» Activities to Support Dyslexic High Achievers at KS3

Price: £25.00
Age Range: KS3

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Designed exclusively to meet the needs of high-achieving dyslexic students, this cross-curricular pack uses a multi-sensory approach to develop existing strengths and strategies. Generic and subject-specific worksheets are suitable for independent study or homework. Teachers Notes offer excellent guidance and support.

Topics include: Cursive writing; Simultaneous oral spelling; Short-term visual memory; Mnemonics; Syllables; Sequencing; Shortcuts; Abbreviations.

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	spiral-bound book PDF download CD-ROM

Size: 67 Pages
ISBN: 978 1 86025 284 6
Author(s): Lynda Whitworth
Code: ASDH
Format: Photocopy master or PDF
Popularity rank: 256

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Contents List

5 GENERAL TEACHERS’ NOTES Specific guidance on teaching dyslexic students, and how teachers can help.
7 SHAREWARE Students are encouraged to share the strategies they use when coping with their problems.
9 GET NEATER Students practise a method of cursive writing which will help their handwriting and their spelling.
11 S.O.S. Students are taught the Simultaneous Oral Spelling method for learning irregular spellings.
13 MEMORY TRICKS This worksheet demonstrates another strategy for remembering irregular spellings – using mnemonics.
15 COMMON RULES Students are made aware that some spelling rules can be applied 90% of the time, and are therefore worth following.
17 USING ICT The proper hand positions for using a keyboard are shown on the page and then practised.
19 SYLLABLES Students learn to recognise syllables and use them as an aid to reading unfamiliar words.
21 SOFT SOUNDS Students learn to recognise the way certain sounds are spelled – soft c and g, -shun and -cher.
23 TRACKING Students undertake an exercise to encourage tracking from left to right when they are reading.
25 SEQUENCING Students have to follow a set of instructions carefully and in the right order to achieve the right result.
27 MEMORY TRAINING (SCIENCE) Exercises help improve students’ short-term visual memory.
29 ELEPHANTS MAKE SQUIRTS A shortcut is introduced which makes it easier to look up words in a dictionary.
31 KEEP IT SHORT Students focus on the use of abbreviations and symbols to help make note-taking easier.
33 COPYING FROM THE BOARD (DESIGN TECHNOLOGY) This worksheet demonstrates a strategy which will help students to copy correctly from the board.
35 MIND MAPPING Students are taught a visual way of producing revision notes.
37 MATHS 1 – SIGNS Strategies to help to prevent confusion between the maths signs.
39 MATHS 2 – TABLES Students learn ways of simplifying multiplication tables.
41 MATHS 3 – MNEMONICS Students are given visual aids to help them remember maths rules, and then make up some of their own.
43 MAKING PLANS (ENGLISH) Students are encouraged to use organisation and sequencing to make story writing easier.
45 PLANNING A TALK (ENGLISH) Students are shown how to use sequential thought processes in planning and presenting a talk.
47 KEY WORDS (ENGLISH) This worksheet explains some of the key words which appear in English comprehension tasks and exam questions.
49 TOO MUCH TEXT! (GEOGRAPHY) Students analyse page layout, and develop strategies to enable them to retrieve information from large amounts of text.
51 BE SURE OF THE FACTS (HISTORY) This worksheet suggests a way of getting information down on paper without too much writing.
53 GETTING THE POINT (RE) In the context of an RE topic, students practise identifying the main points in a piece of text and committing them to memory.
55 SCIENCE KEY WORDS Students create a specific subject dictionary for Science.
57 WRITING UP EXPERIMENTS (SCIENCE) Students practise writing up scientific experiments using diagrams, to cut down on the amount of writing they have to do.
59 COMPUTERS CAN HELP This worksheet shows that computers can help dyslexic students to produce better written work.
61 ICT ORGANISER Students create a spreadsheet which will help them with their daily organisation.
63 PROOFREADING (FOOD/TEXTILES TECHNOLOGY) Students examine strategies for proofreading, accept that they won’t get everything right but that 90% is a realistic aim.
65 HELP YOURSELF! This worksheet sums up the strategies which have been suggested throughout the pack, and provides a tick list to enable students to assess what they are doing already and plan what they could try in future.

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