Instep English

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In Step English

National Curriculum Indicators for Pupils with Special Educational Needs

The Education and School Improvement Service of Bridgend, Caerphilly, Merthyr Tydfil and Rhondda-Cynon-Taff County Borough Councils

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Copyright All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. However, teachers are free to reproduce any part of this resource for use within the school only. This permission to copy does not extend to additional schools or branches of an institution, who should purchase.

The Education and School Improvement Service of Bridgend, Caerphilly, Merthyr Tydfil and Rhondda-Cynon-Taff County Borough Councils

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FOREWORD This document has been developed by staff from Heronsbridge Special School. Their work has been sponsored and published by the four County Boroughs of Bridgend, Caerphilly, Merthyr Tydfil and Rhondda-Cynon-Taff, working through their advice and support service ESIS. The document is an English assessment tool for use with pupils working up to Level 3 of the National Curriculum. It has been developed, trialed and modified in the classroom. Teachers have contributed to its content and design, ensuring suitability of purpose and ease of administration. The layout of the document follows the National Curriculum for English at its earliest levels and shows where those pupils working below the national average fit into the educational continuum. To this end a Foundation Level is included to assess those pupils who have not yet achieved Level One. Each section commences with the level descriptor from the National Curriculum document. This is followed by a set of statements the achievement of which would indicate successful completion of that level. These steps allow teachers to detect improvement of pupils within a level.

In Step Level Indicators English

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During 1998 all schools will be required to set and publish targets. The results from In Step English and the others in the series, (Mathematics, Science, English and PSE) can be used for this purpose. We would like to thank the staff at Heronsbridge School, Bridgend for their patience and suggestions during the early development, trialing and retrialing of the initial drafts. Thanks are also due to the Headteachers and staff of those schools in South Wales who participated in the trialing.

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In Step Level Indicators English

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ADMINISTERING IN STEP The In Step package has been designed and tested by teachers for teachers to ensure that it is as user friendly a document as is possible. In Step gives a step by step assessment programme for the three core subjects of the National Curriculum and PSE. This enables teachers to determine the current status of the pupils in their class and to plan their future development. Generally, only one full assessment is required, (the first), this will continue to be updated during the child's school career. The layout and administration of each section of the package follows the same format. It is hoped that this familiar style will aid those teachers who are not specialists in the core subjects to complete the assessment without difficulties. Each Level commences with the relevant level descriptor from the National Curriculum document for that subject. e.g. From the National Curriculum descriptor AT. 1 "They listen to others and usually respond appropriately." Within each level there are a number of sections, labelled alphabetically. These start with another descriptor, which expands that from the National Curriculum. This is to define an area of relevance for the teacher. e.g. from the section descriptor G. "Listen attentively and respond to stories and poems." In Step Level Indicators English

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The statements that follow are the actual steps on which the assessment is based. These should be interpreted with reference to the section descriptor preceding them. e.g. Statements from section G. 1 Can identify a wide range of familiar sounds. 2 Can join in appropriately with simple action rhymes and songs. 3 Can tap fingers on objects whilst naming them. Obviously only the statements are used for assessing the pupil - the other information is to aid the teacher. The statements in each section are generally ordered in a hierarchical manner but with Special Needs pupils’ the order of completion will not always follow this pattern. It will be necessary for the teacher to continue for a number of statements after one has not been achieved to ensure all responses are recorded. The teacher would be well advised to read through the remaining statements just to make sure that there are none that the pupil could achieve. When administering the test it is useful to use equipment, materials and pictures to help prompt responses from the pupil. It is recommended that the resources used should be as ageless as possible, for instance use actual photographs of people, animals and objects rather than drawings from children's books. It is also advisable to gather the resources into one box and always use the same items for testing and re-testing. This 4

In Step Level Indicators English

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means that the test is always given under the same conditions and the effect of materials on the final scores is at least constant. Special resources are not needed and most of the materials are already available on school premises. The following resources that may be useful when assessing In Step English.

