English Language and Literacy Outcomes and Experiences:
Draft Programme Outline Nursery – P7
Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. Being literate increases opportunities for the
individual in all aspects of life, lays the foundations for lifelong learning and work, and contributes strongly to the development of all four
capacities of Curriculum for Excellence…competence and confidence in literacy, including competence in grammar, spelling and the spoken
word, are essential for progress in all areas of the curriculum….The literacy experiences and outcomes promote the development of critical and
creative thinking as well as competence in listening and talking, reading, writing and the personal, interpersonal and team working skills which
are so important in life and in the world of work.
In defining literacy for the 21st century we must consider the changing forms of language which our children and young people will experience
and use…therefore, literacy is defined as the set of skills which allows an individual to engage fully in society and in learning, thorough the
different forms of language, and the range of texts, which society values and finds useful.
These statements have been taken from the principles and practice page of the Curriculum for Excellence: Literacy Across Learning and English
Language and reflect our thinking based around the following benchmarks.
Background
The following ‘bench marks’ are a draft set of outcomes per average year group. This is not a curricular programme of study nor is it to be used
as an exclusive list of activities for each age group at Smithton Primary. In fact, they are lists of concepts rather than examples of how to teach
them or what activities to use. This should come from the teacher’s planning and assessment. It came about after staff discussions about what the
CfE outcomes and experiences would look like in each classroom. We also decided that as the outcomes and experiences are not linear but
cyclical that assessment, activities and concepts would need to be thought through more deeply and at collegial level more often. We agree that
this is a good thing for whole school working through moderation, fluidity and to develop deeper understanding in our pupils.
The experiences and outcomes have been listed at each level followed by examples of progression and development within that level. For
example early level has ideas for nursery (but only one nursery level) and primary one. Rather than matching activities with listed experiences
and outcomes we would rather take a wider view of what would normally be expected for language and literacy from nursery to primary seven.
Class teachers are expected to consult with support for learning auxiliaries, teachers and assistants to ensure that appropriate differentiation
activities are included. Activities are expected to include IT, be completed cooperatively, relate to real life and be supported by a variety of
methodologies. Also making connections between talking, listening, reading and writing is paramount and the class teachers, with support, are
encouraged to make these come alive for the pupils through cross cutting themes with the emphasis on planning based on prior knowledge of the
pupils stimulating literacy skills.
Planning and Assessment
The planning and assessment of these is expected in a clear, logical way. The school has been engaged with the Highland Literacy Project for
two full school sessions and has recently carried out a broad brush audit of its effectiveness. While the school agrees in principal with many of
the activities and strategies encouraged within HLP we are a staff which takes on the underlying principles and adapts depending on the children
and circumstances in the school.
To this end most classes try to plan using the three group practice of the teaching of reading with individuals whose needs are to be catered with
support through individual systems such as the reading recovery, hop on, toe by toe and rainbow reader schemes again modified to suit the needs
within the school.
Most importantly the practice of the teaching of reading, spelling and grammar is evident in each classroom rather than hearing
reading or the rudiments of literacy learned as if by osmosis. Teachers throughout are beginning to understand the necessity for planned
learning but the value of dialogue with their pupils to ensure that there is flexibility to take account of prior knowledge and what is actually
learned. The Highland Council’s Learning, Teaching and Assessment policy embedding dialogue, thinking skills, engagement and participation
is the bedrock for our learning and teaching of literacy and language skills.
Please use the following draft in an evaluative way; consider 21st century living, cultures, cross cutting themes and engagement with learning.
Record any resources that have been particularly helpful, projects that have really taken off and any strategies that have engaged children.
All
All of the following will be visited and revisited in each class with the teacher using his/her professional discretion about how deep to develop a
group or class understanding. The early stages will be encouraged to know about these aspects and an ever increasing knowledge through
quality learning and teaching should lead the older pupils to use them in their own writing
 apostrophes
 adjectives, verbs
 syllables
 singular/plural
 writing in sentences
 consonants
 a, an with vowels
 alliteration/assonance
 rhyme
 paragraphs
 alphabetical order
 bullet points
 headings and sub headings
Early Level
Listening and Talking
Reading
Writing
The Experiences and Outcomes for Early Level
I enjoy exploring and playing with the patterns and sounds of language, and can use what I learn. 1
LIT 0-01a / LIT 0-11a /
LIT 0-20a
I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes.
