Learners use all knowledge of language to read fluently and with expression, scan for understanding to read and get gist and context and use a dictionary to clarify unfamiliar vocabulary. Learners select and use appropriate reading strategies to monitor and check understanding. Reading - Tools for reading GAI 2-12a / GAI 3-12a / GAI Through developing my knowledge of context punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression. Second Level LIT 2-13a I can select and use a of strategies and resources before I read, and as I read, to make meaning clear and give reasons for my selection. Tools for Reading ~ Complete Core Readers – Heinemann Storyworlds to Stage 9, Bridges Stages 10 and 11) Heinemann Discovery Worlds Reference materials – Fuadach nan Gàidheal etc. Group/reciprocal reading: Ceàird an Sgrìobhaiche – passages of various genre Sar Obair – available on SALi of comprehension work for 2nd/3rd level. Book Study – Acair novels m.e. Na Gaisgich, Seanmhair Dhòmhnaill, An Turas Inntinn aig Seoc, An Dìleab. Dictionary/thesaurus work (Doigh Eile ri Radh) Interdisciplinary research – reading for information Comparative work with book study or other interdisciplinary reading Tools for Reading - Reading - Tools for reading Before and as I read, I can identify that different strategies can be used to help be better understand what I read. I can use the strategies and resources I know to help develop my understanding of a text. I can use resources (e.g. dictionary and thesaurus) to increase vocabulary in different subject areas with help. Through developing my knowledge of context clues, punctuation, grammar and layout, I can read with fluency, expression and confidence.
develop own thinking and create new texts. I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate Second Level LIT 2-16a To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. Study the form and layout of a wide variety of informative texts e.g. encyclopaedia, leaflet, website, poster For example, reference books – Fuadach nan Gaidheal, Dè as Aithne Dhuinn mu na Ceiltich?, Alba ri Linn Bhictoria, Alba san dara Cogadh. Heinemann Discovery World Links Ìre F. Ginn Pocket Facts Mar a Chuala Mise E playscripts written by Feisean nan Gàidheal Can gun Robh poetry variety of genre available in Ceàird an Sgrìobhaiche Passages can be downloaded. Link to Maths ~ data handling (interpreting information) Political/scientific analysis of current information (fact and personal opinion) Note taking for IDL, planning writing In groups and individually, research, prepare and deliver presentations on a variety of subjects Co-operative learning activities I can gather information using the table of contents, captions, glossary, and index (text organisers) independently. * I can show my understanding of the difference between fact and opinion with guided support. * I can make connections to other authors, books, and perspectives. * I can use reasons and examples to support ideas and opinions with developing independence. I can organize my ideas to help my understanding of new information, with guidelines.
Reciprocal reading tasks e.g. summariser, clarifier Skimming and scanning exercises . Learners use all knowledge of language to read fluently and with expression, scan texts for understanding to read and get gist and context and use a dictionary to clarify unfamiliar vocabulary. Learners select and use appropriate reading strategies to monitor and check understanding. Learners ask and answer a full of questions to show understanding and to be evaluative. Learners recognise the difference between facts and opinions, and recognise persuasive language and develop a view on the reliability of sources. Reading - Understanding, analysing and evaluating GAI 2-17a To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. Second LIT 2-18a To help me develop an informed view, I can identify and explain the difference between fact and opinion, recognise when I am influenced, and have assessed how useful and believable my sources are. GAI 2-19a I can: discuss structure, characterisation and/or setting recognise the relevance of the writer’s theme and how this relates to my own and others’ experiences discuss the writer’s style and other features appropriate to genre. Understanding, analysing and evaluating ~ Core Reading Reciprocal Reading – role cards available on SALi Reading task cards – follow up activities available on SALi Reading Detectives work: eg, identifying feelings/emotions creating questions making between texts and own experiences Book Study Small Group/Class Discussions Co-operative Learning Activities Analysing a range of Texts – Sar Obair, Ceàird an Sgrìobhaiche etc. Mar a Chuala Mise e – short stories with associated questions Reading - Understanding, analysing and evaluating P6 I can read challenging children's literature. I can discuss literature with reference to setting, plot, characters, and theme (literary elements), and author's craft with help. I can generate thoughtful oral and written responses in small group literature discussions with help. I can use new vocabulary in different subjects and in oral and written response to literature with help. I am beginning to gain deeper meaning by "reading between the lines". I can identify the effect an author has on their reader and begin to give reasons why they use certain techniques. based
Learners discuss characters, setting, theme and main message of texts, make related predictions, linking to own and others’ experiences. Poetry from previous Mòid, Can Gun Robh, Ceàird an Sgrìobhaiche Identify different features of a non-fiction text e.g. glossary and index Use a wide variety of fiction and non-fiction texts including newspapers, reference books, website articles, documentaries Taxonomy Silent Reading Sessions / Library time Book Club Appendix A: Stòrlann novels can be used to create a ‘class library’ of Gaelic materials available to children for independent reading / ‘enjoyment and choice’. Below is a range of suggested authors on the books available in primary school. Please make sure that there is a wide range of scripts to match the abilities in your class and examples of each genre.