Identifying Need through the IEP - Literacy

Child in sitting at a table with a piece of paper with the word table and matching this with wooden letters below it — Figure 2 – Child is matching written letters and wooden letters

Child is sitting at a table looking at some wooden letters to match to a word on a piece of paper — Figure 1 – Child is looking at paper with a word written on it with lots of wooden letters on the table

Extra support to ensure literacy progression was identified as a goal for an IEP, therefore the read it-build it-write it strategy was implemented. This involved using simple, enlarged wooden alphabet pieces to support visual access to learning. Using this resource as a reference, the learner was supported to read words, to arrange letters correctly to reproduce the word and finally to write by hand, the words she had created.

Another helpful activity was to match upper case with lower case, and to read each letter aloud and then name an object that started with the letter. The learner would then make words using the wooden alphabet.

Looking at next steps, a progression will be to create sentences and the use of punctuation.

This highlights the importance of supporting literacy in the classroom.

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