1
1
Area of
Development/Curricular Area
To increase reading and
spelling accuracy.
Area of
Development/Curricular Area
To develop muscles of the
hand for writing and to develop
perceptual skills required to
orientate letters & organise the
page.
Targets /Achievement
Criteria
will score 7/9 on
weekly SNIP Literacy
Reading & Spelling tests
completed in Learning
Support/Resource time on
5 occasions.
Resources/
Techniques
SNIP Literacy
Programme 1
Wordshark spelling
games with personalised
lists of sight words.
Targets /Achievement
Criteria
will complete booklet
1a, 1b & 1c of write from
the start motor
programme.
Resources/
Techniques
Write from the start
motor programme book
1, booklet 1.
Hand strengthening
exercises ref:
Fine motor olympics
manual.
Recommendations in
OT reports
http://www.eyecanlearn.
com/perception/constan
cy/
Area of
Development/Curricular Area
Targets /Achievement Criteria
Resources/
Techniques
LS Support
Parent Support
Teach and oversee usage of look
say cover write and check
strategy.
Complete activities to aid memory
& recall, visual perception &
discrimination eg
tracking words, re-ordering
jumbled words, filling in missing
letters, wordsearches &
crosswords.
Test and maintain a record of
progress made.
Consolidate and reinforce words
child has difficulty attaining using
mnemonics, computer games &
cued spelling techniques.
Encourage child to use
look say cover write and
check strategy when
completing homework
spellings.
LS Support
Parent Support
Complete hand strengthening
exercises.
Teach children aspects of
perception including hand eye coordination, figure ground
discrimination, form constancy,
spatial relationships and visual
closure.
Complete exercises using write
from the start programme book 1,
booklet 1.
Incidental teaching of correct letter
formation where it occurs.
Encourage children to
present their homework
nicely and to place their
letters correctly on a page.
Develop the muscles in
your child’s hands by
completing activities such
as playdough, clothes peg
play etc.
LS Support
Outcome
Reading
Spelling
Parent Support
Outcome
1a
1b
Outcome
1c
1
To develop receptiveness to oral
language through a differentiated
learning programme
X will experience, recognise &
observe simple commands on 3
occasions.
Differentiated Learning
Programme February – June
2015 devised by Principal,
LSR Team & class teacher.
Assist in the development of a differentiated
learning programme for Nicole.
Monitor her success and achievement once
a month through record system
implemented by SNAs during the outings.
Encourage your child to listen
carefully & to maintain eye contact
with you during conversations to
help them recognise & observe
simple commands.
Help to support your child in their
learning i.e. visit the library with
your child, discuss expected
behaviour, discuss road safety with
your child.
Area of
Development/Curricular Area
Targets /Achievement Criteria
Resources/
Techniques
LS Support
Parent Support
To help develop concentration,
listening & working memory
skills
X will successfully complete 8
activities from the ‘Ready Set
Remember’ programme.
Ready Set Remember
short term auditory
programme
Memory Quest
Auditory Processing
Activities
Teach strategies to efficiently and
effectively remember auditory
information using a variety of methods
including memory games, memory
exercises, active listening,
visualisation, chunking, rehearsal etc.
Encourage your child to listen
carefully & to maintain eye contact
with you during conversations.
Encourage them to focus and
remain on task at 1 play activity for
a short period of time Gradually
lengthen the period your child
remains on task e.g. doing a
jigsaw.
Area of
Development/Curricular Area
Targets /Achievement Criteria
Resources/
Techniques
LS Support
Parent Support
To develop a sense of rhythm
& rhyme
X will select the correct
rhyming pair from a set of
three words on 3 separate
occasions.
PAT Rhyme book
Dr Seuss books
Nursery Rhyme CDs
Immerse and expose X to a nursery
rhyme rich environment.
Try and identify pairs of rhyming words
within nursery rhymes.
Select rhyming pairs from a set of 3
progressively building in difficulty.
Read and recite nursery
rhymes with your child.
Listen to nursery rhymes in the
car.
Area of
Development/Curricular Area
Targets /Achievement Criteria
Resources/
Techniques
LS Support
Parent Support
To develop reading
comprehension strategies to
maximise understanding of
text, using context clues.
X will complete cloze
procedure exercises making
no more than 2 errors on 5
occasions.
Cloze CD Roms
Prim Ed Cloze books
Cloze Pro
Teach strategy of how to complete a
cloze test
Provide visual reminder of this strategy
when completing cloze exercises.
Encourage your child to read
ahead in a passage to help
them gain meaning if they are
Outcome
Outcome
Outcome
4
Complete cloze procedures at
appropriate reading age level, initially
with support and moving towards
independence.
