Rebecca BradleyEDU403 – Children’s Literature and Literacy

Individual Reading Plan

Table of Contents

Introduction........................................................................................................................ 2

Analysis of Data.................................................................................................................. 4

Learning Goals.................................................................................................................... 4

Suggested Texts................................................................................................................. 5Skate Session (2011), Chad Kolcze.......................................................................................5Hot Wheels! Exteme Stunts (2012), Ace Landers.............................................................5Minecraft Beginners Handbook (2013)..............................................................................5

Justification......................................................................................................................... 6

Links to ACARA................................................................................................................... 6Language........................................................................................................................................ 6Literature...................................................................................................................................... 6Literacy........................................................................................................................................... 6

Reading Plan....................................................................................................................... 7

Analysis of Data.................................................................................................................. 8

Learning Goals.................................................................................................................... 8

Suggested Texts................................................................................................................. 9Ruby the Red Fairy by Daisy Meadows (Rainbow Magic Series Book #1)...............9Amber the Orange Fairy by Daisy Meadows (Rainbow Magic Series Book #2).....9WordGirl: The Big Bad Butcher by Annie Auerbach.......................................................9

Justification....................................................................................................................... 10

Links to ACARA................................................................................................................ 10Language..................................................................................................................................... 10Literature.................................................................................................................................... 10Literacy........................................................................................................................................ 10

Reading Plan..................................................................................................................... 11

Appendix 1........................................................................................................................ 12

Appendix 2........................................................................................................................ 14

Introduction

This document contains two separate Individual Reading Plans (IRP’s) that have been

developed based on data collected in the form of a questionnaire. The IRP’s are a

short term reading program that will support each student to develop their reading

practice and outcomes in accordance and alignment with the Australian Curriculum –

English.

Christian and Layla have responded to the same set of questions, however one of the

students responded verbally after I had read the questions and the other had simply

written their response on the paper provided. The two students are currently

attending different local primary schools and are currently in Year 2. Each IRP will

span a two-week period and include students working both at school and at home.

The parents of Christian and Layla were consulted before, during and after the

questionnaire.

The following IRP’s will endeavor to build on both of the student’s current levels of

knowledge and understanding by engaging the students in authentic, meaningful

learning experiences. Various goals have been identified for each student to work

towards and should be able to demonstrate achievement of goals at the conclusion

of the IRP.

Christian SaundersAn Individual Reading Plan (IRP) has been created for Christian, a Year 2 student at a local primary school. Christian is often found playing outside and would prefer to play sports than sit and read. Often Christian will avoid reading and will often choose to do the mathematical component of his homework before attempting the spelling/literacy questions. Christian enjoys playing ‘Minecraft’ on the computer during his hour of computer time in the afternoon/evening.This IRP has been created to develop Christian’s reading fluency and positively influence Christian to enjoy reading more. A series of simple and achievable learning goals have been implemented and all parties involved have discussed these to ensure they are met at the conclusion of the IRP.Similarly a selection of learning experiences based on effective teaching strategies have been included with each activity aiming to develop Christian’s attitude regarding reading and his verbal reading fluency.

Analysis of DataFor this section of the IRP Christian will be referred to as C. The questionnaire that Christian completed verbally can be found in Appendix 1.

C reads books only when he absolutely has to and does not find reading an enjoyable task

Because C is a low level reader he mainly enjoys reading books that contain minimal text and plenty of images

C avoids reading on a daily basis at home, if he can get away with not reading he will try his best

Both of C’s parents read to him when they can, however both parents work full-time and sometimes are unable to find time to read to C

C is interested in rugby league, skateboarding, the beach and playing Minecraft

C is uncomfortable reading aloud to others unless he is familiar with the text Short stories in a series would be recommended for C as his interests are

limited/specific

Learning Goals Move Christian from the ‘Beginning’ Reading Stage to ‘Fluent’ Encourage Christian to read TWO books over the span of the IRP Develop and improve Christian’s reading speed

Suggested Texts

Skate Session (2011), Chad Kolcze

Hot Wheels! Exteme Stunts (2012), Ace Landers

Minecraft Beginners Handbook (2013)

