environment is imperative as it is considered the third teacher
lesson plan. in the classroom. In other words, the environment provides guidance to the children
and adults about appropriate behaviour (Allen et al., 2015, pg. 330). When working
with this student in particular it is vital to minimise clutter and confusion ensuring the
child is concentrating on the task at hand (Allen et al., 2015) This student will get
distracted at times it is best to have a clear table and minimal sound during the
lesson. As this task will take place Monday/Thursday for the first 15 minutes of every
day it is vital the student is greeted and directed into the new room (wet area). The
separated room will give the educator and the student the opportunity to work in an
enclosed area to best support learning needs (Allen et al., 2015). This room is not
overly crowed and offers room for alteration in tasks e.g. if the child spots the chalk
this will be introduced into the lesson. According to Gargiulo & Kilgo (2013) it is vital to
ensure the student feels comfortable and understands this is a caring environment
where they can be successful and interested in surroundings. It is important to
recognise this room has boxes, a kitchen, and other materials surrounding a 5 seater
circle desk where the student and supporting educator will be working. This is not and
ideal location for where the student would be working considering the distractions

3
from the connecting classrooms.

PRE TEACHING NOTE: During sequenced lesson plans vital to keep in mind the
sessions are 15 minutes. The student will take their time putting items away. Ensure
time is spent on activities around 10 minutes. If the child is interested in the activity
and responding well it is not necessary to complete all tasks.

Highlighted are alterations for each lesson


Lesson Plan
Curriculum Area: Produce some lower case and upper case letters using learned letter formations
(ACELY1653)
Year Level: Reception
Learning objectives By the end of this lesson, students will By the end of this lesson, students will
understand that There are 8 letters in know There are 8 letters and two as in
their name. their name

By the end of this lesson, students will Essential Questions open ended - the
be able to (skills) find 3 or more Big Idea
letters from the alphabet in the name. How many letters in the name?
What letter is in the name twice?
What is your name?
What is the alphabet?
Do you know the alphabet?
What does it look like?
Why do we need it?
Performance objective By the end of this program, the student will be able to write her name with assistance.
WEEK 1: The student will try and recognise letters from the alphabet in their name.
Lesson number 1 from unit 6 Length of lesson 15 minutes (Monday/Thursday
morning for 1 week) 5 min per task
Lesson Sequence content
1. The educator gathers items necessary for the lesson paper and a pencil
2. The student is welcomed in the morning by the supporting educator.
3. The student is asked by the educator to come inside and place the drink bottle on the desk, diary in the
tray and reader bag in the tray.
4. The student is then followed and asked to pick up the white board from the tray and the marker from the
desk.
5. The student is asked to follow the supporting educator into the wet area and take a seat. The educator
explains to the student we will be working in the wet area because it is quite.
6. The educator asks the student to write their name on the piece of paper with a triangular pencil. PRE-
ASSESSMENT TASK
7. The educator observes the childs reaction body movement and how the student is holding the pencil.
***During every activity say the sounds of each letter with the student
Monday/Tuesday:
Once the child is complete the supporting educator talks to the student:
- What are your favourite games? - What is your favourite food?
- What do you like to do at home?
The supporting educator records information in an informal way.
Wednesday/Thursday:
Once the child is complete the supporting educator talks to the student: Showing name on paper
- How many letters in the name? - What letter is in the name twice?
- What is your name? - What is the alphabet?
- Do you know the alphabet? - What does it look like?
- Why do we need it?
While asking these questions the student looking at the letters in their name in order. The student is
asked to point when asked letters if looking at name or alphabet.
Friday:
N/A
9. The educator asks the student to take items and go back to class.

4
Check for Pre-assessment
understanding at The student is asked to write her name on a blank white piece of paper using a
lesson end triangular pencil.

Visual, verbal, tactile Verbal


and technological - The child is supported through conversation
supports - The child is supported verbally to ensure understanding of task. The educator will
explain the task a number of times
Instructional Interested based
approaches Verbal
Think-aloud
Sequenced
(Elaborated on page 15, question 3)
Resources or White board
supplementary Marker
materials Eraser
Pencil
Paper
Active Participation Written responses
strategies Oral responses
Relationship
(Elaborated on page 15, question 3)
Environment The student worked in the wet area (refer to page 2 - learning environment justified).
The student was not distracted due to the environment this lesson.
Lesson For the first week I made it a clear focus on getting to know the student, ensuring I
reflections/Evaluations understood how the student learnt best. This was difficult considering the student has
an undiagnosed learning difficulties or disability. During the first week, I became
familiar with the student finding out what they like, what their favourite toy is etc. to
start to form a relationship. It was evident that the student would get distracted often.
As the first few sessions took place in the classroom it was quickly changed later in
the week, as Student A was heavily distracted by sounds and interested in what other
students were doing. From the pre-assessment it was seen that the student would
confidently write their name with no hesitation as seen in the pre assessment this was
incorrect (page 18). It was clear when asking the student to count how many letters in
their name they could only count to 3 after that numbers were mixed up. Next time I
will welcome the student in the morning ask the student to gather their items, and
come to the wet area. It is vital the students mother understands this process to
assist in quick movement. I will also obtain items to assist memory knowledge and
distraction ensuring breaks. It is vital to look into the students counting and speak
with the educator about this.

Results recorded: As seen on the table (page 19) after the first week the student
was able to recognise letters in their name. Although the student could recognise
letters this was not constant and due to students low memory often not retained. The
student was able to find a total of 3 letters from the alphabet in their name. the
student was able to know there were 8 letters in their name but was not able to
successfully count to 8 this was educator guided.

