SU2 Literacy Program Term 1/2

March 2

2013

All programs to be read in conjunction with IEPs which provide far more detailed personal indicators and strategies

SU2 Literacy Program Term 1/2 March 2, 2013

Contents
Mike ............................................................................................................................................................................................................................................. 2 Cooper.......................................................................................................................................................................................................................................... 3 Bede ............................................................................................................................................................................................................................................. 5 Nethaniel........................................................................................................................................................................................Error! Bookmark not defined. Lachlan ......................................................................................................................................................................................................................................... 7 Harmonie ..................................................................................................................................................................................................................................... 9 Liam ............................................................................................................................................................................................................................................ 10

SU2 Literacy Program Term 1/2 March 2, 2013

Student
Mike
T&L

Strand

Indicator
makes simple requests responds to literary texts read aloud interprets a simple instruction from teacher or peer makes requests appropriately, eg asks to borrow a pencil demonstrates attentive listening listens for and responds to information in class uses appropriate word order when asking questions or making statements uses illustrations to assist reading enjoys shared stories recognises that a series of words makes up a text identifies repetition of words in texts. recognises most sounds of the alphabet identifies some letters or sounds beyond those in own name names most of the letters of the alphabet consistently Constructs meaning from visual texts based on familiar topics Recognises sight words in printed texts Recognises computer items

Strategies
News Shared Reading Visual timetables Rewards for completed activities with opportunity for choice. Role play opportunities Social stories and OT programs Opportunities to communicate across different KLAs Levelled readers using predictable text. Shared stories Direct Instruction lessons based on phonics and alphabetic principal. Orange County Sight Word Program. Computer based reading activities. Use of the IWB reading activities such as StarFall Quiet reading time Direct Instruction comprehension questions based on text being read.

Assessment
Observation Questioning

Resources
iPad Visual prompts

Reading

Observation Questioning Work Samples Formal 1:1 testing

Readers Story books DI lessons on IWB OC Sight words Starfall iPad

SU2 Literacy Program Term 1/2 March 2, 2013 Names favourite books Answers questions during text, about text. writes a few recognisable letters Traces own name Writes own name copies print from models Tries to employ correct pencil grip Contributes to joint construction of texts. Daily writing practice Daily tracing practice Copies print based on own news. Constructs sentences based on topics of special interest. Fine motor activities. Observation Questioning Work Samples Spelling worksheets Name tracing and writing worksheets Fine motor boxes Personal writing book for news

Writing

Review of Program:

Cooper

T&L

makes simple requests responds to literary texts read aloud interprets a simple instruction from teacher or peer makes requests appropriately, eg asks to borrow a pencil demonstrates attentive listening Recognises letters in own name Participates in modelled reading

Reading

News using iPad Social stories and songs about asking. Use of symbols to make requests Choice boards Morning circle Carenne Language Program Completes letter matching activities daily on own name.

Observation Questioning

iPad Visual prompts Social stories Songs

Observation Questioning Work Samples

Letter matching activities Story books

SU2 Literacy Program Term 1/2 March 2, 2013 lessons Expresses point of view about books read Spends time looking at a book recognises that words on a page have a meaning and can be read aloud Listens to shared stories and expresses point of view using symbols or iPad. Quiet reading opportunities. Views flashcards with pictures and words as well as pictures from the Orange County Reading Program. IWB activities. Ipad Activities. Daily drawing activities. Observation Daily tracing activities. Fine motor activities. iPad Flashcards from OC Sight word program IWB

Writing

Engages in writing like behaviour Tries to employ correct pencil grip Traces own name

Fine motor boxes Name tracing activities Fine motor sheets Drawing paper Thick pencils iPad

Review of Program:

SU2 Literacy Program Term 1/2 March 2, 2013

Bede

T&L

makes simple requests responds to literary texts read aloud interprets a simple instruction from teacher or peer makes requests appropriately, eg asks to borrow a pencil demonstrates attentive listening Recognises letters in own name Participates in modelled reading lessons Expresses point of view about books read Spends time looking at a book recognises that words on a page have a meaning and can be read aloud

Reading

Writing

writes a few recognisable letters copies print from models Engages in writing like behaviour Tries to employ correct pencil grip Traces own name

News using iPad Social stories and songs about asking. Use of symbols to make requests Choice boards Morning circle Completes letter matching activities daily on own name. Listens to shared stories and expresses point of view using symbols or iPad. Quiet reading opportunities. Views flashcards with pictures and words as well as pictures from the Orange County Reading Program. IWB activities. Ipad Activities. Daily drawing activities. Daily tracing activities. Fine motor activities.

Observation

iPad Visual prompts PECS symbols

Observation Questioning Work Samples

Letter matching activities Story books iPad Flashcards from OC Sight word program IWB

Observation Work Samples

Fine motor boxes Name tracing activities Fine motor sheets Drawing paper Thick pencils iPad

Review of Program:

SU2 Literacy Program Term 1/2 March 2, 2013

Nathaniel

T&L

makes simple requests responds to literary texts read aloud interprets a simple instruction from teacher or peer makes requests appropriately, eg asks to borrow a pencil demonstrates attentive listening Recognises letters in own name Participates in modelled reading lessons Expresses point of view about books read Spends time looking at a book recognises that words on a page have a meaning and can be read aloud Recognises sight word in texts

Reading

Writing

writes a few recognisable letters copies print from models Engages in writing like behaviour Tries to employ correct pencil grip Traces own name

News using iPad Social stories and songs about asking. Use of symbols to make requests Choice boards Morning circle Completes letter matching activities daily on own name. Listens to shared stories and expresses point of view using symbols or iPad. Quiet reading opportunities. Views flashcards with pictures and words as well as pictures from the Orange County Reading Program. IWB activities. Ipad Activities. Daily drawing activities. Daily tracing activities. Fine motor activities.

