PLANNING MATRIX Student: Yalindee H Grade: 1 Special Need: English as an Additional Language or Dialect (EAL/D) Academic Progress Information Processing and Social Interactions Emotional Wellbeing Learning Styles Characteristics Reading and writing the English print is a She understands simple instructions She is sociable and reasonably She does not verbally struggle as her first language, Hindi, if communicated to her orally or confident when interacting with communicate her ideas and answer does not use the Roman script therefore through the use of visual aids. This fellow peers, classroom teachers and questions in whole class activities / learning the English alphabet is more is evident as she often builds her members of the wider community. discussions due to a fear of speaking difficult for Yalindee as she has limited vocabulary visual This is evident through her incorrectly in front of peers and her “through prior knowledge of it. This is evident as reinforcement” (ACARA, 2011, p. involvement in extra curricular teacher. her recognition of letters, sounds and 87) activities such as dancing. their relationship with each other is She frequently becomes apprehensive minimal. She has a when instructed to individually “developing understanding of directionality of She prefers to rather than construct simple sentences in “listen She can copy written text and is aware print” (Fellowes & Oakley, 2010, p. attempt to speak using [English]” response to a text read aloud in of its function, however she lacks the 169). This is evident as she can (ACARA, 2011, p. 89) shared reading activities. This is ability to correctly name some letters point to print when being read to. evident as she lacks knowledge of and the sounds they produce when However, she cannot read or write She regularly interacts through some letters of the alphabet and the asked on the spot. the words independently. gestures and facial expressions. sounds they produce. However, she is sometimes misunderstood by her peers because
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 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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