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Action Plan Template

Stage 1 – Desired Results


Established Goals:

 Engage the whole school to implement a different methodology.


 Improve writing skills and creative writing.
 Improve spelling skills by using phonics from Year 1 to Year 6.

Understandings: Essential Questions:

 English teachers must be aware of  What can I do to help my


the importance of communicative students to improve their writing
writing and spelling skills. and spelling skills?
 Teachers should be willing to  How am I going to put my idea
make a change and put in practice into practice?
this plan.  Who will I work with?
 English teachers should work the  When can I put my plan into
same way and being coordinated. action?
 Teachers should share and create  Why is this plan important?
new materials to put in practice  How can we assess the
this plan. effectiveness of this plan?
 Parents must be informed of this
action plan.
 Students must be used to work on
this plan weekly.

Stage 2 – Assessment Evidence


 Formal and informal journal entries
 Observation
 Video recording students reading their own written productions
 Phonics discrimination tests.
 Spelling tests presented as interactive and dynamic competitions (6 words in
Years 1 and 2 and 10 words from Years 3 to 6.)
 Weekly writing workshops to engage the students in collaborative written
work:

 Year 1 and 2: modelled and share writing activities.


 Year 3 and 4: guided writing activities.
 Year 5 and 6: produce independent compositions (descriptions, poems,
stories…)
Stage 3 – Action Plan
Actions:

 All the school is going to work on a group of phonics at the same time and
for the same duration along the school year.
 Related to the phonics, we will select the words to work on.
 They will use these well spelled, pronounced and worked words to write.
 Display in the corridors the different productions.
 The phonics groups are:

1ST GROUP OF SOUNDS: 2 WEEKS

YEAR 1 AND 2:

Timing: at the beginning of each lesson (during 5-8 min.) during 2 weeks.
Words: snake, ant, tennis, ink, pet, net.
Modelled writing activity:
Simple sentences with a drawing: “The snake is long.”

YEAR 3 AND 4:

Timing: at the beginning of each lesson (during 5-8 min.) during 2 weeks.
Words: swim, at, terrible, insect, picture, nest, amazing, suitcase, important,
natural.
Guided writing activity:
Write a sentence with supporting words: “I study at school”.

YEAR 5 AND 6:

Timing: at the beginning of each lesson (during 5-8 min.) during 2 weeks.
Words: swim, at, terrible, insect, picture, nest, amazing, suitcase, important,
natural, scientist, above, towards, portrait, nasty, intelligent.
Writing activity:
- Write 5 sentences using some of these words.
-Write a composition (description, a song, a comic…).
- Creative writing.

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