JustificationThroughout this Individual Reading Plan (IRP) the focus has been on developing Christian’s reading ability while encouraging him to read for enjoyment. The use of books that are relevant to Christian and his interests will ensure that he maintains a certain level of interest throughout the IRP.Conducting a ‘book walk’ at the start of each week sets up a routine and expectation for Christian. He is able to talk with his peers in his reading group and answer questions relating to the events in the book. Sustained Silent Reading or SSR is an independent reading time set aside for students to silently read. Incorporating SSR is essential in this IRP as Christian is going to be reading for enjoyment and will eventually ‘lose track of time’ as his interest levels get higher.Choral reading provides students with the opportunity to read aloud in a non-confrontational setting where peers support one another throughout the process. Christian and his peers will take turns reading a page each in the book ‘Skate Session’. Readers Theatre is another activity that has been included in this IRP as Christian is a sociable child and enjoys working with other. In a small group, students will choose one section of the book and recreate/reenact for their reading group. Students will have to discuss the characters, setting and narrate the short presentation.Year 5 students come into the classroom once a fortnight and sit with their ‘Buddy’ and listen to them read. The older students are encouraged to question the students about the book and discuss what they liked or didn’t like about the book. Upon combination of all of these strategies and activities Christian should develop his reading fluency while allowing him to work socially with his peers and teacher.

Links to ACARABelow are a selection of links taken from the Australian Curriculum and Assessment Reporting Authority (ACARA) Year 2 English content descriptors. These links have been chosen as they align with the learning outcomes identified and the activities that Christian will undertake throughout this IRP.

LanguageUnderstand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)

LiteratureCreate events and characters using different media that develop key events and characters from literary texts (ACELT1593)

LiteracyUse interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

Rehearse and deliver short presentations on familiar and new topics (ACELY1667)

Reading Plan

Week 1 Monday Tuesday Wednesday Thursday Friday WeekendSchool Introduce ‘Skate

Session’Conduct a ‘Book Walk’ with reading group

SSR Choral Reading with reading group

SSRLibrary

Reenact a portion of the story with reading groupReaders theatre

1x20 Independent reading sessionResearch various skate tricks. Choose ONE to write a step-by-step guide

Home Take Mum/Dad on a brief ‘Book Walk’Discuss what the book is about

Research information about author Chad Kolcze

Draw yourself as an additional character in the book.

SSR Read aloud to Mum/Dad

Week 2 Monday Tuesday Wednesday Thursday Friday WeekendSchool Introduce ‘Hot

Wheels’Identify any words in the book that are unfamiliar

Buddy Reading with Year 5 student

Create a ‘Hot Wheels’ word wall

Introduce ‘Minecraft, Beginners Handbook’Write down at least 1 thing you would like to learn to do in ‘Minecraft’

Write down 3 things that you have learn from the book already

1x20 Independent reading session

Home Take Mum/Dad on a brief ‘Book Walk’Discuss what the book is about

Using toy cars recreate the stunts from the book and document via photos.

SSR (15 minutes)OrWork on recreating stunts from book

SSR (15 minutes)

Read aloud to Mum/Dad from either ‘Hot Wheels’ or ‘Minecraft’ book

Layla RobinsonThis Individual Reading Plan (IRP) has been created for Layla Robinson, a Year 2 Student at a local primary school. Layla would be best described as a studious child with a keen interest in learning and school. Her time is spent either playing ‘princess’ with her friends or reading books about fairies, princesses or animals. Layla is a very confident reader and does not hesitate to read aloud when prompted.This IRP has been developed to better Layla’s comprehension strategies as it was identified that her comprehension is lacking. Although she is able to read fluently her recall of characters or events is significantly lacking.Similarly a selection of learning experiences based on effective teaching strategies have been included with each activity aiming to develop Layla’s comprehension while maintaining her interest levels.

Analysis of DataFor this section of the IRP Layla will be referred to as L.

L enjoys reading and will spend a majority of her time reading if she could Recently L has started to spend more and more time in her room reading her

books L prefers to read about books that interest Sometimes L is unable to re-tell a story in the correct sequence Outside of reading L is interested in tea-parties and playing with her friends Both of L’s parents work full time and her mother holds a PhD Education is a fundamental

Learning Goals Encourage Layla to move from simpler picture books to short chapter books Retell a story with appropriate sequence and identify main characters Develop and improve Layla’s comprehension skills

Suggested Texts

Ruby the Red Fairy by Daisy Meadows (Rainbow Magic Series Book #1)

Amber the Orange Fairy by Daisy Meadows (Rainbow Magic Series Book #2)

WordGirl: The Big Bad Butcher by Annie Auerbach

JustificationThe intention of the implementation of this IRP is to enhance Layla’s comprehension skills by having her undertake a series of activities aimed at giving her the skillset to not only read for enjoyment but also read for comprehension. As series of instructional procedures have been chosen for this specific IRP. The use of Hot-Seat will allow Layal to assume the role of a character and respond to questions that her peers will ask of her. Students have to think quickly and recall events, characters and make inferences about said story/character.Open-mind portraits allow students to deeply connect to a character by drawing their face along with other images that relate to the character or are important to the character. By having Layla create a Story board she is manipulating and sequencing a series of events in the correct order. Layla has to make the decision about what events were most important and then justify this when she presents her storyboard to her reading group.Story retelling has been identified as an area of concern for Layla so encouraging this practice with both her teacher and parents.The reading/Writing Tictactoe worksheet can be found in Appendix 2. The worksheet contains activities that can be applied to a variety of texts. Layla will select 3 of the 9 activities and complete them during school hours and at home.

