Cognition and Learning

IEP targets for cognition and learning needs :

To complete written classwork within a negotiated time period.
To refer to self in positive terms.
To engage more actively in group work.
To improve short term memory.
To improve working memory.
To maintain / improve self esteem.
To improve organisational skills.
To stay motivated.
To improve self supported study skills.
To improve sequencing skills.
To improve presentation skills.
To maintain / improve confidence levels.
To improve handwriting (speed).
To improve handwriting (formation).
To improve short term visual memory.
To improve short term verbal memory.
To improve / maintain correct letter formation when writing.
To improve concentration.
To improve personal organisation skills.
To improve social skills.
To complete written tasks within a negotiated time.
To maintain legibility of handwriting.
To participate as part of a group.
To adapt positively to new situations.
To manage handing a range of equipment.
To develop instant recognition of high frequency words.
To develop a good sight vocabulary of irregularly spelled words.
To  develop word attack skills.
To develop sound grapheme/phoneme correspondence.
To be able to recite/sing the alphabet.
To distinguish between vowels and consonants.
To read initial consonant in words.
To read final consonant in words.
To be able to read words with initial two letter consonant blends.
To be able to read words with final two letter consonant blends.
To be able to read words with three letter initial consonant blends.
To be able to read the consonant digraphs.
To know that ch can sound as ‘k’ in some words.
To know that gh can sound as ‘f’ in words.
To know that ph sounds as ‘f’ in words.
To develop strategies for differentiating between b and d when reading.
To develop strategies for differentiating between p and  q when reading.
To know the lfs doubling  rule.
To know that some letters are silent.
To know short vowel sounds.
To know long vowel sounds.
To read the following vowel digraphs.
To spell the following vowel digraphs.
To be able to read words ending with silent e.
To be able to spell words ending with silent e.
To be able to read words containing ‘ar’.
To be able to read words containing ‘or’.
To be able to read words containing ‘er’.
To be able to read words when ‘ear’ says ‘er’.
To know the ‘o’saying ‘u’ rule.
To know that ‘w’ before ‘a’ says ‘wo’.
To know that ‘w’ before ‘ar’ says ‘or’.
To know that ‘w’ before ‘or’ says ‘wer’.
To know that sometimes ‘o’ says ‘u’.
To know the rule about ‘d’ before ‘g’(dge).
To know the rule about ‘t’ before ‘ch’(tch).
To know the group of words ending  ‘ind’.
To know the group of words ending  ‘ild’.
To know the group of words ending  ‘old’.
To know the group of words ending  ‘ost’.
To be able to recognise how many syllables there are in a word.
To recognise that each syllable must have at least one vowel.
To be able to segment polysyllabic words when reading.
To be able to segment polysyllabic words when spelling.
To use contextual clues when reading.
To attempt to sound the first three letters in a word.
To be able to track letters.
To be able to track words.
To be able to read the following suffixes.
To be able to spell the follwing suffixes.
To be able to read the following prefixes.
To be able to spell the following prefixes.
To know the adding a suffix beginning with a vowel rule.
To know the doubling rule .
To know the dropping ‘e’ rule when reading.
To know the dropping e rule when spelling.
To know the soft c rule when reading.
To know the soft g rule when reading.
To know words beginning with’ ‘j’.
To know words beginning with ‘k’.
To  know the rules about plurals.
To know the following homophones.
To take an interest in written text.
To use the school library regularly.
To know and use the different sections of the school library.
To ask the librarian for help when choosing appropriate reading books.
To read aloud to an adult every day.
To read at home for 5 minutes every day.
To have a reading book in his/her school bag every day.
To read  5 sentences independently.
To read 5 sentences with understanding.
To read 5 paragraphs with understanding.
To read 5 pages with understanding.
To ask for help when you don’t understand a word.
To recognise when tracking errors in reading result in lack of meaning.
To recognise when punctuation errors result in loss of meaning.
To read a short story in 5 days.
To be able to describe a simple story.
To understand the main points in a story.
To describe the main characters in a story.
To take part in a discussion about a novel.
To give an opinion about a novel.
To use adjectives to describe a scene in a novel.
To write a review of a novel.
To understand deduction.
To understand inference.
To understand idioms.
To understand similes.