Literacy Progression Pathway- Second Level P7

Literacy Progression Pathway- Second Level P7 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 Gaelic SSLN reading materials are available on SALi, Gaelic Education, should you wish to check that a child has achieved 2nd Level.

Aspect of Progression CFE Organiser and Learning and Teaching Focus Possible Real life and Success criteria Framework: Associated E’s and O’s and Associated Resources: Imaginary contexts (Assessment)

Reading - Enjoyment and Enjoyment and Choice ~ Enjoyment and Choice ~ Reading - Enjoyment and choice choice Learners discuss a selection Second LIT 1-11a / LIT 2-11a Library sessions each week + Library area P7 of texts to give a personal I regularly select and read, free access to class library each I can use strategies and criteria response in which they are listen to or watch texts which I week Online stories – use of ‘Ceitidh for selecting texts that I enjoy. the Gaelic Voice’ where able to compare and explain enjoy and find interesting, and I can explain why I prefer certain Reading for choice: see necessary. I choose appropriate texts for a their preference for certain texts and authors. Appendix A - given purpose and can read texts and authors and the (chn to access during Silent reading sessions (ERIC them confidently. effectiveness of the text. independent reading) time) I can read silently for extended Partnership working – Furan, World book day – Gaelic Book periods (30-40 min.). Gaelic Books Council, Gaelic Swap speaking community members: I can discuss my favourite ‘Mar a Chuala mise e’ by Mairi Partnership working – Gaelic reading materials with reference Kidd, read short stories aloud to Book Club (Furan) to genre, text type and author group (children to vote on title) Paired Reading – Gaelic and explain why I like them. and use associated skill-based speaking adults / secondary questions to drive discussion. pupils / peers

Reading - Tools for reading

Reading - Tools for reading Tools for Reading ~ Tools for Reading ~ Before and as I read, Learners use all knowledge GAI 2-12a / GAI 3-12a / GAI 4- 12a Complete Core Readers – I can select and begin to use of language to read fluently Through developing my and with expression, scan Heinemann Storyworlds to the strategies and resources I knowledge of context clues, Stage 9, Bridges Stages 10 and find most useful before I read, texts for understanding to punctuation, grammar and 11) and as I read, to monitor and read and get gist and layout, I can read unfamiliar check my understanding. context and use a dictionary texts with increasing fluency, Heinemann Discovery Worlds to clarify unfamiliar understanding and expression. I can use resources (e.g. vocabulary. Reference materials – Fuadach Second Level LIT 2-13a nan Gàidheal etc. dictionary and thesaurus) to Learners select and use I can select and use a range of increase vocabulary appropriate reading strategies and resources before Group/reciprocal reading: independently. I read, and as I read, to make strategies to monitor and Ceàird an Sgrìobhaiche – meaning clear and give reasons check understanding. passages of various genre for my selection. Through developing my Sar Obair – available on SALi – knowledge of context clues, pieces of comprehension work punctuation, grammar and for 2nd/3rd level. layout, I can read aloud with fluency, Book Study – Acair novels m.e. expression and confidence. Al, Reubairean Roisinis, Sraid na h-Eala, An Turas Eiginneach, Kaspar (associated materials on SALi)

Dictionary/thesaurus work (Doigh Eile ri Radh)

Interdisciplinary research – reading for information

Comparative work with book study or other interdisciplinary reading

Shared/paired reading with parents and senior pupils/ volunteers – Scotland Reads – Education Scotland

Teacher modelling reading aloud

Teach Reading Strategies e.g. look for smaller words within words, break down into syllables, skimming and scanning

Opportunities to read a variety, of texts aloud e.g. narrative, poetry, instructions, play script, school bulletin. – Mar a Chuala Mise E playscripts written by Feisean nan Gàidheal, Can Gun Robh poetry, variety of genre available in Ceàird an Sgrìobhaiche http://www.storlann.co.uk/ceaird- an-sgriobhaiche/index.html Passages can be downloaded.