• Writing patterns • Uncompleted pictures / shapes • Sequence cards • Shapes - circle, square, etc. • Musical instruments – drum, triangle, etc. • Inset jigsaw • Books - selection of reading books, dictionary • Language games • Sound lotto • Language cards - verbs, nouns • Symbols • Signs / labels • Picture - food, animals, people, etc. • Objects - banana, packet of crisps The Foundation Level was included to cover pupils with Profound and Multiple Learning Difficulties and those with Severe Learning Difficulties who may never satisfactorily complete higher levels. However, it is intended as a development scale and MUST always be completed for all students. This is because gaps here can indicate either physical problems or a failure in basic skills that need to be addressed.

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It is not intended that the assessment be carried out in very formal conditions. In many cases the class teacher will be able to complete large sections of the test by direct knowledge of the pupil and classroom observation. If any doubt exists, the statement should be tested formally. With certain types of pupil who are highly distractible or have behaviour control problems, it is probably a fairer assessment of their abilities if the test is administered in a one to one setting.

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In Step Level Indicators English

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ASSESSING PUPILS For In Step to be an effective assessment tool, accuracy in carrying out initial assessments is of paramount importance. Pupils who are achieving beyond the Foundation level should still have a full assessment completed to ensure that there are no gaps in development that could impede or block progress at higher levels. Failure to assess every pupil from the Foundation level upwards can result in the setting of inappropriate or unachievable targets for the individual. Once a full initial assessment has been completed it is usually only necessary to assess the uncompleted statements in future testing. In practice for most cases the subsequent testing will commence a few statements prior to the point the last test ended. If serious regression or deterioration is suspected, however, it will be necessary to carry out a complete new assessment to determine the areas lost. The completion of any statement is an all or nothing affair. If the pupil can complete the statement, preferably repeatable on demand, then the point is scored. Nearly, maybe or sometimes are not scored. It is of no long-term advantage to be overly generous, as an inflated score at one point will result in an apparent slowing of development at a later stage. In the case of pupils with specific physical disabilities, (for instance, visually impaired, no speech), the teacher is expected to interpret statements such as “Can read...” “Can write...” or “Can repeat...” as using ANY acceptable method of In Step Level Indicators English

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communication that enables the answer to be determined. Communicators, sign language, pointers, keyboards, symbols or any other methods are acceptable. What the teacher is looking for is an indication that the concept contained within the statement has been achieved and this can be repeated and, most importantly, an independent assessor can obtain the same result. The In Step package is only intended to cover up to Level Three in the core subjects. Students achieving beyond this level are unlikely to require this type of approach and other tests should be used.

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In Step Level Indicators English

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SCORING THE RESULT Each item completed is scored as one point. To make the scores more easily understandable and to enable direct comparison with others the easiest route is to convert to a percentage score. The calculation block on the assessment sheet has the steps for producing a percentage score at each level. This is the total scored at each level divided by the maximum obtainable at that level times 100 to produce the percentage. The class teacher will probably only use the percentage scores at the Foundation and Levels 1 to 3. The Total percentage score is a measure of how far the pupil has gone in attaining the full score, i.e. completing the entire document or attaining full Level 3 status. This is of more use to school managers who may wish to compare groups of students.

In Step Level Indicators English

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A. T. 1 SPEAKING & LISTENING “Pupils show ability to listen and respond to sounds. They begin to develop the production of speech sounds and the use of these sounds for specific communication.”

Foundation 10

A.

Can listen and respond to sounds

1

Will respond to sudden sounds.

2

Can demonstrate awareness of sounds.

3

Will respond to comforting sounds e.g. music.

4

Can turn to locate a sound close by.

5

Can turn to locate a sound in the distance.

6

Can make sounds with a variety of toys e.g. shakes, bangs etc.

7

Can locate a hidden sound.

8

Can discriminate between two familiar sounds.

9

Can identify familiar voices when unseen.

10

Can discriminate between a number of familiar sounds.

11

Can match two strongly contrasting familiar sounds to pictures.

12

Can identify animal noises.

13

Can participate in a 'sound lotto' game.

In Step Level Indicators English

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A. T. 1 SPEAKING & LISTENING Can discriminate between two similar familiar sounds.

15

Can discriminate between a number of similar familiar sounds.

16

Can match a number of strongly contrasting familiar sounds to pictures.

17

Can match 2 similar familiar sounds to pictures.

18

Can identify musical instruments when played out of sight.

B.