LIT 0-01b / LIT 0-11b
I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways.
LIT 0-01c
As I listen and talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen.
LIT 0-02a / ENG 0-03a
I listen or watch for useful or interesting information and I use this to make choices or learn new things.
LIT 0-04a
To help me understand stories and other texts, I ask questions and link what I am learning with what I already know.
LIT 0-07a / LIT 0-16a /
ENG 0-17a
Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message.
LIT 0-09a
I enjoy exploring events and characters in stories and other texts and I use what I learn to invent my own, sharing these with others in imaginative ways.
LIT 0-09b / LIT 0-31a
As I listen and take part in conversations and discussions, I discover new words and phrases which I use to help me express my ideas, thoughts and feelings.
LIT 0-10a
I enjoy exploring and playing with the patterns and sounds of language and can use what I learn.
LIT 0-01a / LIT 0-11a /
LIT 0-20a
I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes.
LIT 0-01b / LIT 0-11b
I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read and write.
ENG 0-12a / LIT 0-13a /
LIT 0-21a
I use signs, books or other texts to find useful or interesting information and I use this to plan, make choices or learn new things.
LIT 0-14a
To help me understand stories and other texts, I ask questions and link what I am learning with what I already know.
LIT 0-07a / LIT 0-16a /
ENG 0-17a
I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways.
LIT 0-19a
I enjoy exploring and playing with the patterns and sounds of language and can use what I learn.
LIT 0-01a / LIT 0-11a /
LIT 0-20a
I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read or write.
ENG 0-12a / LIT 0-13a /
LIT 0-21a
As I play and learn, I enjoy exploring interesting materials for writing and different ways of recording my experiences and feelings, ideas and information.
LIT 0-21b
Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message.
LIT 0-26a
I enjoy exploring events and characters in stories and other texts and I use what I learn to invent my own, sharing these with others in imaginative ways.
LIT 0-09b / LIT 0-31a
Nursery
Talking and Listening
 Variety of activities exploring voice and sounds e.g. singing games, using voice recordings, etc
 Choose story books and say what they like/dislike
 Role play from focus books (e.g. Gruffalo)
 Turn taking opportunities
 Opportunities to listen and watch for information and make collages, paintings, etc to describe what you have learned
 Opportunities to ask questions
 Share experiences and feelings through role play, circle time, after events, etc
 Use genre of stories and create similar through role play (e.g. fairies, giants)
 Encourage rich vocabulary and ensure technical terms are used appropriately (e.g. when looking at puddles use the term evaporation)
Reading
 Retell stories with expression through role play, in small groups, etc
 Experience different texts in role play e.g. newspaper, shopping list, letter
 Activities relating to reading with speaking to help make connections
 Experience variety of fiction/non fiction texts
 Begin to ask questions based on what they see in pictures, characters, etc from texts
Writing
 Know letters and sounds of own name
 Be exposed to a wide vocabulary of nouns and verbs e.g. objects, pictures, etc and how moving in the nursery, during activities, etc
 Stimulating experiences to encourage markings on paper
 Activities connecting reading, writing and talking
 Range of materials for writing, what to write on, use of interactive whiteboard and computer
 Begin to use symbols to express feelings, ideas and opinions e.g. bar chart, self and peer assessment
 Through role play etc use appropriate genre for writing e.g. shopping list marks
 Practice in variety of tools e.g. pens, paint brush, sand, etc
Primary 1
Talking and Listening
 Jolly Phonics songs and actions
 Onomatopoeic poetry using a variety of sounds
 Begin to recognise and explain with a partner why they like or dislike genre of texts
 Create book reviews using a variety of media which can be kept on record e.g. power point, video, talking tins
 Variety of experiences working in pairs and quartets using at least two different strategies
 Listen or watch using contexts for learning and with a partner explain what you have now learned
 Be aware of variety of ways you can ask questions and begin to find out more by using how, what, where and when
 Using role play and circle time be able to express feelings, ideas and information
 Begin to make up stories developing character, events or plots
 Begin to use technologically appropriate vocabulary such as evaporation, apex, noun, etc
Reading
 Know initial sounds and blends
 Have a record of books that have been chosen for pleasure
 Go to public library at least twice in summer term
 Activities linking reading, writing, talking and listening
 Use non fiction texts to find out more information about a chosen subject
 Encouraging question formation before, during and after reading
 Be able to describe and explore character and events through activities including role play, painting, model making, etc
Writing
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Vowels and consonants
Full stops, capital letters
Nouns and verbs
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Write a sentence
Use a variety of media to practice letter formation
Read own words and peer assess
Use recording of own reading to assess progress and hear expression
Write words and phrases which communicate experiences, feelings, ideas and information
Use genres in reading to model own writing
Level One
Talking and Listening
Reading
Writing
The Experiences and Outcomes for Level One
I regularly select and listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain sources.