5
Lesson Plan
Curriculum Area: Produce some lower case and upper case letters using learned letter formations
(ACELY1653)
Year Level: Reception
Learning objectives By the end of this lesson, students will By the end of this lesson, students will
understand that Letters in a name know The order of the letters.
are in an order.

By the end of this lesson, students will Essential Questions open ended - the
be able to (skills) order letters in the Big Idea
name. What is ordering?
Why are letters in an order?
What if letters were out of order?
What are the letters in your name?
Performance objective By the end of this program, the student will be able to write her name with assistance.
WEEK 2: The student will try to order letters in their name. This will be on a board
moving around the letters.
Lesson number 2 from unit 6 Length of lesson 15 minutes (Monday/Thursday
morning for 1 week) 5 min per task
Lesson Sequence content
1. The educator gathers items necessary for the lesson paper and a pencil
2. The student is welcomed in the morning by the supporting educator.
3. The student is asked by the educator to come inside and place the drink bottle on the desk, diary in the
tray and reader bag in the tray.
4. The student is then followed and asked to pick up the white board from the tray and the marker from the
desk.
5. The student is asked to follow the supporting educator into the wet area and take a seat. The educator
explains to the student we will be working in the wet area because it is quite.
6. The supporting educator explains to the student this week will be playing some memory games!
***During every activity say the sounds of each letter with the student
(Refer to page 22 for activities larger and linked)
Monday/Tuesday:
Threading Student is asked to copy a picture provided in the threading box and thread the beads
accordingly
Using conversation:
Can you follow this pattern
Great job but can you try again?
Can you see anything that is not the same?
Wednesday/Thursday:
Name memory Student is shown their name letters are flipped over one at a time and the student will
try and recognise what letter is missing (refer to picture 1)
Using conversation:
Can you see any missing letters? What letter? Can you point to it for me?
Friday:
N/A
8. The educator asks the student to take items and go back to class.
(All name games have been created by the supporting educator)

Name memory (picture 1) Missing letter (picture 2)

6
Check for Formal
understanding at Ask student to arrange letters in order using the name memory or missing letter task
lesson end unassisted.

Visual, verbal, tactile Visual / Verbal


and technological - The child is supported through conversation and visual cues.
supports - The child is supported verbally to ensure understanding of task. The educator will
explain the task a number of times.
- Visually the child is engaged with cards with letters as well as beads.
Instructional Direct instruction Verbal and physical prompts
approaches Hand on hand
Pointing
Verbal
Think aloud

Sequenced
Interested based
(Elaborated on page 15, question 3)
Resources or Name memory cards
supplementary Missing letter sheet
materials Bead box and string
White board
Marker
Eraser
Active Participation Working together
strategies Motivation and positive reinforcement
Relationship
Written responses
Oral responses
(Elaborated on page 15, question 3)
Environment The student worked in the wet area (refer to page 2 - learning environment justified).
The student was not distracted due to the environment this lesson.
Lesson During the second week I decided to implement games to assist the student with
reflections/Evaluations memory. The implemented breading activity the student enjoyed, we worked together
to think of an order and this would be repeated and sometimes turned into a song. It
was noticed that the child enjoyed music during this week. Together we would sing
blue, yellow, yellow, red and repeat this to a tone. The implementation of beads
came from a conversation in the first we how the student would enjoy making
necklaces with her grandmother. This was also a great concept for memory to be
introduced and practiced. The child enjoyed this very much. Working on memory two
card games were introduced. These games had the child thinking about what letters
are in their name and where they go. It was clear this was a difficult task for the child
an alteration that was made was the child could see the name written and would
rearranged cards. This was made harder buy taking away letters. In the observations
it was seen that the child confidently wrote their name an alteration was made in
conversation I can see that youve given this a great try but can you see anything
different from the way you have written your name to how it looks? This was started
to get the student to understand there may be a mistake.

Results recorded: As seen on table (page 19) the student was able to order letters
to a certain extent. The student was able to order letters from M A C after this the
student needed hand on hand assistance and pointing supported from the educator.
The student was able to recognise that their name is in a certain order but not able to
successfully order ALL letters.

7
Lesson Plan
Curriculum Area: Produce some lower case and upper case letters using learned letter formations
(ACELY1653)
Year Level: Reception
Learning objectives By the end of this lesson, students will By the end of this lesson, students will
understand that Letters have a way know Associated phrases and
of being written. structure of letters.

By the end of this lesson, students will Essential Questions open ended - the
be able to (skills) Show structure of Big Idea
letter and repeat phrase. What letters are in your name?
What are the phrases?
What do they look like?

Performance objective By the end of this program, the student will be able to write her name with assistance.
WEEK 3: The student will trace letters from read write Inc. becoming familiar with
phrases.
Lesson number 3 from unit 6 Length of lesson 15 minutes (Monday/Thursday
morning for 1 week) 5 min per task
Lesson Sequence content
1. The educator gathers items necessary for the lesson paper and a pencil
2. The student is welcomed in the morning by the supporting educator.
3. The student is asked by the educator to come inside and place the drink bottle, on the desk, diary in the
tray and reader bag in the tray.
4. The student is ten followed and asked to pick up the while board from the tray and the marker from the
desk.
5. The student is asked to follow the supporting educator into the wet area and take a seat. The educator
explains to the student we will be working in the wet area because it is quite.
6. The supporting educator explains to the student this week will be working on tracing.
(Refer to page 22 for activities larger and linked)
***During every activity say the sounds of each letter with the student
Monday/Tuesday:
Read write inc. Student is asked to say phrases and point to the correct letter card.
Trace Student is asked to trace read write inc. formation of letters on a sheet (picture 3 & 4)
Wednesday/Thursday:
Read write inc. Student is asked to say phrases and point to the correct letter card.
Trace in sand Student is asked to use their finger to trace the formation of the letter.
Friday:
N/A
7. The educator asks the student to take items and go back to class.
(All name games have been created by the supporting educator)

