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Child speak Ros Wilson levels

Discussion in 'Primary' started by tange, Sep 27, 2008.

  1. tange

    tange New commenter

    Where can I find these?

    Please can someone point me in the direction?

    I desperately need to get on with some housework so I don't mind paying! LOL.

    Thank you. ;0)
     
  2. tange

    tange New commenter

    Great.... thank you Bluerose.

    I did a search on TES too, but didn't find this thread.

    Hopefully this will save me a little bit of time.

    Thank you.


     
  3. teachingtimesavers used to sell something too but their ebay shop appears empty at moment
     
  4. tange

    tange New commenter

    Yes, I had a look on there too - that's a shame.

    The thread on Andrell was useful but I couldn't find anything on the links that were mentioned.

    I have up to level 3 in child speak but, being a year 5 teacher, I could really do with levels 4 and 5 too.

    The search continues - in between housework and planning! LOL.

    Thank you for your help.
     
  5. i dont think Curtis put them into freebies so ive emailed the thread in hope this might happen, id suggest you post a new thread on Andrell fao Ros to see what comes of it, also maybe one on here and marketplace fao teachingtimesavers to see if you get a response as might have closed for good or maybe a short term issue
     
  6. G=here you are:
    Targets in child speak -straight from Ros!

    Pupil Targets for Big Writing

    The following targets can be given to pupils exactly as they are written.

    They should be explained clearly to the whole class, and re-explained to individual pupils upon first receipt, if it is felt the pupil might need further help.

    The numbers indicate the NC Level of the skill.

    The Roman numerals indicate more than one target within an NC level, eg 1 i and 1 ii means two separate targets within Level 1.

    The small letters indicate NC sub-levels, eg L2c.



    NB If a pupil would benefit from one of the targets below being broken down into even smaller steps through making it the learning of one specific piece of punctuation, letter, word or group of words, this should be done.



    TARGETS FOR PUNCTUATION


    1. i Can you point to full stops followed by capital letters in other people?s writing?(oral target at WL1 and L1)

    ii. Can you try to use full stops and capital letters to show where sentences begin and end?

    2. i. Can you use full stops and capital letters to show sentences?

    ii. Can you always use full stops and capital letters accurately to show sentences?

    iii. Can you use question marks?

    3. i. Can you use level 3 range of punctuation, (. ! ? ,) usually accurately?

    ii. Can you begin to use punctuation for effect, (! ?.)?

    iii. Can you experiment with Level 4 and 5 punctuation?

    4. Can you use Level 4 range of punctuation, usually accurately?

    5. i. Can you use the full range of punctuation, usually accurately?

    ii. Can you use the full range of punctuation accurately?



    TARGETS FOR OPENERS AND CONNECTIVES


    1. Can you use ?and? to join simple sentences?

    2. i. Can you use simple linking words and phrases? (Eg Last time, also, after, then, soon, at last etc)

    ii. Can you use simple sequence words? (Eg First, then, next, last, before,
    after, etc)

    iii. Can you use wider range of connectives, eg but, so, then (if, or, because,
    when?)

    3. i. Can you use Level 3 connectives, including as openers sometimes?

    ii. Can you use Level 3 linking and sequence words? (Afterwards, before, also, after a while, etc)

    iii. Can you use ?ly? and ?ing? words to open?

    4. i. Can you use Level 4 connectives and often as openers? (Although,
    however, never the less, as well as, since etc.)

    ii. Can you use Level 4 links and sequence phrases? (Eventually, as a result of, in addition to etc)

    iii. Can you use Level 4 ?ly? and ?ing? words?

    5. i. Can you use sophisticated openers and connectives? (In addition to, As
    if, never the less, despite, contrary to etc.)

    ii. Can you use sophisticated linking and sequence words and phrases? (Previously, initially, consequently, additionally, undoubtedly, subsequently etc)

    See Four Generic Targets, (Appendix P) or Openers and Connective Pyramid for examples at each level.



    Targets for Ambitious Vocabulary


    2. i. Can you use simple adjectives and adverbs to describe?

    ii. Can you use some ambitious words, (?wow? words)?