Develops the physical skills needed for verbalisation

1

Makes soft, throaty noises.

2

Makes tongue movements in and out.

3

Makes sucking lip smacking sounds.

4

Makes tongue movements downwards.

5

Makes vocal signs of pleasure e.g. coos / squeals, gurgles.

6

Makes tongue movements upward (inside).

7

Has begun to make differentiated cries. e.g. hunger / pain.

8

Chuckles, just short of a true laugh.

In Step Level Indicators English

Foundation

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A. T. 1 SPEAKING & LISTENING

Foundation 12

9

Makes tongue movements lateral right and left.

10

Makes tongue movements upward (outside).

11

Has begun production of poorly differentiated vowel sound.

12

Spontaneously smiles to initiate vocalised laughter.

13

Makes fake cry as bid for attention.

14

Makes definite differentiation in cries ... attention, hunger, cross.

15

Makes vocal sign of pleasure when played with.

16

Produces velar noises, (e.g. the /k/sound in cot, /g/ in gun, /ng/ in sing.

17

Produces sounds similar to 'ah'.

18

Vocalises two or more different syllables.

19

Makes tongue movements around lips.

20

Produces sounds similar to 'uh'.

21

Takes turns in vocalising between self and caregiver.

22

Sometimes purses lips, breathes fast etc., in excitement on seeing toy.

23

Occasionally repeats a syllable while cooing in imitation.

24

Has begun babbling.

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A. T. 1 SPEAKING & LISTENING Produces sounds similar to 'ee'.

26

Produces sounds similar to 'oo'.

27

Vocalises back in face to face vocal interaction.

28

Vocalises 'm'.

29

Makes clicking sounds.

30

Produces sounds similar to 'oo-ee' and moving 'o'.

31

Produces more vowels than consonants (low front and mid centrals).

32

Makes excited breathy noises in response to sound related feeding.

33

Vocalises 'p'.

34

Vocalises with 4 or more different consonant / vowel combinations.

35

Has begun to imitate sounds, mouth opening tongue protrusion.

36

Vocalises 'b'.

37

Vocalises 'n'.

38

Make raspberries (fricative-blowing sounds).

In Step Level Indicators English

Foundation

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A. T. 1 SPEAKING & LISTENING

Foundation 14

C.

Develops use of vocalisation as a response and communication

1

Makes protest sounds when a desired object is taken away.

2

Makes angry sounds when displeased.

3

Uses vocalisations to call attention to himself.

4

Vocalises to objects that move.

5

Laughs when own noises are imitated in vocal games.

6

Vocally initiates interaction.

7

Uses gesture; e.g. shakes head for 'no'.

8

Has begun to imitate own noises.

9

Vocalises when his name is called at least half of the time.

10

Expresses desires by 'want' sounds; e.g. nasal whines.

11

Sometimes spontaneously or imitatively engages in meaningful gestures.

12

Reacts to music by cooing.

13

Holds out arms to indicate desire to be picked up.

14

Sometimes repeats same sound for several days.

15

Plays exchange games (hands objects back and forth with different sounds). In Step Level Indicators English

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A. T. 1 SPEAKING & LISTENING Attempts to copy intonation.

17

Vocalises a distinct 'ah-goo'.

18

Makes representation sounds.

19

Uses a clear and frequent 'mama' and 'dada' in babbling.

20

Attempts simple words.

21

Uses two syllables when babbling.

22

Vocalises emotional states by purposeful babbling.

23

Uses 'jargon' (Long strings of babbling, mimicking sounds using number of syllables).

24

Demonstrates a continuous acquisition of consonants.

25

Attempts to imitate noises of others.

26

Vocalises interjection and recognition (e.g. "Hi!" or "Hey").

27

Makes simple words.

28

Child Talks in jargon with one or two clear words.

29

Initiates conversations with toys.

30

Babbles twelve different phonemes.

31

Shows spontaneous use of two or more words in correct context.

In Step Level Indicators English

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Foundation

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A. T. 2 READING “Pupils show visual skills necessary to follow and match items preparatory for early reading.” D.

Demonstrates visual acuity necessary for early reading

1

Can give visual attention in response to a moving object.

2

Can give visual attention in response to 'look at’....

3

Can give visual attention in response to any familiar object on request.

