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Eald Level 3 and 4 Students Term 1 Plan

This EAL/D group plan outlines strategies and goals for two students, Belen and Anam, in the areas of listening, speaking, reading, and writing over the course of a school year. The long term goals are for the students to independently read level 14 books and make detailed presentations. The short term goals are to read level 8 books by term 2 and make presentations to small groups. Strategies include questioning, modeling, vocabulary building, and scaffolding writing skills. Progress will be evaluated through observations, running records, and rubrics.

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178 views3 pages

Eald Level 3 and 4 Students Term 1 Plan

This EAL/D group plan outlines strategies and goals for two students, Belen and Anam, in the areas of listening, speaking, reading, and writing over the course of a school year. The long term goals are for the students to independently read level 14 books and make detailed presentations. The short term goals are to read level 8 books by term 2 and make presentations to small groups. Strategies include questioning, modeling, vocabulary building, and scaffolding writing skills. Progress will be evaluated through observations, running records, and rubrics.

Uploaded by

api-303109188
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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EAL/D Group Plan

Student Names:
Belen Acevedo-Aracena Anam Hossaini
Issues/background information:
ESL Progress
Map Outcome
Level

Listening
Level Three and Four

Long term
Outcome
Independent
ly read and
comprehend
level 14
guided
reading
books.

Short term
Outcome
Independently
read and
comprehend
level 8 guided
reading books
(by week 4,
term 2).

Confidently

Confidently

Year: One

Speaking
Level Three and Four

Learning Area/Focus:
English

Reading & Viewing


Level Three and Four

Strategies/Resources

5Ws of Questioning in Guided Reading (Who, What, When, Where,


Why)
Text Innovations
Use a range of media puppets (speaking and listening)
Model text responses
Explicitly teach and model reading and comprehension strategies.
Barrier games
Picture Flick to make connections
Word banking to build vocabulary
EAL/D students to read books in home language.
Structural words in context shared reading.

Make a chart connecting words in home language and Standard

Date: Term One

Writing
Level Three

Evaluation &
Monitoring
-Anecdotal notes
taken during
weekly during
guided reading
sessions
-Once per term
running records.

-Anecdotal notes

make
detailed
presentation
s to the
whole class
on a chosen
subject.

make detailed
presentation
to a small
group of
children on a
chosen
subject.

Independent
ly write
whole pieces
of writing
for a variety
of purposes
(such as to
entertain,
inform and
persuade
the reader).

Independent
write
correctly
structured
recount with
key signalling
words.

Student
comprehend
s unfamiliar
spoken
texts.

Student
comprehends
familiar
spoken texts.

Australian English to be used in the classroom.


Confidently present news to the class using the 5Ws of news telling
(who, what, when, where, why).
Engage in oral language games such as barrier games and picture talks.
Phonemic activities.
Provide opportunities for students to share their work to their peers.

taken during news


presentations
each weeks.

Scaffold writing experiences with correct formations (writing on the


line, letter size, word spacing and starting point).
Matching activities students match pictures to words, sentences and
common phrases.
Use alphabet charts on desks with matching picture cues.
Explicit teaching of consonant clusters and blends.
Explicit teaching of punctuation, capital letters, tense and grammar.
Students have explicit teaching and learning on the differences
between verbs and nouns.
Students complete several dictogloss activities as part of a small
group. Information either read by the teacher or an education
assistant.
Explicit teaching and explanation of unfamiliar or new language as part
of word banking cycles.

- Use of rubrics
and checklist
weekly to assess
each students
work.

Parent:_________________________________

-Informal
observations and
adjustments to
planning as
required.

Teacher:________________________________
Education Assistant:_______________________
Date:_________________
Review Date:_________________

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