Short-term and working memory Areas that may be affected: Often Sometimes Rarely Appears to forget information previously learnt Confusion over using full stops and capital letters Difficulty remembering a short sequence of numbers Experiences significant problems in writing when having to think about content, organisation, spelling, punctuation and handwriting simultaneously Inconsistent/inappropriate use of or lack of punctuation Copying from the board and/or book is inaccurate and/or laborious Inconsistent /inappropriate use of upper and lower case letters when writing Grammatical sentence structure in writing is weak or confused Inconsistent spelling a word may be spelled in several different ways in the same – piece of writing Has difficulty remembering spelling of common irregular words e.g. said, they, with Sequencing and directionality Areas that may be affected: Often Sometimes Rarely May have difficulty following the sequence of a story Difficulty retelling a story in a logical sequence Expression of ideas, feelings and thoughts may be disorganised and poorly sequenced Difficulty in following the reading and writing direction of left to right and top to bottom Misses out words or phrases in sentences Tends to recall events out of sequence; thoughts/ideas may not be logically ordered Difficulty with word order/ sequencing of events in writing Number skills Areas that may be affected: Often Sometimes Rarely Difficulty understanding the concept of number bonds Difficulty in understanding relationships between initial number bonds Difficulties learning number language and procedures Difficulty associating numbers and symbols Problems learning number facts and procedures Difficulty remembering a short sequence of numbers Difficulty in understanding the concept of time Difficulty understanding the concept of fractions Organisational ability Areas that may be affected: Often Sometimes Rarely Difficulties remembering where things are in the nursery/classroom/home Difficulty organising things needed for activities for which they are responsible Difficulties in carrying out some everyday routines Difficulty with planning and organisation of writing tasks Motor skills and co-ordination Areas that may be affected: Often Sometimes Rarely Difficulty in forming letters and numbers correctly and legibly Difficulty and/or extreme tenseness in holding pencil Difficulties using the keyboard, tablet or mouse Struggling to produce evidence of appropriate letter and number formation Reluctance to participate in PE Gross motor coordination difficulties e.g. star jumps, catching, throwing, balance
Short-term and working memory Areas that may be affected: Often Sometimes Rarely Appears to forget information previously learnt Confusion over using full stops and capital letters Difficulty remembering a short sequence of numbers Experiences significant problems in writing when having to think about content, organisation, spelling, punctuation and handwriting simultaneously Inconsistent/inappropriate use of or lack of punctuation Copying from the board and/or book is inaccurate and/or laborious Inconsistent /inappropriate use of upper and lower case letters when writing Grammatical sentence structure in writing is weak or confused Inconsistent spelling – a word may be spelled in several different ways in the same piece of writing Has difficulty remembering spelling of common irregular words e.g. said, they, with Sequencing and directionality Areas that may be affected: Often Sometimes Rarely May have difficulty following the sequence of a story Difficulty retelling a story in a logical sequence Expression of ideas, feelings and thoughts may be disorganised and poorly sequenced Difficulty in following the reading and writing direction of left to right and top to bottom Misses out words or phrases in sentences Tends to recall events out of sequence; thoughts/ideas may not be logically ordered Difficulty with word order/ sequencing of events in writing Number skills Areas that may be affected: Often Sometimes Rarely Difficulty understanding the concept of number bonds Difficulty in understanding relationships between initial number bonds Difficulties learning number language and procedures Difficulty associating numbers and symbols Problems learning number facts and procedures Difficulty remembering a short sequence of numbers Difficulty in understanding the concept of time Difficulty understanding the concept of fractions Organisational ability Areas that may be affected: Often Sometimes Rarely Difficulties remembering where things are in the nursery/classroom/home Difficulty organising things needed for activities for which they are responsible Difficulties in carrying out some everyday routines Difficulty with planning and organisation of writing tasks Motor skills and co-ordination Areas that may be affected: Often Sometimes Rarely Difficulty in forming letters and numbers correctly and legibly Difficulty and/or extreme tenseness in holding pencil Difficulties using the keyboard, tablet or mouse Struggling to produce evidence of appropriate letter and number formation Reluctance to participate in PE Gross motor coordination difficulties e.g. star jumps, catching, throwing, balance
ADTWhattolookforFirstandSecondLevelCheck%20List.docx