Section 6
SUPPLEMENTARY
SUPPORT MATERIALS
English Language
Supplementary Support Materials
Poetry
POETRY
Primary 1/2
Children will be able to:
Language Skills
Work together on the creation of class and individual poems
Know about anthologies and collections of poems.
Exploring similarities and differences in poems.
Use verse format in their poem.
Use of adjectives.
Knowledge of Poetry
Experiment with rhyme.
Poetry Forms
Recite some traditional rhymes, e.g. nursery rhymes.
Know about rhyming poems.
Know about verses.
Use sound effects in their poem.
Performance Work
Perform poems to peers and whole school audience including
rhyming poems, sound poems.
Publication and Display
Collect class poems together in a ‘Big Book’
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Evidence
POETRY
Primary 2/3
Children will be able to:
Language Skills
Work together on the creation of class and individual poems
Use simple poetry structure into which own ideas can be substituted
Knowledge of Poetry
Recognise and use alliteration
Show how poems can convey feelings and different perspectives
Compare and contrast two poems
Respond to rhythm and rhyme
Explore how poems can convey feelings and different perspectives
Explore onomatopoeic effects
Poetry Forms
Traditional rhymes
Games and action rhymes
Narrative poems
Performance Work
Perform poems to peers and whole school audience
Reading and Writing
Creation of class and individual poems
Publication and Display
Collect class or group poems together in a ‘Big Book’
Wall displays of poems on a theme
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Evidence
POETRY
Primary 3/4
Children will be able to:
Language Skills
Work together on the creation of class and individual poems
Finding and using rhyming words
Look for similarities and difference in poems
Use adjectives and plurals for effect
Knowledge of Poetry
Use rhyme in their poem
Use a refrain in their poem
Consider that poems can be used to make us consider different points
of views
Poetry Forms
Present a poem in a visual format
Use nonsense poems
Use of strong rhyme and not so strong rhyme
Performance Work
Perform poems to peers and whole school audience
To read a poem aloud, with emotion
Add percussion to poems
Reading and Writing
Creation of class and individual poems
Enjoy reading and listening to a selection of poetry
Publication and Display
Collect class poems together in a ‘Big Book’
Wall displays of poems on a theme
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Evidence
POETRY 7 - 9
Primary 4/5
(Year One)
Language Skills
Knowledge of Poetry
Children will be able to:
Participate in class brainstorming to develop effective idea and word building
skills (Activity 1)
Write class poems
Use simple drafting
Write with writing partners
Have knowledge of and be able to use verbs effectively (Activity 2)
Use simple word processing and use of clip art for final drafts
Understand and use simple imagery, particularly smiles (Activity 7)
Know the difference between rhyming and non-rhyming poems, story poems
and descriptive poems.
Know that poetry is written in lines
Poetry Forms
Write an acrostic poem and a chorus poem (Activity 1, 19 and 20)
Write a preposition poem, simple simile poem and counting poem (Activity 28)
Write patterns based on time and seasons (Activity 40)
Performance Work
Perform chorus poems (Activity 19)
Perform ‘noise’ poems
Perform class or individually written poems and poems by established writers
Reading and Writing
Publication and Display
Read and listen to a range of appropriate rhyming and non-rhyming poems;
riddles and wordplay poems, nonsense poems and poems tackling more
serious subjects; looking at collections of poems (Activity 19)
Use indexes and contents pages in poetry books.
Understand ‘anthology’ and a ‘poetry collection’
Collect class poems into ‘Big Books’.
With the teacher’s help create poetry topic displays and murals
Create their own poetry collections of poems, concertina books etc
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Evidence
POETRY 7 - 9
Primary 4/5
(Year Two)
Language Skills
Knowledge of Poetry
Poetry Forms
Performance Work
Reading and Writing
Publication and Display
Children will be able to:
Participate in group and pair brainstorming
Write with drafting/writing partners
Write in the first person (Activity 13 and 14)
Use a thesaurus in poetry writing (Activity 4)
Work with rhyme (Activity 6)
Use syllables in poetry (Activity 23)
Work in simple rhythms; alliteration (Activity 27)
Recognise accent and dialect (including poems in Scots)
Write a riddle (Activity 8 and 9)
Write shape poems (Activity 21)
Write alphabet poems (Activity 27)
Write simple odes (Activity 32)
Perform dialogue poems/Perform in pairs
Work on rhythms, using percussion
Extended poetry presentations to a school audience
Looking at some pre-twentieth century poetry, particularly narratives such
as The Inchcape Rock (Activity 31)
Responding to more difficult poems through class and group discussion;
looking at poems in topics, for example monsters (Activity 36)
Collect poems into shape books
Displays to include craft work
Create their own poetry collections of poems, concertina books etc
Use of word-processing and clip art to present poems
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Evidence
POETRY 7 - 9
Primary 5/6
(Year One)
Language Skills