I regularly select subject, purpose, format and resources to create texts of my choice.
LIT 1-01a / LIT 2-01a
When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect.
LIT 1-02a
I am exploring how pace, gesture, expression, emphasis and choice of words are used to engage others, and I can use what I learn.
ENG 1-03a
As I listen or watch, I can identify and discuss the purpose, key words and main ideas of the text, and use this information for a specific purpose.
LIT 1-04a
As I listen or watch, I am learning to make notes under given headings and use these to understand what I have listened to or watched and create new texts.
LIT 1-05a
I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others.
LIT 1-06a
I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions.
LIT 1-07a
To help me develop an informed view, I am learning to recognise the difference between fact and opinion.
LIT 1-08a
When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by
asking questions or by asking others to say more.
LIT 1-09a
I can communicate clearly when engaging with others within and beyond my place of learning, using selected resources2 as required.
LIT 1-10a
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 / LIT 2-11a
I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression.
ENG 1-12a
I am learning to select and use strategies and resources before I read, and as I read, to help make the meaning of texts clear.
LIT 1-13a
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
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
To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text.
LIT 1-16a
To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my
own.
ENG 1-17a
To help me develop an informed view, I can recognise the difference between fact and opinion.
LIT 1-18a
I can share my thoughts about structure, characters and/or setting, recognise the writer’s message and relate it to my own experiences, and comment on the
effective choice of words and other features.
ENG 1-19a
I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience.
LIT 1-20a / LIT 2-20a
I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar
words.
LIT 1-21a
I can write independently, use appropriate punctuation and order and link my sentences in a way that makes sense.
LIT 1-22a
Throughout the writing process, I can check that my writing makes sense.
LIT 1-23a
I can present my writing in a way that will make it legible and attractive for my reader, combining words, images and other features.
LIT 1-24a
I am learning to use my notes and other types of writing to help me understand information and ideas, explore problems, generate and develop ideas or
create new text.
LIT 1-25a
By considering the type of text I am creating, 3 I can select ideas and relevant information, organise these in a logical sequence and use words which will be
interesting and/or useful for others.
LIT 1-26a
I can convey information, describe events or processes, share my opinions or persuade my reader in different ways.
LIT 1-28a / LIT 1-29a
I can describe and share my experiences and how they made me feel.
ENG 1-30a
Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting
structures, characters and/or settings.
