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SEN_acrossthecurriculum_INSET.ppt

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SEN_acrossthecurriculum_INSET.ppt

  1. 1. 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.
  2. 2. “P” levels Levels prior to Level One P1 – P3  Exploration  Communication  Response  Interaction with others  Learnt responses  Observation
  3. 3. “P” Levels P4 – P8 Subject specific  Further exploration  Familiarity  Sort & classify  Question & answer  Recognition  Awareness  Understanding  Selection  Repetition  Imitation  Choice  Greater response  Creation  Expression  Play  Comparison  Rote learning
  4. 4. Level 1c Reading  Can recognise sounds and symbols;  Can identify initial sounds in words;  Understand simple sentences. Writing  Can shape letters correctly;  Sentence attempts require a discussion to be fully understood.
  5. 5. Level 1b Reading  Can read familiar words;  Can identify initial & final sounds in words;  Can use their knowledge of sounds to build up a word. Writing  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.
  6. 6. Level 1a Reading  Can use their knowledge of letters, blends and sight recognition words to read simple texts. Writing  Clearly shaped letters  Phrases and statements to show ideas  Use of full stops and capital letters
  7. 7. 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,
  8. 8. Level 2c Reading  Read word to word but need help to understand meaning  Can recount main facts with support Writing  A series of simple sentences  Incorrect spelling uses phonetics
  9. 9. Level 2b Reading  Reads simple sentence texts with basic punctuation  Combine phonic, graphic, grammatical and contextual clues to gain meaning Writing  Some sentence punctuation  Plausible spelling attempts  Variation in simple sentence structure and word choice.
  10. 10. Level 2a Reading  Reads unfamiliar texts accurately, beginning to use intonation  Can identify main points & express opinion Writing  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, polysyllabic words.
  11. 11. Strategies to Support Level Two Ideas may include  More able reading buddy with time to talk about text prior to class discussion.  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 number.  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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