INSET: September 2006
Children working below Level 3
in reading and writing.
To refresh our understanding of the skills
involved at National Curriculum “P” levels.
To understand the reading and writing skills
of children working at level 1 and level 2.
To consider how to support these children
across the curriculum.
Levels prior to Level One
P1 – P3
Interaction with others
Can recognise sounds and symbols;
Can identify initial sounds in words;
Understand simple sentences.
Can shape letters correctly;
Sentence attempts require a discussion to be
Can read familiar words;
Can identify initial & final sounds in words;
Can use their knowledge of sounds to build up a word.
Can build short phrases, using words they recognise;
All letters can be clearly recognised;
Phrases/statements show use of full stops;
Writing can be understood without discussion.
Can use their knowledge of letters, blends
and sight recognition words to read simple
Clearly shaped letters
Phrases and statements to show ideas
Use of full stops and capital letters
Strategies to Support Level One
Ideas may include:
Pair children with a more able reading buddy.
Text given should only be very simple sentences without
connectives, including pictures for additional clues.
Ensure child is following reading text with finger.
Play “Spot the key word” before or during reading or ask child
for next word in the sentence.
Writing frames to include: mixed up sentences to re-arrange;
basic cloze procedures with initial letters given for missing
words; key words/word banks; simple sentence starters.
Read back written attempts with the child.
Provide subject specific word banks to support writing,
Read word to word but need help to
Can recount main facts with support
A series of simple sentences
Incorrect spelling uses phonetics
Reads simple sentence texts with basic
Combine phonic, graphic, grammatical and
contextual clues to gain meaning
Some sentence punctuation
Plausible spelling attempts
Variation in simple sentence structure and
Reads unfamiliar texts accurately, beginning
to use intonation
Can identify main points & express opinion
Beginning to write descriptively to add detail.
Accurate use of full stops and capital letters
Spelling of monosyllabic words is accurate,
with phonetically plausible attempts at longer,
Strategies to Support Level Two
Ideas may include
More able reading buddy with time to talk about text prior to
Recount phrases / facts from text
Listen to child whilst reading; read along with child; ask whole
class to read aloud simultaneously.
Expect 6 – 10 decent simple sentences – provide target
Key word lists/word banks;
Sentence starters with space to add sentences of their own.
Verbal prompts to extend / improve sentences: for example…
Child has written: I cut out the picture.
Teacher prompts may be: “I cut out the picture with what / how?”
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