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???
Join the discussion on our Education forum.
Education
Y5 child - struggles to write legibly, spelling atrocious. This is school's suggested 'learning plan' - do you think it is adequate?
firstchoice · 01/09/2014 17:12
badvoc thanks for these suggestions.
fluffy I think our issue is that we simply don't trust what they say.
We asked about the 200 Hi-Freq words at Easter as he couldn't spell eg, book, school, house......
They looked blankly at us and suggested we 'test and practice at home'.
Come end of summer term, a dyslexia tutor assessed him and found he was getting around 30% of the words and gave a spelling age of around 6 years.
One week later school told us he had been tested on 30 random HF words and got 100%. Obv there will be a difference on random tests and performances, but a 70% difference seems odd.
When we asked him did he remember the assessment he said: oh yes, it was good, they gave me all the answers so I just copied them out.
He CAN read. Struggled massively until about 2 years ago then just 'got it'. Reads fluently with expression. Such a relief.
Work at home would be great but he simply WONT. He screams, chucks stuff etc - goes into meltdown. He just refuses. It's exhausting
missmap - yes, I agree - a year to do 200 words is silly.
targets should be SMART.
Anyway, he wont be getting LS next term, we have already been told - it is on a 'rota' andhe will have had his 'share' by then
To comment on this thread you need to create a Mumsnet account.