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AT3: Stephanie Bolger, Simone De Andrade, Rebecca Mignanelli
ESL Developmental Continuum- A StagesStage A1- Speaking and Listening
Stage: Students beginning to work at standard A1 and progressing towards the standard A1.2
RECEPTIVE SKILLS
Standards and Progression Profiles
Observable Evidence
Follow simple instructions in familiar and school routines, relying on key words, non-verbal language and context
Yalindee successfully follows verbal instructions dictated in the classroom and effectively manages to respond to oral cues as she frequently relies on familiar key words as well as non-verbal cues executed by teachers and peers as a means to develop her comprehensions of the English language.
Responds appropriately with simple non-verbal language to comments, or indicates non-comprehension
Yalindee regularly responds and communicates with non-verbal language and demonstrates interaction to match the responses of others and the context she is in through simple gestures of shaking or nodding her head, smiling or frowning, pointing etc.
Listens to a sustained text, focusing on visual support
Yalindee often requires visual cues and support when participating in whole class activities that predominantly focus on listening to a text as a key component. Nevertheless she is capable of understanding and positively responding to basic instructions as long as demonstrations in literacy are explicit and involve scaffolding and teacher modelling
Responds to key words in a range of common spoken instructions
Yalindee is able to recognise spoken instructions and executes basic verbal communication as a means to respond to specific directions that she is given, e.g. Shut the door, sit down on the floor, put away your books, etc
PRODUCTIVE SKILLS
Standards and Progression Profiles
Observable Evidence
Gives some basic personal information, using learned formulas or brief answers
Yalindee has learned, memorised and understands how to correctly use verbal language to provide basic personal information about herself to others which includes saying her name, age, gender, hobbies/interests etc, in the English language.
Uses learnt phrases in play Yalindee often utilises common play phrases that include “give me, stop it, I don’t like” both within and outside the classroom which demonstrates her social interaction in the school context and her ability to verbally express needs, wants and concerns.
Uses acceptable social formulas and gestures and interacts appropriately in context
Yalindee recognises that some particular words, gestures and intonations are appropriate in certain contexts and therefore appreciates the importance of manners in the school environment and wider community through using words that include thank-you, excuse me, please, etc.
Uses words from word sets related to needs, interests or experience
Yalindee regularly employs simple language from classroom word sets that provide her with optimal opportunities to verbally communicate about ideas and her personal interests such as her family, school, colours, numbers, days, etc.
Uses single word or phrase responses to questions
When asked questions within and outside the classroom, Yalindee employs basic single words and phrases to express herself e.g. Yes, No, I don’t know
Provides the initial context for a conversation and then relies on another speaker to provide appropriate words in English
Yalindee is capable of sustaining a simple conversation in English when verbally communicating with a teacher or peers, however she regularly interacts through gestures, facial expressions and points to illustrations when she is unable to think of a word in English
Currently, Yalindee is learning the very basic oral English needed to manage learning in an English- speaking classroom and is developing familiarity with patterns in sounds, intonations, rhythm, and meaning of English. Through her first
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AT3: Stephanie Bolger, Simone De Andrade, Rebecca Mignanelli
language experience, Hindi, she is able to understand that different forms of language are used in different situations and contexts. Yalindee recognises the importance of non-verbal communication and frequently utilises simple gestures that are appropriate to her context when socially interacting with teachers and peers.
ESL Developmental Continuum- A StagesStage A1- Reading
Yalindee is currently able to recognise English print and how the written form of her own language, Hindi, is exceedingly different to that of the English print. She appears to be actively participating in watching and listening to texts that are read aloud to her, however more often than not does not join in as she lacks confidence in utilising one to one correspondence when reading individually. Yalindee heavily relies on illustrations and other non-print features that assist her understanding of a text as she has poor letter recognition and only knows some letters of the alphabet and some sounds of letter groups.
