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This file contains step 3.
Step 3 Reading
R33. The pupil can re-tell the most significant contents of texts met during lessons, if appropriate support is in place.
| Strand |
Focus numbers |
| Orientation and study skills |
7 |
| Communication in print suggested activities |
11 |
R34. The pupil can express an opinion relating to the content of a text met in a lesson, if appropriate support is in place.
| Strand |
Focus numbers |
| Orientation and study skills |
7 |
| Communication in print suggested activities |
12 |
R35. The pupil can find specific facts in a text met in a lesson, if appropriate support is in place.
| Strand |
Focus numbers |
| Orientation and study skills |
7 |
| Communication in print suggested activities |
11 |
R36. The pupil can follow simple written instructions with a little support.
| Strand |
Focus numbers |
| Communication in print suggested activities |
11 |
R37. The pupil responds to written questions or other prompts, with a little support.
| Strand |
Focus numbers |
| Orientation and study skills |
4, 7 |
| Communication in print suggested activities |
5 |
R38. The pupil attempts to uncover meaning of simple texts independently.
| Strand |
Focus numbers |
| Orientation and study skills |
7, 8, 12 |
| Communication in print suggested activities |
1, 5, 9, 11 |
R39. The pupil makes good use of any provided scaffolding for reading.
| Strand |
Focus numbers |
| Orientation and study skills |
7, 10, 12 |
| Communication in print suggested activities |
11 |
R40. The pupil makes appropriate use of contextual clues to support meaning.
| Strand |
Focus numbers |
| Orientation and study skills |
7,12 |
| Communication in print suggested activities |
1, 9, 11 |
R41. The pupil relates texts to illustrations or other visuals.
| Strand |
Focus numbers |
| Orientation and study skills |
5,6, 7,11,12 |
| Communication in print suggested activities |
1, 11 |
R42. With support, the pupil completes illustrations or other visuals using information from a text.
| Strand |
Focus numbers |
| Orientation and study skills |
4,5, 7, 11 |
| Communication in print suggested activities |
11 |
R43. With support, the pupil can read aloud simple sentences or phrases, understanding the content.
| Strand |
Focus numbers |
| Orientation and study skills |
6, 7 |
| Communication in print suggested activities |
1, 5, 9, 10, 11 |
| Micro |
9 |
R44. The pupil has a sight vocabulary of more than 100 words.
| Strand |
Focus numbers |
| Orientation and study skills |
7, 9 |
| Communication in print suggested activities |
1, 5, 6, 9 |
| Micro |
9, 10, 11 |
R45. The pupil can identify initial and final sounds in unfamiliar words. S/he is secure in the ability to segment words.
| Strand |
Focus numbers |
| Micro |
8, 9, 10, 12 |
R46. The pupil understands the concept of rhyme in English, and recognises written rhyming words in English.
| Strand |
Focus numbers |
| Micro |
5, 8, 9, 11 |
Writing W22. a. The pupil can compose written answers to straightforward questions, conveying meaning with accuracy. Syntax and spelling may still be irregular.b. The pupil can compose a short, straightforward narrative which conveys meaning accurately. Syntax and spelling may still be irregular.c. The pupil can compose a short, straightforward descriptive text which conveys meaning accurately. Syntax and spelling may still be irregular
.d. The pupil can compose a short set of instructions or a flow chart, conveying meaning accurately. Syntax and spelling may still be irregular.
| Strand |
Focus numbers |
| Orientation and study skills |
5,7, 8,12 |
| Communication in print suggested activities |
1, 6, 7, 8, 9 |
| Communication in print during induction |
5 |
W23. The pupil writes short sentences or phrases with some grammatical accuracy.
| Strand |
Focus numbers |
| Orientation and study skills |
5, 6, 7, 8, 12 |
| Communication in print suggested activities |
1, 5, 6, 7, 8, 9 |
W24. The pupil’s attempts at writing texts show that the pupil is making effective use of appropriate scaffolds.
| Strand |
Focus numbers |
| Orientation and study skills |
7, 8, 10, 12 |
| Communication in print suggested activities |
5, 7, 8, 9 |
W25. The pupil’s written texts show the influence of some of the reading matter in the lesson.
| Strand |
Focus numbers |
| Orientation and study skills |
7, 8, 10, 12 |
| Communication in print suggested activities |
5 |
W26. The pupil forms most letters well.
| Strand |
Focus numbers |
| Orientation and study skills |
4, 7 |
| Communication in print suggested activities |
5, 6 |
| Micro |
13 |
W27. The pupil orients most letters correctly.
| Strand |
Focus numbers |
| Orientation and study skills |
4 |
| Communication in print suggested activities |
5, 6 |
| Micro |
12 |
W28. The pupil mostly produces letters of an appropriate size.
| Strand |
Focus numbers |
| Orientation and study skills |
4 |
| Communication in print suggested activities |
5, 6 |
| Micro |
12 |
W29. The pupil makes appropriate use of the personal vocabulary book when writing.
| Strand |
Focus numbers |
| Communication in print suggested activities |
5 |
| Micro |
10 |
Syntax to pick up and concentrate on… We are not suggesting that you teach formal grammar in these sessions. We are suggesting that you need to sift through the mass of language the pupil encounters each session and choose some useful expressions to work with. Working up to Step 3, these are most likely to include the following: Practice and development of everything at Steps 1 and 2. Verbs generally, focussing on getting the right tense, including phrasal verbs.Work on words that give information about the verb, e.g. William landed… William landed at Hastings.. William landed at Hastings with an army.. In 1066, William landed at Hastings with an army. Could, could not ;should, should not; might, might not; must, must not and, but, so
Tameside EMAT June 08
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