Read write inc. (picture 3 & 4)

8
Check for By the end of the week the student can match the phrases to the letter.
understanding at
lesson end

Visual, verbal, tactile Visual


and technological Student will look at shapes of letters and structures
supports Verbal
Student will repeat and remember phrases
Tactile
Student will be using sand to enhance sensory supports
Instructional Direct instruction Verbal and physical prompts
approaches Hand on hand
Pointing
Verbal
Think aloud

Sequenced
Interested based
(Elaborated on page 15, question 3)
Resources or Read write inc. list
supplementary Read write inc. tracing sheet
materials Sand
White board
Marker
Eraser
Active Participation Working together
strategies Motivation and positive reinforcement
Relationship
Activity options
Written responses
Oral responses
(Elaborated on page 15, question 3)
Environment The student worked in the wet area (refer to page 2 - learning environment justified).
The student was not distracted due to the environment this lesson.
Lesson The student showed great results from this week. The student was evidently able to
reflections/Evaluations remember some of the phrases. (This can be seen and explained further in results on
page 18 and 19). The student enjoyed learning the phrases; this was a great follow
on from the prior week turning the phrases into a song. I could see that the child was
connected to the task in the results that I was getting from the student. The phrases
are supported a in a literacy video the student watches every morning. This was
great to get the students confidence up knowing that she was familiar with a letter
before. Using sand was implemented as the student showed interest the prior week
outside during play.

Results recorded: As seen on table (page 19) the student was able to trace most of
the letters. The student showed confidence when completing this task. Although the
students formation was wobbly at times this lesson will continue over the next two
weeks to develop tracing skills. The student was able to recognise letters have a way
of being written when looking at the read write inc. formation sheet.

9
Lesson Plan
Curriculum Area: Produce some lower case and upper case letters using learned letter formations
(ACELY1653)
Year Level: Reception
Learning objectives By the end of this lesson, students will By the end of this lesson, students will
understand that Letters have a way know Associated phrases and
of being written. structure of letters.

By the end of this lesson, students will Essential Questions open ended - the
be able to (skills) Show structure of Big Idea
letter and repeat phrase. What letters are in your name?
What are the phrases?
What do they look like?

Performance objective By the end of this program, the student will be able to write her name with assistance.
WEEK 4: The student will trace letters from read write Inc. becoming familiar with
phrases.
Lesson number 4 from unit 6 Length of lesson 15 minutes (Monday/Thursday
morning for 1 week) 5 min per task
Lesson Sequence content
1. The educator gathers items necessary for the lesson paper and a pencil
2. The student is welcomed in the morning by the supporting educator.
3. The student is asked by the educator to come inside and place the drink bottle, on the desk, diary in the
tray and reader bag in the tray.
4. The student is ten followed and asked to pick up the while board from the tray and the marker from the
desk.
5. The student is asked to follow the supporting educator into the wet area and take a seat. The educator
explains to the student we will be working in the wet area because it is quite.
6. The supporting educator explains to the student this week will be working on tracing.
Refer to page 22 for activities larger and linked)
***During every activity say the sounds of each letter with the student
Monday/Tuesday:
Read write inc. Student is asked to say phrases and point to the correct letter card (picture 6).
Trace Student is asked to trace read write inc. formation of letters on a sheet (picture 5).
Wednesday/Thursday:
Read write inc. Student is asked to say phrases and point to the correct letter card (picture 6).
Trace in sand Student is asked to use their finger to trace the formation of the letter (picture 5).
Friday:
N/A
7. The educator asks the student to take items and go back to class.
(All name games have been created by the supporting educator)

Trace (picture 5) Cards (picture 6)


(This started as a sheet for the first two weeks in order)

10
Check for By the end of the week the student can match the phrases to the letter.
understanding at
lesson end

Visual, verbal, tactile Visual


and technological - Student will look at shapes of letters and structures from the read write inc sheet.
supports Verbal
- Student will repeat phrases as the educator supports.
- Student will connect visual and verbal phrases.
Instructional Direct instruction Verbal and physical prompts
approaches Hand on hand
Pointing
Verbal
Think aloud techniques

Sequenced
Interested based
(Elaborated on page 15, question 3)
Resources or Read write inc. list
supplementary Read write inc. trace sheet
materials Sand
White board
Marker
Eraser
Active Participation Working together
strategies Motivation and positive reinforcement
Relationship
Activity options
Written responses
Oral responses
(Elaborated on page 15, question 3)
Environment The student worked in the wet area (refer to page 2 - learning environment justified).
The student was not distracted due to the environment this lesson.
Lesson The student showed great development from the week prior. The student was able to
reflections/Evaluations reflect on the phrases and remember the connecting image. As the student was
engaged it was easy to maintain constancy through the lesson flow. All strategies
worked during this lesson. Impacting the next lesson I will lead on to assisting with
phrases but not hand on hand assistance when forming letters.

Results recorded: As seen on table (page 19) the student was able to trace all
letters. The student showed confidence when completing this task. Tracing skills have
developed not as wobbly as prior week. The student was able to recognise letters
have a way of being written when looking at the read write inc. formation sheet.