Stage: Students beginning to work at standard A1 and progressing towards the standard at A1.1
Indicators of Progress
Stage A1 Observable Evidence
CULTURALCONVETIONS
OF LANGUAGE USE
Recognises that environmental print is significant
Yalindee manages to appreciate signs and logos within and outside the school environment and has the confidence to ask teachers what signs say if she is unable to decode the text
Understands that print contains a consistent message
Yalindee is able to appreciate that a particular text, e.g. a fairytale, will always have a similar ending, however when altered or changed she is able to recognise an inconsistency and describe what is different
Choose books to look at or read independently
Yalindee is able to independently choose books that she reads and they frequently contain many illustrations or non-print features to aid her understanding.
Reading incorporates remembering quite arbitrary symbols therefore EAL/D students need “explicit instruction in the relationship between sounds and these arbitrary symbols” as a means to develop and enhance reading skills (Konza, 2006, p.40) Letter-sound knowledge involves more than just learning letters (graphemes) and the single sounds they produce, but also includes knowledge of many other letter-sound relationships that “assist the rapid recognition or decoding of words” (Konza, 2006, p.41). The key areas of letter-sound knowledge and letter recognition that need to be the basis of teaching strategies to develop and optimise Yalindee’s academic success in literacy and all other curriculum areas include letter sounds, letter names, common letter combinations, onset and rimes, and sight vocabulary (Konza, 2006).
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AT3: Stephanie Bolger, Simone De Andrade, Rebecca Mignanelli
PLANNING MATRIX
Student: Yalindee H
Grade: 1
Special Need: English as an Additional Language or Dialect (EAL/D)
Academic Progress Information Processing and Learning Styles
Social Interactions Emotional Wellbeing
Characteristics Reading and writing the English print is a
struggle as her first language, Hindi,
does not use the Roman script therefore
learning the English alphabet is more
difficult for Yalindee as she has limited
prior knowledge of it. This is evident as
her recognition of letters, sounds and
their relationship with each other is
minimal.
She can copy written text and is aware
of its function, however she lacks the
ability to correctly name some letters
and the sounds they produce when
asked on the spot.
She understands simple instructions
if communicated to her orally or
through the use of visual aids. This
is evident as she often builds her
vocabulary “through visual
reinforcement” (ACARA, 2011, p.
87)
She has a “developing
understanding of directionality of
print” (Fellowes & Oakley, 2010, p.
169). This is evident as she can
point to print when being read to.
However, she cannot read or write
the words independently.
She is sociable and reasonably
confident when interacting with
fellow peers, classroom teachers and
members of the wider community.
This is evident through her
involvement in extra curricular
activities such as dancing.
She prefers to “listen rather than
attempt to speak using [English]”
(ACARA, 2011, p. 89)
She regularly interacts through
gestures and facial expressions.
However, she is sometimes
misunderstood by her peers because
She does not often verbally
communicate her ideas and answer
questions in whole class activities /
discussions due to a fear of speaking
incorrectly in front of peers and her
teacher.
She frequently becomes apprehensive
when instructed to individually
construct simple sentences in
response to a text read aloud in
shared reading activities. This is
evident as she lacks knowledge of
some letters of the alphabet and the
sounds they produce.
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AT3: Stephanie Bolger, Simone De Andrade, Rebecca Mignanelli
She still finds the English letters to be
quite difficult and confusing to
understand. This is because English
letters “vary in the degree of
congruence between the upper and
lower case…and some letters may be
formed differently in print and
handwriting, or when using different
font styles” (ACARA, 2011, p. 85).
She is fairly competent in mathematics
particular when using concrete
materials to solve problems and
demonstrate understanding. However,
she “[struggles] with the language
required to interpret written
mathematical problems or to construct
word stories to accompany numerical
equations (ACARA, 2011, p. 91)
Her ‘everyday’ vocabulary is somewhat
limited although it is continuing to
develop.
She can memorise high frequency
words or a familiar text through
repetition.
She often responds to tasks in her
own personal time, particularly
when engaging in reading and
writing tasks.
She heavily relies on illustrations
and other non-print features that
assist her understanding of a text as
she is a visual learner who
predominantly utilises appropriate
visual cues in the classroom.
She is competent in following
simple instructions in familiar and
school routines, as she relies on key
words, non-verbal language and
context as a means to develop her
comprehension of the spoken
English language (receptive skills).