4

Can match pairs of familiar objects with help.

5

Can match one object to picture of that object.

6

Can sort familiar objects into 2 trays with help.

7

Can match pairs of familiar objects without help.

8

Can sort familiar objects into 2 trays without help.

Foundation 16

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A. T. 3 WRITING “Pupils develop the physical skills necessary to manipulate the tools necessary for early writing.” E.

Develops the physical control necessary for writing skills

1

Can hold pencil.

2

Can hold pencil as if to mark paper.

3

Grasps pencil, (with whole hand), attempts to imitate scribble.

4

Spontaneously scribbles using preferred hand.

5

Spontaneously scribbles, (in generally straight lines), using preferred hand.

6

Draws perpendicular line in imitation.

7

Imitates circular scribble.

8

Scribbles using correct hand hold.

9

Draws horizontal line in imitation.

Foundation

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A. T. 1 SPEAKING & LISTENING “Pupils talk about matters of immediate interest. They listen to others and usually respond appropriately. They convey simple meanings to a range of listeners, speaking audibly, and begin to extend their ideas or accounts by providing some detail.”

Level One 18

F.

Participates as speaker and listener in group activity including imaginative play

1

Communicates words to make wants known.

2

Asks for familiar things by their name.

3

Refers to self by name.

4

Attempts one or two rhymes.

5

Uses between 10 and 20 words spontaneously and in correct context.

6

Communicates two word utterances...car gone etc.

7

Completes rhymes when required by giving the last words of suitable phrases.

8

Imitates 2 and 3 word utterances.

9

Communicates a few action words.

10

Communicates full name.

11

Communicates one or two descriptive words. e.g. big, little, hot.

In Step Level Indicators English

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A. T. 1 SPEAKING & LISTENING Communicates three word utterances occasionally.

13

Attempts very simple conversation about events recently experienced.

14

Communicates plurals, but not always correctly...e.g. mans for men.

G.

Listens attentively and responds to stories and poems

1

Can identify a wide range of familiar sounds.

2

Can join in appropriately with simple action rhymes and songs.

3

Can tap fingers on objects whilst naming them.

4

Can clap to a steady beat.

5

Can move whole body to a steady beat.

6

Can remember simple rhymes and songs.

7

Listens attentively to stories and poems.

8

Can clap to a familiar tune.

9

Can speed up or slow down movements according to directions.

10

Can clap rhythms of a name.

In Step Level Indicators English

Level One

12

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A. T. 1 SPEAKING & LISTENING

Level One 20

11

Can repeat a very simple rhythm.

12

Can clap rhythm of 2/3 syllable words.

13

Can recall 2 events in order of sequence.

14

Can repeat a sequence of 2/3 sounds.

15

Can recall three main facts from a simple story.

16

Can recall 3 main events from a recent occurrence in order.

17

Listens attentively in group activity, including imaginative play.

H.

Responds appropriately to simple instructions given by a teacher

1

Follows two consecutive instructions.

2

Can respond correctly to 2 related commands.

3

Follows three consecutive instructions.

4

Can respond correctly to 2 unrelated commands.

5

Can respond correctly to at least 5 one step instructions.

In Step Level Indicators English

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A T. 2 READING “Pupils recognise familiar words in simple texts. They use their knowledge of letters and sound-symbol relationships in order to read words and to establish meaning when reading aloud. In these activities they sometimes require support. They express their response to poems, stories and nonfiction by identifying aspects they like.” Recognises that print is used to convey meaning, in books and in other forms in the everyday world

1

Can complete insert type jigsaws up to six pieces.

2

Can sort pictures into groups by relevant criteria e.g. colour.

3

Can match object to selection of pictures.

4

Can match one familiar picture to another.

5

Can match objects to pictures.

6

Can match more than one picture to pictures of same.

7

Can match shapes when orientation is different.

8

Can find the odd one out from a set of four pictures.

9

Can complete complex inset puzzles.

10

Can trace lines using string / plasticine / pencil.

In Step Level Indicators English

Level One

I.

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A T. 2 READING

Level One 22

11

Recognises that symbols convey meaning.

12

Recognises that print conveys meaning.

13

Can find the odd one out from a series of letters e.g. AATAA.

