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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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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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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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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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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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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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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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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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graphemes with the same as they occur

in texts being read” (ACARA, 2012,

p.25).

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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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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.


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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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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