11
Lesson Plan
Curriculum Area: Produce some lower case and upper case letters using learned letter formations
(ACELY1653)
Year Level: Reception
Learning objectives By the end of this lesson, students will By the end of this lesson, students will
understand that Letters have a way know What formation of letters looks
of being written. like

By the end of this lesson, students will Essential Questions open ended - the
be able to (skills) form letters using Big Idea
the read write inc. phrases. What are letters?
How are they formed?
What is read write inc?
Why do we use it?
What are the phrases?
What do they mean?
Performance objective By the end of this program, the student will be able to write her name with assistance.
WEEK 5: The student will trace letters from read write Inc. becoming familiar with
phrases.
Lesson number 5 from unit 6 Length of lesson 15 minutes (Monday/Thursday
morning for 1 week) 5 min per task
Lesson Sequence content
1. The educator gathers items necessary for the lesson paper and a pencil
2. The student is welcomed in the morning by the supporting educator.
3. The student is asked by the educator to come inside and place the drink bottle, on the desk, diary in the
tray and reader bag in the tray.
4. The student is ten followed and asked to pick up the while board from the tray and the marker from the
desk.
5. The student is asked to follow the supporting educator into the wet area and take a seat. The educator
explains to the student we will be working in the wet area because it is quite.
6. The supporting educator explains to the student this week will be working on tracing.
Refer to page 22 for activities larger and linked)
***During every activity say the sounds of each letter with the student
Monday/Tuesday:
Read write inc. Student is asked to say phrases and point to the correct letter card (picture 6).
Trace Student is asked to trace read write inc. formation of letters on a sheet (picture 7).
Wednesday/Thursday:
Read write inc. Student is asked to say phrases and point to the correct letter card (picture 6).
Trace Student is asked to trace read write inc. formation of letters on a sheet (picture 7).
Student is writing name whilst being supported by the educator at the end of every session.
This is assisted less assistance Wednesday/Thursday
Concept of M to m introduced by drawing hand on hand with educator adding phrase
From the bottom to the point down the bottom make an arrow, to the top make a point down the bottom make a
M
Friday:
N/A
7. The educator asks the student to take items and go back to class.
(All name games have been created by the supporting educator)

Trace (picture 6)
Cards (picture 7)
(This started as a sheet for the first two weeks in order)

12
Check for By the end of the week the student can match the phrases to the letter.
understanding at By the end of the week the student will recognise all of the phrases and write the
lesson end letters whilst being supported.

Visual, verbal, tactile Visual


and technological Student will look at shapes of letters and structures
supports Verbal
Student will repeat and remember phrases
Instructional Direct instruction Verbal and physical prompts
approaches Hand on hand
Pointing
Verbal
Think aloud techniques

Sequenced
Interested based
(Elaborated on page 15, question 3)
Resources or Read write inc. list
supplementary Read write inc. trace sheet
materials Marker
Duster
Pencil
Whiteboard
Paper
Active Participation Working together
strategies Motivation and positive reinforcement
Relationship
Activity options
Written responses
Oral responses
(Elaborated on page 15, question 3)
Environment The student worked in the wet area (refer to page 2 - learning environment justified).
The student was not distracted due to the environment this lesson.
Lesson It was vital that this was repeated, as I needed to see better results from the student.
reflections/Evaluations As I spoke to the students mother I encouraged her to share the phrases with the
student at home. It was unclear if the child was being supported at home. The student
at the end of this week was confident in writing letters, as assistance was faded. This
week the focus went back on letting the student point out the mistakes and see if they
knew what they had done wrong comparing the correct structure and spelling to what
the student had done. The student is not responding to change of capital letter.

Results recorded: As seen on table (page 19) the student was able to remember
and write the phrases assisted and a range of three unassisted. The student has now
met goals of understanding letters have a way of being written and what formation
looks like.

13
Lesson Plan
Curriculum Area: Produce some lower case and upper case letters using learned letter formations
(ACELY1653)
Year Level: Reception
Learning objectives By the end of this lesson, students will By the end of this lesson, students will
understand that Letters have a way know The phrases and what the letters
of being written. look like.

By the end of this lesson, students will Essential Questions open ended - the
be able to (skills) Repeat and say Big Idea
phrases alone and write letters. What is the order of letters?
What are the letters?
What are the sounds?

Performance objective By the end of this program, the student will be able to write her name with assistance.
WEEK 6: The student will write their name alone as the educator repeats the
phrases.
Lesson number 6 from unit 6 Length of lesson 5/10 minutes (Monday/Thursday
morning for 1 week) 4 mins per task
Lesson Sequence content
1. The educator gathers items necessary for the lesson paper and a pencil
2. The student is welcomed in the morning by the supporting educator.
3. The student is asked by the educator to come inside and place the drink bottle, on the desk, diary in the
tray and reader bag in the tray.
4. The student is ten followed and asked to pick up the while board from the tray and the marker from the
desk.
5. The student is asked to follow the supporting educator into the wet area and take a seat. The educator
explains to the student we will be working in the wet area because it is quite.
6. The supporting educator explains to the student this week will be working on tracing.
Pre assessment is taken at the beginning of the 6th week to see students progress.
Refer to page 22 for activities larger and linked)
***During every activity say the sounds of each letter with the student
Monday/Tuesday:
Trace Student is asked to trace read write inc. formation of letters on a sheet (picture 8).
Write The student is writing their name on their white board or paper while repeating phrases (picture
9).
The student is asked to write their name as assisted as a final assessment.

