When students start in year 7 at my school the national curriculum age-related expectations are that the students will be working at a level 4 for Literacy. However this is not always the case. We regularly have students working at a level 3 or lower and a few students working above the expected level for their age. The ability level of the students is extremely varied and this can be due to many different things.
If a student were working at the expected level for their age in writing when they joined secondary school they could be working at the same level of some boys at the end of KS3. At a level 4 students should be able to develop, sustain and organise ideas appropriately for the reader. The vocabulary they use should be ‘adventurous’ and mostly spelt accurately. Their sentences should be grammatically complex and punctuated correctly. This however is not always the case as many students at this age are working at a level 3 or below. One of the students I work closely with (Student A) was working at a low level 2 when he joined secondary school. His writing speed was extremely slow, his handwriting was only just legible and his spelling of high frequency words was very weak.
For a student working at the age-related expectation for reading they would have to fit into the following criteria. Level 4 In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction. They refer to the text when explaining their views. They locate and use ideas and information. Some students do join secondary school at this level however other students join being unable to read at all. When Student A joined secondary school he had the reading age of 6 years. He was unable to read independently as he could read words unless he was familiar with them and did not understand what the punctuation meant.
The Development Of A Prevention Dropout For Secondary Student In An Urban High School Setting
The Development of a Prevention Dropout for Secondary Student in an Urban High School Setting According to Noguera and Dimon (2003), the rate of dropout in American urban high schools may be the biggest but least known problem today. Noguera and Dimon estimated that at a great amount of schools 50% and even more of the students who start their ninth grade leave it without graduation. [3]. Many ...
A students age-related expected reading level when starting secondary school would again be a level 4. The criteria for level 4 in reading is: Level 4
11.1.2 Summarise the relevant policy and age-related expectations of learners relevant to literacy development
When students start in year 7 at my school the national curriculum age-related expectations are that the students will be working at a level 4 for Literacy. However this is not always the case. We regularly have students working at a level 3 or lower and a few students working above the expected level for their age. The ability level of the students is extremely varied and this can be due to many different things.
If a student were working at the expected level for their age in writing when they joined secondary school they could be working at the same level of some boys at the end of KS3. At a level 4 students should be able to develop, sustain and organise ideas appropriately for the reader. The vocabulary they use should be ‘adventurous’ and mostly spelt accurately. Their sentences should be grammatically complex and punctuated correctly. This however is not always the case as many students at this age are working at a level 3 or below. One of the students I work closely with (Student A) was working at a low level 2 when he joined secondary school. His writing speed was extremely slow, his handwriting was only just legible and his spelling of high frequency words was very weak.
The Essay on Too Late To Learn: Student Tardiness In The Middle School
This study investigated the social, economic, emotional, medical and psychological reasons for student tardiness in a middle school setting. The National Education for Statistics indicates that student tardiness occurs at a rate of 3.3% to 9.5% each day for all students in kindergarten through grade twelve (Harrman, 2007). It is clear from literature that tardiness is a major problem. Not only do ...
For a student working at the age-related expectation for reading they would have to fit into the following criteria. In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction. They refer to the text when explaining their views. They locate and use ideas and information. Some students do join secondary school at this level however other students join being unable to read at all. When Student A joined secondary school he had the reading age of 6 years. He was unable to read independently as he could read words unless he was familiar with them and did not understand what the punctuation meant.
A students age-related expected reading level when starting secondary school would again be a level 4. The criteria for level 4 in reading is: Pupils talk and listen with confidence in an increasing range of contexts. Their talk is adapted to the purpose: developing ideas thoughtfully, describing events and conveying their opinions clearly. In discussion, they listen carefully, making contributions and asking questions that are responsive to others’ ideas and views. They use appropriately some of the features of standard English vocabulary and grammar.
In my experience students with a lower reading and writing level can sometimes achieve a higher level in speaking and listening. I believe this is because most students practice speaking and listening every day and this is encouraged across the curriculum. Student A was always much more confident with speaking and listening and he could sometimes be working at a similar level as the rest of his class.
When Student A started secondary school he was working well below the age-related expected level and could not always access the work set at this level. He is one of many students I work with that are not working at the age-related expected level and have struggled with Literacy. To support these students I differentiate the work to suit their need and ability.
This is essential as it means the students can achieve their targets therefore improving confidence and self-esteem. This often makes the student enjoy literacy more and helps them reinforce their knowledge across the curriculum. If the support and intervention was not there for this student in and out of his Literacy lessons this would have delayed and inhibited his literacy development. I believe setting the age-related expectations at one level is unrealistic and does not apply to many students who are SEN and non-SEN.
The Essay on Importance of Reading in the Information Age
We live in the information age where reading skills are gaining significance rapidly. It is becoming critical not just to know how to read, but also to comprehend it and apply it to the practical world. It is a misconception that reading is only required till one is at school; in reality reading is even more a part of one’s life once he or she starts a career. What is the Information Age? The ...