Observation

iPad Visual prompts

Observation Questioning Work Samples

Letter matching activities Story books iPad Flashcards from OC Sight word program IWB

Observation Questioning Work Samples

Fine motor boxes Name tracing activities Fine motor sheets Drawing paper Thick pencils iPad

SU2 Literacy Program Term 1/2 March 2, 2013

Review of Program:

Lachlan

T&L

expresses a personal point of view and listens to the viewpoint of others responds to literary texts read aloud interprets a simple instruction from teacher or peer makes requests appropriately, eg asks to borrow a pencil demonstrates attentive listening listens for and responds to information in class uses illustrations to assist reading enjoys shared stories recognises that a series of words makes up a text identifies repetition of words in texts. recognises most sounds of the alphabet identifies some letters or sounds beyond those in own name names most of the letters of the alphabet consistently

Reading

News Shared Reading Visual timetables Rewards for completed activities with opportunity for choice. Role play opportunities Social stories Opportunities to communicate across different KLAs Levelled readers using predictable text. Shared stories Direct Instruction lessons based on phonics and alphabetic principal. Orange County Sight Word Program. Computer based reading activities. Use of the IWB reading activities such as StarFall

Observation Questioning

iPad Visual prompts Social stories Rewards Choice boards

Observation Questioning Work Samples Formal 1:1 testing

Readers Story books DI lessons on IWB OC Sight words Starfall iPad Computer Phonics workbooks Spelling workbooks Sight word

SU2 Literacy Program Term 1/2 March 2, 2013 Writing Constructs meaning from casual texts based on familiar topics Recognises sight words in printed texts Recognises computer items Names favourite books Answers questions during text, about text. Recognises and recalls parts of texts read to them. Retells information gained from text. uses some known words when writing sentences contributes to joint construction of texts spells some common words accurately in own writing, eg own name, friends names, family names starts at the top of every upper-case letter, lower-case letter and number, except d and e (which start in the middle) and knows that no letter starts from the bottom says beginning and ending sounds of spoken words, eg sit ends with t Quiet reading time Direct Instruction comprehension questions based on text being read. reading lists

Daily writing practice Daily tracing practice Copies print based on own news. Constructs sentences based on topics of special interest. Daily spelling book and practice.

Observation Questioning Work Samples

Spelling worksheets Name tracing and writing worksheets Fine motor boxes Personal writing book for news

Review of Program:

SU2 Literacy Program Term 1/2 March 2, 2013

Harmonie

T&L

makes simple requests demonstrates attentive listening Uses consistent forms of communication with peers and known adults/ Uses assistive technology to experiment with flashcards and photos of self. Uses eye gaze when viewing texts Matches picture to picture Identifies own picture and name. Uses assistive technology to participate in finger swiping exercises. Grips pencil Draws using random marks and scribbles.

Reading

Writing

Social stories and songs about asking. Use of symbols to make requests Choice boards Morning circle iPad use shared reading and individual modelled reading time. Picture to picture matching using Harmonies photo. Photo to name matching activities. iPad writing and art apps Drawing activities using thick pencils. Paintbrush activities.

Observation

iPad Visual prompts Social stories Choice boards Songs Picture to picture matching activities Story books iPad Photos

Observation Questioning

Review of Program:

SU2 Literacy Program Term 1/2 March 2, 2013

Liam

T&L

Reading

describes an object of interest to the class, eg toy or pet listens for and responds to information in class demonstrates attentive listening expresses a personal point of view and listens to the viewpoint of others Recounts a personal or shared experience Listens to simple explanations and makes appropriate responses Expresses feelings, needs and wants, likes and dislikes Expresses a personal opinion joins in shared book activities on familiar and imaginary topics uses the illustration on the cover of the book to make predictions about what the story is going to be about when reading hears and articulates sound segments in words hears a sequence of sounds and blends single sounds in vowelconsonant (vc), consonantvowel (cv) and consonant vowelconsonant (cvc) words names favourite characters in written and visual texts

News Shared Reading Role play opportunities Social stories Opportunities to communicate across different KLAs Feelings and emotions social stories

Observation Questioning

iPad Visual prompts Social stories

Levelled readers using predictable text. Shared stories Direct Instruction lessons based on phonics and alphabetic principal. Orange County Sight Word Program. Computer based reading activities. Use of the IWB reading activities such as StarFall Quiet reading time Direct Instruction

Observation Questioning Work Samples Formal 1:1 testing

Readers Story books DI lessons on IWB OC Sight words Starfall iPad Computers

10

SU2 Literacy Program Term 1/2 March 2, 2013 Writing

Recognises and interprets print in the environment Joins in shared reading with repetition, chants, rhymes, stories and poems Recognises sight words in printed texts. writes a few recognisable letters copies print from models Contributes to joint construction of texts. Arranges known words into sentences.

comprehension questions based on text being read.

Daily drawing activities. Daily tracing activities. Fine motor activities. Sentence arrangement activities on IWB and with whiteboard.

Observation Questioning Work Samples

Fine motor boxes Name tracing activities Fine motor sheets Drawing paper Thick pencils iPad Sentence arrangement activities (Silly Sentences)

Review of Program:

11