Wednesday/Thursday:
Write The student is writing their name on their white board or paper while repeating phrases (picture
9).
Concept of M to m by drawing hand on hand with educator adding phrase
From the bottom to the point down the bottom make an arrow, to the top make a point down the bottom make a
M

The student is asked to write their name as a final assessment.


Friday:
N/A
7. The educator asks the student to take items and go back to class.
(All name games have been created by the supporting educator)

Trace (picture 8)
Phrases
(picture 9)

14
Check for By the end of the week the student will be able to write their name alone as the
understanding at educator repeats the phrases.
lesson end

Visual, verbal, tactile Visual


and technological Student will look at shapes of letters and structures
supports Verbal
Student will repeat and remember phrases
Instructional Direct instruction Verbal and physical prompts
approaches Hand on hand
Pointing
Verbal
Think aloud techniques

Sequenced
Interested based
(Elaborated on page 15, question 3)
Resources or Paper
supplementary Pencil
materials Read write inc. list
White board
Marker
Eraser
Active Participation Active participation
strategies Working together
Motivation and positive reinforcement
Relationship
Activity options
Written responses
Oral responses
(Elaborated on page 15, question 3)
Environment The student worked in the wet area (refer to page 2 - learning environment justified).
The student was not distracted due to the environment this lesson.
Lesson The student showed excellent progress. Although the student would get confused
reflections/Evaluations between phrases can be seen in results (page 19) the results were very good. I
was surprised during the final pre-assessment how well the student wrote their name.
I did not think the student would be able to write their name unassisted with any
instruction but I gave it a try. The results were incredible; I was extremely shocked
and happy with the results so was the student when they could see how excited I
was. There were a few mistakes but it was a big step from what the student was
producing in earlier weeks. The student worked well as there were not activities in the
final week and the session was shorter. Student did not retain information in regards
to M.

Results recorded: As seen on table (page 19) the student was able to write their
name with the read write inc. phrases and unassisted. All goals were met for the final
session.

15
2. CREATING A POSITIVE AND WELL-MANAGED LEARNING EVNIRONMENT
FOR STUDENTS
Refer to page 2

3. RATIONAL FOR: INSTRUCTIONAL TECHNIQUES AND ACTIVE


PARTICIPATION
INSTRUCTIONAL STRATEGY/TECHNIQUES
Direct instruction Verbal and physical prompts
According to Fentress & Lerman (2012) the use of prompts have shown effectiveness when using
direct instruction. This effectively breaks down the activity having a system of prompts that are guided
by the educator. Prompts can be seen in these sequenced lesson plans as the student is constantly
guided in every lesson. Linked to teaching strategies there are three theories supporting this idea: 1.
Self-determination, social-cognitive and achieving the goal (Lingling, Guowei & Yu, 2011). These three
theories are supported by (Lingling, Guowei & Yu, 2011):

1. Factors and how they affect students perception of being able to achieve the goal assisted by
encouragement levels
2. Factors which affect the value of the goal and its relevance
3. Factors which support the interest of the student

Hand on hand / Pointing


The student is supported in hand on hand guidance; this is a firm or light touch when physically
assisting (Fentress & Lerman, 2012). The student is assisted in tracing and the first introduction to the
task. The student is supported in hand prompts including pointing this gives the student direction.
Successful as the student was guided through the task.
Verbally
The student is supported verbally during the process of lesson plans. This is the best form of
communication with the student.
Think aloud techniques
Successful as the student was verbally instructed.
Think-aloud techniques
Student is assessed by thinking-aloud in which students state the process they are using and describe
their thoughts while working on a task this can be seen as the student works with the read write inc.
phrases (Salend, 2016). The student was encouraged to think aloud as the procedure was model by
the educator using prompts what phrase was that? Can you say it? What comes next? what are
you doing now? (Salend, 2016).
Successful as the student was able to reflect and answer.

Sequenced
Sequenced training occurs during the lesson plans. All activities are linked to one another the student
will proceed through activities when meeting goals for areas. The student is able to master learning
goals in a sufficient time though active learning strategies (Macklem, 2013)
Successful needed to successfully reach goal to move forward in the sequenced lesson.

16
ACTIVE PARTICIPATION
Student engagement is linked with a positive connection between the student and the task being
complete (Macklem, 2013). Negative outcomes can become serious this is linked between the school
and the child portraying negative behaviour (Macklem, 2013). When observing the student it was vital
to look at all relationships between the student and their engagement and achievement levels
(Macklem, 2013). This was difficult considering the student had only attended the school for less than 5
weeks. According to Macklem (2013) student engagement is the measurable outcome for learning. It is
vital as it assists in learning and can foresee how the successful the student will be (Macklem, 2013).
This information assists educators when needing to create adaptions to better student learning. It is
vital that during these sequenced lessons the information is relevant and has significance (Macklem,
2013).

Working together
The student works with the educator to build on the relationship. According to Macklem (2013). It is vital
to play together, show helping one another and sharing. The student is working one on one with an
educator it is important to play and have fun, rather than follow rules and direction given by the
educator (Macklem, 2013). This can be seen as the educator is involved in meaningful conversation
with the student and demonstrating writing the educators name comparing.
Successful as the student had a great relationship as seen on page 22 letter from parents.