LS Support
unsure of a word or words on
a page.
Read to Craig and ask him
questions during the story and
after the story about the
content.
Area of
Development/Curricular Area
Targets /Achievement Criteria
Resources/
Techniques
To develop reading
comprehension strategies in
order to maximise
understanding at text level.
will be observed using
strategies to comprehend the
meaning of a text
independently on 5 separate
occasions.
Building Bridges Manual
Story books
SQ3R/Comprehension
System 8
Website:
http://ies.ed.gov/ncee/wwc
/pdf/practice_guides/readi
ngcomp_pg_092810.pdf#p
age=16
http://www.nbss.ie/interve
ntions-andprojects/academic-literacyandlearning/comprehensionstrategies-instruction
Teach and reinforce strategies such as
making predictions, determining
importance & making connections to
Craig using the Building Bridges
Programme.
Walk Tall Programme
Name a variety of feelings and talk about
situations where these may be experienced.
To develop personal awareness of
feelings and emotions.
X will explore the variety of ways in
which feelings are expressed and
dealt with and he will choose which
are the most appropriate and
acceptable on 5 occasions.
Apply the above taught strategies
before, during and after reading
comprehension exercises.
Listen to stories told orally or on tape
and answer questions on them.
Answer questions orally at first and
then in writing.
RSE Curriculum
Making the Links SPHE
document
How are you feeling today
book-Molly Potter
Fill a bucket books and
support posters – Carol
McCloud
Identify emotions through use of social
photo cards.
Discuss emotions evident in SEAL photo
cards.
Model how to deal with and express
emotions appropriately.
Read stories such as How are you feeling? /
Fill a bucket.
SEAL photo cards
Mr Men books
Magical Me CD
Parent Support
Complete exercises and worksheets from
RSE programme & Walk Tall programme.
e.g. complete Visualisation exercises,
listening to music etc.
Praise X when he expresses and
deals with his feelings in an
appropriate manner at home.
Outcome
Create Social Stories to reinforce the skill of
expressing sand dealing with our feelings
appropriately.
Area of
Development/Curricular Area
Targets /Achievement Criteria
Social & Emotional (Owen)
Teach Owen to begin to be
sensitive to the feelings of
others and to realise that the
actions of one individual can
affect the feelings of another.
Resources/
Techniques
LS Support
Parent Support
Outcome
Mindfulness meditation
Explore and discuss with
Owen how to choose healthy
ways that can promote
positive feelings in himself.
Area of
Development/Curricular Area
Targets /Achievement Criteria
Resources/
Techniques
LS Support
Parent Support
Outcome
Area of
Development/Curricular Area
Targets /Achievement Criteria
Resources/
Techniques
LS Support
Parent Support
Outcome
To develop Nicole’s acquisition of
number
Nicole will associate numerals 1 10 with their written words, spoken
words & appropriate amounts
Sets
Reinforce numerals 1-5.
Number cards
Teach Nicole numerals 6 -10
Ask Nicole to identify numbers 1 10 on regular occasions as part of
her homework.
Sensory Play
Number
3
accurately and independently on 3
occasions.
Concrete materials
Teach Nicole the words, one, two, three,
four, five, six, seven, eight, nine, ten.
Ask Nicole to count sets of similar
objects totalling 10 eg counting
coins, blocks
Play games, find me the word ten, read the
word etc.
Teach Nicole how to count sets up to the
value of 10.
Match sets of value 1-10 with corresponding
numerals and number words.
Provide large font cards with numerals and
corresponding number words for finger
tracing.
Anxiety
Curricular
Area/Area
of
development
To develop strategies for
Daniel to understand and
manage Anxiety.
Target/Achievement Criteria
Daniel will complete 8 units
from
Section
one
of
Managing Anxiety at School.
Resources/
Techniques
Managing Anxiety at School
Relaxation CDs
Resource Support
Parent Support
To help Daniel understand
key concepts concerning
anxiety and to identify the
different ways that anxiety
might be expressed.
By engaging in activities that
may involve writing, drawing,
role-playing,
relaxation
exercises, rehearsing and
applying concepts and skills.
Encourage Daniel to talk
about his feelings of anxiety.
Resources/
Techniques
Language Experience
Approach
Resource Support
Parent Support
Children will generate and
learn to read material that
stems from their own
Read your child’s LEA books
at home with your child.
