Communication ILP Goal Term 2 2018

Learning Intention:

1. Trey can use his PODD to express how others and himself are feeling and why, by using ‘because…..’

Trey has Achieved this goal really well, he has participated in weekly discussions, games and social scenarios about feelings and the types of feelings and emotions he or others may feel in certain situations. Trey has been encouraged through using Maily alongside his PODD to describe feelings and being aware how emojis can describe an emotion. This goal has regulated Trey a lot more as he becomes more aware about others feelings and how to manage his own emotions.

Next Steps: Trey will work through some social scenario scripts in order to support his social skills when making new friends and initiating games when out on the playground.

Literacy ILP Goal Term 2 2018

1. Trey will use his PODD alongside his written work, to enhance his pathway knowledge using Who, Doing, What, Where and When?

Trey is an Achiever at forming a sentence using the symbolised Colourful Semantics scheme. He will appropriately and confidently select the correct symbols that identifies the who, doing, what, where and when to a chosen picture. With support Trey will retell this sentence using the pathways on his PODD , he is an Improver in this area and making motivated attempts.

Next Steps: Trey will continue to form sentences using the Colourful Semantics scheme, he will include what like into his sentence and he will construct the sentence using Clicker Sentences and then present to an audience and link this to his Literacy Oral Language goal.

  

Literacy Term 2 2018

Oral Language
1.Trey will present a narrative that he has written using his PODD book.

Trey is Learner as he uses his PODD pathway pages to explain the structure of his narrative when presenting this to his peers. His speech and language skills have developed well this year and he is communicating a lot more. 


Next Steps: Trey will continue to present his written work to an audience in order to enhance and maintain his oral language skills and presenting skills through his PODD.



Reading
2. Trey will work through the letter PM readers where he will use his PODD to locate words using pathways on his PODD

Trey is an Achiever as he confidently works through the letter PM books, using his PODD to locate words. Trey enjoys our reading rotation, he is motivated and likes to look at the Level 1 and 2 PM readers during this time as well.


Next Steps: Trey will continue to work through the level 1 PM readers and locate words using the pathways on his PODD.

Writing
3. Trey will learn to write a narrative,using Colourful Semantics symbols.

Trey is an Achiever when forming a narrative using Colourful Semantics symbols. Firstly Trey watches and listens to a narrative, such as a fairy tale, he then makes alterations to the characters, theme, or details of the plot, resulting in the creation of his own narrative using a Colourful Semantics visual word bank created on BoardMaker to choose from. Trey has enjoyed this activity this term and this is demonstrated in his motivation to complete the task accurately.



Next Steps: Trey will learn how to construct a letter to a friend using a Colourful Semantics visual word bank created on BoardMaker.

Communication - Feelings

Since the beginning of Term 1 2018,  Trey has been using Maily and his PODD to express how he is feeling. By week 7 Trey was using the selfie tool on Maily to take a photo of the feelings page of his PODD book. Trey also wanted to type his own name and he is learning that he can use labels around the classroom to help him do this. We love how much you are using your PODD Trey, well done.

 

Literacy

ILP Learning Goal: Trey will become familiar with navigating the PODD book to the descriptions pages.
Evaluation: Trey has a new PODD book which he has been exploring and using in different settings, such as, while he is eating morning tea and lunch he uses his PODD to describe what he has to eat. When Trey is upset or confused, Trey uses the PODD alongside an adult to talk about his feelings. Trey's communication with the PODD is becoming easier and his feelings are being described more succinctly.
Next Steps: Trey will continue to learn to navigate his new PODD book and spend time on new pages learning how to use them to make his communication clearer. He will be challenged to use his PODD further with finding words for his writing, speaking and while he is reading through his reading book.








Writing Goal: Trey will use visual language to describe his technology constructions.
Trey is able to find adjectives, through discussion or from a word bank, to describe the technology he has achieved during literacy, and can write (using clicker docs) about and evaluate his creations.



Reading Goal: With support, Trey will read a book at level 1, participate in TEACCH alphabet activities, and  Nuffield phonics activities.
Trey can use his understanding of the alphabet and letter sounds, along with interpretation of the illustrations in his book to read a story at Level 1.
Oral Language Goal: Trey will extend the use of his PODD or verbally, to use descriptors when delivering news.
Trey uses his PODD, when encouraged by an adult, to support his news by using the descriptions page to add detail to his information.