s Strategie Impact

Characteristics

Communication
-

Inability to
pronounce
certain words.
Trouble speaking
fluently

Inability to
pronounce
certain words
will impact on
his
learning
in
Usage
of
chunking of the
words
Have posters of
words with

Social
Personal Learning
Interaction
- Good
- Has a resigned
understandin
approach to writing.
g of facial
- Is pessimistic about
expressions
individual learning
and emotions.
tasks.
- Is a sociable
- Prefers group work
character.
where he defers the
- Good at
workload and mask
difficulties.
- collaborative
May get
- his
Lucas
skill
distracted
acquisition is
easily when
progressing very
working in
slowly.
his work before
groups.
- More
- ItBoth
is important
collaborative
taking action to
work
identify Lucas
- Delegating
individual strengths
tasks in the
and weaknesses and

Individual Learning
Plan Student: Lucas Pine
Teacher: Mrs Hanh
Nguyen
Learning Area

VELS Level 2
Grade: 3H
Age: 8.6

English
Reading

Darcy Brown
Chrissie Marakis
Tanya Lay
Hanh Nguyen

Entry Skills

Reading Accuracy: 6.7

Reading Comprehension: 7.2
Reading speed: 6.4

Sensory Processing
-

Advanced fine and

gross motor skills
Good hand-eye
coordination
Strong motor
memory (procedural
memory)
Accurate visualspatial processing
Advantaged
in
physical education
Accurate recall of
sequences of muscle
movements
needed
Actively
participating and
interacting in real
situations or
imagined scenarios

Information Processing/
Learning Styles
Kinaesthetic learner
Visual learner
Hands on

Strength in perceiving timing

and predicting in the spatial
domain (for example good
judging trajectories for
catching,
throwing)
Better memory
retention
through visually and physically
moving while learning
Activities need to be physical
and visual and in step by step

Date: February 10th

Goals/Specific
Objectives
By the end of the year
Lucas will be able to
identify the amount of

Strategies

At the beginning of
the session revise
syllable identification
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Actual
Performanc
e

Spelling age: 5.9

syllables within a word

for words up to 4
syllables and sound it
out with 80% accuracy.

By the end of term 2

Lucas will be able to read
and identify two syllable
words 90% of the time.

Darcy Brown
Chrissie Marakis
Tanya Lay
Hanh Nguyen

strategies. (Clapping,
chunking, sounding
out)
Each day Lucas will
read a passage from
a book chosen by the
aide; move to a
quieter location with
the aide where they
can communicate
better.
After reading, Lucas
will look over the
passage and attempt
to locate and list as
many two syllable
words as possible.
After he has listed
his words the aide
will provide a list of
all the two syllable
words present in the
text.
Lucas will attempt to
chunk the words so
the syllables are
separated.
He will then read the
word aloud and using
the syllable
clapping
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Darcy Brown
Chrissie Marakis
Tanya Lay
Hanh Nguyen

technique.
If Lucas completes
the task with 80%
accuracy we will get
10 minutes free time
on the iPad.
As his syllabic
awareness improves
progress to three
and then four
syllable words.

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English
Writing

Restricted to writing basic sentences due to

previous hearing impairment
Difficulty in expressing ideas through
writing
Difficulty with spelling due to lack of phonic
awareness

By the end of the year

Lucas will be able to
spell three syllable
words with 70%

By the end of term 2

Lucas will be able to spell
two syllable words 75%
of the time.