Outcome
Own books
Curricular
Area/Area
development
To develop concepts
language and print
of
Target/Achievement Criteria
of
Will actively engage and
interact with their LEA books
Outcome
using all 6 steps on 3
occasions.
http://www.mie.ie/getdoc/30
d67e17-30a7-4a1e-9c276cdb2b6d8c35/LanguageEx
perience.aspx
experience
using
the
Language
Experience
Approach.This
approach
uses children's own words as
the basis for beginning
reading.
X will read the texts created
by x in collaboration with the
teacher using the following
steps:
1. Child composes a story 2.
Teacher writes the story for
the child 3. Child sees the
text written 4. Child and
teacher read the story
together 5. Child reads the
story on her / his own and
teacher listens 6. Teacher
reads the story and the child
listens.
Play word/picture games
using the vocabulary from
the story for consolidation.
Target/Achievement Criteria
Resources/
Techniques
Work it Out Mental Maths
book
Resource Support
Parent Support
Teach concepts child is
experiencing difficulty with.
Provide visual posters to aid
recollection
of
maths
concepts.
Encourage, develop
and
reinforce
mental
calculation concepts/skills;
problem solving strategies;
speed
of
recall
and
mathematics
vocabulary
using regular mental maths
exercises.
Support your child while they
complete
their
maths
homework.
Resources/
Techniques
Resource Support
Parent Support
Mental Maths
Curricular
Area/Area
of
development
To revise and consolidate
Maths work at ? class level.
will score 13 out of 15 on 6
occasions when completing
Mental Maths questions
Outcome
Imaginative Play
Curricular
Area/Area
development
of
Target/Achievement Criteria
Outcome
To develop Kian’s social
interaction and imagination
skills.
Kian will take part in
imaginative play activities
displaying
appropriate
responses on 6 occasions.
Organised play activities
Target/Achievement Criteria
Resources/
Techniques
Smart Moves Motor Skills
Development Programme
Facilitate play dates at home
with pupils in Kian’s class
Gross Motor
Curricular
Area/Area
development
of
Resource Support
Parent Support
Outcome
Tricky words
Curricular
Area/Area
development
Acquisition of basic sight words
4
To develop mental
strategies for addition
facts within 20.
of
Target/Achievement Criteria
Resources/
Techniques
Resource Support
Parent Support
X will correctly read each of the 1st
24 Jolly Phonic tricky words
independently on 3 separate
occasions
LEA books
Tricky word cards
Sight Word Games
Highlight new tricky words on word bank for
LEA book creation as appropriate.
Play sight word consolidation games with X.
Listen to X read LEA books she creates with
her SNA under LS guidance.
Build phrases and sentences with X using
flashcards of tricky words we, the etc
Listen to X read her LEA books
daily.
Check words on her word wall.
Craig will score 8/10
on doubles & near
doubles tests on 5
occasions.
Teach Craig strategies for
remembering number facts e.g.
doubles, near doubles.
Facilitate opportunities for
repetition and practice so that
numbers facts become automatic
e.g. Numbershark games, rhymes
etc.
Outcome
Doubles
Use visual cues and concrete
materials as much as possible as
a memory aid.
1
To recognise initial blends
bl/cl/fl/pl/sl/br/cr/dr/fr/gr/pr/tr/st/
sc within words
To recognise 12/14 initial
blends and read the
blends as one sound
within words
independently on 3
occasions.
Phonix Cubes
Near doubles
Wordshark
Teach Harry to read words with
specified blends and to read the
blend as one sound.
Encourage Harry to read
blends as one sound in
words.
Jolly Phonics Wordbook
Build words with Phonix Cubes.
eg.br/a/n
Wordshark blends games-word
recogniton & spelling
bdp
4
To correctly segment and
blend cvc words containing the
sounds b/d/p
Sage will correctly blend 4/5
(cvc) words containing
individual initial sounds b,d,p
accurately on 3 occasions.
Phonix Cubes
Sound Cards & Blending
Mat
Wonderland decodable
Stories
Reinforce blending using phonix cubes
& sound cards/blending mat
strategies.
Provide opportunities for Sage to apply
blending skills.
Shared Reading of Wonderland books
b/d/p aids
Help Sage sound out 3 letter
words containing b,d,p and
ask her to blend the sounds
together to make a word
eg m-a-p=map
Lexia Foundation Level 1sort bdp game
Provide opportunities for Sage to play
sort bdp game using Lexia software.
Bdp
5
To develop Madeline’s visual
discrimination
Madeline will complete
visual discrimination and
matching activities
correctly and
independently on 8
occasions
Visual discrimination
activities worksheets
Provide visual cues showing b/d/p
for Madeline.
Lexia Foundation Level
1 sort bdp game
Provide opportunities to complete
visual discrimination games &
activities.