    3. i Can you use a range of ambitious vocabulary?
    ii Can you try to use generalising words, (eg sometimes, never, often, always )

    4. i Can you use a wide range of ambitious vocabulary?
    ii Can you use a range of generalising words, (eg sometimes, never, often, usually, always, frequently, in addition)

    5. i. Can you use a wide range of ambitious vocabulary accurately and selected precisely for purpose?

    ii. Can you use literary effects such as onomatopoeia, metaphor and simile?


    Targets for Handwriting

    W1. i. Can you recognise and try to draw all letter shapes, (can be
    differentiated into smaller steps by clustering small groups of like
    letters together.)?

    ii. Can you start letters in the correct place?

    iii. Do you know writing goes from left to right in English?

    iv. Can you attempt to write from left to right?

    v. Can you write your own name, (see also ?Spelling?)?

    1. i. Can you draw letters the right size and shape?

    ii. Can you use capital and small letters, (upper / lower case) and sticks and tails, (ascenders / descenders) correctly?

    2c. Can you do neat, regular writing?

    2b. Can you use neat, accurate writing with some evidence of joining?

    2a. Can you use neat, joined writing, (may be a little irregular)?

    3. i. Can you use neat, accurate, joined writing, (may be a little slow)?

    ii. Can you use neat, accurate, joined writing with flow?


    Targets for Spelling


    W1. i. Can you pick out your own name from others? (oral)

    ii. Can you try to write your own name, (may be first letter only at first)?

    iii. Can you write your own name, (letter size and shape may be
    irregular)?

    iv. Can you copy/trace words and try to write a few on your own?

    1. i. Can you read sight words from Reception and Year 1 NLS word lists
    (teach in small groups like letters)?

    ii. Can you learn basic phonics ? CVC words spelt correctly (Teach
    in small groups of like words)?

    iii. Can you try to spell sight words from Reception and Year 1 word
    lists (teach in small groups of like words)?

    2c. i. Can you usually spell common single syllable words correctly?

    ii. Can you use simple phonics well enough that most words can
    be read or decoded?

    2b. i. Can you spell common, single syllable words correctly?

    ii. Can you use a wider range of phonic strategies?

    2a. i. Can you spell most common polysyllabic words, (more than one
    syllable) correctly? (Eg today, bonfire, having, keeper)

    ii. Can you spell all sight vocabulary from KS1 accurately?

    3. i. Can you spell a wider range of sight vocabulary, includes appropriate
    KS2 NLS lists)?

    ii. Can you use a range of strategies for longer or more complex unknown words?

    4. i. Can you spell a wide range of known sight words, (includes majority
    of all the NLS Key Stage 1 and 2 lists)?

    ii. Can you use good strategies for all unknown words, confidently?

    5. Can you spell both common and ambitious words, almost always
    accurately?



    Targets for Length, Detail and Description, (LDD)

    W1. i. Can you try to write simple sentences, labels, titles or other text?

    ii. Can you copy someone else?s writing?

    1. i. Can you write your own ideas so that others can read and understand
    them?

    2c Can you write several sentences, (or more) about one idea? Some
    sentences should be joined by connectives such as ?and? or ?but? and
    ?so?.

    2b/a i. Can you write a longer piece with extended sentences?

    ii. Can you use adjectives, adverbs and descriptive phrases to add
    detail?

    iii Can you write about at least 3 of the 5 key elements, (who, what, how, when, why)?

    3. i. Can you write a longer piece with an opening, a body and an ending,
    that has at least of the 3 key elements, (w.w.w.w.h.) and where you have
    stopped and described at least one?

    ii. Is you writing usually lively and interesting with LDD?

    4. i. Can you use paragraphs accurately?

    ii. Is your writing always lively and interesting with good LDD?

    iii. Are you beginning to use a good range of organisational devices?

    5. Is your writing always well organised, using a wide range of
    organisational and literary devices accurately?

    See Levels 4 and 5 of the Criterion Scale for examples of organisational and literary devices.

     
  7. tange

    tange New commenter

    Bluerose - thank you for your reply and for all your help today.

    Gertie you are a star!!! Thank you very much.




     
  8. Thanks Gertie - these are really useful!
     
  9. Thanx Gertie
    This was really helpful. It was just what I and my colleagues were looking for.

    Does anyone have a list of common polysyllabic words that children may use in their writing in accordance with Ros Wilson BiG WRITING criteria together with ages or year groups?
    Thnx
     
  10. sleepy

    sleepy New commenter

    What is LDD?
    Thanks
     

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