Links to ACARABelow are a selection of links taken from the Australian Curriculum and Assessment Reporting Authority (ACARA) Year 2 English content descriptors. These links have been chosen as they align with the learning outcomes identified and the activities that Christian will undertake throughout this IRP.

LanguageIdentify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)

LiteratureCreate events and characters using different media that develop key events and characters from literary texts (ACELT1593)Compare opinions about characters, events and settings in and between texts (ACELT1589)

LiteracyUse comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar

audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Reading PlanWeek 1 Monday Tuesday Wednesday Thursday Friday WeekendSchool Introduce

‘Rainbow Magic Series’

SSR‘Ruby the Red Fairy’

HOT SEAT with reading group

SSR‘Ruby the Red Fairy’

Introduce Book #2‘Amber the Orange Fairy’

2x15 minute Independent reading sessionsDraw yourself as one of the fairy characters.Include your fairy name and special power

Home SSR‘Ruby the Red Fairy’

Draw an OPEN-MIND PORTRAIT

SSR‘Ruby the Red Fairy’

Create a STORY BOARD with the correct sequence of events

Read aloud to Mum/Dad

Week 2 Monday Tuesday Wednesday Thursday Friday WeekendSchool SSR

‘Amber the Orange Fairy’

‘Comprehension Cards’

Draw an OPEN-MIND PORTAIT of ‘Amber the Orange Fairy’

Introduce ‘WordGirl’ BookSSR

Complete Reading/Writing Tictactoe activities

2x15 minute Independent reading sessionsComplete each of the selected TICTACTOE activities

Home Read aloud to Mum/Dad (1x chapter)

SSR SSR Reading/Writing TicTacToe (1x activity)

Read aloud to Mum/Dad

Appendix 1Name: Christian Saunders

Age: 8 Gender: Male

1. Do you enjoy reading?

Yeah sometimes, like when I get to read cartoons and stuff.

2. What do you like/dislike about reading?

I like when I read something that’s funny or silly

3. What kind of books do you like to read?

Dunno, just like iSpy books, and I like it when I get to read about stuff I like

4. Do you find reading easy or hard?

Kind of hard, like when I have to read something boring that I really don’t wanna read.

5. How often do you read books? (At home or at school)

Mum or Dad try and make me read everyday but sometimes I get out of reading if they are busy

6. Name anyone who has read a book to you

Mum, Dad, Teachers, Grandma

7. Are you comfortable reading aloud?

Nah not really, sometimes I get the words wrong and that’s embarrassing

8. What else do you like to do outside of school?

I like footy, the beach and playing with toy cars and stuff. When Mum and Dad let me on the computer I like playing Minecraft. Its heaps fun. Sometimes I get to ride my skateboard with my brother and his friends. That’s awesome too.

9. Do you have a favourite sport or hobby?

Yeah I like watching footy (Rugby League) and skateboarding.

10. What are your favourite TV shows or movies? (3 answers)

Ben 10 and Pokemon are my favourite TV shows, but my favourite movie is Finding Nemo because Bruce the shark is funny.

11. When you are choosing a book what do you look for?

Cool pictures and lots of colours and stuff.

12. Which genre of book do you prefer?

Picture books and comics

13. Do you have a favourite book or series of books that you enjoy reading?

I dunno, maybe those Hot Wheels books. They are OK

14. Who is your favourite author?

Dunno.

15. If you could be any character from a book who would you be? Why?

Dunno

Appendix 2READING/WRITING-TAC-TOE

Imagine(Synthesis)

You are the main character. How would you

do things differently?

Compare(Comprehension)

Compare this story with another one with the

same theme.

Change(Synthesis)

You are the author. Change the setting and

sequence of event.

Locate(Knowledge)

Find the page where the author writes about the

plot’s turning point.

Create(Synthesis)

Come up with a way to share what you have read. Get your idea approved by

the teacher.

Describe(Comprehension)

You are the media specialist. Describe the

plot and theme to a potential reader.

Respond(Comprehension)

Respond to the author by writing him or her a

friendly letter.

Build(Application)

Build a diorama to show the setting and characters.

Critique(Evaluation)

What is your viewpoint of the story?

I have chosen to complete activities #________,#________, and #________.

#5 Create: I will complete the following activity because I chose #5:

Student Signature:____________________________________ Date:___________

Teacher Signature:____________________________________ Date:___________