Motivation and Positive reinforcement


When observing the child it was noticed they enjoy positive reinforcement and work well of motivation.
This references to the active involvement whilst participating in the activity (Macklem, 2013). The
students engagement can be observed during sessions this requires educators support (Macklem,
2013). It is evident that positive reinforcement is necessary when assisting the child through tasks for
example using supportive phrases: WOW, that was excellent! Do you think you can do that again?.
When supporting the child to complete tasks it was identified though conversation and forming a
relationship leading to interest based activities (Macklem, 2013).
Successful as the student responded to positive reinforcement.

Relationships
According to Macklem (2013) schools must provide personal connections for students and educators.
To ensure active participation relationships in the classroom are vital when promoting engagement in
class and one on one assistance (Macklem, 2013). When working one on one with a child relationship
can provide educators with information in forming interest based activities (Macklem, 2013). This can
be seen as the educator forms a relationship with their student for example beading activity.
Successful as the student had a great relationship as seen on page 22 card from parents.

Activity options
It is necessary to give the student options when working one on one (Macklem, 2013). Through trial
and error it was seen that tasks may or may not work or the student will get bored of an activity
having options assisted as the child could pick what they wanted to do based on that weeks activities. It
is critical to provide options and interested based to prevent the student from loosing interest (Macklem,
2013). This can be seen in lesson plans.
Successful as the student made choices.

Written responses
Based on Price, Nelson (2014) ideas of active participation written responses are listed. In this case the
written response provides answers and results. The student is assisted by a whiteboard to form letters
and able to remove when necessary.
Successful as the student met goals.

Oral responses
Based on Price, Nelson & Karna (2014) ideas of active participation oral responses are listed. In this
case the oral response provides answers and results in terms of remembering the phrases. The
phrases developed by Read write inc. assist in formation of letters.
Successful as the student met goals.

17
4. POST-ASSESSMENT TASK AND STUDENT RESULTS
The table (page 19) shares insight on the process of followed developmental instructions. A constant focus
was the student being able to recognise the letters. The student was able to point out three of the 8 letters
in their name. This was m, a and c the rest were inconsistent. When being able to order letters the
student was not able to do so, the only letters that were consistently paired were m a c and. The results
show that the student had limited knowledge in regards to remembering. The student was able to trace
letters confidently and consistently. The appendix (page 22) shows the read write Inc. pictures were used
giving a dark picture and two lighter then a blank square. The student understood the concept of tracing
and then free hand drawing in the last box. A practiced skill every session was constantly getting the
student to be able to remember read write inc. these phrases were constantly spoken to the student during
every moment of letter formation. It was clear that the student after the 6-week period could successfully
write her name with the phrases being spoken. With no assistance the student was able to write their
name unassisted. This was tested twice on the final day once one on one and one in the classroom
setting. The list (page 19) is during week 6 as the student was shown a letter of her name (in order) and
asked to say the phrase. Compared to the right hand side of the correct phrases. The student would say a
phrase that was close to being correct but the complete wrong formation of the letter after it was taken
away.

Next step: Concept of M as a capital was not understood by the student this needs to still be worked on
although it was not a goal it is the correct formation of the students name.

Reflections can be seen on each of the lesson plans as results recorded:


(FOR DETAILED PER WEEK)
Below are the assessment results:
ASSESSMENT 1 1ST MAY
This is the first test taken during the pre-assessment. The student
was asked to write her name with no assistance. Confidently she
wrote her name with no sounding out. From this it can be seen the
student has wobbly writing. The student was holding the pencil
currently and did not require a pencil grip. During student used a
normal triangle grip pencil to complete this task on a piece of paper.

ASSESSMENT 5TH JUNE


This assessment was taken during the final week of the assessment.
These results show the student being able to write her name accurately
with the educator speaking the read write inc. phrases. The student was
not able to see the letters only what was heard.

ASSESSMENT 9TH JUNE


The final assessment was written with the same pencil on a piece of
paper. The students pre-assessment task was kept constant of
writing her name alone. Differently the student was writing her name
and would ask me to rub it out - clearly not as confident on the final
test. The student was able to write her name and see that there
could potentially be mistakes. The student wrote their name with no
assistance. The development can be seen in the students structure
of letters and formation. Although the student has not spelt their
name correctly the letters are formed. Putting the l before the y the
student remembered their need to be an l near the a this was drawn
after and it can be seen how that student has then changed the l into
the final letter of h.

18
Results week 1 to 6

Able to Able to Able to Able to trace Able to Able to Able to


Weeks recognise order trace letters with remember write name write
X able to letters letters letters read write read write with name
Inc. Inc. with assistance alone
assistance some/less
assistance
WEEK 1 X N/A N/A N/A N/A N/A N/A
WEEK 2 X X N/A N/A N/A N/A N/A
WEEK 3 Limited 3 3 or 4 N/A N/A N/A
WEEK 4 Limited 3 All First 3 N/A N/A
WEEK 5 Limited 3 All Range of N/A N/A
3
WEEK 6 Limited 3 All Range of RWI
5

List of phrases week 6

STUDENT VERSION READ WRITE INC. VERSION


M: Close down Masie, over the mountain M: Down Masie, up and over the mountain,
a: Around the apple down the lead mountain
c: Curl around the curl a: Around the apple and down the lead
i: Down the steam and dot for his head c: Curl around the caterpillar
y: Up a horn under down a horn i: Down his body and a dot for his head
l: Down and around the leg (flick) y: Up a horn down a horn, and under his head
a: Around the apple down the leaf l: Down the long leg
h: Down the horn and up his whole neck a: Around the apple and down the lead
h: Down his back to his hooves, and over his head