ENG 1-31a
Primary 2
Talking and Listening
 variety of texts to listen to available encouraging opinion
 use role play to use appropriate dialogue depending on genre
 use simple strategies in turn taking when talking and listening
 begin to read body language in dialogue and read social signs
 find main point of information after watching, listening to texts including DVDs, etc
 begin to sequence known and experienced events e.g. say what happened over the weekend
 play games to elicit difference between fact and opinion
 opportunities for personal talking and listening daily e.g. ‘show and tell’ then ‘ell me more’ group per day
Reading
 daily exposure to reading for pleasure and discussion with partner
 be exposed to unseen texts regularly to practise look and say (sight vocabulary), phonics and context clues
 begin to be aware of punctuation, italics linked with expression and feelings
 strategies to find relevant information for specific purpose
 make simple notes using own words
 create questions and respond to them to show understanding of texts
 simple discussions about structures, characters and or settings and relate to own experiences
Writing
 question marks and exclamation marks
 proper nouns
 compound words
 alphabetical order
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begin to explore variety of styles through own choice
spell common words
use resources for spelling e.g. word banks
write independently using capital letter, full stop and use simple conjunctions
sel check own writing based on given criteria
formation of handwriting clear – regular practise
use notes to create new texts
using variety of texts, organise and use words which will be interesting and or useful to others
describe and share experiences and feelings
use variety of models of writing and recreate
Primary 3
Talking and Listening
 variety of texts to listen to available encouraging expression of opinion
 use role play to use appropriate dialogue depending on genre
 add to simple strategies in turn taking when talking and listening
 respond to body language in dialogue and read social signs through role play where helpful
 find main point of information after watching/listening to texts and express opinion
 activities displaying knowledge of sequence of events
 show understanding by responding to and asking different kinds of questions
 explain reasons for difference between fact and opinion
 opportunities for talking and listening about a chosen subject including use of proprs e.g. power point
Reading
 daily exposure to reading for pleasure and discussion with partner
 be exposed to unseen texts regularly to practise look and say (sight vocabulary), phonics and context clues
 understand punctuation, italics, etc in reading to be linked with expression, conveying feelings, etc
 practise reading strategies to find main points in variety of texts e.g. on web page and headlines in a newspaper
 structure notes based on reading information
 form simple inferential questions as well as literal to show understanding of texts
Writing
 tense – past, present, future
 commas for lists
 apostrophes for contractions
 collective nouns
 pronouns
 similes
 bullet points
 recognise style, suitable vocabulary etc to create
 spell common words and use strategies and patterns to spell less common words
 use resources for spelling such as word banks, dictionaries and spell check
 write independently using full stops, etc simple and compound sentences
 self assess what has been written
 final copy of writing is legible and is made attractive to the reader e.g. border, illustrations, etc
 make notes and use information to create own piece of text using technically appropriate or interesting vocabulary depending on the
genre of text
 begin to convey information and share opinions with the reader
 use words in writing to describe personal feelings
 write stories, poems and plays using variety of genres already explored
Primary 4
Talking and Listening
 variety of texts to listen to available encouraging expression of opinion
 cooperative learning strategies in place for talking and listening – respect and questions
 use pace, tone, gesture and expression more to engage others
 use main point of information after watching/listening to text and express opinion to group or class
 sequence events chronologically
 vary questions in response to dialogue, etc
 recognise difference between fact and opinion and explain informed view
 opportunities for talking and listening about a chosen subject including use of props e.g. power point
Reading
 daily exposure to reading for pleasure and discussion with partner
 be exposed to unseen texts regularly to practise look and say (sight vocabulary), phonics and context clues
 use tone and expression appropriately
 use strategies to help comprehension and meaning of texts e.g. meaning before and after, picture clues, etc
 find, select, sort and use information specific for purpose
 make notes under given headings and use to create new reading for information texts
 through cross curricular reading identoify and consider purpose and main ideas of a text using questions and close reading tasks
 informed views based on differences between fact and opinion
 share thoughts about structures, characters, setting and relate writer’s message with personal experiences e.g. through shared text
activities
Writing
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speech marks
adverbs
paragraphs
alphabetical order
enjoy creating texts through choice as well as teacher led to suit needs of audience
spell common words use knowledge of patterns and rules
use variety of resources to spell accurately
use appropriate punctuation, linking sentences independently
know when own writing makes sense and meets its purpose
legible, attractive final copies combining words, images, etc
use notes to create own piece of text using appropriate vocabulary and layout depending on genre
describe and share experiences and feelings
create stories, poems and plays with interesting structures using well known and explored genres
Level Two
Talking and Listening
Reading
Writing
The Experiences and Outcomes for Level Two
I regularly select and listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain sources.
I regularly select subject, purpose, format and resources to create texts of my choice.
LIT 1-01a / LIT 2-01a
When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking.
LIT 2-02a
I can recognise how the features of spoken language can help in communication, and I can use what I learn.
I can recognise different features of my own and others’ spoken language.
ENG 2-03a
As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different
purposes.
LIT 2-04a
As I listen or watch, I can make notes, organise these under suitable headings and use these to understand ideas and information and create new texts,
using my own words as appropriate.
LIT 2-05a
I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience.