Knowledge of Poetry
Poetry Forms
Performance Work
Reading and Writing
Publication and Display
Children will be able to:
Participate in group and pair brainstorming
Write with drafting/writing partners.
Write in the second person (Activity 32)
Understand neologisms (Activity 5)
Recognise and understand simple metaphors (Activity 11)
Understand personification (Activity 18)
Recognise accent and dialect (including poems in Scots)
Write a question and answer poem (Activity 16)
Write long thin poems (Activity 22)
Write recipe poems (Activity 29)
Write simple odes (Activity 32)
Write new nursery rhymes (Activity 33)
Perform dialogue poems/Perform in pairs
Work on rhythms, using percussion
Extended poetry presentation to a school audience
Looking at some pre-twentieth century poetry, particularly narratives such
as The Lambtown Worm (Activity 35)
Responding to more difficult poems through class and group discussion;
looking at poems in topics, for example weather (Activity 41)
Create their own poetry collections of poems, concertina books etc.
Use of word-processing and clip art to present poems.
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Evidence
POETRY 9 - 11
Primary 5/6
(Year Two)
Language Skills
Knowledge of Poetry
Poetry Forms
Performance Work
Reading and Writing
Publication and Display
Children will be able to:
Participate in class, group and pair brainstorming
Write with drafting/writing partners (Activity 21 Chapter 1)
Keep a poet’s notebook to collect observations and experiences
Use a thesaurus in poetry writing
Understand and use the simile
Be aware of a range of rhyming patterns
Develop lineation skills
Use alliteration
Have knowledge of syllable patterns
Recognise accent and dialect (including poems in Scots)
Write simile poems (Activity 11 Chapter 1)
Write more complex riddles (Activity 15 Chapter 1)
Experiment with haiku (Activity 17 Chapter 1)
Write action poems (Activity 19 Chapter 1)
Write instructional poems (Activity 25 Chapter 1)
Write a rap (Activities 8 and 9 Chapter 1)
Perform rap poems or similar (Activity 8)
Speak with expression and awareness of tone
Confidently present poems to an audience – learn poems by heart
Have experience of some pre-twentieth century poetry and from a range
of cultures
Have knowledge of poems related to a particular topic e.g. Mysteries
(Activity 41)
Create their own poetry collections of poems
Use of word processing and clip art to present poems
Displays ‘the writing process’ to include drafts and final work
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Evidence
POETRY 9 – 11
Primary 6/7
(Year One)
Language Skills
Knowledge of Poetry
Poetry Forms
Children will be able to:
Participate in class, group and pair brainstorming.
Write with drafting/writing partners/re-draft own work (more able)
Keep a poet’s notebook to collect observations and experiences
Use a thesaurus in poetry writing
Confidently write about own views and opinions
Decide what poetry form is appropriate for a particular topic
Work with more complex imagery (Activities 12, 13 Chapter 1)
Study a poet’s own drafts (Activity 18 Chapter 1)
Use personification through myth (Activity 22 Chapter 1)
Use a persona (Activity 31 Chapter 1)
Show awareness of allusion (Activity 32 Chapter 1)
Recognise accent and dialect (including poems in Scots)
Have knowledge of Shakespeare (Activity 42 Chapter 1)
Write a cinquain (Activity 18 Chapter 1)
Write rhyming poems using different patterns
Experiment with ballad form
Write own Scots Poems based on study of Burns (Activity 19 Chapter 1)
Performance Work
Perform poetry of Burns
Speak with expression and awareness of tone
Confidently present poems to an audience – learn poems by heart
Reading and Writing
Have experience of some ‘great’ poets
Have experience of poetry from a range of cultures
Have knowledge of poems related to a particular theme (e.g. Environment
Activities 38 and 39 Chapter 1)
Publication and Display
Create their own poetry collections of poems.
Use of word processing and clip art to present poems.
Displays could include ‘the writing process’ to include drafts and final work.
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Evidence
English Language
Supplementary Support Materials
Year Planner
YEAR PLANNER
English
Language
L
Block 1
Block 2
Block 3
Block 4
Block 5
Block 6
For information,
instructions,
directions
In groups
In order to
respond to texts
For information,
instructions,
directions
In groups
For information,
instructions,
directions
About
experiences,
feelings and
opinions
In groups
About texts
To convey
information,
instructions,
directions
In groups
To convey
information,
instructions,
directions
For information
Aloud
To reflect on the
writer’s ideas and
craft
Awareness of
genre
To reflect on the
writer’s ideas and
craft
For information
Personal
Functional
Imaginative
Personal
Imaginative
Functional
Spelling
Punctuation
Handwriting
Punctuation
Handwriting
Spelling
T
R
W
Knowledge about language and audience awareness throughout the year.
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
English Language
Supplementary Support Materials
Exemplar Letter to Parents
National Test Attainment
Reading and Writing
Dear
I am delighted to inform you that ________________________ has recently passed Level A
reading.
From now onwards I will be looking for the following criteria:Towards Level B

