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Speaking and Listening |
| listens attentively and is able to respond appropriately to what is being said |
| is confident joining in with group or class discussions |
| is often able to add interesting ideas to group or class discussions |
| sometimes has difficulty remembering and ordering a sequence of verbal instructions |
| is able to express views clearly and justify them |
| is able to listen attentively when the subject matter is of interest to him/her |
| can sometimes be reluctant to join in group or class discussions |
| is able to initiate and sustain conversations on matters that are of interest to him/her |
| likes to share his/her 'news' with the rest of the class |
| tends to keep a low profile in group or class discussions |
| use of language can be quite immature |
| finds it difficult to wait for his/her turn in group or class discussions |
| sometimes needs to be reminded to keep his contributions appropriate |
| his/her comments and responses can sometimes be lacking in depth |
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Reading |
| is enthusiastic about reading |
| is able to use picture, phonic and contextual clues to help establish meaning |
| needs to work as developing his/her understanding of what s/he reads |
| would benefit from reading at home more frequently |
| is beginning to create atmosphere when reading aloud by varying pace and tone |
| is usually able to infer appropriate meaning from texts that s/her reads |
| derives pleasure from an increasingly wide range and variety of books |
| is beginning to add more expression when reading aloud |
| reads with fluency and accuracy |
| is a reluctant reader and s/he needs encouragement to become more interested in books |
| needs to respond more to punctuation in texts that s/he reads |
| is able to self-correct errors using phonic and pictorial strategies |
| is able to persist with words that s/he is finding difficult to decode |
| needs to develop the ability to spot when a misread word results in a loss of sense in the text s/he is reading |
| tends to skip over words not realising when an errors leads to a loss of sense |
| is able to use a range of non-fiction books to retrieve information |
| tends to read from word to words and s/he needs to develop fluency in order to obtain a full understanding of what s/he is reading |
| is able to use inference and deduction to add depth to his/her understanding of texts that s/he reads |
| is (not always) able to select appropriate books independently |
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Writing (General) |
| finds it difficult to maintain concentration on a piece of written work |
| is beginning to add extra detail to his/her written work to make it more engaging to read |
| would benefit from adding greater detail to his/her written work |
| has a tendency to make careless errors but is usually able to spot these and self-correct |
| the quantity of work produced is often below expectations |
| finds it difficult to structure his/her ideas when producing written work |
| his/her written work can be quite muddled |
| his/her written work can sometimes be rather unadventurous |
| is beginning to structure his/her ideas more precisely in his/her written work |
| produces his/her best written work in one-to-one or small group situations |
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Grammar, Punctuation and Sentence Structure |
| would benefit from using more variety in his/her sentence structure to make his/her work more engaging to read |
| would benefit from being more ambitious in his/her choice of vocabulary |
| would benefit from a greater use of adverbs and adjectives to make his/her work more engaging to read |
| sometimes makes careless grammatical errors |
| can be inconsistent in his/her use of capital letters and full stops |
| has a tendency to follow the conventions of spoken rather than written language |
| is not yet able to demarcate sentences with any consistency |
| would benefit from spending more time structuring his/her sentences mentally before s/he commits them to paper |
| would benefit from being more ambitious in his/her sentence structure and using connectives such as 'and' or 'but' from time-to-time to create more complex sentences |
| has a tendency to overuse connectives such as 'and' or 'then'. S/he needs to work at adding more variety to his/her sentence structure |
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Spelling |
| is quite/very phonetic in his/her spelling. S/he needs to work at developing his/her bank of remembered high frequency words |
| spells well in tests but has difficulty transferring this to his/her day-to-day work |
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Handwriting |
| progress in his/her handwriting and presentational skills is only demonstrated in patches |
| has made a notable improvement in his/her handwriting and presentation skills |
| s/he still reverses letters from time to time |
Last updated: 30th September 2006
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