LIT 2-06a
I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different
kinds of questions of my own.
LIT 2-07a
To help me develop an informed view, I can distinguish fact from opinion, and I am learning to recognise when my sources try to influence me and how useful
these are.
LIT 2-08a
When listening and talking with others for different purposes, I can:
 share information, experiences and opinions
 explain processes and ideas
 identify issues raised and summarise main points or findings
 clarify points by asking questions or by asking others to say more.
LIT 2-09a
I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am
learning to select and organise resources independently.
LIT 2-10a / LIT 3-10a
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 / LIT 2-11a
Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and
expression.
ENG 2-12a / ENG 3-12a / ENG 4-12a
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.
LIT 2-13a
Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different
purposes.
LIT 2-14a
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.
LIT 2-15a
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.
LIT 2-16a
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.
ENG 2-17a
To help me develop an informed view, I can identify and explain the difference between fact and opinion, recognise when I am being influenced, and have
assessed how useful and believable my sources are.
LIT 2-18a
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.
ENG 2-19a
I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience.
LIT 1-20a / LIT 2-20a
I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources.
LIT 2-21a
In both short and extended texts, I can use appropriate punctuation, vary my sentence structures and divide my work into paragraphs in a way that makes
sense to my reader.
LIT 2-22a
Throughout the writing process, I can check that my writing makes sense and meets its purpose.
LIT 2-23a
I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader.
LIT 2-24a
I can use my notes and other types of writing to help me understand information and ideas, explore problems, make decisions, generate and develop ideas or
create new text.
I recognise the need to acknowledge my sources and can do this appropriately.
LIT 2-25a
By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use
suitable vocabulary for my audience.
LIT 2-26a
I am learning to use language and style in a way which engages and/or influences my reader.
ENG 2-27a
I can convey information, describe events, explain processes or combine ideas in different ways.
LIT 2-28a
I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence.
LIT 2-29a
As I write for different purposes and readers, I can describe and share my experiences, expressing what they made me think about and how they made me
feel.
ENG 2-30a
Having explored the elements which writers use in different genres, I can use what I learn to create stories, poems and plays with an interesting and
appropriate structure, interesting characters and/or settings which come to life.
ENG 2-31a
Primary 5
Talking and Listening
 variety of texts to listen to available encouraging expression of opinion
 cooperative learning strategies in place for talking and listening – respect and questions
 strategies used for small groups to value others’ contributions and discuss after listening
 opportunities to vary voice and levels e.g. speaking in assembly, to class, small groups, through role play, etc
 while listening or watching take notes with detail and use the information for different purposes and creating new texts using own words
where possible
 use suitable vocabulary for audience e.g. when speaking to small children, when speaking to assembly, in report form, jocular, etc orally
using full sentences
 be comfortable to use literal and inferential question techniques
 distinguish fact from opinion and begin to recognise outside influences e.g. advertising
 share information, experiences and opinions when talking and listening
 opportunities to develop confidence in talking and listening beyond the classroom using resources and texts where appropriate
Reading
 daily exposure to reading for pleasure and discussion with partner
 be exposed to unseen texts regularly to practise look and say (sight vocabulary), phonics and context clues
 read unfamiliar texts using knowledge of context clues, punctuation, grammar and layout
 with help, explain strategies used to tackle unfamiliar texts or words
 find, select and sort information with minimal help e.g. a writing frame
 make notes and organise them under suitable headings
 identify purpose and main idea through cross curricular texts
 respond to literal and inferential questions and create own from reading
 identify and explain difference between fact and opinion and be directed to consider how useful and believable sources are
 discuss structure, characterisation and setting
Writing
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prepositions
comparative, superlative
commas
enjoy creating texts through choice to suit needs of the audience using key features of that type of text
spell most words needed to communicate accurately, using spelling rules and a range of resources
in all writing use appropriate punctuation and variety of sentence structures (speech marks, apostrophes, question marks, exclamation
marks)
referring to success criteria check writing makes sense and meets purpose
final copies will be clear in presentation and can make use of lettering, graphics, etc to engage the reader
use own notes to create and organise new texts
explore language to engage the reader
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create posters and adverts which engage and influence the reader
create charts and other ways of conveying information to describe and explain information
