EAL/D Group Plan

Student Name:
Tanvi Drall
Issues/background information:
ESL Progress
Map Outcome
Level

Year: One

Listening
Level Two

Long term
Outcome
Independent
ly read and
comprehend
level 10
guided
reading
books.

Short term
Outcome
Independently
read and
comprehend
level 5 guided
reading books
(by week 4,
term 2).

Confidently
make
detailed
presentation

Confidently
make a
presentation
to a small

Speaking
Level Two

Learning Area/Focus:
English
Reading & Viewing
Level One

Strategies/Resources

5Ws of Questioning in Guided Reading (Who, What, When, Where,

Why)
Text Innovations
Use a range of media puppets (speaking and listening)
Model text responses
Explicitly teach and model reading and comprehension strategies.
Barrier games
Picture Flick to make connections
Word banking to build vocabulary
EAL/D students to read books in home language.
Structural words in context shared reading.
Make a chart connecting words in home language and Standard
Australian English to be used in the classroom.
Confidently present news to the class using the 5Ws of news telling
(who, what, when, where, why).

Date: Term One

Writing
Level Two

Evaluation &
Monitoring
-Anecdotal notes
taken during
weekly during
guided reading
sessions
-Once per term
running records.

-Anecdotal notes
taken during news
presentations
each weeks.

s to the
whole class
on a chosen
subject.
Independent
ly write
whole pieces
of writing
for a variety
of purposes
(such as to
entertain,
inform and
persuade
the reader).

group of
children on a
chosen
subject.
Independent
write
correctly
structured
sentence.

Student
comprehend
s unfamiliar
spoken
texts.

Student
comprehends
familiar
spoken texts.

Engage in oral language games such as barrier games and picture talks.
Phonemic activities.
Provide opportunities for students to share their work to their peers.

Scaffold writing experiences with correct formations (writing on the

line, letter size, word spacing and starting point).
Matching activities students match pictures to words, sentences and
common phrases.
Use alphabet charts on desks with matching picture cues.
Explicit teaching of consonant clusters and blends.
Explicit teaching of punctuation, capital letters, tense and grammar.
Students have explicit teaching and learning on the differences
between verbs and nouns.
Students complete several dictogloss activities as part of a small
group. Information either read by the teacher or an education
assistant.
Explicit teaching and explanation of unfamiliar or new language as part
of word banking cycles.

Parent:_________________________________
Teacher:________________________________
Date:_________________

Review Date: Term Two, Week Five

- Use of rubrics
and checklist
weekly to assess
each students
work.

-Informal
observations and
adjustments to
planning as
required.