use contextual clues in a sentence and/or paragraph to aid understanding use contextual clues in extended text to aid understanding reflect on what they have learned reflect on whether they have been able to answer the questions they identified (Fuaimean Feumail) and Toe by Toe (Fuaimean Còmhla) both available on SALi – Gaelic Education, ASN In order to promote English reading and literacy individuals can access Reading Reflex. The new ORT scheme ‘Code’ should be used with children who do not yet have a secure knowledge of English phonics. When introducing English literacy it is important to take time to cover the English phonics covered in English Medium at the P1-3 stages. NESSY is a useful programme to support this alongside Floppy’s Phonics. P4 children will be used to Reciprocal Reading through the use of novels; SIAR novels, Crosgagan novels, text related to IDL etc. Children should have experienced all 5 roles. DARTS methodologies are used to assist the children in understanding unfamiliar text when taken on the role of clarifier – see Anne Neil
materials from Strathclyde University Learners discuss a selection of texts and give a personal response to include what the learners prefer, with some comparison of texts and authors. Enjoyment and choice 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. LIT 1-11a use the Library to make an informed choice of reading materials make an informed choice between non-fiction / fiction give reasons for preferring texts/genres and authors select appropriate texts for a given purpose read and identify the features of different types of genre such as texts in Scots, poetry, cartoons explain how the author’s use of words, rhyme, alliteration and onomatopoeia contributes towards enjoyment of reading Each class has a library with a range of Gaelic and English books. P4 children are free to choose a book in English or Gaelic. Offering a range of core readers from a breadth of stages might appeal to less fluent readers. BBC I-Player has a selection of Gaelic children’s programmes and animations which the children find engaging and which would be relevant for note taking. Encouraging children to bring in a book of choice from home as part of a ‘show and tell’ would encourage reading for enjoyment. The teacher or child could read an excerpt to the class. I choose and read lots of different materials books, poems, comics, magazines). I finish the books I read. I can read by myself for 15-30 minutes. I can read aloud in a group situation with confidence and use expression and fluency. I can discuss my favourite reading materials. I can make recommendations to friends based on their reading interests. Learners ask and answer a range of questions about the Understanding, analysing and Evaluating To show my understanding Pupils should be exposed to a wide variety of fiction and texts including newspapers, reference books, traditional tales, Develop the children’s ability to ask interesting and open questions; Carson, ciamar, cuin’, dè, càite etc. I can retell the events from a story in chronological order. I can identify the main idea in a text.
choice of words and other features. GAI 1-19a message and draw a logical conclusion about main ideas attribute ideas such as characters point of view or feelings methodologies from Anne Neil (Strathclyde University) are very helpful in teaching these skills. events in books relate to my life. Learners find, select, sort and use information from a variety of texts for a specific purpose Learners begin to make notes, from which texts are created and use notes to create simple texts. Finding and using information Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose. LIT 1-14a Finding and using information I am learning to make notes under given headings and use them to understand information, explore ideas and problems and create new texts. LIT 1-15a identify possible sources of information select information from a variety of appropriate resources e.g. reference books, maps, websites identify key words to use when searching for information skim to identify possible usefulness of a text scan texts to locate specific information identify and highlight the main ideas in a sentence use features such as a contents list or menu to access and read specific information in a Use of interactive wall displays with information that the children can use to support talking, reading and writing. Encourage discussion / note taking during non-fiction programmes. Use of shared non-fiction texts in co-operative learning groups / reciprocal reading groups. Heinemann Discovery scheme and Acair non-fiction books can be used to highlight the features of a I can use contents and index pages in familiar reference books (including dictionaries). I can list different types of text (fiction, and poetry). I can find information from pictures, diagrams and charts (including ICT contexts). I can record information I have read and begin to take simple notes.