Find and use, with teacher support, information needed from non-fiction resources.

Read for enjoyment.

Read texts and through discussion and writing shown an understanding of the main idea.

Recognise the difference between stories, poems, play and non-fiction.

Read a familiar text with fluency.

Show that they know, understand and can use the following terms: author, title, chapter,
index, contents, character, setting the scene, poem, dictionary and question mark.
Yours sincerely
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Dear
I am delighted to inform you that ________________________ has recently passed Level B
reading.
From now onwards I will be looking for the following criteria:Towards Level C

Find and use information needed from non-fiction resources.

Read for enjoyment giving an opinion on texts of different kinds.

Read texts and through discussion and writing show an understanding of the main and
supporting ideas, and can draw conclusion from the text.

Identify differing features in stories, poems, play, newspaper and non-fiction.

Read a familiar text with fluency, scan and then read aloud a short unfamiliar text,
conveying understanding.

Show that they know, understand and can use the following terms: Fiction, non-fiction,
thesaurus, reference book, plot, main character, conflict, verse, paragraph, headline,
speech marks, exclamation mark.
Yours sincerely
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Dear
I am delighted to inform you that ________________________ has recently passed Level C
reading.
From now onwards I will be looking to the following criteria:Towards Level D

Find, select and collate information from more than one source.

Read for enjoyment texts with a wide range of subject matter, with support reflect on
what has been read and record personal reactions.

Read discuss and write to show an understanding of the gist of the text, its main ideas
and/or feelings, obtain particular information and comment on the simpler aspects of the
writers craft.

Identify some similarities and differences in examples of the same type of text e.g. letters
of complaint, mystery stories, short biographical items.

Show that they know, understand and can use the following terms: theme, character,
relationships, setting, motives, fact and opinion, layout, bold and italic type.
Yours sincerely
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Dear
I am delighted to inform you that ________________________ has recently passed Level D
reading.
From now onwards I will be looking to the following criteria:Towards Level E

Apply the information acquired from a number of different sources for a piece of personal
research.

Read for enjoyment texts with a wide range of subject matter discussing or writing a
considered personal view of the texts read.

Read independently, skim and scan to locate main points of a text, make predictions,
identify additional, useful ideas, comment briefly on the opinions and attitudes of the
writer, start to identify the simpler aspects of style and its intended audience.

Identify some similarities and differences in examples of texts from a variety of books
and comment on how these reflect the texts’ purposes.

Show that they know and can use the following terms: genre, syllable, root, stem, prefix,
suffix, simile and metaphor.
Yours sincerely
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Dear
I am delighted to inform you that ________________________ has recently passed Level E
reading.
From now onwards I will be looking to the following criteria:Towards Level F

Gather and categorise information from different sources in a variety of formats, for
cross-curricular research, make notes independently.

Evaluate the appropriateness of such information for particular purposes, including
reporting.

Keep a personal reading programme, regularly reading a variety of texts.

Orally or in writing show evidence of personal engagement with the texts, substantiated
by textual reference.

Read independently, skim and scan to locate main points of a text.

Make predictions, identify additional, useful ideas.

Comment briefly on the opinions and attitudes of the writer.

Describe, with some support, the simpler aspects of style and its intended audience.

In a variety of texts, demonstrate an understanding of the relationship amongst genre,
purpose and audience.

Explore the possibilities of this relationship by creating their own examples.

Either orally or in writing, make a critical evaluation of a text, taking account of the genre
(different types/style of writing).

Read aloud familiar texts of some complexity, not only to communicate meaning but also
to convey such aspects of the writer’s craft as tone, mood.

Show that they know, understand and can use the following terms: literary, linguistic,
point of view, onomatopoeia, alliteration.
Yours sincerely
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Dear
I am delighted to inform you that ________________________ has recently passed Level A
writing.
From now onwards I will be looking for the following criteria:Towards Level B

Write briefly, in sequence about a personal experience, indicating feelings and using
adequate vocabulary.