personal writing should include opinions
personal writing should include expression of thought and feeling
create stories, poems and plays with stimulating structures using well known and explored genres
Primary 6
Talking and Listening
 variety of texts to listen to available encouraging expression of opinion
 choose strategies for small groups to value others’ contributions and discuss after listening
 opportunities to speak and listen in a variety of settings within school e.g. assembly, drama, addressing classes, etc varying voice and
tone
 by listening or watching identify and discuss the purpose and main ideas within the text and use this information for purposes suc as
debate, forming opinion and developing creativity
 while listening or watching take notes with detail and use the information creating own words and phrases
 understand literal, inferential and evaluative questions
 be exposed to a variety of sources to distinguish between fact and opinion
 share information, experiences, opinions and explain processes and ideas
 opportunities to develop confidence in talking and listening beyond the classroom using resources and texts where appropriate
Reading
 daily exposure to reading for pleasure and discussion with partner
 be exposed to unseen texts regularly to practise look and say (sight vocabulary), phonics and context clues
 2-12a
 know and use strategies to select and use texts e.g. contents, index, headings, sub headings, etc
 find, select and sort information with minimal help
 make notes, organise under suitable headings and use them to understand information, developing own thinking
 develop comprehension skills by using supporting detail to extend understanding of purpose and main ideas
 respond to literal and inferential questions and create own from reading
 identify and explain difference between fact and opinion and be directed to consider how useful and believable sources are
 discuss writers’ style and other features appropriate to genre
Writing
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prefixes and suffixes
metaphor
apostrophe (belonging)
enjoy creating texts through choice to suit needs of audience, selecting subject and purpose
spell most words needed to communicate accurately using spelling rules and a range of resources
use appropriate punctuation, variety of sentence structure and paragraphing to make sense to the reader
referring to success criteria check writing makes sense and meets purpose
final copies will be clear in presentation and can make use of lettering, graphics, etc. to engage the reader in both handwritten and ICT
scripts
use own notes to create and organise new texts, indicating original sources in a systematic way
explore the use of language to engage and influence the reader in a variety of genre – power points, letters, adverts, etc.
create charts and other ways of conveying information
personal writing should include opinions
personal writing should include expression of thought and feeling
create stories, poems and plays with stimulating structures using well known and explored genres
Primary 7
Talking and Listening
 variety of texts to listen to available encouraging expression of opinion
 choose strategies best suited to engage with others and to show appreciation of others’ contributions to form own thinking
 recognise features of own and others’ spoken language including dialects
 by listening or watching identify and discuss information for different purposes developing debate, forming opinions and developing
creativity
 while listening or watching take notes with detail and use the information creating own words and phrases
 understand and make own literal, inferential and evaluative questions
 be exposed to variety of sources to distinguish between fact and opinion discerning when sources are trying to influence
 share opinions, explain processes and ideas and clarify points by summarising and asking questions
Reading
 daily exposure to reading for pleasure and discussion with partner
 be exposed to unseen texts regularly to practise look and say (sight vocabulary), phonics and context clues
 develop context clues, punctuation and grammar to read unfamiliar texts
 make meaning clear and give reasons for choice, selecting and sorting with minimal help
 make notes, organise under suitable headings and use them to understand information, developing own thinking
 develop comprehension skills by extending understanding of purpose and main idea using supporting detail
 respond to literal, inferential and evaluative questions creating similar questions in context
 assess usefulness and believability of sources to determine fact from opinion
 discuss writing styles and other features appropriate
Writing
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inverted commas
personification
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hyphens
verb tenses (linked to learning foreign language)
select subject, purpose, format and resources to enjoy creating texts
spell most words needed to communicate and use self correction techniques as well as a range of resources
use appropriate punctuation, sentence structure, paragraphing and other techniques to make sense for the reader
strategies for self checking against success criteria
final copies will be clear in presentation in variety of forms to engage the reader
use own notes to create and organise new texts using appropriate referencing techniques
explore language to engage and influence the reader in a variety of genre – power points, letters, adverts, etc
create charts and other ways of conveying information
personal writing should include opinions
personal writing should include expression of thought and feeling
create stories, poems, etc using appropriate structures to bring characters and settings to life