[senco-forum] Y7 non reader

Yes - the Penguin Readers are good - they are for EALand  include some excellent titles - Frankenstein, The Day of the Jackal, Dracula, Huckleberry Finn and the Titanic - only problem is that the print is still small -- whereas BArrington Stoke books have larger print and lovely yellowy paper. Janice Wray Secondary SENCO, Herts

> From: rmnewbury at ntlworld.com> To: senco-forum at lists.becta.org.uk; amandavh at btinternet.com> Subject: Re: [senco-forum] Y7 non reader> Date: Sun, 4 Mar 2007 18:49:29 +0000> CC: > > I have taught a number of non-readers in the upper school - where we used to > get them in year 9! - plus a core of anything up to 60 students in year 9 > who would have a reading age of below 10.5yrs too.> > I have always worked on the principle that no 13 year old wants to see > ANYTHING that vaguely resembles anything that looks like lower school > materials which is why I like the Carron library so much - you could select > age appropriate content - otherwise it's make your own materials time. > Autoskills was also very successful with those who preferred the phonic > route.> > I have to say that it only worked - like anything did - with those who truly > wanted to read - I would get some - particularly from the travelling > community who would argue that their parents manage fine without it - and > they would too - and one of them pointed out that it was - on occasions > better not to be able to read the various bits of paper to them by > officials!> > To access the curriculum they have needed tools like software that will read > to them - wordbar - wonderful piece of software and predictive writing > software. A couple went the voice recognition route with Dragon - and that > was with version one that was a lot harder to use than version 8.> > I used to do a fair old bit of writing "books" for them to work with on > whatever they were interested in.> > I can also recommend that you look at reading books designed for ESOL > students, which are invariably age appropriate, and generally organised in > levels from one upwards.> > BUT with the right software you will go a long way.> ----- Original Message ----- > From: "Amanda" <amandavh at btinternet.com>> To: "lucy grimme" <lucy.grimme at btinternet.com>; "Bill Graham" > <williamgraham at blueyonder.co.uk>; "senco-forum" > <senco-forum at lists.becta.org.uk>> Sent: Sunday, March 04, 2007 6:12 PM> Subject: Re: [senco-forum] Y7 non reader> > > > Hello> > I agree that it seems terrible that someone has had 7 years of teaching > > and still cannot read - but I've got a pupil who has just that problem.> > The primary school did an excellent job in improving his receptive > > lanaguage skills. Backtracking, we estimate he came to school at 5 > > working at P4 or below. He has now got receptive language skills in Level > > 1. But most of what he was taught about literacy was beyond him when he > > was exposed to it. We are actually using PiPs with him.> > Where do other people get advice about for a pupil like this?> >> > Amanda> > Secondary SENCO> > Cornwall> >> > lucy grimme <lucy.grimme at btinternet.com> wrote:> > This is becoming increasingly frequent. students who cannot read> > cannot access the national curriculum at KS3. We have to take into> > account that these students have had 7 years primary education trying> > to teach them to read and the child will be fed up with basic literacy> > training and this will have affected the student's self esteem and> > confidence. what you provide depends upon what you can afford to> > provide. some subject teachers are better than others at including> > non readers in their lessons; find out which teachers are sympathetic> > and do not withdraw from there. one of my non readers copies from> > the board and takes part in lively discussions in one subject area but> > he can independently read and write nothing. LSA support in this> > lesson has actually proved disruptive and has been withdrawn. Your> > child will have some strengths, find out what they are and build on> > them. We are in the very fortunate position of having an on site> > working farm, this suits many children but not all and is a very> > expensive resource as students still may require 1:1 adult supervision> > for health and safety reasons.> > Consider creating a vertically grouped class of similar students who> > do not attend some mainstream lessons but who follow 'project' work> > which is cross curricular and develops communication skills (consider> > ASDAN model even though this is for older students).> > Statements that say '15 hours support' usually imply that LSA support> > in mainstream lessons is adequate. we should all be fighting for a> > completely different/alternative curriculum for such students so that> > they can achieve, succeed and enjoy school instead of facing failure> > every day because somebody is telling them that the National> > Curriculum is good enough for them. It isn't.> >> > ----- Original Message ----- > > From: "Bill Graham"> > To: "senco-forum"> > Sent: Sunday, March 04, 2007 3:44 PM> > Subject: [senco-forum] Y7 non reader> >> >> >> > ----- Original Message ----- > > From: Bill Graham> > To: senco-forum> > Sent: Saturday, March 03, 2007 12:29 PM> > Subject: Y7 non-reader> >> >> > Dear All> >> > We have in our Y7 a lad whose RA is virtually non existant.> > Conseqently he's struggling in the majority of curriculum areas. He> > has a TA and his statement says he needs 15 hrs of support and he> > doesn't do French, going to our SEN tutor instead for 3 lessons.> >> > His mum was quite upset (naturally) after parents evening due to the> > comments mainly about his behaviour. I have a review coming up next> > week. What do other secondary schools to do help similar pupils?> >> > Lorraine> >> >> > -- > > No virus found in this incoming message.> > Checked by AVG Free Edition.> > Version: 7.5.446 / Virus Database: 268.18.6/708 - Release Date:> > 02/03/2007 16:19> >> >> >> >> >> >> > Amanda> > Secondary SENCO> > Cornwall> > > > > 
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