productively, hence school practices need to be understand (for example teach ways to use English Develop a positive partnership with “Explicitly teach the meaning of the word, appropriately in school, taking into her parents so that their willingness and then unpack the phonemes regularly reviewed as who “parents account audience and purpose. For and ability to positively engage in the of the word). Cutting the word up are welcomed as genuine partners example: education of Yalindee can be into its phonemic parts helps by staff will feel reassured and - playground language impacted on by the communication writing, reading and empowered” in optimising the - informal language of classroom strategies employed by a school. pronunciation (ACARA, 2012, wellbeing of their child at home “ - academic-specific language” communication strategies have “Good p.6.) and school (New South Wales 2012, p. 2) the power to inform and engage Department of Education and parents on matters related to the When explaining meanings, “be Training, 2010, p.2). parents or bilingual assistants to school” and can increase aware of the language used, to “Ask ensure that the explanations assist [where possible], as the students connectedness and confidence levels Provide opportunities for her to don’t use vocabulary more may know…vocabulary in their first when teaching a child appropriate actively participate in the physical and complicated than the word or language.” (ACARA, 2012, p. 7) means of interaction (New South social environment at school that concept” being explored Wales Department of Education and her to regulate, “experience, (ACARA, 2012, p.24) Explicitly the of English Training, 2010, p.4). “variability understand and express emotions” as sound–letter matches by “underlining a means to develop a secure sense of graphemes with the same as they occur self (Department of Health and Aging, in texts being read” (ACARA, 2012, 2012, para.1) p.25).
“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” 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 the “variability of English sound–letter matches by “underlining graphemes with the same as they occur in texts being read” (ACARA, 2012, p.25). understand (for example 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) 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). 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 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)
individual_learning_plan.docx