Darcy Brown
Chrissie Marakis
Tanya Lay
Hanh Nguyen

Provide Lucas with a

list of two syllable
spelling 6-8 words to
learn weekly (or as
often as needed).
He is to study and
practice these words
at home.
At the beginning of
the session revise
syllable identification
strategies. (Clapping,
chunking, and
sounding out).
Read out some
practice words first
for Lucas to spell out
(This so he can
consolidate spelling
strategies without
the pressure of
formal assessment).
Before attempting a
word have Lucas
repeat it out loud
and break it up into
syllables.
Have Lucas write
down the word.
Repeat this process
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Motor Functions

Darcy Brown
Chrissie Marakis
Tanya Lay
Hanh Nguyen

with each of the

spelling words.
After the list is
complete have Lucas
revise his work by
reading the words he
has written aloud,
giving him a chance
to make
amendments.
Go through and
correct with Lucas,
discuss any
mistakes, give
positive
reinforcement when
possible.
If Lucas completes
the task with at least
75% accuracy he will
be rewarded with 10
minutes of free time
on the iPad.
As his syllabic
awareness improves
progress to three and
then four syllable
words.

Athletic
Learning style: Kinaesthetic
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Interpersonal
Development
Personal Learning

Advanced Hand and eye co-ordination

Very confident in social situations
Prefers collaborative work
Easily distracted by others
Has a resigned approach to writing
Pessimistic about individual learning tasks

RATIONALE
READING
Lucas session in engaging with syllable identification strategies such as clapping, chunking and sounding out the words is
said to contain benefits of syllable awareness according to Ukrainetz, Nuspl, Wilkerson and Bedded (2011). They support this
statement by stating that either clapping or marching to syllables in a rhythmic beat is more entertaining for young children
in comparison to resolving a sentence into its component parts. Syllable awareness has also been found to be strongly linked
to phonological and phoneme awareness therefore advantageously assisting pronunciation in reading words (Ukrainetz,
Nuspl, Wilkerson & Bedded, 2011). Hill (2012) also praises syllable awareness connecting it to pronunciation of words by
using a VAKT approach which is the visual, auditory, kinaesthetic and tactile senses directly teaching individual letters and
sounds of a word.
K12 Reader, 2008 also mentions that one of the simplest ways to help children realize that words are made up of several
syllables is allowing them to break up the words by clapping. This will be performed by Lucas when he claps the syllables
whilst reciting them. For example the word table (ta-clap, ble-clap). Being encouraged to then perform it independently after
practise with an aide is recommended as the kinaesthetic connection will allow for children to become actively engaged in
words. This will highly benefit Lucas as this is also his preferred learning style (K12 Reader, 2008).
Darcy Brown
Chrissie Marakis
Tanya Lay
Hanh Nguyen

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WRITING
Due to Lucas past hearing impairments he has developed a fractured understanding of spelling and letter/sound
relationships. We as though by focussing on the basic syllabic features of words will be an effective way for Lucas to improve
his spelling and equip him with strategies that will benefit him in independent learning situations. This strategy is centred on
morpheme based spelling instruction (Sayeski, 2011) as emphasis is placed on helping Lucas understand the smaller
components that make up a word, in addition to becoming familiar with the way prefixes and suffixes affect spelling. The
intension behind employing this to equip Lucas with the skills to analyse the make-up and separate sounds of a word rather
than have him rely too heavily on memorization.
It is furthermore important to assist Lucas in improving his phonetic awareness. This task is supported by Mann, Bushell Jr
and Morris who assert that the sound out strategy correlates strongly with improved spelling if the student possesses a basic
phonetic foundation (2010). Having Lucas verbalize the words before attempting to spell them has been deliberately
Darcy Brown
Chrissie Marakis
Tanya Lay
Hanh Nguyen

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implemented to improve the way he analyses words. As we have documented he also struggles with reading which is linked
strongly with his spelling difficulties. Apel and Lawrence suggest that the speech sound issues, such as the omission of
syllables in pronunciation, negatively affect spelling competency (2011). This point stresses the importance for Lucas to
understand the relationship between the way words are spoken, and the way they are written.

