Priorities identified by the teacher relevant to the unit of work for Isabella are to:
•
•
•
•
•
comprehend and respond to
comprehend and use vocabulary related to time, position (eg
between
increase the length of her oral responses
use appropriate grammar at the sentence level (sentence structure) with the assistance
of sentence starters and cloze sentences
use descriptive language.
) and sequence (eg
first
when
,
next
,
where
,
last
,
)
who
,
what
questions
above
,
below
,
next to
,
Determining the starting point for instruction
T
Stage 1 and Stage 2 outcomes, and the starting point for instruction.
The teacher plans to use assessment information to appropriately group students in order
to target their learning needs throughout the unit of work.
For the experiences below
assessment information for the speaking and listening and reading strands.
•
•
•
he
T
Early Stage
have demonstrated that they can:
–
–
–
–
T
for the speaking and listening and reading strands. The students are organised into
four groups of five students. The students have demonstrated that they can:
–
–
–
–
T
t
c
–
–
–
–
s
h
t
a
i
ier 1 consists of four students, including Isabella, working towards the achievement of
ier 2 consists of 20 students working towards the achievement of Stage 1 outcomes
u
e
e
n
d
r
:
s
e
listen to and retell part of a narrative
use picture cues to assist their understanding
use simple sentences orally when provided with sentence starters or cloze sentences
identify action verbs (doing words).
retell a simple story
describe characters in narrative texts
use appropriate word order when asking questions and making statements
identify the purpose of narratives.
listen and contribute frequently to small-group interactions
retell a narrative showing an emerging awareness of structure
retell and comment on narrative texts
draw on own knowledge to interpret characters and events in literary texts related
to personal experience.
3
p
n
e
c
t
a
s
o
k
n
w
in
s
e
i
g
1
s
r
t
e
a
s
outcomes for the speaking and listening and reading strands. The students
n
r
o
d
e
f
c
l
t
e
i
h
s
n
t
r
e
t
e
l
n
y
e
, the teacher has organised the class into three tiers based on
in
a
st
g
s
u
s
a
e
d
n
s
e
s
d
n
e
t
d
r
s
e
t
a
w
o
d
o
i
d
n
r
e
k
g
t
i
e
n
s
r
t
g
m
ra
t
n
i
o
n
d
w
e
s.
a
th
r
T
d
e
h
s
i
e
r
t
a
h
s
c
t
e
u
h
a
d
ie
c
e
v
h
n
e
i
t
e
m
s
v
h
e
e
a
n
m
v
t
e
e
i
n
n
d
t
e
r
o
e
m
f
la
o
S
t
n
i
t
o
a
s
n
t
g
r
e
a
t
t
o
2
ed
E
o
a
u
t
r
h
t
l
c
a
y
o
t
S
m
t
t
h
a
e
e
g
s
y
e
fo
1
r
,
Selection of outcomes and content
Using the evidence of learning from the assessment for speaking and listening and reading
strands, the following outcomes and content were selected for each tier for the teaching
and learning experiences that follow.
7
Support Materials for Students with Special Education Needs
English K–6
Case Studies
CASE STUDY 1
