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SUPPORT PLAN School: Tullawong STATE SCHOOL Student’s Name: -----------------------
Starting Date: 14.6.05 DOB: 14.11.94
Review Date: 14.6.07 Student’s EQ ID: ----------------------
Recommended Program Type: Class Teacher: ---------------- Year Level: 6a
1 2 3 STLD: J.Nalder
Additional personnel providing support: Teacher Aide, Parents
To be completed by the ClassTeacher(s) and Support Teacher Learning Difficulties as a part of the collaborative planning process
Long Term Goals: Literacy/Learning How to Learn Long Term Goals: Numeracy/Learning How to Learn
Develops structure and cohesive writing ties, and monitors for Identifies requirements and chooses appropriate strategies for problem
meaning. solving.
Desired outcomes in short term: Literacy Specific Teaching and Learning Strategies Who Date
and Learning How to Learn (may include related resources and any special consideration) Achieved/
Comments
Goal 14: The student develops familiarity with a ensure students have their own purpose for writing, or Teacher
range of generic structures and uses aspects of understanding the purpose of the writing task. In the early years, TA
text organization to make meaning and to create this purpose might be to tell a story, to recount an event, or to
a text. describe something or somebody;
provide exemplars of the range of generic structures the student is
currently expected to master;
demonstrate and model a range of generic structures, analyzing and
using the structure to assist the meaning-making. Make a chart of
the generic features observed and discussed;
jointly plan and construct texts using a range of generic structures;
provide frameworks for independent writing in a particular genre
use modeled writing to highlight appropriate use of cohesive ties
Goal I8: The student uses cohesive ties in according to student‟s current needs;
writing. teach the importance of making links between word, sentences and
phrases to facilitate meaning through the joint construction of texts
or joint editing of non-cohesive texts;
use strategies such as cloze (e.g. clever cloze) to highlight cohesive
ties and effects of language choices made on meaning;
demonstrate, using writing samples, how to include links or ties that
relate to words already in the text;
use Transformations (see details below);
identify cohesive ties in a piece of writing and highlight these to
produce visible lexical chains.
model the process of searching for meaning; teach students to
monitor for meaning and when necessary say to themselves:
"This is not making sense."
Goal 2: The student develops an increased
"I need to re-read the last sentence/ paragraph and slow down."
awareness of the need to monitor
"I need to look carefully at those words that didn't sound like real
for meaning during reading and
words."
actively questions their own
understanding. model the self-formulation of questions or prompts during reading
and the use of these to monitor understanding, e.g. "If I don't
understand, I'll re-read more slowly."
revisit texts read in class, and share interpretation with peers;
focus on the author's intent through the use of literature circles;
use Three Level Guides to develop inferential and applied
comprehension and increase awareness of the need to search for
the author's message.
encourage early and less experienced readers to check meaning by
referring to clues in illustrations and in print, such as meaning, clues
and repeated language patterns.
focus on the discussion and sharing of ideas with peers both during and
Goal 9: The student recalls the key ideas and after reading;
supporting details of a text in a re-tell. encourage students to retell stories and information in a variety of ways,
e.g. oral, written, in art or drama etc;
demonstrate thinking strategies to aid recall through retrieval charts,
story mapping, plot profiles, semantic webbing etc;
teach the use of top-level structure and provide opportunities for guided
practice/application;
model and demonstrate how knowledge of generic structures can aid
recall;
teach the use of Three Level Guides and provide opportunities for
guided practice/application;
teach visualizing strategies - e.g. making 'movies' in your head;
teach students to read a text, re-tell and record ideas and then compare
the re-tell to the original passage, adding omissions to the recorded
ideas.
Assessment Techniques (include any special consideration)
Written projects, Decoding results, PM reading levels, Holborn reading test, Class observation.
SUPPORT PLAN continued
Desired outcomes in short term: Specific Teaching and Learning Strategies Who Date
Numeracy and Learning How to Learn (may include related resources and any special consideration) Achieved/
Comments
Goal 3: The student identifies and describes present problems without a final question and have students create
what is required in a word problem. appropriate questions; Teacher
provide a range of statements from which students can select the one
LDST
which describes what a problem is asking;
provide problems which include a question and have students make up
a different question that fits the data provided;
use word problems without a question, or information presented in
tabular or graphic form and have students ask questions about the
information;
provide problems where students collect and organise data about the
problems;
provide opportunities for students to discuss and record notes and
diagrams;
teach students a self-instruction sequence to help direct attention to
one specific aspect of the task at a time, e.g.:
- „What is the problem telling me?‟
- „What do I need to find?‟
- „What will the answer be like?‟
Goal 5: The student chooses an appropriate
strategy or procedure to begin solving check that students have a thorough understanding of a problem prior
a problem. to requiring a plan to be made;
ask specific questions to support the development of a plan;
teach problem-solving strategies systematically (see reference below);
suggest a strategy that may be tried , e.g. guess and check, work
backwards, acting out;
provide problems which are related to 2 or 3 familiar strategies and
then expand this
repertoire;
vary the data in a problem to provide a „new‟ problem;
provide the first step of a plan and have the student generate the next
step/s;
provide alternative plans or procedures for the student to choose from;
focus on „executive‟ behaviours by frequently asking questions such as;
- “What are you doing?”
- “Why are you doing that?”
- “How will it help you?‟
teach self-talk strategies to assist in developing a plan;
ask specific questions to assist the student to make links with other
similar problems, for example:
- “What does the problem remind you of?”
- “Is it like a problem you have done before? How?”
provide opportunities for students to work collaboratively to find
alternative strategies tosolve a problem.
ask specific questions to solve the problem:
- “What happens if ….?”
- “How many solutions are there?”
- How will you know when you have found them all?”
Assessment Techniques (include any special consideration)
Signature/s: ___________________________________________________
Date: _____________________
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