Peter Westwood pg 135
Wordsearches
Spot the difference
puzzles
Search & Find books
such as-Where’s Wally
books.
4
To develop counting and
numeration skills
Mary will read, write
and order numerals. 0 99 correctly and
independently on 5
occasions.
Teach Madeline the shape of the
letter ‘b’ using a motor cue.
Provide opportunities for Madline
to complete activities such as
wordsearches, spot the difference,
search and find books
Whiteboardactivinspire
Match a numeral to a set and
vice versa
Copybook
Write numerals to correspond
to sets
Numberline
Hundred square
Concrete materials in
sets e.g cubes.
Encourage Madeline to
complete activities at
home which will develop
her visual discrimination
eg jigsaws, dot to dots,
spot the difference, search
& find books,
wordsearches etc.
Count on and back from a
given number, using concrete
materials, numberline and
hundred square
Support Mary when she
is reading her numbers
or taking down
numbers from her book.
Encourage her to say
the number when she
is writing it down.
State the number that follows
or precedes a number.
Number Doubles
4
To develop mental
strategies for addition
facts within 20.
Craig will score 8/10
on doubles & near
doubles tests on 5
occasions.
http://www.topmarks.co.uk/math
s-games/hit-the-button
http://www.creativefamilyfun.net/
2014/09/domino-doublesgame.html#_7vSS8T
Dominoes
Dinosaur doubles matching
game
Numbershark-sharks-doubles
games
Curricular
Area/Area
of
development
To revise and consolidate
Maths work at ? class level.
To support understanding of
Number operations
Scaffolding their learning
Target/Achievement Criteria
will score 13 out of 15 on 6
occasions when completing
Mental Maths questions
Teach Craig strategies for
remembering number facts e.g.
doubles, near doubles.
Doubles
Facilitate opportunities for
repetition and practice so that
numbers facts become automatic
e.g. Numbershark games, rhymes
etc.
Use visual cues and concrete
materials as much as possible as
a memory aid.
Resources/
Techniques
Work it Out Mental Maths
book
Near doubles
Resource Support
Parent Support
Teach concepts child is
experiencing difficulty with.
Provide visual posters to aid
recollection
of
maths
concepts.
Encourage, develop
and
reinforce
mental
calculation concepts/skills;
problem solving strategies;
Support your child while they
complete
their
maths
homework.
Outcome
speed
of
recall
and
mathematics
vocabulary
using regular mental maths
exercises.
4
Consolidation of adding &
subtracting, with and without
renaming within 99.
X will score 4/5 accuracy on
mixed renaming/no renaming 2
digit addition and subtraction
word problems on 3 occasions
without support.
Maths Drills
Manipulatives eg. Dienes Blocks
Addition & Subtraction Rhymes
Rulers for calculations
As addition & subtraction
concepts are solid worksheets
will be given where Ruby has to
complete a variety of mixed
addition and subtraction word
problems. Initially support will be
given to help the child identify
which strategy to use with each
sum through language hints and
strategies.
Encourage your child to look
carefully at the keywords in word
problems and help her to identify
the correct method.
Date Complete
Gradually Ruby will be
encouraged to identify the
strategies required
independently.
Praise when due to build
confidence.
Curricular
Area/Area
of
development
To
develop
reading
comprehension strategies in
order
to
maximise
understanding.
Target/Achievement Criteria
To develop visualising skills
(picturing the images
painted by words) and
verbalising skills (talking
about the images).
Give an accurate detailed
verbal description of a simple
picture using 6 gross
structure (or 12 gross and
Answer (2)3 questions orally
and accurately about the
story
showing
good
understanding
on
5
occasions.
Resources/
Techniques
Dragons,
Jungles
&
Dinosaurs Reader & Skills
book.
Building
Bridges
of
Understanding.
-Thinking Aloud
-Prediction
-Visualisation
-Making Connections
-Questioning
-Clarifying
Key words displayed in LSR
room.
Visualising and Verbalising,
for language comprehension
and thinking---Nanci Bell
Resource Support
Parent Support
In advance of class reading
assignments from Dragons,
Jungles
&
Dinosaurs,
support will be given using
the following strategies:
Read entire story to support
Comprehension at text level.
Identifying
unfamiliar
vocabulary and discuss its
meaning
to
support
comprehension at word
level.
Development
of
Comprehension
using
Building Bridges strategies.
Work through the
Visualising and verbalising
programme chapter 3,
Climate and chapter 4,
Picture to Picture.
Support your child while
reading
extracts
from
Dragons,
Jungles
&
Dinosaurs.
If your child stumbles on an
unknown word tell them the
word so that they still
understand the meaning of
what they are reading.
