For Darcy: Spelling, Reading, Grammar and Punctuation

EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies
EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts
EN4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and coherence
EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts
EN4-6C identifies and explains connections between and among texts
EN4-7D demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it
EN4-8D identifies, considers and appreciates cultural expression in texts
EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning














Strategies
Reads level appropriate books during class D.E.A.R time.

Borrows level appropriate books from the library

Reading group activities are level appropriate and extending Darcy

Focus on extension comprehension strategies/skills

Ensure Darcy uses dictionary/thesaurus and other media to extend vocabulary

Level appropriate spelling activities that extend beyond class weekly spelling list

Level appropriate spelling lists

Use of level appropriate spelling program for homework

Higher expectations during writing including the use of further vocabulary and editing skills

Use of higher order thinking questions during Literacy sessions.


















Term 1 Reflections
Spelling:
Darcy tries hard in spelling. He consistently completes work to a high standard. We are working on transference
techniques in Term 2 to help extend Darcy further. He is in the top group for spelling and is working at a Year 6/7
level.

Reading:
Darcy was challenged in reading groups in Term 1 and will continue to do so over Term 2. His activities were set at
a Year 6/7 level and will continue to be in Term 2. He is in the top group for reading. He is producing work at a
high standard and coping fine at this level.

Writing:
Darcys writing was of a sound standard. He needs to take more time in proof reading and we will focus more on
descriptive sentences and using more imagination in his writing. Transference spelling techniques will be an
important factor for Darcy to improve in his writing.



































For Emma, Shaelie, Riley H and Izaak
English K-10
EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A composes, edits and presents well-structured and coherent texts
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
Stage 3 - Speaking and listening
use appropriate metalanguage to identify and describe
relationships between and among texts
use metalanguage to describe the effects of ideas, text
structures and language features on particular
audiences (ACELT1795)

participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments,
sharing and evaluating information, experiences and
opinions (ACELY1709)

Stage 3 - Writing and representing
understand and appreciate the way texts are shaped through
exploring a range of language forms and features and ideas
experiment and use aspects of composing that enhance
learning and enjoyment
identify and explore underlying themes and central storylines in
imaginative texts
understand and use the key elements of planning, composing,
reviewing and publishing in order to meet the increasing
demands of topic, audience and language
plan, draft and publish imaginative, informative and persuasive
texts, choosing and experimenting with text structures,
language features, images and digital resources appropriate
to purpose and audience (ACELY1704, ACELY1714)
understand, interpret and experiment with the use of imagery in
imaginative texts, poetry and songs, eg similes, metaphors,
personification and sound devices such as alliteration
investigate how complex sentences can be used in a variety of
ways to elaborate, extend and explain ideas (ACELA1522)
compose imaginative and informative texts that show evidence
of developed ideas
compose increasingly complex print, visual, multimodal and
digital texts, experimenting with language,
design, layout and graphics
reread and edit students' own and others' work using agreed
criteria and explaining editing choices (ACELY1705,
ACELY1715)
develop a handwriting style that is legible, fluent and automatic
and varies according to audience and purpose (ACELY1706,
ACELY1716)

Stage 3 - Reading and viewing
understand how texts vary in purpose, structure and topic
as well as the degree of formality (ACELA1504)
appreciate how demanding texts, eg extended novels and
informative texts, contain increasing levels of complexity
and abstraction to enhance enjoyment
analyse how text structures and language features work
together to meet the purpose of a text (ACELY1711)
recognise and compare how composers use a range of
language features, including connectives, topic sentences
and active and passive voice, to achieve their purposes
recognise how grammatical features help to build meaning
in texts, including reference links and adverbial and
adjectival phrases
recognise evaluative language, including emotive
language and modality
understand, interpret and experiment with sound devices
and imagery, including simile, metaphor and
personification, in narratives, shape poetry, songs,
anthems and odes (ACELT1611)
select, navigate and read texts for a range of purposes,
applying appropriate text processing strategies and
interpreting structural features, for example table of
contents, glossary, chapters, headings and
subheadings (ACELY1712)
navigate and read texts for specific purposes applying
appropriate text processing strategies, for
example predicting and confirming, monitoring
meaning, skimming and scanning (ACELY1702)
use comprehension strategies to interpret and analyse
information and ideas, comparing content from a variety of
textual sources including media and digital
texts (ACELY1703, ACELY1713)
recognise how aspects of personal perspective influence
responses to text
summarise a text and evaluate the intended message or
theme
analyse and evaluate the way that inference is used in a
text to build understanding in imaginative, informative and
persuasive texts

Stage 3 - Thinking imaginativel y, creativel y,
interpretivel y and criticall y
recognise and explain creative language features in imaginative,
informative and persuasive texts that contribute to engagement
and meaning
interpret events, situations and characters in texts
think critically about aspects of texts such as ideas and events
think imaginatively when engaging with texts, using prediction, for
example, to imagine what happens to characters after the text
understand how authors often innovate on text structures and play
with language features to achieve particular aesthetic, humorous
and persuasive purposes and effects (ACELA1518)
create literary texts that adapt or combine aspects of texts
students have experienced in innovative ways (ACELT1612,
ACELT1618)

adapt aspects of print or media texts to create new texts by
thinking creatively and imaginatively about character, setting,
narrative voice, dialogue and events