“body language, ‘personal space’, eye
contact and gestures are linked to
culture” (ACARA, 2011, p. 93) which
may be interpreted differently by
others. situations (ACARA, 2012)
She appropriately responds to
idiomatic language, when interacting
with teachers within and outside the
classroom, such as ‘inside voices’,
‘outside voices’ and ‘quiet as mice’
(ACARA, 2012)
She listens to and responds orally to
texts and to the communication of
others in informal and structured
classroom situations (ACARA, 2012).
She often utilises common play
phrases that include “give me, stop it,
I don’t like” both within and outside
the classroom demonstrating her
social interaction in the school
context and her ability to verbally
She has formed positive relationships
with students in her classroom who
speak English as their first language.
Therefore, she is constantly exposed
to hearing the English language and is
supported within the school context.
This enhances her emotional
wellbeing as she feels included and
accepted despite her cultural and
linguistic diversity.
She is able to complete practical tasks
and cooperative activities set in an
inclusive classroom environment that
“promote problem-solving, social
skills, negotiation and
communication” as working with
peers optimises her self-confidence
and hence her emotional wellbeing
(Department of Health and Aging,
2012, para.3)
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AT3: Stephanie Bolger, Simone De Andrade, Rebecca Mignanelli
She finds “subject-specific vocabulary
[to be] challenging” mainly due to
limited exposure (ACARA, 2011, p. 87)
Unable to recognise sound–letter
matches including “silent letters,
vowel/consonant digraphs and many
less common sound–letter
combinations” (ACARA, 2012, p.25)
She is able to recognise the
difference between letters,
numerals and illustrations and can
recognise her own name in English
print as she is beginning to develop
a small bank of common sight
words from word sets and charts in
the classroom.
express needs, wants and concerns
(ACARA, 2012)
She has formed healthy and secure
relationships with most peers and
classroom teachers and positively
responds and replicates teacher
modelling of social and emotional
skills in behaviour and relationships (Department of Health and Aging,
2012, para.2)
Implications Yalindee: She is limited in what she can
write independently as English print is
Roman script unlike Hindi, therefore is
difficult to adapt and understand letter
formation of the English alphabet and
the use upper and lower case letters.
Yalindee and family: Predominately use
their native language (Hindi) in their
home environment therefore she is
rarely exposed to the English vocabulary
used in such contexts. Consequently,
she [does] not have the same
continuous exposure to the
Yalindee: Her learning is optimised
through constant exposure to
illustrations, images and
multimodal visual aids however
“visuals themselves are not
[always] culturally neutral, and
sometimes require as much
explanation as words” therefore
may hinder her comprehension
skills and development. (ACARA,
2012, p.9)
Family: Yalindee requires support
in learning letters of the alphabet
Yalindee: She is nervous to speak
English in large groups; however, she
is more confident in one-on-one
conversations with familiar company,
such as her family and friends at
school or at dancing.
Family: She struggles with
completing homework tasks as her
parents / family members are unable
to assist her due to their limited
knowledge of the English language
and their lack of ability to understand
what the task requires of Yalindee.
Yalindee: She is often reluctant to
participate in shared reading and
writing activities and / or class
discussions and can become quite
distressed when asked to participate
in large discussions.
Family: She does not often
communicate in English with her
parents / family members as they
predominately speak in their native
language (Hindi) therefore there is
limited exposure to spoken English in
her household context.
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AT3: Stephanie Bolger, Simone De Andrade, Rebecca Mignanelli
English vocabulary and her learning
experiences therefore of written and
spoken English only occur in the school
context.
Teacher: It is imperative that activities
are adapted and modified so that
Yalindee is able to demonstrate her
understanding even if it is limited. Set
tasks need to be meaningful and reflect
outcomes that meet the needs of
Yalindee as a student in the early phase
of English language learning.
