Child is Y5 (repeated Y1)
Very bright but struggles hugely with writing (physically) and legibility (almost none). Also finds spelling incomprehensible. Doesn't spell phonetically even, or consistently at all. Dad v dyslexic as is Grandad.
Sensory issues / ASD traits (but no dx for either).
This is what school have finally suggested (he has been having scrappy Learning support since Easter but no plan in place so we have been asking and asking for some sort of plan).
We are in Scotland and education under the current Curriculum is much more 'woolly' and it is harder to pin down if a child is meeting targets for age.
This is the 'PLAN':
"I will be able to spell the most commonly used words correctly".
X will have a dedicated half hour spelling input with Mrs Y, Support for Learning Teacher each Friday. These sessions will be used to practice words focussing on specific spelling patterns as well as reinforcing spelling of the 200 most common words.
Spelling rules been given to Mr and Mrs X to encourage support at home.
Regular spelling homework activities will be provided by Mrs Y. These will be emailed home on a Monday. Comparisons made between spelling assessments at start and end of term.
Regular consultations with the Support for Learning Teacher will allow us to evaluate progress and discuss next steps.
Annual tracking of spelling age. (Next due May 2015)
"I can access support when needed in order to spell unfamiliar words."
X encouraged to ‘have a go’ on scrap paper then to self-check, ask peers or ask adult if word is spelt correctly.
Dictionary available at all times.
X will have access to a spellchecker when completing written work within class. Bank of X’s written work will be created in order to track whether he is able to transfer knowledge of spelling patterns, and access spelling support, during extended writing tasks.
"I can present my work in a neat and organised way."
X will have access to a laptop for extended writing tasks.
Handwriting practice sheets been given to Mr and Mrs X to support handwriting development at home.
Correct letter formation and neatness encouraged through class handwriting activities. Bank of X’s written work will be created in order to see progression with neatness and organisation over time.
I don't know?
Does this seem adequate to you?
It seems as though there will be little assessment to me?
We don't know his 'starting point' (although we tested him on the first 200 high frequency words in the Spring and he scored 42% - he is now 10).
Am I expecting too much???
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Y5 child - struggles to write legibly, spelling atrocious. This is school's suggested 'learning plan' - do you think it is adequate?
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firstchoice · 01/09/2014 17:12
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