14

Can trace four basic shapes using string / plasticine / pencil.

15

Can find the odd one out from a set of more than four pictures.

16

Can trace repeating patterns using string / plasticine / pencil.

17

Can complete simple incomplete pictures.

18

Can copy four basic shapes using string / plasticine / pencil.

19

Can identify difference between two similar pictures.

20

Can copy repeating patterns using string / plasticine / pencil.

21

Can complete incomplete shape drawings e.g. incomplete circle.

22

Can sequence three pictures to tell a story.

23

Can reproduce a pattern of two shapes from memory.

24

Can copy complex patterns. In Step Level Indicators English

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A T. 2 READING Can identify missing objects from a small selection.

26

Can reproduce a simple drawing from memory.

27

Can recall a pattern of two shapes from memory.

28

Can reproduce a pattern of more than two shapes from memory.

29

Can identify a selection of missing objects from 6+.

J.

Expresses a response to poems, stories and non-fiction by identifying aspects they like.

1

Enjoys looking at or talking about books.

2

Enjoys listening to stories.

3

Recognises own Christian name.

4

Can point to text while a story is read.

5

Chooses favourite stories and poems.

6

Recognises a few individual words or letters in familiar contexts.

7

Displays interest in the information content of fiction.

8

Displays interest in the information content of non-fiction.

In Step Level Indicators English

Level One

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A. T. 3 WRITING “Pupils' writing communicates meaning through simple words and phrases. In their reading or their writing, pupils begin to show awareness of how full stops are used. Letters are usually clearly shaped and correctly orientated.”

Level One 24

K.

Uses pictures, symbols or isolated letters or phrases to communicate meaning

1

Can select own name for labelling.

2

Can copy first name (using writing and / or input device).

3

Can overwrite words / sentences from own vocabulary (using writing and / or input device).

4

Can use pictures to communicate meaning.

5

Can copy simple words / sentences from own vocabulary (using writing and / or input device).

6

Can free write own name (using writing and / or input device).

7

Can copy full name and address (using writing and / or input device).

8

Can use symbols to communicate meaning.

9

Can copy simple sentences.

In Step Level Indicators English

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A. T. 3 WRITING 10

Can use isolated letters to communicate meaning.

11

Can use phrases to communicate meaning.

Level One

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A. T. 1 SPEAKING & LISTENING “Pupils begin to show confidence in talking and listening, particularly where the topics interest them. On occasions, they show awareness of the needs of the listener by including relevant detail. In developing and explaining their ideas they speak clearly and use a growing vocabulary. They usually listen carefully and respond with increasing appropriateness to what others say. They are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used.”

Level Two 26

L.

Participates as speaker and listener in a group engaged in a given task

1

Answers yes / no questions with affirmative or negative.

2

Attempts to say several nursery rhymes by himself.

3

Communicates short sentences occasionally (more than three words).

4

Communicates no and not in speech / signing.

5

Communicates 'I', 'Me', 'Mine', rather than own name.

6

Communicates a number of descriptive words in speech, e.g. colour, size and shape.

7

Communicates 'ing' form of action word.... running.

In Step Level Indicators English

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A. T. 1 SPEAKING & LISTENING Communicates a lot of action words in speech.

9

Communicates 'is' in statements.

10

Continually asks questions, when, how, why etc.

11

Communicates several rhymes intelligibly.

12

Knows full name and address.

13

Communicates articles 'the' and 'a' in speech / signing.

14

Communicates common irregular plurals e.g. men, feet.

15

Describes briefly, but in a coherent way, present and past experiences.

16

Communicates this and that in speech / signing.

17

Participates as a listener in a group engaged in a given task.

18

Communicates past tense consistently : e.g. jumped, kicked.

19

Participates as a speaker in a group engaged in a given task.

20

Communicates personal pronouns and plurals correctly and most prepositions.

21

Communicates irregular past tense forms consistently: e.g. went / did, was.

In Step Level Indicators English

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Level Two

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A. T. 1 SPEAKING & LISTENING

Level Two 28

22

Expresses future occurrences with “going to”, “have to”, “want to” etc.

23

Communicates could and would in speech.

24

Participates as a speaker in group activities, including imaginative play.

25

Communicates full name / home address, age and birthday.

