Student Targets -- Bandi
Student 1 - Upper
Name: Jasmin (Spelling group Mosses, Comprehension group Inferentials and Maths group Circles)
Smart Target/Goal (inline with SIP targets)
Jasmin and her group goals are:
Spelling
 To learn their Oxford 307 sight words (incorrect ones from the testing from term 2 dictations)
 To work on in hers/their spelling contract filling in the gaps (missing blends, diagraphs, prefixes and
suffixes etc.) found in the Val Hunter diagnostic test term 1.
 To extend their word knowledge around the weekly spelling words containing words from the AL text,
Kitchen and Garden, Morphemic words, in addition to Oxford and Val Hunter gaps. To have them
studying in more detail about Morphemic and Etymological knowledge of words.
Comprehension, Grammar and Guided Reading
 To extend their skills and knowledge with comprehension, focusing on strategies Sequencing, Finding
Similarities and Differences and Predicting.
 Metaphors and Personification
Evidence – eg Qualitative/Quantitative
Spelling
 This will be gained from pre-test and post-tests, which are conducted on the Monday of each week
(with the possibility words been used over a 2 week period).
 Differentiated spelling word list tailored to each student’s missing blends/diagraphs/etc., oxford words,
errors from own writing and incorrect words from post-test.
 Work on spelling contracts being supplemented with the group have discussions with their words
around the 4 knowledge’s of spelling deciding which would be the best way for them to learn the word.
 To have weekly sessions on filling out the word chart sheet making sure it is correctly filled out and to
remind the purpose and focus it has. To study the origin of words.
 Word analysis of incorrectly spelt words compared to the correct spelling (in addition finding out if
there is any spelling rules that apply to them).
 Evidence is that can fill the sheet out correctly and explain the purpose. Start finding out additional
information on her/their words.
 End of term testing on the missing blends (etc.) studied each week in the spelling list and Oxford list
words chosen by them from their own personal record of correctly spelt words. Words or Val Hunter
blends are marked off their lists when they get them right after their post-test.
Comprehension, Grammar and Guided Reading
 Evidence gained by student tests of the 3 strategies after they have completed the work on them.
 Metaphors and personification evidence used in their writing workshops around the AL text ‘Holes’
How will this inform the plan/teach/assess cycle for this child?
It will allow me to see when and if they have managed to fill in the missing gaps from both the Oxford List
and the Val Hunter diagnostic test. To see if their knowledge about words is/has increased (observed in
discussions about words) To see her/ them having a greater focus of the higher levels of word knowledge in
their spelling. To improve on their writing spelling more accurately and substituting different words for the
basic sight words. To see where they need additional support in being able to comprehend texts and using
this can focus them in literature circles/guided reading groups.
Student 2 - Middle
Name: Connor (Spelling group Ferns (middle), Comprehension group In-between-the-lines (grp 2 out of 4)
and Maths group Polygons (middle))
Smart Target/Goal (inline with SIP targets)
Connor and his group goals are:
 To learn their Oxford 307 sight words (incorrect ones from the testing from term 2 dictations)
 To work on in his/their spelling contract filling in the gaps (missing blends, etc.) found in the Val Hunter
diagnostic test term 1.
 To extend their word knowledge around the weekly spelling words containing words from the AL text,
Kitchen and Garden, Morphemic words (based on common suffixes and prefixes), in addition to Oxford
and Val Hunter gaps.
 This is to move them from just carrying out the beginning of the contact but to move more on
Morphemic section of the contact.
 To start looking at the Etymological knowledge about words.
 To be able to move up into the upper group.
Comprehension, Grammar and Guided Reading
 To extend their skills and knowledge with comprehension, focusing on strategies Sequencing, Finding
Similarities and Differences and Predicting.
 Metaphors and Personification
Evidence – eg Qualitative/Quantitative
 This will be gained from pre-test and post-tests, which are conducted on the Monday of each week
(with the possibility words been used over a 2 week period).
 Work on spelling contracts being supplemented with the group have discussions with their words
around the 4 knowledge’s of spelling deciding which would be the best way for them to learn the word.
To have weekly sessions on filling out the word chart sheet making sure it is correctly filled out and to
remind the purpose and focus it has. To study the origin of words.
 Evidence is that can fill the sheet out correctly and explain the purpose. Start finding out additional
information on his/their words.
 End of term testing on the missing blends (etc.) studied each week in the spelling list and Oxford list
words chosen by them from their own personal record of correctly spelt words. Words are marked off
their list when they get it right after their post-test.
Comprehension, Grammar and Guided Reading
 Evidence gained by student tests of the 3 strategies after they have completed the work on them.
 Metaphors and personification evidence used in their writing workshops around the AL text ‘Holes’
How will this inform the plan/teach/assess cycle for this child?
It will allow me to see when and if they have managed to fill in the missing gaps from both the Oxford List
and the Val Hunter diagnostic test. To see if their knowledge about words is/has increased (observed in
discussions about words) To see his/ them having a greater focus of the higher levels of word knowledge in
their spelling. To improve on their writing; spelling more accurately and substituting different words for the
basic sight words. To see where they need additional support in being able to comprehend texts and using
this can focus them in literature circles/guided reading groups.
Student 3 - Lower
Name: Jane (Spelling group Trees (lower), comprehension group On-the-lines (lower) and Maths group
Triangles (lower))
Smart Target/Goal (inline with SIP targets)
Jane and her group goals are:
 To learn their Oxford 307 sight words (incorrect ones from the testing from term 2 dictations).
 To continue learning their oxford 307 sight words (incorrect ones from the testing from term 2 through
dictation) building up their word bank.
 To extend their word knowledge around the weekly spelling words containing words from the AL text,
Kitchen and Garden, and to start look at the Morphemic section of the spelling contract (looking at
spelling rules, etc.), in addition to Oxford and Val Hunter gaps.
 To move them having a go with the Morphemic and Etymological section of the spelling contract
around their words.
 To be able to move up into the upper group.
Comprehension, Grammar and Guided Reading
 To extend their skills and knowledge with comprehension, focusing on strategies Sequencing, Finding
Similarities and Differences and Predicting.
 Correct usage of capital letters and punctuation in sentences
Evidence – eg Qualitative/Quantitative
 This will be gained from pre-test and post-tests, which are conducted on the Monday of each week
(with the possibility words been used over a 2 week period).
 Work on spelling contracts being supplemented with the group have discussions with their words
around the 4 knowledge’s of spelling deciding which would be the best way for them to learn the word.
To have weekly sessions on filling out the word chart sheet making sure it is correctly filled out and to
remind the purpose. Focusing on the missing blends and letter patterns, build word banks. To start to
study the morphemic section learning spelling rules and how words can be changed.
 Evidence is that can fill the sheet out correctly and explain the purpose.
 End of term testing on the missing blends (etc.) studied each week in the spelling list and Oxford list
words chosen by them from their own personal record of correctly spelt words. Words are marked off
their list when they get it right after their post-test.
Comprehension, Grammar and Guided Reading
 Evidence gained by student tests of the 3 strategies after they have completed the work on them.
 Evidence in the writing workshops around the AL text ‘Holes’ and other writing.
How will this inform the plan/teach/assess cycle for this child?
It will allow me to see when and if they have managed to fill in the missing gaps from both the Oxford List
and the Val Hunter diagnostic test. To see if their knowledge about words is/has increased (observed in
discussions about words) To improve on their spelling with more accuracy and having greater control over
their grammar and punctuation in their writing.