Write a brief, imaginative story, poem or play using adequate vocabulary and
organisation.

In writing tasks above, use capital letters and full stops correctly in more than one
sentence, and use common linking words: and, but, then, so, that.

In the writing tasks above, spell frequently used words accurately through using a simple
word bank or dictionary.

In the writing tasks above, form letters and space words legibly in linked script.

Show that they know, understand and can use the following terms: letter, word, capital,
full stop, sentence; planning, drafting, re-drafting.
Yours sincerely
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Dear
I am delighted to inform you that ________________________ has recently passed Level B
writing.
From now onwards I will be looking for the following criteria:Towards Level C

Use adequate vocabulary to communicate key events, fact or ideas.

Write a brief, imaginative story, poem or play, using appropriate organisation and
vocabulary.

In the writing tasks above, punctuate many sentences accurately, including simple use of
comma and question marks, begin to use paragraphs to structure writing.

In the writing tasks above, spell less frequently used words with increasing confidence
and accuracy.

In the writing tasks above, employ a fluent, legible style of handwriting.

Show that they know, understand and can use the following terms: noun, verb, comma,
question mark, purpose and audience.
Yours sincerely
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Dear
I am delighted to inform you that ________________________ has recently passed Level C
writing.
From now onwards I will be looking for the following criteria:Towards Level D

Write in a variety of ways to communicate key events, facts or ideas, using appropriate
organisation and vocabulary.

Write about personal experiences, expressing thoughts and feelings for a specific
purpose and audience and using appropriate organisation and vocabulary.

Write a variety of imaginative pieces in various literary styles, using appropriate
organisation and vocabulary.

In the writing tasks above, punctuate most sentences accurately; achieve some variety in
sentence structure; use paragraphs; and begin to indicate speech where appropriate.

In the writing tasks above, spell accurately most of the words they need to use in
classroom activities.

In the writing tasks above, employ a fluent, legible style of handwriting, giving attention to
presentation and layout.

Show that they know, understand and can use the following terms: vowel and consonant,
adjective, adverb, pronoun and conjunction, masculine and feminine, singular and plural,
tense, paragraph.
Yours sincerely
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Dear
I am delighted to inform you that ________________________ has recently passed Level D
writing.
From now onwards I will be looking for the following criteria:Towards Level E

Write in a variety of ways to communicate key events, facts, point of view and ideas,
using appropriate organisation and specialist vocabulary.

Write about personal experiences in a variety of formats, demonstrating some capacity
to reflect on experience and some grasp of appropriate style.

Write a variety of imaginative pieces of various literacy styles, making some use of
appropriate literary conventions.

In the writing tasks above, construct, punctuate and link sentences of different lengths,
and organise them in paragraphs in order to shape meaning.

In the writing tasks above, spell accurately most of the words they need to use including
specialist terminology.

In the writing tasks above, employ a fluent, legible style of handwriting, setting out work
clearly and attractively.

Show that they know, understand and can use the following terms: main point, topic
sentence, evidence, subject, predict, clause, quotation marks, apostrophe, punctuation.
Yours sincerely
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials
Dear
I am delighted to inform you that ________________________ has recently passed Level E
writing.
From now onwards I will be looking for the following criteria:Towards Level F Writing

Individually and in groups, arrange ideas using a range of research procedures.

Collate information in order to present a point of view or argument.

Select appropriate structures and apply appropriate conventions of writing.

Write reflectively about personal experiences.

Use ideas, structures and vocabulary appropriate to different forms of personal writing.

Explore forms of writing with quite complex structure and organisation.

Attempt to create mood, develop understanding of others viewpoints, and use language
to create particular effects in various types of imaginative writing.

Recognise the relationship between punctuation and meaning developing confidence in
using punctuation, paragraphing and sentence structure for specific effect.

Independently identify and correct most errors through careful proof-reading.

Spell accurately most of the words they need to use, including specialist terminology.

Use a dictionary constructively and confidently.

In the writing tasks above, employ a fluent, legible style of handwriting, setting out work
clearly, attractively and appropriately for purpose.

Consolidate their knowledge about language, including technical terms.

Reflect upon and experiment with the working of language and its varieties.

Recognise the purpose of organising and recording their responses to a wide variety of
texts in writing.

After discussion with teachers and peers about a text, write a personal response, which
shows understanding key elements, draws on evidence and establishes a clear line of
thought.
Yours sincerely
Stirling Council Children’s Services English Language 5-14
Section 6: Supplementary Support Materials