I haven’t used it yet but it’s on the list for the coming week. When I mark their books, I shall be writing out cards. THIS POST IS EVIDENCE OF MY INTENTION.
An idea that I’ve adapted from Paula Waller at Sir Robert Woodard Academy in Lancing yesterday, whilst watching her Year 10 English lesson
Maybe better than targets in planners or in their books as they are physically on the table and therefore, difficult to ignore.
One target, one card but what to put on cards? And, what is the maximum number of cards a student should be dealing with? How often should the problem be witnessed before issuing an intervention card?
The rules on one side, examples on the other.
Teacher keeps a tally of who has which targets (cards). Set up thing in excel.
Examples – these are general. It would be easy, with a set of blank cards, to make them more specific for different students.
I will spell unadventurous words accurately (a spelling bookmark for dyslexics/weak spellers)
I will use a wider range of vocabulary
I will use full stops at the beginning of sentences
I will use full stops for proper nouns (names of people, places, months and days)
I will use full stops at the end of an idea.
I will use commas to break up details about an idea.
I will avoid comma splicing (using commas when I should use full stops).
I will use a wider range of punctuation (. , ? ! – () ; : …)
I will use speech marks accurately.
I will use colons and semi-colons accurately
I will read over my work to make sure I have expressed myself clearly.
I will use a wider range of sentence lengths (short and complex sentences)
I will use a wider range of sentence types (statement, exclamation, command, question)
I will vary the openings of my sentences (connectives, ly, ing and ed words)
I will start with a hook.
I will use TiPToP to organise my paragraphs.
I will use a variety of paragraph lengths.
I will use a topic sentence and develop detail (describe, explain, example) in my paragraphs.
I will make links across my paragraphs so my writing flows.
I will use the reading strategies to help me access a text independently (skim, scan, read backward and forwards, ask questions, predict, deduce, infer, synthesise).
I will think carefully about the question I am being asked and predict the answer.
I will base my point on the question I am being asked.
I will identify a relevant example, from the text, to support my point.
I will identify relevant examples, from different places in the text, to support my point.
I will explain how my example(s) support(s) the point I am making.
I will analyse my examples and link them to my point.
I will use semi-colons to show links in my ideas.
I will use complex sentences to show complex ideas about the text (start with despite, although, because etc)