19
7. EVALUATION OF INSTRUCTIONAL PROGRAM
Effective and reflective teachers engage in formative assessment this was done in terms of a pre
assessment to collect data (Salend, 2016). Formative assessment was taken every week in the form of
filling out a checklist (as seen on page 19) this occurred on an ongoing basis during instruction. This
information was used to monitor student learning and guide student with feedback to assist on progress.
The use of visually representing the data established an easy way to analyse and assess results. As well
as one on one assessment the student was also assessed during the classroom during lessons. These
real-time assessments assisted the educator in the students understanding outside the one on one
sessions (Salend, 2016). The evaluation of learning was assisted by the forms of assessment use to
provide feedback on the instructional program taking place (Salend, 2016). From these results it made it
clear how the educator could asses their instruction, what concepts the students understood and what
learning objectives are being (as expanded seen below). The form of assessment that took place for the
student was not overwhelming or in the form of testing (Salend, 2016). The student was asked the same
question every lesson can you show how you write your name? a task that a student completes within the
inclusive classroom on a daily basis (Salend, 2016). It was ensured that this was kept in a relaxed tone to
ensure the student was comfortable and did not feed as though it was a test (Salend, 2016). With this
student it was vital to keep in mind the student had not been assessed the only information provided was
that the student had a language delay (Salend, 2016). According to Salend (2016) it is vital to assess data
throughout the program to monitor if the student is ready for the next step of the program (Salend, 2016).
At one stage the student was not meeting-learning objectives as Salend (2016) states it is important to go
back and reflect prior to moving on - the week was repeated to ensure the student had an understanding.

Meeting of objectives (A1) (Refer to appendix 2)


The student met the first 3 objectives of being able to free handily trace the name alone without assistance
or educator guidance. This was a positive outcome keeping in mind the student did not have to reflect or
memorize anything, as it was a look and trace task. The student was able to write their name freehandedly
at the end of the unit on the odd occasion. This was an inconstant outcome when the student was
working with the educator the student was able to produce their name (refer to assessment 2). When the
student would go back to class often when asked the name would be a combination of assessment 1 and
2. If the student was assisted as seen in results this was accurate every time. For the next intervention with
the same PO there are not many changes that would be made. This is keeping the tasks consistent and
the student focused in small activities during the 15 minutes. In regards to the original learning objectives
(refer to page 2) the student did understand the concept of legible writing by the end of the unit. This was
seen, as the student was not as confident when writing her name. The student was able to recognise after
I would say phrases that that might not be the correct letter for the read write inc. phrase. The student was
able to write SOME letters free handed by the end of the unit. The student did know at the end of the unit a
procedure to follow to form the letters and that the student cannot always trace. This was the
implementation of the read write Inc. procedure. When seeing answers to more questions results from
the assessment that was taking place in future weeks would help. The student has been organised to meet
with a speech pathologist and psychiatrist on site. Speaking to the students SSOs and classroom teacher
provided insight and supported what the student lacks in and common behaviours seen throughout
working with the student.

OVERALL PROGRAM EVALUATION


Planning and teaching
In terms of planning this was a difficult task to begin with, not knowing the students diagnosis or how they
learn best. Although the student has a language delay it was important to keep the student talking during
sessions. Planning followed a process of steps The sequenced lesson plan had a specific objective and
from this came developed sequenced lesson plans. According to Price, Nelson & Karna (2011) the
importance of objectives can be seen when developing lessons with an intended outcome. It was vital that
objectives we were written and appropriate for the specific student (Price, Nelson & Karna 2011). The use
of backwards design planning was used to plan a number of sequenced lessons. This can be seen within
the lesson plans above, Personally my teaching has developed in being able to observe children and being
able to create lessons to suit specific needs.
Assessment and monitoring
The student was assed by the process of gathering information and about what the student can and
cannot do (Cooper, David & Kiger, 2011). It was vital to keep in mind sets of lessons were repeated, as the
student was not ready to move forward. The student was constantly monitored during the process to
ensure moving forward was at an achievable pace (Cooper, David & Kiger, 2011).

20
SELF-REFLECTION
This assessment has allowed me to work one on one with a student who I was introduced to in week one
of my placement at Tyndale Christian School. Over a period of six weeks this allowed me to form a strong
bond with the student and understand the childs behaviours to a certain extent. As this child was and still
is undiagnosed it was important to keep in mind testing would need occur as we as a collective (parent,
educator and my self) were not able to find ways that the child would learn best to suit their needs. This
was a tricky aspect of the task not knowing how to best cater although it did give me room for trial and
error. During my final week the classroom educator and mother made an appointment for the child to see
a psychiatrist for further results. At this stage the student had been at Tyndale for two weeks, the
educators were unsure of the childs previous education. Not knowing how the student functions it was vital
for me to pay attention to every movement and action the child made.

For example:
Was the student looking at me when I was talking? How can I keep the child focused?
Did the child get distracted? How can I maintain the childs interest?
What distracted the child? Does the child hold a pencil correctly?
What are the childs interests? Does the child get upset?

