Literacy and Gàidhlig Progression Pathway- Second Level P5 GAELIC READING Significant Aspects of Learning: 1. Engage with and create a broad range of texts, including Scottish and Scots texts. 2. Use reading and listening strategies to understand, analyse and evaluate texts. 3. Find and use information. 4. Develop critical literacy skills, including evaluating sources. 5. Write with increasing accuracy, making effective use of spelling, grammar and punctuation. 6. Create texts of increasing complexity using more sophisticated language Aspect of Progression Framework: CFE Organiser and Associated E’s and O’s Learning and Teaching Focus and Associated Resources: Possible Real life and Imaginary contexts Success criteria (Assessment) Selects and discusses a of texts, giving a personal response and increasingly justifying and evidencing opinion. Learners discuss a selection of to give a personal response in which they are able to compare and explain their preference for certain texts and authors and the effectiveness of the text. Reading - Enjoyment and choice Second LIT 1-11a / LIT 2-11a I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors. Enjoyment and Choice ~ Library sessions each week + free access to class library each week Reading for choice: see Appendix A - (children to access during independent reading) Partnership working – Furan, Gaelic Books Council, Gaelic speaking community members: ‘Mar a Chuala Mise e’ by Mairi Kidd, read short stories aloud to group (children to vote on title) and use associated skill-based questions to drive discussion. Enjoyment and Choice ~ Library area School Library Online stories – use of ‘Ceitidh the Gaelic Voice’ where necessary. Silent reading sessions (ERIC time) World book day – Gaelic Book Swap Partnership working – Gaelic Book Club (Furan) Paired Reading – Gaelic speaking adults / secondary pupils / Reading - Enjoyment and choice P5 I can choose reading materials at an appropriate level with help. I choose and read lots of different materials (books, poems, comics, magazines, and websites) with help. I can read by myself for up to 30 minutes. I can discuss my favourite reading materials and explain why I like them. I can make recommendations to friends based on their reading interests.
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. Reading - for reading GAI 2-12a / GAI 3-12a / GAI Through developing my knowledge of context clues, 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 range of strategies and resources before I read, and as I read, to make meaning clear and give reasons for my selection. Tools for Reading ~ Core Reading – complete Heinemann Storyworlds to Stage 9. Heinemann Bridges Stage 10 and 11. Heinemann Discovery Worlds (non-fiction) Book Study – Acair Novels; for example, A’ bruidhinn ris a’ chat, An Leathar-Latha trilogy or Fionn, na Fuamhairean ‘s na Daoine Beaga. Leum gu Leughadh 2 has some comprehension activities associated with some of the Acair Novels. Dictionary/thesaurus work – Doigh Eile ri Radh Interdisciplinary research – reading for information Group/reciprocal reading – passages from Ceàird an Sgrìobhaiche, Sar Obair, reading book or novel Comparative work with book study or other interdisciplinary reading – use Anne Neil’s I can set targets and identify strategies to improve reading with help. Reading - for reading Before and as I read, I can identify that different strategies can be used to help be better understand what I read with help. I can to use the strategies and resources I know with help. I can increase my vocabulary by using context cues, other reading strategies, and resources (e.g. dictionary and thesaurus) with help. Through developing my knowledge of context clues, punctuation, grammar and layout, I can read aloud with fluency, expression and confidence.
variety of sources for a of purposes. Learners make and organise notes using own words and headings to solve problems, develop own thinking and create new texts. . texts, I can find, select and sort information from a variety of sources and use this for different purposes. Second LIT 2-15a 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 of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. Non-fiction core reading books – Heinemann Discovery Worlds, IDL personal research 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 Can Gun Robh Ceàird an Sgrìobhaiche texts available to download as PDF from Link to Maths ~ data handling (interpreting information) Political/scientific analysis of current information (fact and personal opinion) Skimming and scanning Note taking for IDL, planning writing In groups and individually, research, prepare and deliver presentations on a variety of subjects * I can expand my knowledge of different genres (e.g. realistic fiction, historical fiction, and fantasy). * I am beginning to use resources (e.g. encyclopaedias, CD-ROMs, and nonfiction texts) to locate and sort information with help. I can gather information by the table of contents, captions, glossary, and index (text organisers) with help. I can gather and use information from graphs, charts, tables, and maps with help. * I can begin to show my understanding of the difference between fact and opinion. * I can make connections to other authors, books, and perspectives. * I can use reasons and examples to support ideas and opinions with help. I can organise my ideas to help my understanding of new information, with help.