Writing a where to next - Selecting the most important area for the student to improve. - What they need to improve in and how (at school or at home, depending on what they need to improve in) - If they are at basic level, arrange a time to meet with your supervisor to discuss
Examples Thomas finds it challenging to read complex texts with appropriate pacing. Daily reading aloud to a family member, or uploading a recording to Seesaw, may support him to improve his overall fluency and comprehension.
Monica requires support to manage her time more effectively during writing activities. Referring to her planning sheet regularly may support her to compose a narrative with an engaging complication and resolution.
At times, Misha reverses digits such as '2', '3', '5', '7' and '9' and writes '20' and '02'. Referring to a number chart during activities may help her accurately record numbers.
When working with remainders or leftovers, Sam is reminded to check the count in each group to make sure that they are equal. For example, '21 shared between 4 is 5 in each and 1 left over.'.