She is in the Beginning to Emerging
phase of language learning therefore
has “limited vocabulary and
understanding of beginning sentence
structures” therefore exploration of the
different communication systems used
in the classroom is vital and cannot be
overlooked ( ACARA, 2012, p. 15.)
and her parents find it difficult to
help her due to the English print
differing immensely to Hindi print
(non-roman script) and therefore
cannot assist in improving her letter
recognition skills in the home
environment.
Teacher: Finding appropriate visual
aids to assist learning and promote
language development because “it
is important not to assume that
images and context are
automatically helpful” (ACARA,
2011, p. 95) due to cultural
differences.
Teacher: Needs to ensure that
homework tasks set for Yalindee are
modified and adapted to her learning
needs so that the tasks are achievable
and purposeful and don’t discourage
her or her family particularly if they
find it difficult to help her.
Partnering and grouping her with
peers that will not intimidate,
threaten or lower her self esteem in
speaking and reading activities as she
will not interact appropriately nor comfortably in the selected context. (Department of Health and
Aging, 2012, para.1)
Teacher: Needs to support Yalindee’s
emotional wellbeing and ensure that
Yalindee is given positive speaking
experiences to improve her wellbeing
and confidence.
Culturally inclusive practices need to
constantly be employed in the
classroom to identify the assumed
knowledge implicit in the Australian
Curriculum and take steps to make
this knowledge explicit to Yalindee as
this will affirm respect for her
linguistic and cultural heritage as well
as ensure she maintains a positive self
identity, which is critical for learning
(Delpit, 2006).
Strategies Offer her “specific instruction in the Use of “visuals or real-life objects Model good spoken English at school Continue to create a supportive and
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AT3: Stephanie Bolger, Simone De Andrade, Rebecca Mignanelli
construction of English letters“ and
ensure modelling and scaffolding is
explicit. (ACARA, 2011, p. 84)
“Do sound and letter knowledge on
words that the students understand.
Ensure that meaning of words is
established first before doing sound and
syllable work.” (ACARA, 2012, p. 7)
“Explicitly teach the purpose of upper-
case letters, and make clear the
differences between upper-case and
lower-case letters, particularly when
they are quite dissimilar (for example
Qq, Rr, Ee, Dd).” (ACARA, 2012, p. 7)
Provide her with “writing guides and
glossaries to support reading” (ACARA,
2011, p. 97)
“Provide examples of English print such
as name cards, wall charts, posters and
[to] accompany written words to
help [her] make the meaning
connection” (ACARA, 2011, p. 94)
Provide her with “clear instructions
of each step required for the
completion of a task or homework
assignment” (ACARA, 2011, p. 95)
“Develop and extend vocabulary
(multiple meanings) and link to
images– descriptive vocabulary to
enhance meaning” so that images
that may be iconic to Australia, e.g.
letterboxes, garbage bins, beaches
etc, are explicitly taught and not
just assumed as prior knowledge
(ACARA, 2012, p.9.)
Incorporate the Carine Order to
visually and auditory teach single
letter sounds as it “represents a
useful order for introducing letters”
in order to improve her verbal
communication skills including:
expression, pronunciation and
grammar, for use in all English
speaking contexts.
Provide more opportunities for
partner work and “communicative
activities” (Hertzberg, 2012, p. 53)
whereby cooperative work provides
purposeful and meaningful
opportunities for oracy tasks to take
place between students.
Discuss ways in which Yalindee’s
parents can help support her learning
and in particular, homework.
(Australian Government Department
of Health and Ageing, 2009)
Allow “parents and others who share
the same linguistic and cultural
inclusive environment where she feels
safe to participate in speaking orally
and provide regular opportunities for
her to verbally communicate in larger
groups so she can associate such as
task as a positive experience.
Support the wellbeing of the whole
family by ensuring they feel part of
the school community. This may be
done through interpreters or school
newsletters provided in their native
language (Hindi).
Employ the CHILD framework in the
classroom, as this evidence-based
framework “supports children’s social
and emotional development and
wellbeing” and can aid in boosting
Yalindee’s self esteem when actively
participating in classroom activities.
(Department of Health and Aging,
2007, para.2)
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AT3: Stephanie Bolger, Simone De Andrade, Rebecca Mignanelli
signs” (ACARA, 2012, p. 6)
Ask her more “literal questions
supported by visuals” (ACARA, 2011, p.
