Ewa Hondra: Learning Support Department Individual Education Plan

Learning Support Department
Individual Education Plan
Ewa Hondra
Student Name Nina Learning Support: Start Date

Class: 5 DOB Review Date
Target Strategies Support
To develop Nina’s reading skills,

She would be able to: 1.
 Reading chunks in the fastest way Nina needs a teacher who
1.Improve the pace of reading helps her understand and explain
2. the instruction during the exam,
2.Improve reading comprehension  enlarging the font this teacher also reads this
 giving symbols for particular events in the story instruction out loud. In case of
 using sequence cards more complex instructions, this
3.Improve her reading fluency  drawing the missing card in the sequence teacher should divide them into
smaller steps. This teacher should
3. be aware of the fact that Nina
 following the text with a window for reading and pointing shouldn’t read the text out loud
to individual sounds unless she wants to do it.
 Two pupils work together, comparing the reading text with
monitoring/scaffolding of the teacher
 The first pupil reads correctly and starts reading to show
the poorer learner the correct model of reading
 Use a tape recorder to give the pupil a chance to read the
text out loud and then underline the mistakes.
Outcome:
Learning Support Department, The British School of Warsaw

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To improve Nina’s visual processing skills,  Using relaxation techniques to provide stimulation and release
She would be able to: stress connected to reading
 Using bilateral exercises
 Increase the ability to keep focus on one object at a time through  Sand-writing/ shaving foam writing
movement, spatial relationship, form and direction
 Improve her eye movements  Spot-the-difference activities
 Discriminating between different patterns and shapes
 Sentence tracking activities, window for reading
Outcome:
To improve Nina’s phonological awareness,  Memory game in which each student is looking for his or her Additional support focused on
She would be able to: written representation of the phonemes and looks for the phonological awareness
rhyming pairs and makes nursery rhymes with them
 See the correlation between the spoken form of the phonemes and  Dominoes in which students place the right written form of a
their written form word to the right picture
 Using multisensory activities, for example differentiating
between the sounds (bear-pear), dividing words into syllables,
adding or removing syllables (flower-shower) to form new
words.
Outcome:

To improve Nina’s ability of producing a small piece of writing,  Mnemonics The student needs a lot of
She would be able to:  using mind-map scaffolding and patterns from the
 Connect the ideas together  using symbols which represent particular events teacher; patterns are
 Make a small piece of writing  ordering the parts of small pieces of writing (heading, transformed into words in a piece
 gain a better fluency in putting her ideas into words introduction, body, ending) of writing
Outcome:
To improve Nina’s spelling,  Teacher plays “Hangman” with the learners. Sound
She would be able to: dictation: students write the letters.

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 Colour-coding – marking individual letters with The student needs to be given

 understand how sounds and letters go together different colours spelling patterns and they need to
 Building words with blocks using different sizes be repeated as much as possible
 Sand writing
 Word search games
 crosswords
Outcome:

To improve Nina’s pace of working,  using notebook with provided patterns Prolonging time of writing the
She would be able to:  on the wall in the classroom there are different patterns exam
 get to work more easily how to write, for example, a postcard/ an e-mail.
 organize herself
 use the patterns to work faster
Student Contribution:
General Comment

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Recommendations
 giving extra instructions, reminding students of previous patterns
Signed:
................................................. .................................................. .................................................. ............................................
Parents Student Head of Learning Support Date

[email protected]

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Learning Support Department

Individual Education Plan

Student Name Nina Learning Support: Start Date

Target Strategies Support

To develop Nina’s reading skills,

Learning Support Department, The British School of Warsaw

Individual Education Plan

Target Strategies Support

Learning Support Department, The British School of Warsaw

Individual Education Plan

 Colour-coding – marking individual letters with The student needs to be given

Target Strategies Support

Learning Support Department, The British School of Warsaw

Individual Education Plan

................................................. .................................................. .................................................. ............................................

Parents Student Head of Learning Support Date

Learning Support Department, The British School of Warsaw

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