INSET: September 2006

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
P levels

• Levels prior to Level One
• P1 P3
• Exploration
• Communication
• Response
• Interaction with others
• Learnt responses
• Observation

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
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
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
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
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
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
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
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
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?