97)
“Explicitly teach ways to use English
appropriately in school, taking into
account audience and purpose. For
example:
- playground language
- informal language of classroom
- academic-specific language” (ACARA,
2012, p. 2)
“Ask parents or bilingual assistants to
assist [where possible], as the students
may know…vocabulary in their first
language.” (ACARA, 2012, p. 7)
Explicitly teach the “variability of English
sound–letter matches by “underlining
through a chart that pairs or
separates letters that may either be
similar or confusing (Konza, 2006,
p.68) ,
“Teach phonics in the context of
words that [she can] clearly
understand (for example first teach
the meaning of the word, and then
unpack the phonemes of the word).
Cutting the word up into its
phonemic parts helps writing,
reading and pronunciation “
(ACARA, 2012, p.6.)
When explaining meanings, “be
aware of the language used, to
ensure that the explanations don’t
use vocabulary more complicated
than the word or concept” being
explored (ACARA, 2012, p.24)
background” … [to] help [provide]
information [and examples about how
social conventions are conveyed in
her native language / culture]”
(ACARA, 2012, p. 9)
Develop a positive partnership with
her parents so that their willingness
and ability to positively engage in the
education of Yalindee can be
impacted on by the communication
strategies employed by a school.
“Good communication strategies have
the power to inform and engage
parents on matters related to the
school” and can increase
connectedness and confidence levels
when teaching a child appropriate
means of interaction (New South
Wales Department of Education and
Training, 2010, p.4).
Developing a strong partnership with
Yalindee’s parents may be challenging
however it should never be taken for
granted that the partnership will
automatically work productively,
hence school practices need to be
regularly reviewed as “parents who
are welcomed as genuine partners by
staff will feel reassured and
empowered” in optimising the
wellbeing of their child at home and
school (New South Wales Department
of Education and Training, 2010, p.2).
Provide opportunities for her to
actively participate in the physical and
social environment at school that
allow her to “experience, regulate,
understand and express emotions” as
a means to develop a secure sense of
self (Department of Health and Aging,
2012, para.1)
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AT3: Stephanie Bolger, Simone De Andrade, Rebecca Mignanelli
graphemes with the same as they occur
in texts being read” (ACARA, 2012,
p.25).
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AT3: Stephanie Bolger, Simone De Andrade, Rebecca Mignanelli
INDIVIDUAL LEARNING PLAN
INDIVIDUAL LEARNING PLAN 1/1
Date Devised: 10/4/2013
Review Date: 28/6/2013
Student: Yalindee H Year Level: 1 D.O.B: 26/10/2007 Age: 6 years 7 months
Program Support Group Members consulted in devising this plan:
Class Teacher: Mr Ross
Parents: Imran and Gurinder Haleema
Principal Rep (PSG Chair): Mrs S. Smith
Consultants to the PSG: Multicultural Education Aid
Reading Recovery Specialist
Interpreter (for parents as they cannot speak English well)
Bilingual assistant
Additional Reports: Score below 10 in Letter Identification Test
Entry Skills:
Challenges: Yalindee struggles greatly with reading, as she cannot recognise letters, sounds or the relationship between them in the English alphabet. This impacts on her
progression in all subject areas at school as she cannot read material given for any activity and all instructions need to be visual. This is challenging, not only for Yalindee, but also
for the classroom teacher, as he needs to give a separate set of instructions to Yalindee as to the rest of the class to ensure that she understands. This lack of knowledge of the
alphabet and sounds causes Yalindee to become nervous in whole class activities, such as shared reading or writing, as she is scared of getting something wrong. This needs to be
rectified quickly so Yalindee does not fall further behind in her learning than she already is, therefore, goals have been devised to bring her closer to the level of an average Grade 1
student.
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AT3: Stephanie Bolger, Simone De Andrade, Rebecca Mignanelli
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Term 2 Goal Short Term Goals
(WHAT)
Strategies/Methods
(HOW)
Mode of Delivery
(WHO/WHEN)
Mode of Assessment Evaluation
Yalindee will be able
to recognise all
letters in the English
alphabet by name.