Keeping all of these questions in mind every session I was able to work with the student to develop a plan
of approach the child enjoyed singing and rhymes. Here I enforced the learning of the Read Write Inc.
phrases. This is a skill I believe is vital when working with a new student and a student with a disability or
learning difficulty. Being able to constantly watch and assess the childs learning and ensuring they are
taking in any small piece of information from the session. Keeping in mind the information can be tiny that
they have taken back as long as it is something. It is also important to remember not everything will be
retained every session. With this student especially it was clear that the students memory was low every
week we started fresh to a degree. The student learn best with positive reinforcement as I believe any
child does being supporting and congratulated as I have seen in other areas of my personal teaching. As
this was a task high on the childs individualised education plan (IEP), it was hoped that this skill was
learnt. In discussion with the classroom educator and the childs parent it was decided I would work with
the child every morning for 15 minutes. During these 15 minutes I would work with the student on letter
formation and name formation. The student and I would work in the middle break of room between two
classes. This location I knew was not ideal, it was observed that the child is easily distracted. The different
items and loud noises between classrooms would often distract the child. Due to circumstances this was
the only location I could work with the child to ensure the mentor was in eyesight. If I could have moved
locations I would have taken the child into the cloud room a small quite break off room close in distance.

During the begging of the task something that I quickly learnt was the importance of telling the student that
is incorrect can you try it another way. It is vital that this is done in a way not to put the student of the task
but to self motivate. I would try and encourage the student I see what you have done here, but would you
like to try another way or id show the student their name written down and ask what was similar and
different.

Next time I would have introduced the concept of M earlier. The student did not want to change m to M
during the process. This is something I should have noticed earlier and changed around not according to
read write in as this was changed during the 5th week.

I believe with a task like this it is vital that the student and educator have a strong relationship. In my case
this was easy as I was able to teach the student in class as well as every 15 minutes every morning. By
using the first week to form the positive relationship and gather information this assisted me in being able
to support the child. As mentioned in the assignment I was shocked to see final results from the student as
at the beginning of the week the child was writing her name with assistance then on the final day she had
written her name alone. Next time I would plan to let the child have more room for trial and error rather
than instant correct or too much guidance. I believe the child would have been able to write their name
easier that week unsupported if given the opportunity. Over all this was a great learning experience, as the
student was undiagnosed it was difficult to find ways to best support the child but I managed through trial
and error to find ways the student would learn.

After my final day I received a card form the students family (appendix page 23) this included kind words
from the family.

21
APPENDIX

Read write inc. and activities (appendix 1) Not all activities have been shown in the lesson
plan on this page extra or bigger versions can be
M: Down Masie up and over the mountain seen.

A: Around the apple and down the leaf

C: Curl around the caterpillar Read write inc. phrases: lesson 2, 3, 4, 5 & 6

I: Down his body, and a dot for his head

Y: Down a horn, up a horn and under his head

L: Down the long leg

A: Around the apple and down the leaf

H: Down his back to his hooves, and over his head


Read write inc. trace: lesson 4, 5 & 6

Read write inc. phrases: lesson 2

Meeting of objectives (A1) (Appendix 2)


With the performance objectives
1. By the end of the unit, the student will be able to trace the eight letters individually represented in her
name with 90% accuracy.
2. By the end of the unit, the student will be able to trace the half of the letters together with 90% accuracy.
3. By the end of the unit, the student will be able with to trace whole name 90% accuracy.
4. By the end of the unit, the student will be able to write name free hand with 90% accuracy.

22
Card from parents

23
REFERENCES
Allen, K., & Cowdery, Glynnis, E., Johnson J. (2015). The exceptional child : Inclusion in early childhood
education (8e. ed.) (pp. 329-359).

Australian Curriculum, Reporting and Assessment Agency [ACARA]. (n.d.).The Australian Curriculum.
English. v7.1. http://www.australiancurriculum.edu.au/english/curriculum/f- 10?layout=1

Condy, J., & Blease, B. (2014). What challenges do foundation phase teachers experience when
teaching writing in rural multigrade classes? South African Journal of Childhood Education, 4(2), 36-
56.

Cooper, D. J., & Kiger, N. D., (2011b). A framework for effective literacy instruction. In Cooper, J. David & Kiger,
Nancy D, Literacy assessment: helping teachers plan instruction. In (4th Ed). Wadsworth, Cengage Learning.
3-17.

Fentress, G., & Lerman, D., (2012). A Comparison of Two Prompting Procedures for Teaching Basic
Skills to Children with Autism. Research in Autism Spectrum Disorders, 6(3), 1083-1090.

Gargiulo, R., & Kilgo, JL. (2013). An introduction to young children with special needs : Birth through age
eight (4th ed.). Belmont, Calif.: Wadsworth/Cengage Learning.

Lingling, G., Guowei, T., & Yu, F. (2011). Study on interest-driven based practical teaching model.
Communication Software and Networks (ICCSN), 2011 IEEE 3rd International Conference on, 457-
459.

Macklem, G. (2013). Student engagement, motivation and active learning. Preventive mental health at
school evidence-based services for students. Springer New York, New York. pp. 41-68.

Owens, R.E. (2014). Language Development : An Introduction (8th ed.). Harlow, Essex:
Pearson Education UULtd.

Price, K., & Nelson, K. Karna., L. (2014). Planning effective instruction (5th ed.). Belmont, CA:
Wadsworth Cengage.

Price, K., & Nelson, Karna L. (2011). Planning effective instruction : Diversity responsive methods and
management (4th ed.). Belmont, CA: Wadsworth/Cengage Learning.

Salend, S J. (2016). Evaluating student progress and the effectiveness of your inclusion program.
Creating inclusive classrooms: effective, differentiated and reflective practices. (8th edn), Pearson,
Boston, pp. 452-507.

Sylvestre, A., Desmarais, C., Meyer, F., Bairati, I., Rouleau, N., & Merette, C. (2012). Factors Associated
with Expressive and Receptive Language in French-Speaking Toddlers Clinically Diagnosed with
Language Delay. Infants and Young Children, 25(2), 158-171.

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