Stage 3 - Expressing themselves
recognise that ideas in literary texts can be conveyed from
different viewpoints, which can lead to different kinds of
interpretations and responses (ACELT1610)
consider how texts about local events and issues in the media are
presented to engage the reader or viewer
make connections between students' own experiences and those
of characters and events represented in texts drawn from different
historical, social and cultural contexts (ACELT1613)
identify aspects of literary texts that convey details or information
about particular social, cultural and historical
contexts (ACELT1608)
recognise how the use of language and visual features can
depict cultural assumptions in texts
identify language features used to position the reader/viewer in a
wide variety of communication activities for a range of purposes,
including debates, formal talks, interviews, explanations,
anecdotes and recitations
discuss and explore moral, ethical and social dilemmas
encountered in texts
discuss aspects of literature from a range of cultures to explore common
experiences and ideas as well as recognising difference


Strategies
Basic and clear instructions given to individuals

Reads level appropriate books during class D.E.A.R time.

Borrows level appropriate books from the library

Allow time for 1:1 reading in class

Reading group activities are level appropriate

Focus on comprehension strategies (here, hidden, head)

Use flash cards showing single sounds, blends, diagraphs, beginning and ending sounds.

Desk display with necessary sounds etc for quick reference.

Junior dictionary on hand to use in class

Individualised spelling activities

Level appropriate spelling lists

Use of level appropriate spelling program for homework

Use Reading to Learn in class

Display common sight words and high frequency words around the room

1:1 reading aloud and editing skills taught when reviewing written text

Storyboards used during creative writing

Creative writing story starter cards used in creative writing

Homework set at appropriate level


Term 1 Reflections
Spelling:
Group 5 works well as a group and help each other through the challenges I set them. The work I am setting for
them (at a Year 4 level) is appropriate. This term they will focus on individual spelling activities rather than a
whole group daily activity. This is due to the fact of some personalities in group 6 clashing and I feel a more
individual focus is needed.

Reading:
Most of the activities worked well for Group 5 in reading groups. I would like to start them on a novel for Term 2
as they felt they were missing out and not doing the same activities as other students in the class. Finding a novel
that is level appropriate but still engaging for these students may be a challenge.

Writing:
Writing is still a big challenge for the students in this group. Most of the narrative writing completed last term
was only written as a recount by these students. No proof reading was evident and spelling was poor. More
focused work will need to be made in Term 2.




































For Jack, Jai, Kelsey, and Eden
English K-10
EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A composes, edits and presents well-structured and coherent texts
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
Stage 3 - Speaking and listening
use appropriate metalanguage to identify and describe
relationships between and among texts
use metalanguage to describe the effects of ideas, text
structures and language features on particular
audiences (ACELT1795)

participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments,
sharing and evaluating information, experiences and
opinions (ACELY1709)

Stage 3 - Writing and representing
understand and appreciate the way texts are shaped through
exploring a range of language forms and features and ideas
experiment and use aspects of composing that enhance
learning and enjoyment
identify and explore underlying themes and central storylines in
imaginative texts
understand and use the key elements of planning, composing,
reviewing and publishing in order to meet the increasing
demands of topic, audience and language
plan, draft and publish imaginative, informative and persuasive
texts, choosing and experimenting with text structures,
language features, images and digital resources appropriate
to purpose and audience (ACELY1704, ACELY1714)
understand, interpret and experiment with the use of imagery in
imaginative texts, poetry and songs, eg similes, metaphors,
personification and sound devices such as alliteration
investigate how complex sentences can be used in a variety of
ways to elaborate, extend and explain ideas (ACELA1522)
compose imaginative and informative texts that show evidence
of developed ideas
compose increasingly complex print, visual, multimodal and
digital texts, experimenting with language,
design, layout and graphics
reread and edit students' own and others' work using agreed
criteria and explaining editing choices (ACELY1705,
ACELY1715)
develop a handwriting style that is legible, fluent and automatic
and varies according to audience and purpose (ACELY1706,
ACELY1716)

Stage 3 - Reading and viewing
understand how texts vary in purpose, structure and topic
as well as the degree of formality (ACELA1504)
appreciate how demanding texts, eg extended novels and
informative texts, contain increasing levels of complexity
and abstraction to enhance enjoyment
analyse how text structures and language features work
together to meet the purpose of a text (ACELY1711)
recognise and compare how composers use a range of
language features, including connectives, topic sentences
and active and passive voice, to achieve their purposes
recognise how grammatical features help to build meaning
in texts, including reference links and adverbial and
adjectival phrases
recognise evaluative language, including emotive
language and modality
understand, interpret and experiment with sound devices
and imagery, including simile, metaphor and
personification, in narratives, shape poetry, songs,
anthems and odes (ACELT1611)
select, navigate and read texts for a range of purposes,
applying appropriate text processing strategies and
interpreting structural features, for example table of
contents, glossary, chapters, headings and
subheadings (ACELY1712)
navigate and read texts for specific purposes applying
appropriate text processing strategies, for
example predicting and confirming, monitoring
meaning, skimming and scanning (ACELY1702)
use comprehension strategies to interpret and analyse
information and ideas, comparing content from a variety of
textual sources including media and digital
texts (ACELY1703, ACELY1713)
recognise how aspects of personal perspective influence
responses to text
summarise a text and evaluate the intended message or
theme
analyse and evaluate the way that inference is used in a
text to build understanding in imaginative, informative and
persuasive texts

