Term 2
- Speaking - expand sentences to include prepositional phrases (L1i)
- Writing - compose short phrases/sentences (3-4 words) to express a thought/feeling/idea; include 1-3 high frequency words in each phrase/sentence (L1ii)
- Reading - identify some sounds in sequence to decode unfamiliar words (Liii)
Term 1
- Speaking - use words to request to do an activity a minimum of 3 times a day, independently (Lii)
- Writing - generate an idea to write about using a picture. To use more high frequency words in his writing (Li)
- Reading - look at pictures to know what the story is about, to identify words and/said/going/mum/dad/see in simple books (Lii)
Term one
Speaking - For Cody to “ use his words” to request to do an activity a minimum of 3 times a day, independently.(Lii) IEP Goal
Writing - To generate an idea to write about using a picture.(Li)
Reading - To look at the pictures to know what the story is about(Lii)
2016
Term three and four
Speaking - For Cody to stop, look, listen and repeat an instruction before he moves on. (Lii)
Writing - To form the alphabet letters correctly when he writes them.(Lii)
Reading - To have one to one matching when he reads a simple text. (Lii)
Speaking - For Cody to stop, look, listen and repeat an instruction before he moves on. (Lii)
Writing - To form the alphabet letters correctly when he writes them.(Lii)
Reading - To have one to one matching when he reads a simple text. (Lii)Term one
Speaking - For Cody to stop, look, listen and repeat an instruction before he moves on. (Lii)
Writing - To form the alphabet letters correctly when he writes them.(Lii)
Reading - To have one to one matching when he reads a simple text. (Lii)
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