Dragons’ Den Learners find, select, sort and use information from a Reading - Finding and Using Finding and Using Information ~ Reading - Finding and Using variety of sources for a Information Information range of purposes. Second Level LIT 2-14a Interdisciplinary research – Using what I know about the reading for information P7 features of different types of Learners make and organise *I can read and understand texts, I can find, select and sort informational texts (e.g. want notes using own words and information from a variety of Non-fiction core reading books, ads, brochures, schedules, headings to solve problems, sources and use this for IDL personal research catalogues, manuals) with help. develop own thinking and different purposes. * I can use resources (e.g., create new texts. Second Level LIT 2-15a encyclopedias, articles, I can make notes, organise Study the form and layout of a Internet, and nonfiction texts) to them under suitable headings wide variety of informative texts locate information and use them to understand e.g. encyclopaedia, leaflet, independently. information, develop my website, poster thinking, explore problems and For example, reference books – I can gather and analyse create new texts, using my own Fuadach nan Gaidheal, Dè as information from graphs, charts, words as appropriate Aithne Dhuinn mu na Ceiltich?, tables, and maps with Second Level LIT 2-16a Alba ri Linn Bhictoria, Alba san guidance. To show my understanding dara Cogadh. across different areas of Heinemann Discovery World I can integrate information from learning, I can identify and Links Ìre F. multiple nonfiction sources to consider the purpose and main Ginn Pocket Facts deepen understanding of a ideas of a text and use Mar a Chuala Mise E playscripts topic with help. supporting detail. written by Feisean nan Gàidheal Can Gun Robh poetry * I can show my understanding variety of genre available in of the difference between fact Ceàird an Sgrìobhaiche and opinion. http://www.storlann.co.uk/ceaird- * I can make connections to an-sgriobhaiche/index.html other authors, books, and Passages can be downloaded. perspectives. * I can use reasons and examples to support ideas and Link to Maths ~ data handling conclusions. (interpreting information) * I can probe for deeper meaning by "reading between Political/scientific analysis of the lines" in response to current information (fact and literature. personal opinion) I can organise my ideas to help Note taking for IDL, planning my understanding of new writing information, independently.

In groups and individually, research, prepare and deliver presentations on a variety of subjects

Co-operative learning activities

Reciprocal reading tasks e.g. summariser, clarifier

Skimming and scanning exercises

Learners use all knowledge Reading - Understanding, Understanding, analysing and Reading - Understanding, of language to read fluently analysing and evaluating evaluating ~ analysing and evaluating and with expression, scan texts for understanding to GAI 2-17a Core Reading P7 To show my understanding, I read and get gist and I can read complex children's can respond to literal, inferential Reciprocal Reading – role cards literature context and use a dictionary and evaluative questions and available on SALi to clarify unfamiliar other close reading tasks and I can identify literary devices vocabulary. can create different kinds of Reading task cards – follow up (e.g. similes, metaphors, questions of my own. activities available on SALi personification, and Learners select and use foreshadowing). appropriate reading Second LIT 2-18a Reading Detectives work: strategies to monitor and To help me develop an eg, check understanding. informed view, I can identify  identifying I can discuss literature with and explain the difference feelings/emotions reference to theme, author's between fact and opinion, purpose, and style (literary creating questions Learners ask and answer a recognise when I am being  elements), and author's craft. full range of questions to influenced, and have assessed  making links between show understanding and to how useful and believable my texts and own I can generate in-depth be evaluative. sources are. experiences responses in small group literature discussions with help.

Learners recognise the Book Study I am beginning to generate in- difference between facts and depth written responses to GAI 2-19a Small Group/Class Discussions literature. opinions, and recognise I can: persuasive language and  discuss structure, Co-operative Learning Activities I can use increasingly complex develop a view on the characterisation and/or vocabulary in different subjects reliability of sources. setting Analysing a range of Texts – Sar and in oral and written response  recognise the relevance of Obair, Ceàird an Sgrìobhaiche to literature. Learners discuss characters, the writer’s theme and how etc. setting, theme and main this relates to my own and Mar a Chuala Mise e – short message of texts, make others’ experiences stories with associated skills- I can identify the effect an author has on their reader and related predictions, linking to  discuss the writer’s style based questions justify why they use certain and other features own and others’ techniques. experiences. appropriate to genre. Poetry from previous Mòid, Can Gun Robh, Ceàird an Sgrìobhaiche

Identify different features of nonfiction text e.g. glossary and index

Use a wide variety of fiction and non-fiction texts including newspapers, reference books, website articles, documentaries

Bloom’s 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 based 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.