The Highland Literacy Progression – Steps to Success viewThe Highland Literacy Progression. Steps to ... Literacy Progression – Steps to Success is based on the ... to support the teaching of Literacy and English can

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The Highland Literacy Progression Steps to Success

February 2014

www.highlandliteracy.com

Acknowledgement

The Highland Literacy Progression Steps to Success is based on the work of the Millburn Area School Group (ASG) and Education Scotland.

GUIDANCE

The Highland Literacy Progression sets out a clear progression for skills, knowledge and understanding from the following Curriculum for Excellence Literacy and English organisers:

Listening and Talking

Reading

Writing.

The purpose of this document is to offer a continuum of learning through to the end of Broad General Education (CfE Early Third/Fourth Levels). The progression is intended to assist teachers as they plan their literacy curriculum and assess evidence of learning.

The aims of the Progression are to:

enhance planning and assessment, using skills, knowledge and understanding to scaffold success criteria within lessons

provide staff with a framework to promote progression in learning and teaching

enable Sharing Standards within schools and across ASGs.

The document is structured using each of the Literacy and English organisers. These are then sub-divided further using the CfE Experiences and Outcomes. The document details the learners progression within and through each of the Levels.

Further resources which can be used to support the teaching of Literacy and English can be found at www.highlandliteracy.com and by accessing the Highland Literacy Glow Group on http://bit.ly/12IuJWr.

Planning Literacy Experiences

Listening and Talking Reading - Writing

Stage 1

Significant Aspects of Learning

describe what breadth, challenge and application looks like. They should be used as a guide to inform long/medium term planning and are not intended as an assessment criteria checklist. They are a summary of the Experiences and Outcomes.

(Education Scotland)

These can be found within The Highland Literacy Progression at the beginning of each of the Literacy and English organisers Listening and Talking, Reading and Writing.

Stage 2

The Highland Literacy Progression

Steps to Successare drawn from the Experiences and Outcomes. They are the assessment criteria which inform planning and may be shared with learners.(Highland Literacy Group)

Significant Aspects of Learning - Literacy and English: Development and progression in listening and talking

EARLY

FIRST

SECOND

THIRD - FOURTH

Learners listen, watch and talk for a variety of purposes, contexts and audiences. They explore experiences, preferences and ideas in real and imaginary contexts through play and more structured activities, including listening to and making stories. This enables them to make sense of the world, as well as developing their language to help them express themselves more clearly and build relationships.

Learners are beginning to use what they hear from others to inform and influence their own thinking. They are starting to recognise when it is more appropriate to talk and when to listen. They participate in conversations and discussions and are beginning to ask questions to help to clarify their thinking. They are developing the ability to hear and articulate sounds in words, so promoting their phonological awareness.

Learners explore the richness of language through a variety of contexts and select what they listen to and watch. They make some choices about their use of language for different purposes. They use discussion as a way of developing and extending their own thinking. They are becoming aware of how others influence their thinking and are beginning to understand the difference between fact and opinion.

When talking in groups in play or more structured situations they share ideas, opinions, information and experiences respectfully. They are becoming more confident in asking questions and responding to others questions.

When presenting to familiar audiences, learners plan and sequence their ideas logically. In doing so they use language and resources which are appropriate to the context. They are developing an appreciation of how to engage others with their ideas through their choice of language, pace and gesture.

Learners are becoming active listeners, and with guidance use key ideas or interesting information to make simple notes or to create new texts.

Learners continue to explore the richness of language and select what they listen to and watch, justifying their choices. They choose the appropriate level of formality to use when talking for different purposes, contexts and audiences. They are becoming more critical about what they listen to or watch and recognise the ways in which they are being influenced by others. They are becoming more adept at distinguishing between fact and opinion.

When talking in groups, learners share experiences, opinions and information, and develop their ideas and understanding. They build upon one anothers ideas, asking a range of questions, responding to others with respect, and drawing points together.

When presenting to familiar and unfamiliar audiences, learners plan effectively, making use of appropriate resources to engage other people. They take into account the different needs and experiences of audiences and adapt their language, tone, pace and gesture appropriately.

When listening to presentations or other oral texts, learners make notes and organise these to clarify their thinking about the ideas being presented or to create new texts. They use what they know about effective listening and talking to make brief but helpful comments on the contributions of other learners.

Learners continue to explore the richness of language experiences arising from listening, watching and talking and also make informed selections of texts. They justify this selection in terms of their own needs and preferences. Increasingly, they can articulate their appreciation of a text, identifying its main purposes, taking account of genre and techniques and demonstrating an awareness of their intended effects.