Sit with your child during
reading and discuss what
they have read.
If you feel your child is not
understanding what they are
Outcome
To develop visualisation and
verbalising strategies in
order to maximise
understanding at text level.
fine structure) words on 5
occasions.
use the gross and fine
structure words to give a
detailed verbal description
of what was visualised
during reading on 5
occasions.
Building Bridges Manual
Novel at pupils reading age
without pictures.
Visualising and Verbalising
book by Nanci Bell as a
reference tool.
Reinforce visualisation
strategy using the Building
Bridges Programme.
Use Visualising and
Verbalising book by Nanci
Bell to practice picture to
picture skills.
reading please make your
child’s teacher aware.
Ask your child to pause
whilst reading and picture
what has just been read and
describe it aloud. This
ensures that he/she is
understanding the material
and helps with processing
and recall of information that
has been read.
Children will read and draw
text that has just been read
to convey what they have
understood.
Child will read selected
ability appropriate text and
will be prompted to pause
and picture what has just
been read and describe it
aloud to ensure meaning
has been made.
To engage in reading of
books that are at an
appropriate ability level.
To maintain focus and
concentration during Maths
lessons and the ability to
seek clarification as
required.
To provide the opportunity
to read and discuss stories
1:1 with an adult on 1
occasion weekly over a 10
week period.
X will self-assess and record
if they have met their
personal WILF regarding
concentration and
understanding for one Maths
In class Support
Maths Resources
Mathemagic Texts
Barrington Stoke books
appropriate to child’s
reading and interest age.
NBSS Reading & Learning
Strategies.
Child to select own book
from an ability appropriate
selection.
Listen to child read. Scaffold
the reading process.
Praise the child for effort.
Discuss what they have
read before, during and after
reading using
Comprehension strategies
to enable the child to
engage with the book.
This support will take place during
a 12 week period in the classroom
and will be implemented LSR
Personnel
In class support using Co-Teaching
where the support teacher interjects
to seek clarification during the
Lesson Introduction.
Read the pages as outlined
in the child’s reading record.
Supply unknown words
during reading.
Praise the child for effort
made to read the story.
Support X during homework
activities.
Wk 1
Encourage X to use
resources such as number
Wk 2
Wk 3
Wk 4
Wk 5
Wk 6
To use an Evidence Based
Programme to develop X’s
Reading and Spelling skills.
X will follow ---------completing exercises
Name of book*
Use the structured, sequential and
cumulative programme as set out in
the programme guidelines.
Support X during homework
activities.
Encourage X to use
resources such as Personal
Dictionaries and spell
checkers where available.
Wk 1
Wk 2
Wk 3
Wk 4
Wk 5
Wk 6
Wk 7
Wk 8
Wk 9
Wk10
Wk11
Wk12
Wk13
Wk14
Use the shared reading
approach with your child.
Date completed
lesson each week where a
support teacher is present.
Evidence Based Programmes
Personal WILF record
sheets
Ensure Resources are accessible to
X.
Encourage X to maintain focus when
doing Maths tasks. Scaffold X’s
approach to undertaking the written
component providing resources and
clarification if required.
Encourage X to remain on task
during Maths lessons.
squares and real life objects
to help with understanding.
Wk 7
Wk 8
Date completed
Wk9
Wk10
Wk11
Wk12
X will complete the
Handwriting Without Tears
proficiency screener scoring
no more than 5 errors.
Handwriting Without
Tears
Follow the structured, sequential and
cumulative programme as set out in
the manual for X’s assessed level
using ----------.
Support X during homework
activities making sure work
is neatly presented.
Wk 1
Wk 2
Wk 3
Wk 4
Wk 5
Wk 6
Wk 7
Wk 8
Wk 9
Wk10
Wk11
Wk12
Wk13
Wk14
Will be observed to form
their lowercase letters ----------------- correctly on 3
separate occasions..
After a period of instruction
X will be reassesed using
HWT Placement TestWill be
observed to
Complete Handwriting Without Tears
My Printing Book pages
Complete Handwriting Without Tears
Printing Power pages
Will be observed to write
using correct sizing, spacing
and placement
Complete Handwriting Without Tears
My First School Book pages (Nicole)
Teachers manual pages 28- (Jack)
Will be observed to form the
Uppercase Letters L/F/E/H/T
correctly on 3 separate
occasions./will be observed
to hold a pencil using the
correct tripod grip
Will be observed to form the
Uppercase Letters
F/E/D/P/B on 3 separate
occasions.
Complete Handwriting Without Tears
Letter and Numbers for Me pages 7-
Date completed