Stage 3 - Thinking imaginativel y, creativel y,
interpretivel y and criticall y
recognise and explain creative language features in imaginative,
informative and persuasive texts that contribute to engagement
and meaning
interpret events, situations and characters in texts
think critically about aspects of texts such as ideas and events
think imaginatively when engaging with texts, using prediction, for
example, to imagine what happens to characters after the text
understand how authors often innovate on text structures and play
with language features to achieve particular aesthetic, humorous
and persuasive purposes and effects (ACELA1518)
create literary texts that adapt or combine aspects of texts
students have experienced in innovative ways (ACELT1612,
ACELT1618)

adapt aspects of print or media texts to create new texts by
thinking creatively and imaginatively about character, setting,
narrative voice, dialogue and events

Stage 3 - Expressing themselves
recognise that ideas in literary texts can be conveyed from
different viewpoints, which can lead to different kinds of
interpretations and responses (ACELT1610)
consider how texts about local events and issues in the media are
presented to engage the reader or viewer
make connections between students' own experiences and those
of characters and events represented in texts drawn from different
historical, social and cultural contexts (ACELT1613)
identify aspects of literary texts that convey details or information
about particular social, cultural and historical
contexts (ACELT1608)
recognise how the use of language and visual features can
depict cultural assumptions in texts
identify language features used to position the reader/viewer in a
wide variety of communication activities for a range of purposes,
including debates, formal talks, interviews, explanations,
anecdotes and recitations
discuss and explore moral, ethical and social dilemmas
encountered in texts
discuss aspects of literature from a range of cultures to explore common
experiences and ideas as well as recognising difference


Strategies
Basic and clear instructions given to individuals

Reads level appropriate books during class D.E.A.R time.

Borrows level appropriate books from the library

Allow time for 1:1 reading in class

Reading group activities are level appropriate

Focus on comprehension strategies (here, hidden, head)

Use flash cards showing single sounds, blends, diagraphs, beginning and ending sounds.

Desk display with necessary sounds etc for quick reference.

Junior dictionary on hand to use in class

Individualised spelling activities

Level appropriate spelling lists

Use of level appropriate spelling program for homework

Use Reading to Learn in class

Display common sight words and high frequency words around the room

1:1 reading aloud and editing skills taught when reviewing written text

Storyboards used during creative writing

Creative writing story starter cards used in creative writing

Homework set at appropriate level


Term 1 Reflections
Spelling:
Group 6 is a very enthusiastic group of students who do try hard at all tasks. The work I am setting for them (at a
Year 3 level) is appropriate. This term they will focus on individual spelling activities rather than a whole group
daily activity. This is due to the fact of some personalities in the group clashing. I moved Shaelie out of this group
and into Group 5 to try to ease some of the tension.

Reading:
Most of the activities worked well for Group 6 in reading groups. I would like to start them on a novel for Term 2
as they felt they were missing out and not doing the same activities as other students in the class. Finding a novel
that is level appropriate but still engaging for these students may be a challenge.

Writing:
Writing is still a big challenge for the students in this group. Most of the narrative writing completed last term
was only written as a recount by these students. No proof reading was evident and spelling was poor. More
focused work will need to be made in Term 2.





















Maths Individual Learning Plan (5M Maths Group)











Working
Mathematically

Number
Patterns and
Algebra

Measurment
Space and
Geometry






Strategies
Basic and clear instructions given to individuals at all times

Level appropriate maths mentals to begin each lesson.

Quick and basic lesson introductions involving hands on game

Use of Teachers Aide to divide class into two groups to enable more individual approach to learning.

Level appropriate homework set weekly.

Lessons are mainly hands on work

Extra NAPLAN preparation conducted in class

Students are being taught at the appropriate level needed















Term 1 Reflections
5M maths group are an enthusiastic group of students. Their ability to recall previous information is very poor as are
majority of their literacy skills. Mr Smith joined our group this term and works with a focus group of 6 students.
These students are working at a lower level of maths to the rest of the group (Year 2 level). The hands on game
rotations on a Thursday and the interactive games on a Tuesday seem to engage even my toughest Year 6 boys. They
are topic related and students are able to complete most of the activities.

Times tables are proving to be challenge, again as recall is difficult for most students. We have tried several
different methods. In Term 2, we will continue to focus on times tables; however, we will focus solely on one times
table a week. Hopefully this will see improvement.

Term 2 will see a focus on measurement, space and geometry and position. Each day we will still focus on number
concepts during our maths mentals challenge.