REFERENCES
Apel, K., Lawrence, J. (2011). Contributions of morphological awareness skills to word-level reading and spelling in first-grade children with
and without speech sound disorder. Journal of Speech, Language, and Hearing Research, 54(5), 1312-1327 . Retrieved from
http://go.galegroup.com.ezproxy1.acu.edu.au/ps/retrieve.do?
sgHitCountType=None&sort=RELEVANCE&inPS=true&prodId=AONE&userGroupName=acuni&tabID=T002&searchId=R1&resultList
Type=RESULT_LIST&contentSegment=&searchType=AdvancedSearchForm&currentPosition=1&contentSet=GALE
%7CA269777491&&docId=GALE|A269777491&docType=GALE&role=
Australian Sports Commission,. (2005). Top tips for communicating effectively with people with disabilities. Retrieved from
https://leocontent.acu.edu.au/file/52ecc877-9185-076e-d1fb-567794d8f389/1/Handout43.pdf
Gross, M. (2013). To Group or Not To Group: Is THAT The Question?. Including The Gifted And Talented: Making Inclusion Work For More
Able Learners, 119. Retrieved from https://leocontent.acu.edu.au/file/74cdee09-b046-4413-0d4c-8179dc83458d/1/Gross%2C%20M.
%20To%20Group%20or%20Not%20To%20Group.pdf
Darcy Brown
Chrissie Marakis
Tanya Lay
Hanh Nguyen

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Hall, D. (2010). The ICT handbook for primary teachers: A guide for students and professionals. New York: Routledge
Hill, S. (2012). Developing early literacy: Assessment and teaching. Second edition Prahan: Eleanor Curtain
International Learning Styles Australasia. (2010). Kinaesthetic Learning Strategies for People Who Prefer to Begin Through Physical
Activity. Retrieved from http://www.ilsa-learningstyles.com/Learning+Styles/MultiSensory+Approaches+to+Learning/Kinaesthetic+Learning+Strategies.html
K12 Reader. (2008). Effective Strategies for Teaching Phonemic Awareness. Retrieved from http://www.k12reader.com/effective-strategiesfor-teaching-phonemic-awareness/
Lum, J. (2012). Memory and language impairments [PowerPoint slides]. Retrieved from https://leocontent.acu.edu.au/file/e15c9dc6-4eb2542b-dbf1-2af04d69cb60/1/Language%20impairment%20handout.pdf
Mann, T. B., Bushell Jr, D., & Morris, E. K. (2010). USE OF SOUNDING OUT TO IMPROVE SPELLING IN YOUNG PEOPLE. Journal of Applied
Behaviour Analysis, 43(1), 89-93. Retrieved from http://onlinelibrary.wiley.com.ezproxy1.acu.edu.au/doi/10.1901/jaba.2010.4389/full
Sayeski, K. L. (2011). Effective Spelling Instruction for Students With Learning Disabilities. Intervention in School and Clinic, 47(2), 75-81.
Retrieved from http://isc.sagepub.com.ezproxy2.acu.edu.au/content/47/2/75.full.pdf+html
School and Class Practices and Environment. (2012) (1st ed.). Retrieved from https://leocontent.acu.edu.au/file/a1a97265-71d9-9b91bb2e-307eb2cb98fa/1/Lecture_School%20and%20Class%20Practices.pdf
Ukrainetz, T. A., Nuspl, J. J., Wilkerson, K., & Beddes, S. R. (2011). The effects of syllable instruction on phonemic awareness in
preschoolers. Early Childhood Research Quarterly, 26(1), 50-60. Retrieved from
http://www.sciencedirect.com.ezproxy1.acu.edu.au/science/article/pii/S08852 0061000044X

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Chrissie Marakis
Tanya Lay
Hanh Nguyen

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RUBRIC

Darcy Brown
Chrissie Marakis
Tanya Lay
Hanh Nguyen

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Chrissie Marakis
Tanya Lay
Hanh Nguyen

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Chrissie Marakis
Tanya Lay
Hanh Nguyen

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Chrissie Marakis
Tanya Lay
Hanh Nguyen

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Chrissie Marakis
Tanya Lay
Hanh Nguyen

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