Yalindee will be able to
read letters by name
(capital and lower case)
with constant prompting
from teacher.
Alphabet linking chart
Show an enlarged version of the
Alphabet Linking Chart and
introduce it as “This alphabet
chart will help you think about
letters and sounds” “Help me say
the names of the letters and
names of the pictures by
repeating them after me.” “This
is an apple”. Show the picture
and glue it in the box for aA and
explicitly demonstrate saying the
letter name, sound, and word:
“A, a-, apple.” Repeat with other
letters and then ‘read’ the chart
together: “A, a-, apple; B, b-,
bear; C, c-, cat.”
NOTE: do not introduce too
many letters in one session that
have similar appearances of
sounds, e.g b/d, as this may be a
detrimental to the learning
process.
Word Bags
Introduce Word Bags by
supplying individual bags
containing two- letter and three-
Classroom Teacher:
During one-on-one
reading time.
Letter Identification Test:
Yalindee will be able to
name a few of the letters
from memory.
Yalindee is asked to find
letters around the room
in various places.
10/4/2013
Yalindee can name and recognise
few letters in the alphabet during
the letter ID test and can find
them around the classroom or in
books. She is most familiar with
the letters in her name,
particularly ‘a’ and ‘e’, as she is
familiar with vowels and can
point to them in the Golden level
and Red level words in the
MIOOW- Magic 100 Words.
She is able to point to and
identify vowels in words and in
isolation however she does not
understand the difference
between vowels that produce a
short sound, (mat, bet, fin, mop)
and vowels that produce a long
sound (mate, fine, cute) as the
inconsistent letter-sound
relationship is a confusing aspect
of the English language for her
(Konza, 2006).
Reading Recovery
Specialist/Bilingual
Assistant: During private
sessions.
AT3: Stephanie Bolger, Simone De Andrade, Rebecca Mignanelli
Reference List
Australian Curriculum, Assessment and Reporting Authority. (2011). English as an Additional Language or Dialect:
Teacher Resource Version 1.1. Retrieved from
http://www.acara.edu.au/verve/_resources/EALD_teacher_resource.pdf#search=Teacher%20resource
%20version%201.1
Australian Curriculum, Assessment and Reporting Authority. (2012). English as Additional Language or Dialect Teacher
Resource: Annotated Content Descriptions English Foundation to Year 10. Retrieved from
http://www.acara.edu.au/verve/_resources/EALD_Learning_Area_Annotations_English_Revised_06_05_12.pdf
Australian Government Department of Health and Agening. (2009). Supporting children from culturally diverse
backgrounds: Suggestions for parents and carers. Retrieved from
http://www.kidsmatter.edu.au/sites/default/files/public/KMPC1_201205_cultural-diversity-suggestions-
families.pdf
Delpit, L. (2006), Other People’s Children: Cultural Conflict in the Classroom, 2nd edn, The New Press, New York.
Department of Health and Aging, (2012). Response Ability. Retrieved from http://www.responseability.org/childrens-
services/the-child-framework
Department of Health and Aging, (2007). Response Ability. Retrieved from
http://www.responseability.org/__data/assets/pdf_file/0018/4923/The-CHILD-FRamework.pdf
Fellowes, J., & Oakley, G. (2010). Language, Literacy and Early Childhood Education. South Melbourne, VIC:
Oxford.
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AT3: Stephanie Bolger, Simone De Andrade, Rebecca Mignanelli
Hertzberg, M. (2012). Teaching English Language Learners in Mainstream Classes. NSW: Primary English Teaching
Association Australia
Irene C. Fountas & Gay Su. Pinnel. Leveled Literacy Interventions: Lesson Guide, Vol.1 (green System). Heinemann. 2009
New South Wales Department of Education and Training. (2010) School Learning Support Program – Positively Engaging
Parents. Retrieved from http://www.schools.nsw.edu.au/media/downloads/schoolsweb/studentsupport/
programs/schoollearning/rf6engage.pdf
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