tasks need to be meaningful and reflect Teacher: Finding appropriate visual Partnering and grouping her with knowledge implicit in the Australian outcomes that meet the needs of aids to assist learning and promote peers that will not intimidate, Curriculum and take steps to make Yalindee as a student in the early phase language development because threaten or lower her self esteem in this knowledge explicit to Yalindee as “it of English language learning. is important not to assume that speaking and reading activities as she this will affirm respect for her images and context are will not linguistic and cultural heritage as well interact appropriately nor She is in the Beginning to Emerging automatically helpful” 2011, comfortably in the selected context. as ensure she maintains a positive self (Department of Health and Aging, phase of language learning therefore p. 95) due to cultural differences. identity, which is critical for learning has vocabulary and 2012, para.1) “limited (Delpit, 2006). 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.) Strategies Offer her instruction in the Use of or real-life objects Model good spoken English at school Continue to create a supportive and “specific “visuals construction of English letters“ and [to] accompany written words to in order to improve her verbal inclusive environment where she feels ensure modelling and scaffolding is help [her] make the meaning communication skills including: safe to participate in speaking orally explicit. (ACARA, 2011, p. 84) connection” (ACARA, 2011, p. 94) expression, pronunciation and and provide regular opportunities for grammar, for use in all English her to verbally communicate in larger and letter knowledge on words Provide her with instructions speaking contexts. groups so she can associate such as “Do “clear that the students understand. Ensure of each step required for the task as a positive experience. that meaning of words is completion of a task or homework
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.) 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” 2011, p. 95) due to cultural differences. 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) 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 construction of English letters“ and ensure modelling and scaffolding is explicit. (ACARA, 2011, p. 84) “Do and letter knowledge on words that the students understand. Ensure that meaning of words is Use of “visuals or real-life objects [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 Model good spoken English at school in order to improve her verbal communication skills including: expression, pronunciation and grammar, for use in all English speaking contexts. Continue to create a supportive and 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.
individual_learning_plan.docx