26

Responds to stories and poems.

27

Communicates compound sentences.... "I threw the ball and it knocked the vase off the table".

28

Communicates complex sentences.. "I want to do X because of Y".

M.

Talks with teacher or other about stories, events or poems, - listen, ask and answer questions

1

Listens attentively to stories and poems.

2

Describes an event, real or imagined, to the teacher or another pupil.

3

Talks with the teacher, listen, and ask and answer questions.

4

Gives simple instructions.

In Step Level Indicators English

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A. T. 1 SPEAKING & LISTENING 5

Talks about stories and poems.

6

Can understand and follow simple instructions.

7

Responds appropriately to a range of more complex instructions given by a teacher.

Level Two

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A. T. 2 READING “Pupils’ reading of simple texts shows understanding and is generally accurate. They express opinions about major events or ideas in stories, poems and non-fiction. They use more than one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning.”

Level Two 30

N.

Reads accurately and understands straightforward signs, labels and notices

1

Can read and understand simple signs in a familiar context.

2

Can read and understand simple labels in a familiar context.

3

Is aware of a written word in the environment.

4

Can read and understand simple notices in a familiar context.

5

Can read and understand simple signs in an unfamiliar context.

6

Can read and understand simple labels in an unfamiliar context.

7

Can read and understand simple notices in an unfamiliar context.

8

Reads accurately simple signs, labels and notices.

In Step Level Indicators English

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A. T. 2 READING Demonstrates knowledge of the alphabet in using word books and simple dictionaries and uses pictures and context cues, words recognised on sight and phonic cues in reading.

1

Repeats individual letter sounds.

2

Repeats individual letter names.

3

Repeats most letters and says their sounds.

4

Recognises words on sight.

5

Repeats a group of words and pronounces their common vowel sound.

6

Uses picture cues when reading.

7

Repeats a sounded out word (e.g. three letters) and repeats at normal rate.

8

Can read certain irregular words e.g. I, was, to, do, said, of, you, what.

9

Uses context cues when reading.

10

Reads orally a word at normal rate without sounding it out.

11

Uses a word book.

12

Uses phonic cues when reading.

In Step Level Indicators English

31

Level Two

O.

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A. T. 2 READING

Level Two 32

13

Repeats a group of similar sounding words and identifies each word's meaning, (e.g. bow, bough, boy, buoy, etc.).

14

Learns sounds made by letter combinations th, sh, ing, ck, wh, er, or, ch, qu.

15

Determines if a word has a long or short e or o sound, (e.g. got, so, bed, even, etc.).

16

Uses a variety of cueing strategies.

P.

Describes what has happened in a story and predicts what may happen next. Listens and responds to stories, poems and other material read aloud, expressing opinions informed by what has been read

1

Can detect deliberate departures from previously told stories.

2

Can re-tell stories.

3

Recalls details from stories.

4

Asks questions about information in books.

5

Answers questions about information in books.

6

Shows developing understanding of the theme of a story.

7

Discusses stories.

8

Can predict what may happen in a story. In Step Level Indicators English

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A. T. 2 READING Has the ability to read, understand and respond to a variety of writing.

10

Can express an opinion on what has been read.

Q.

Reads a range of material with some independence, fluency, accuracy and understanding

1

Reads familiar material aloud with reasonable fluency.

2

Reads familiar material aloud with reasonable accuracy.

3

Reads familiar material aloud with reasonable understanding.

4

Reads familiar material aloud with expression.

5

Reads familiar material aloud with fluency.

6

Selects relevant information from pre-selected text to respond to questions.

7

Understands some non-literal meanings.

8

Selects from printed information to answer questions in own words.

9

Selects library books to pursue simple line of enquiry.

10

Uses reference books.

11

Uses a dictionary.

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Level Two

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A. T. 3 WRITING “Pupils’ writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. Ideas are developed in a sequence of sentences, sometimes demarcated by capital letters and full stops. Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible. In handwriting, letters are accurately formed and consistent in size.”

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R.

Structures sequences of real or imagined events coherently in chronological accounts

1

Can sequence two pictures of a real event in chronological order.

2

Can sequence three pictures of a real event in chronological order.

3

Can sequence two pictures of an imaginary event in chronological order.

