Student: Lilly F Class: 4S School: Hastings Public School Class teacher: Tony Scott

Implemented by: Vanessa Pascoe Start date: 27.04.2017 Review date: 25.05.2017
Needs Strategies Syllabus links Resources
Dyslexia Week 1 Diagnostic assessment: EN2-2A: plans, Narrative text:
Reading Running Record Graffiti (level 24) composes and Graffiti and
Spelling Introduce and discuss Reading comprehension strategies(1). Based on observations, select an appropriate strategy for reviews a range of running record
Lilly to learn. [Focus on visualising to assist with comprehension try to image where the characters are, what they can texts that are more
sheet; Reading
see, hear feel etc. (reading with the senses). Provide Lilly with visual poster of all reading comprehension strategies for demanding in terms
Reading comprehension
reference and individual cue card as reminder to focus on visualising what is happening in the text.] of topic, audience and
comprehension Introduce and discuss Word Solving strategies (2). Based on observations, select an appropriate strategy for Lilly to learn. language strategies poster
[Lilly is to focus on Tryin Lion (if it doesnt make sense, go back and try again). Provide Lilly with Word Solving strategies EN2-4A: uses an and individual
Letter formation poster and individual Tryin Lion bookmark.] increasing range of cards; Word
Writing Provide Lilly with writing stimulus The Other World and narrative writing scaffold (3) for planning. Encourage Lilly to use skills, strategies and solving strategies
the above strategies while reading the stimulus text. Refer to planning scaffold and discuss structure of narrative. knowledge to fluently poster, individual
Encourage Lilly to visualise the story she is planning and write with the senses (4). read, view and cards and
Week 2 comprehend a range bookmark;
Reading Provide Lilly with coloured lens for reading (based on Dyslexia research). Re-visit reading strategies introduced in previous of texts on
Writing stimulus
week (Visualising; Tryin Lion). Encourage Lilly to use these while reading the new text Slam Dunk level 24. Question to increasingly
and scaffold;
check for understanding challenging topics in
different media and Writing with the
Spelling Spelling assessment from Words Their Way will be used to determine where spelling errors occur. [common errors
technologies senses poster;
occurring in vowel digraphs and double letters]
Writing Introduce and explain CUPS editing using visual poster (6). Work together to edit a sample text referring to CUPS. Provide EN2-5A: uses a range Red cellophane
Lilly with CUPS editing checklist (6) to keep in draft book. Lilly to edit her writing from previous week. Continue writing of strategies, lens; Narrative
draft. including knowledge text: Slam Dunk;
Week 3 of lettersound Words Their Way
correspondences and spelling
Reading Peer reading for fluency using peer feedback checklist (5) in guided reading group session.
common letter
Continue reading Slam Dunk using cellophane lens. Question to check for understanding. Ask Lilly to create 3 questions assessment; CUPS
patterns, to spell
about the text using 3H strategy (7). If comprehension is good, select another comprehension strategy for future focus. poster and
familiar and some
[Introduced Dot the Giraffe (2)]. checklist; Peer
unfamiliar words
Spelling Focusing on one long vowel sound. Complete worksheet activities (8) to become familiar with the different spelling EN2-9B: uses effective reading feedback
combinations. Begin to construct personal spelling journal (9) for long vowel sounds. Find words in Slam Dunk text and in and accurate sheets; 3H
Lillys writing task that she had trouble with and add these to spelling journal. Encourage Lilly to add to the journal each sentence structure, strategy sheet;
time she comes across a word with those spelling patterns and use it for reference when writing and editing her work. grammatical features, Spelling pattern
punctuation work sheets;
Writing Complete Other World writing task. conventions and Spelling journal;
vocabulary relevant to
Week 4 Summative assessment Running record
the type of text when
Reading Running record The Bigger Half level 26. Check for implementation of taught strategies. Compare to first analysis to text; Story starter
responding to and
check for growth. composing texts and scaffold.
Spelling Continue with worksheet activities, adding to journal as required. Use magnetic letters to spell words and manipulate
letters to create new words. Spelling assessment
Writing Provide story starter and scaffold. Lilly writes a short story in narrative style and edits using CUPS. Check for improvement
in spelling and editing work.
Appendices
1 2

https://www.dealwithautism.com/forum/media/9-core-reading-comprehension- http://welovefirst.weebly.com/class-blog/hello-fall
strategies.139/full
3 4

https://hibscaw.org/northlincs/primary/hsf/arenas/website/web/home/sthybaldsacademy https://image.slidesharecdn.com/descriptive-writing-pp1-1195394503864133-1/95/descriptive-writing-
/independentwritingactivities/year4independentwritingactivities.pdf pp1-3-728.jpg?cb=1195365709
5 6

https://ecdn.teacherspayteachers.com/thumbitem/Editing-Writing-CUPS-1437632402/original-518305-
2.jpg
7 8

http://poultneytania.blogspot.com.au/2014/04/long-vowel-digraphs.html

Spelling Journal document submitted as separate document