When talking in groups, learners respect others opinions and, when it is appropriate, ensure that others have opportunities to contribute. They encourage others to express alternative points of view and collaborate to solve problems. Learners are aware of how questions which seek to explore or challenge others thinking can influence the quality of discussion. When talking in groups or presenting to an audience, learners communicate information of an increasingly complex nature, summarising and synthesising ideas.

When presenting to familiar and unfamiliar audiences, learners adopt and sustain an appropriate register to suit purpose and audience. They are able to link ideas, supporting a clear line of thought through increasingly complex communications, and respond appropriately to questions from listeners.

When listening, learners make notes and, in evaluating and synthesising this information, are able to create new texts, independently, which they can communicate to an audience.

Original sourced from: http://www.educationscotland.gov.uk/Images/listening_talking_tcm4-530657.pdf

Experiences and Outcomes

Steps to Success- Listening and Talking

Early Level Progression Success Criteria

Enjoyment and Choice

I enjoy exploring and choosing stories and other texts to watch, read or listen to and share my likes and dislikes. LIT 0-01b/ LIT 0-11b

I enjoy exploring and playing with patterns and sounds of language and can use what I learn.LIT 0-01a/ LIT 0-11a/ LIT 0-20a

I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT 0-01c

With support, I can choose stories and other texts to watch, read or listen to, and can share my likes and dislikes.

With support, I can play with patterns and sounds.

With support, I can listen to learn new things.

I like sharing my ideas with my friends.

I enjoy listening to stories.

I can choose stories and other texts to watch, read or listen to, and can share my likes and dislikes.

I can play with patterns and sounds and I choose to do this.

I can link patterns and sounds to my reading and writing.

I can listen and learn new words and use them in my stories.

I enjoy listening and responding to stories, events and characters and can explain why.

I like sharing my ideas with my class.

I enjoy listening to others.

Tools for listening and talking

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

With support, I can take turns.

With support, I know when to talk and when to listen.

I can take turns and I know when to talk and when to listen.

I can listen to others and respond.

I understand the routines of discussion.

Finding and using information

I listen or watch for useful or interesting information and I use this to make choices and learn new things. LIT 0-04a

I can listen and learn new things.

With support, I am beginning to use what I learn in new ways.

I can listen and learn new things.

I am beginning to use what I learn in different ways.

I can recognise useful and interesting information.

Understanding, analysing and evaluating

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 can ask questions to help me learn.

I can share what I think and feel.

With support, I am beginning to understand how texts link to my life.

I can ask questions to develop what I already know

I can share my feelings in a way that others can understand

I am beginning to understand how texts link to my life

Creating texts

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

With support, I can create texts fiction and non-fiction and share them.

With support, I can make choices about what I share.

With support, I can use new words in created texts.

I can create texts fiction and non-fiction and share them.

I can make choices about what I share and how I share it.

With support, I can use new words appropriately in created texts.

Experiences and Outcomes

Steps to Success- Listening and Talking

First Level Progression Success Criteria

Enjoyment and Choice

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

I can choose to watch and listen to different texts and people.

I can share my thoughts on what I have listened to or watched with others.

I can use what I have learned from listening/watching when making up my own stories.

To ensure progression the text, task or outcome should be increased in number or complexity.

I can listen to and watch different texts and people and explain why I prefer certain sources.

I can use what I have listened to or watched to create new texts of my own.

I can share and justify my opinions on what I have watched or listened to with others.

Tools for listening and talking

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

I can listen carefully to the teacher for instructions and directions.

I can show I have listened through retelling what I have heard.

I can use the correct voice at different times (partner, reading, outdoor, sharing with class etc).

I can listen carefully to others in a group situation.

To ensure progression the text, task or outcome should be increased in number or complexity.

I can listen carefully to new information given by the teacher and use this information to carry out tasks.

I can show I have understood new information through retelling it in my own words.

I can use the correct voice at different times (partner, reading, outdoor, sharing with class etc).

I can show active listening when others are talking (eye contact, facing the person who is talking, positive body language . . .).

I can respond to what others have to say by giving feedback and asking appropriate questions.

Finding and using information

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 talk about what I learned from listening/ watching.

I can listen and retell the main events in a text.

With support, I can listen and retell the main events in stories in my own words.

With support, I can listen to a short story and retell it in my own words getting events in the right order.

With support, I can make simple notes as I listen to or watch something and share these.

With support, as I listen to or watch, I can select the ideas that are important to what I am learning about.

With support, through listening and watching, I can learn interesting new words to use.

I can listen and retell the main events in stories in my own words.

I can listen to a short story and retell it in my own words getting events in the right order, using sequencing words e.g. first, then, next, finally.

I can make simple notes as I listen to or watch something and use these notes for a specific purpose.

As I listen or watch, I can select the ideas that are important to what I am learning about.

Through listening and watching, I can learn interesting new words to use.

Understanding, analysing and evaluating

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 differenc...

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