am learning to select and organise resources independently. LIT 2-10a / LIT 3-10a Third / Fourth Level When listening and talking with others for different purposes, I can: - communicate information, ideas or opinions - explain processes, concepts or ideas - identify issues raised, summarise findings or draw conclusions. LIT 3-09a I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and am learning to select and organise resources independently. LIT 2-10a / LIT 3-10a When listening and talking with others for different purposes, I can: - communicate detailed information, ideas or opinions - explain processes, concepts or ideas with some relevant supporting detail - sum up ideas, issues, findings or conclusions. LIT 4-09a I can communicate in a clear, expressive manner when engaging with others within and beyond my place of learning, and can independently select and organise appropriate resources as required. LIT 04-10a I can communicate information, ideas and opinions clearly. I can explain processes, concepts and ideas. I can identify issues, summarise findings or draw conclusions. I can engage with others within and beyond my place of learning. I can communicate in a clear and expressive manner as appropriate to purpose. I can select and organise a range of appropriate resources to enhance discussion. I can convey detailed information, ideas and opinions. I can clarify processes, concepts and ideas effectively using supporting evidence. I can sum up ideas, issues, findings or conclusions. I can communicate in a clear, expressive manner when engaging with others within and beyond my place of learning. I can independently select and organise a range of resources to enhance discussion.
What are the essential indicators of “good” … LISTENING AND TALKING What are the essential indicators of “good” … P1 Benchmarks By the end of P1 … Enjoyment and choice Learners should be able to … identify/recognise and play with the sounds of language show independent, spontaneous interest in listening to stories and other texts say why they like or dislike different texts talk about events and characters in real life and in stories in different ways Tools for Listening and Talking Learners should be able to … take it in turns to speak some of the time listen some of the time when others are talking wait until the speaker has finished before asking questions or making a comment sometimes demonstrate an awareness of personal space, keep eye-contact and show an appropriate facial expression when listening and talking use an appropriate volume of voice Finding and using information Learners should be able to … listen and watch for some pieces of useful and interesting information retell some pieces of useful and interesting information they have learned Understanding, analysing and evaluating Learners should be able to … recognise and understand the difference between different types of text e.g. stories, information, instructions, poems (rhymes), songs answer simple questions make links from what they have heard or watched to their own experiences Creating texts Learners should be able to … share some experiences and feelings when listening and talking to others share some ideas and information when listening and talking to others tell the main events of a story in sequence share thoughts about characters and events ask simple questions use new words and phrases
What are the essential indicators of “good” … P5 Benchmarks By the end of P5 … P6 Benchmarks By the end of P6 … P7 Benchmarks By the end of P7 … Understanding, analysing and evaluating Learners should be able to … make connections to other authors, books and points of view use key words and ideas to help understanding make judgements about reliable sources through discussion of structure, characterisation and setting, offer a critical response recognise and talk about an author’s particular style summarise a text in own words use new vocabulary in context discuss the style, detail and structure of a text use synonyms and/or antonyms use evidence from the text to support a point of view identify points of view that are clearly stated or inferred discuss feelings, moods and attitudes answer and create literal, inferential and evaluative questions discuss how authors present fact or opinion identify when and how I am being influenced or persuaded through discussion of structure, characterisation and setting offer a critical response giving supporting examples suggest how the author has created themes, mood and feeling summarise the main events and important detail in own words generate in-depth written responses to literature discuss literature with reference to theme, author’s purpose, style, and author’s craft use quotes to support/justify opinion compare and contrast points of view that are openly stated or inferred discuss feelings, moods and attitudes and make deductions discuss, answer and create more complex literal, inferential and evaluative questions assess sources and use them to support point of view discuss structure, opening, ending, atmosphere, tension, characterisation and actions using examples from text/film choose how to present a summary of the main points
What are the essential indicators of “good” … WRITING What are the essential indicators of “good” … P5 Benchmarks By the end of P5 … P6 Benchmarks By the end of P6 … P7 Benchmarks By the end of P7 … Enjoyment and choice Learners should be able to … make choices for planning and publishing including digital media be aware of their audience seek feedback identify and discuss the impact of choices for planning and publishing select techniques and resources appropriate to the audience improve writing based on feedback consistently act on feedback Tools for Writing Learners should be able to … challenge themselves to spell less familiar words use alliteration and simple similes use a dictionary and thesaurus effectively use commas for pauses vary sentence structures recognise key features and layout of a paragraph write in paragraphs use second person proof read for editing join all letters accurately use direct and indirect speech use onomatopoeia, complex similes and simple metaphors paragraph whole text use connectives to compare contrast and sequence check and edit work for meaning punctuation and spelling understand the convention of adding prefixes experiment with apostrophe, colons, and quotation marks use direct speech understand the convention of adding suffixes use paragraphs of different lengths in extended pieces of writing accurately use punctuation for direct speech use first, second and third person appropriately use idioms Organising and using information Learners should be able to … make notes and summarise the most relevant information use captions, subtitles, headlined and slogans in a text create opening / introduction, ending / conclusion to texts use headings, sub-headings and key words to organise notes gather notes from more than one source acknowledge sources by recording title and author of texts used include reasons and examples in a text organise different kinds of notes including mind maps use notes to create a range of texts reference sources appropriately Creating texts Learners should be able to … offer a personal response to a range of texts use different sentence structures to create effects explain personal response to text develop characters through actions and dialogue create atmosphere using a variety of sentence structures express thoughts and opinions using supporting detail and evidence to persuade the reader use turning points and cliff hangers effectively use opening paragraph / introduction to make purpose clear use formal and informal language appropriately