1.ONE SE skill that is critical for Hannah to learn and why. 

2.TWO possible ways to incorporate the learning of this SE skill into LSP. 

•Explain why your group would incorporate it this way and briefly detail how the lesson/lesson segment would look like when the SE skill is incorporated. 

3.Have you met students like Hannah? How did you address their needs? Take note of the good practices you hear from your table mates.

A.Why is this particular SLS resource helpful?

B.Discuss how you would use this resource in LSP (e.g., during IEP/GEP, ER, whole class instruction).

A.Key features of the EdTech tool.

B.Discuss how you would use this resource in LSP (e.g., during IEP/GEP, ER, whole class instruction).

(2) Starfall:

https://www.starfall.com/h/

(3) Duolingo ABC (App option only)

(4) Phonicsnstuff:

https://phonicsandstuff.com/

3 times a wk - class lesson b4 sch - Hannah can go to the class and reinforce learning. Extra time to tutor her and leverage her confidence.

Letter sounds & vowels. CVC, CCVC - sounds drilling with Hannah - lots repeated learning with her.

Reward system - to motivate her

Sense of identity - tr to recognise and award her accomplishment.

Explanation & special Individual time with tr to talk to her.

Play games - hands-on - to motivate her to learn. eg. - fishing game - fish the words

Tr creatively-made resources for her to play and learn at home.

Positivity & Self-motivation: Being positive so that Hannah feels good about herself. Motivated to help herself.

Help seeking: Hannah needs to learn to seek help to overcome her challenges and to build confidence and feel good about herself.

Q2)

Incorporating technology to LSP lessons.

Examples:

ICT Games website

1. Help the Hedgehog

2. Loo, Cover, Write Check

Table cards / objects like a cone for Hannah to seek help as she is shy to speak up and interact with others.

Q3)

Use of technology, self-made word cards and word list of HFWs (self-created Pokemon template) to promote excitement, motivation and more of student-centred activities

Qn 2:

Positive affirmation: teacher and peer encouragement in class.

Celebrate regular progress through highlighting their reading progress.

Provide tokens and a visible reward system.

Q2: Tap on her interest. Integrate EdTech into the lesson. Assign some SLS lessons. (Make provisions for her to loan a device from school or access it after school during extensive reading sessions.)

Provide a leadership role, e.g. appoint her as the IT monitor in the LSP class.

Use rewards and affirmation to motivate her. Celebrate small successes with both extrinsic rewards and encouraging words.

Improve self-perception by introducing a class motto such as “Yes, we can.”

Q3: Engage Parents Actively: Share resources such as SLS lessons with parents so they can support their child’s learning at home. Establish regular communication to strengthen the home–school partnership.

Customise Support Plans: Tailor lessons during IEP/GEP sessions to meet the specific learning and emotional needs of the student.

Foster Empathy in Class: Build an inclusive classroom environment by being mindful of the language used. Help classmates develop empathy and understanding for peers who are frequently absent.

Empower Students Through Language: Use cue cards to teach students how to express themselves clearly. For instance, guide them on what to say when going to another class to call a friend.

Include Non-English Speaking Students: Provide language support and scaffold instructions. Ensure communication is accessible to all.

Collaborate with Colleagues: Keep fellow teachers informed about the strategies being used in the class to support continuity and consistency across subjects.

(CVC words)

A.

Self-directed, interactive, reminders on finger spelling and sounds students have learnt. Collection of ice cream is like a motivation and reward for the students. Attractive visuals to support the reading, spelling and meaning of the CVC words.

B. During PM, IEP/GEP and ER (for revision)

Listen and read along QR code on the Reading List too to be provided for the pupils to listen to for independent reading.

Johntaylorsfreebies.co.uk - a table generated with the words you type and print the words for the pupils to read. - randomised words for pupils to read.

This resource may be too simple for those whose reading progress is higher. However this is manageable for pupils with large reading gaps.

There are subtitles. -- good for IEP/GEP while LSCs doing PM. - good for independent reading.

Helps show blending

B:Excellent for teacher to use with students

Gamification - instill the joy of learning and motivate students to learn

Self-directed learning Features:

Can try again if they get it wrong the first time.

Words are read out to them - suitable for LP students.

Instructions were read out to students.

Illustrations to support the texts.

Repeat buttons for clarifications

Question 2

Use in IEP/GEP/PM, HBL (Assign a separate SLS package for LSP students)/ Class Group resources

A.

Good for very weak students to learn the phonemes and sounds, blending of sounds (CVC words), listening and reading stories (short sentences), embed Starfall into SLS lesson package (customize for DI), free of charge, lots of visuals

Downside: Unable to track or monitor the progress of students

B. IEP/GEP and ER

Good for SDL and overlearning

Minigame mode allows for quick 5min games as filler

Phonogram progression is quite similar to syllabus.

SOW is provided for lesson planning

HFW are incorporated into simple stories learn in context.

Identification of letter sounds, alphabetic knowledge (upper case and lower case penmanship and identification)

Multi-sensory learning - visual and tactile

Easy for students to navigate

Gamification - Quest to finish all the levels related to each letter sound

Penmanship - tracing the strokes for each letter (upper and lower case)

There are read-aloud stories for HP P2 students in My Library

Uses:

IEP/GEP/PM and self-directed at home if student download the app in personal device.

• decodables (by word families) - build confidence, positivity, self-perception (amplification) - can choose according to focus

• read-alongs (amplification) - for ER (too fast though)

• handwriting animations (replacement)

• word chain builder (transformation)

• can choose difficulty level

• can customise (can choose the letters / phonograms to focus)

Structured Learning Path: The app offers a progression from basic letter recognition to complex word formation, aligning with phonics instruction.

Engaging Gameplay: Children create and guide a monster character through various reading challenges, making learning enjoyable.

Incorporating this app into LSP can enhance phonics instruction, provide additional practice opportunities, and motivate students through gamified learning. It can be used during IEP/GEP too.