She vocabulary [to She is able to recognise the her ability to verbally express needs, She has formed healthy and secure “subject-specific be] challenging” mainly due to limited difference between letters, wants and concerns (ACARA, 2012) relationships with most peers and exposure (ACARA, 2011, p. 87) numerals and illustrations and can classroom teachers and positively recognise her own name in English responds and replicates teacher Unable to recognise sound–letter print as she is beginning to develop modelling of social and emotional matches including letters, a small bank of common sight skills in behaviour and relationships “silent vowel/consonant digraphs and many words from word sets and charts in (Department of Health and Aging, less common sound–letter the classroom. 2012, para.2) combinations” (ACARA, 2012, p.25)
She “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. her ability to verbally 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)
individual_learning_plan.docx