4

Can sequence three pictures of an imaginary event in chronological order.

5

Can sequence three or more pictures of an imaginary event in chronological order.

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A. T. 3 WRITING Produces independently, pieces of writing using complete sentences. Begin to show an understanding of story structure and produce simple, coherent non-chronological writing

1

Can sometimes use capital letters.

2

Can free write simple sentences of 3 to 5 words.

3

Can write simple passage of 3 to 4 sentences.

4

Can sometimes use full stops or question marks.

5

Can construct a simple passage of 3 to 4 sentences.

6

Can produce a simple passage of 3 to 4 simple sentences of a factual nature.

7

Writes stories showing an understanding of the rudiments of story structure by establishing an opening, characters and one or more events.

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Level Two

S.

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A. T. 1 SPEAKING & LISTENING

Level Three

“Pupils talk and listen confidently in different contexts, exploring and communicating ideas. In discussion, they show understanding of the main points. Through relevant comments and questions, they show they have listened carefully. They begin to adapt what they say to the needs of the listener, varying the use of vocabulary and the level of detail. They are beginning to be aware of standard English and when it is used.”

36

T.

Conveys accurately a simple message. Relates real or imaginary events in a connected narrative, which conveys meaning to a group of pupils, the teacher or another known adult. Listens with increased concentration to other children and adults, asking and responding to questions and commenting on what has been said. Gives, receives and follows precise instructions when pursuing a task individually or as a member of a group.

1

Conveys accurately a simple message

2

Relates real or imaginary events in a connected narrative which conveys meaning to a group of pupils, the teacher or another known adult

3

Listens with increased concentration to other children and adults, asking and responding to questions and commenting on what has been said

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A. T. 1 SPEAKING & LISTENING Gives precise instructions when pursuing a task individually or as a member of a group

5

Receives and follows accurately instructions when pursuing a task individually or as a member of a group.

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Level Three

4

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A. T. 2 READING

Level Three

“Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and nonfiction they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and find information.”

38

U.

Reads aloud from familiar stories and poems fluently and with appropriate expression. Reads silently and with sustained concentration. Listens to stories, talks about the setting, story line and characters, recalling significant details and showing early use of inference, deduction and previous experience to find meanings beyond the literal. Devises a clear set of questions that will help them to select and use appropriate information sources and reference books.

1

Listens to stories, talk about the setting, story line and characters, recalling significant details.

2

Reads aloud from familiar stories and poems fluently and with appropriate expression.

3

Sustains silent reading of stories.

4

Shows in discussing stories and poems early use of inference, deduction and previous experience to find meanings beyond the literal.

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A. T. 2 READING Brings to their writing and discussion about stories some understanding of how stories are structured.

6

Devises a clear set of questions that will help them to select and use appropriate information sources and reference books.

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Level Three

5

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A. T. 3 WRITING

Level Three

“Pupils' writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. Sequences of sentences extend ideas logically and words are chosen for variety and interest. The basic grammatical structure of sentences is usually correct. Spelling is usually accurate, including that of common, polysyllabic words. Punctuation to mark sentences - full stops, capital letters and question marks - is used accurately. Handwriting is joined and legible.”

40

V.

Produces independently, pieces of writing using complete sentences, some demarcated with capital letters, full stops and question marks. Produces more complex stories with detail beyond simple events and with a defined ending. Begins to redraft in discussion with teacher, other adults or children paying attention to meaning, clarity and use of tenses and pronouns.

1

Can construct a simple passage of 3 to 4 simple sentences of an imaginative nature.

2

Can write a list.

3

Can construct a simple passage of 3 to 4 simple sentences of an empathic nature e.g. I feel like. Makes me feel.

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A. T. 3 WRITING Produces independently, pieces of writing using complete sentences, some demarcated with capital letters, full stops and question marks.

5

Shapes chronological writing, beginning to use a wider range of sentence connectives.

6

Writes more complex stories with detail beyond simple events and with a defined ending.

7

Can use drafting skills, i.e. check and correct own work.

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In Step English

National Curriculum Indicators for Pupils with Special Educational Needs

The Education and School Improvement Service of Bridgend, Caerphilly, Merthyr Tydfil and Rhondda-Cynon-Taff County Borough Councils