I have been working with a small intervention group of year 3 level 2 children on punctuation (full stops, capital letters).

 Has anyone anyone else taught a group like this? I am trying to work out the right approach and what to plan to support the group.

We have looked at some unpunctuated text as a group and worked together on correctly punctuating it. I have dictated some simple text and the children have put in the punctuation.

Most of the group are managing to this pretty well but I have a couple of problems:

Two of the children have a very poor sense of where sentences start and finish. The others in the group do well when they are thinking about punctuation but are not applying it to their writing in class. So should I simply get them writing and then correct punctuation as the children write?

Any ideas gratefully received as apart from above activities the class teachers have nothing further to suggest!

 Thank you so much for taking the time to reply. Lots of really useful ideas to try out!

Devonsent:

Lots of great practice going on but I'm disappointed that the LSAs are left to plan for 'their' groups. The class teacher is accountable for all of the children in the class and should be planning the intervention groups, at least alongside LSAs.

Take the question back to teachers too!

 

HSW10:

I am one such TA ! I am left to plan for all of my intervention groups - 3 different writing groups, 3 different maths groups and 2 different reading comprehension groups. That it why I am so grateful for the TES and other websites where people have loaded resources! I completely agree with you that our wages do not reflect this responsibility.

So take that back to your SENCo/SLT and class teachers. As a SENCo, AHT and class teacher, it saddens me to see LSAs tasked with the job of running these groups constantly with little or no support from the class teachers. Why are the class teachers not interested in what is happening with these children? Why are they getting away with simply palming off the SEN children to the LSAs? It's not right. As teachers we are responsible for the progress of all of our children and how we can we do that if we are not differentiating for them ourselves? LSAs are a fantastic asset in primary schools but, in my opinion, are not used effectively enough.