Literacy

Literacy
ILP Goal: Seth will make the correct sound for all of the letters of the alphabet.
Evaluation: Improver. Seth's ability to sight letters and remember their sounds is variable depending on how recently he has practiced this skill. During term 3 and 4 Seth has had a lot of time away due to illness and hasn't been well enough to participate in learning. However, Seth was tested in week 3 of term 4 and he correctly identified sounds of; b,c,f, h, j, k, l, m, o, p, q, s, t, u, w, z.
Next Step: Continue to regularly practice identifying the sounds of the letters as this does give Seth more confidence when reading to make attempt at words he doesn't know.

Written Learning Goal: Seth will learn to write a letter.
Evaluation: Learner. Seth can discuss the contents of his letter with a teacher and use clicker sentences to select the correct words already dictated into the grid by Seth. Seth knows that you begin a letter with 'Dear', and finish a letter with 'from'.
Next Steps: Continue to collect Seth's ideas by using clicker sentences and move Seth towards using the app to 'write' sentences with more independence.



Oral Language Goal:  Seth will learn to present a letter to an audience.
Evaluation:  Learner. Seth can present his letter by recalling what he has written and making connections with the first sound of words he has written.

Next Steps:  Seth can present information to an audience very well. To present information that he has already written, Seth will need to continue practicing his reading skills.

Reading Goal:  Seth will read at Level 3.
Evaluation: Learner. Seth has begun to decode words by pointing at the first letter of unknown words and making the initial sound.
Next Steps: Seth needs to continue regular reading and practicing the skills he has to gain more confidence with his reading.

Written Learning Goal Term 3: Seth will learn to write a poem.
Evaluation: Improver. Seth can write interesting poems about subjects such as, bees, by thinking about his topic and discussing his ideas with a teacher. Seth dictates the words he wants to write, which are logged on clicker sentences on a grid so that Seth has to select the correct words to make the sentence. Seth will also copy the poem into his writing book.
Next Steps: Continue to collect Seth's ideas by using clicker sentences and move Seth towards using the app to 'write' sentences with more independence.






Oral Language Goal:   Seth will present his poem to an audience.
Evaluation: Learner. Seth can present the poem by recalling what he has written and making connections with the first sound of words he has written.
Next Steps: Continue to practice presenting material Seth has written to an audience of one or more.

Reading Goal: Seth will read at Level 3.
Evaluation: Learner. Seth continues to make attempts at decoding words during reading. He is more enthusiastic about his efforts and appears happier with his attempts at reading.
Next Steps: Continue with this strategy of decoding words and support Seth's enthusiasm around reading.

Communication

Communication:
ILP Goal: Seth will speak confidently to a group when sharing details about an activity.
Evaluation: Improver. Seth is making great strides with speaking clearly and concisely to an audience. Seth will arrive armed with news or with a photo of an experience that he will talk about. Seth is sharing more detail about his stories in an excited, interesting way.

Seth told us that he had medicine and the bugs were all gone from his tummy.

Next Step: Seth could work on slowing down a little, and making a eye contact connection with his audience.

Managing Self

Managing Self:
ILP Goal: Seth will remember his mother’s and father’s phone numbers and his street address, when asked.
Evaluation: Improver. Seth has begun to learn his mum and dad's phone numbers. This goal is one that Seth would normally achieve easily, however, Seth has been absent for a number of weeks during this ILP session and this has affected some of his goals.
Next Step: Continue learning this important information as Seth will easily achieve this when present at school.




Managing Self:
ILP Goal: Seth will identify his own feelings when experiencing a range of emotions.
Evaluation: Improver. Seth can strongly express his feelings around situations that occur in the class. If he is not happy or he is angry he will state this very clearly with words. Seth also has emergent skills around asking for help from others and being corrected by others.
Next Step: The assessment tool I used to collect data around Seths emotional regulation skills show he can be independent in a number of areas and he is growing in areas such as identifying how his behaviour affects others. Seth will continue to experience work on Emotional Regulation and develop in these areas.

Seth told me he felt good coming to school after being sick.

Managing Self

Learning Goal: Seth can send a text message to a family member to convey a message.
Evaluation: Improver. Seth is able to text his mother an emoji message and write 'from Seth' at the end, when the phone number has already been selected into the text message.
Next Steps: Seth can continue to practice texting using Maily, however, next term Seth will learn to identify his emotions, using the Emotional Regulation Plan, and practice techniques to regulate his response in situations where he experiences different emotions.

Learning Goal: Seth can use a knife and fork to eat his food.
Evaluation: Achieved. Seth uses his knife and fork to eat his pie at school. 

Communication

Communication
ILP Goal: Seth can share news by using a photo to assist him with details about the story.
Evaluation: Achieved. Seth can use a photo about an experience he has had and discuss it with great detail. He will find appropriate words to describe what we see in the photo plus will tell me how he felt at the time.
Next Steps: Seth will continue to work on becoming more independent with his texting, by selecting the person he is calling from the address book and writing "hi" and "from Seth".

Literacy

Literacy
ILP Goal: Seth can answer detailed questions asked from Blanks Level 3 Questions.
Evaluation: Achiever. Seth is able to answer questions and explain his answers about questions at Level 4 of Blanks Questions. This means that Seth is able to interpret meaning and make inferences about information within scenarios that he sees.
Next Steps: Seth will learn a range of  phonics skills which will assist with his learning in literacy.



Written Learning Goal: Seth will learn to write a narrative using Clicker Sentences to form his stories.

Learner. Seth can listen and view a narrative, such as a fairy tale, and make alterations to the characters, theme, or details of the plot, resulting in the creation of his own narrative. Seth achieves this by discussing his ideas with the teacher, who sets up sentences on Clickers Sentences for Seth, who then selects the correct words to build his story. Seth then writes his story into his book.
Next Steps: Seth will learn the conventions around writing a letter.

Oral Language Goal: Seth will present a narrative he has written.
Independent. Seth is a very dramatic story teller and can present information about his stories and adventures with his family, in a very enthusiastic and exciting way.
Next Steps: Seth will continue to present his written work orally to the class.

Reading Goal: Seth will read at level 3.
Learner. Seth is continuing to develop reading at this level. This year during reading time Seth is being taught to slow down and look at words more carefully, identifying the letters that begin the word and what sounds they make, so that he can make more accurate attempts to read words he does not recognise. Seth is beginning to be more accurate with reading words by taking more time to decode.
Next Steps: Seth will continue to work on slowing down and taking time to look carefully at the words.