9
Support Materials for Students with Special Education Needs
English K–6
Case Studies
CASE STUDY 1
Outcomes and content – Case Study 1 (cont)
Outcomes
Students
Tier 2
EN1-6B
recognises a range of purposes and audiences for
spoken language and recognises organisational patterns
and features of predictable spoken texts
• make short presentations using some introduced text
structures and language, for example opening
statements
• retell familiar stories and events in logical sequence,
including in home language
EN1-1A
communicates with a range of people in informal and
guided activities demonstrating interaction skills and
considers how own communication is adjusted in
different situations
• use role-play and drama to represent familiar events
and characters in texts
EN1-4A
draws on an increasing range of skills and strategies to
fluently read, view and comprehend a range of texts on
less familiar topics in different media and technologies
• use comprehension strategies to build literal and
inferred meaning and begin to analyse texts by
drawing on growing knowledge of context, language
and visual features and print and multimodal text
structures
• use background knowledge of a topic to make
inferences about the ideas in a text
EN1-11D
responds to and composes a range of texts about
familiar aspects of the world and their own experiences
• discuss characters and events in a range of literary
texts and share personal responses to these texts,
making connections with students’ own experiences
EN1-7B
identifies how language use in their own writing differs
according to their purpose, audience and subject matter
• make inferences about character motives, actions,
qualities and characteristics when responding to texts
EN1-9B
uses basic grammatical features, punctuation
conventions and vocabulary appropriate to the type
of text when responding to and composing texts
• recognise that time connectives sequence
information in texts
• use subject-verb and noun-pronoun agreement when
composing texts and responding to texts orally and in
writing
