Ilearn.cc

Literacy – Reading
across the curriculum
Foundation Phase
Reception
Foundation Phase
Elements
Learners are able to:
Learners are able to:
Learners are able to:
Locating,
• choose reading materials including books • choose reading materials and explain what the text is about and why they like it • choose reading materials independently giving reasons for their choices selecting
strategies
• recognise that words are constructed from phonemes (sounds) and that phonemes are • apply the following reading strategies with increasing independence: • apply the following reading strategies with increasing independence to a range of familiar and using
represented by graphemes (written letters): information
– context clues, e.g. prior knowledge – recognition of high-frequency words • read simple words such as consonant-vowel-consonant words – context clues, e.g. prior knowledge • read simple captions and texts recognising high-frequency words – self-correction, including re-reading and reading ahead • show an awareness of full stops when reading • read suitable texts with accuracy and fluency – self-correction, including re-reading and reading ahead • show an awareness of the difference between stories and information texts • read aloud with attention to full stops and question marks • read a range of suitable texts with increasing accuracy and fluency • make meaning from visual features of the text, e.g. illustrations, photographs, diagrams • read aloud with expression, showing awareness of exclamation and speech marks • read aloud with attention to punctuation, including full stops, question, exclamation and • identify simple text features such as titles and pictures to indicate what the text is about speech marks, varying intonation, voice and pace • recognise and make meaning from words and pictures on-screen • look for clues in the text to understand information • identify and use text features, e.g. titles, headings and pictures, to locate and understand • understand the meaning of visual features and link to written text, e.g. illustrations, • look for key words to find out what the text is about • identify words and pictures on-screen which are related to a topic • use the different features of texts to make meaning, e.g. pictures, charts and layout• identify key words to search for information on-screen, and modify search words as Responding Comprehension • retell familiar stories in a simple way
• retell events from a narrative in the right order • recall and retell narratives and information from texts with some details to what has
• identify information from a text using visual features and words • identify information related to the subject of a text • identify information from a text accurately and sort into categories or headings been read
• relate information and ideas from a text to personal experience • recall details from information texts • use personal experience to support understanding of texts • draw upon relevant personal experience and prior knowledge to support understanding Response and
• show an interest in books and other reading materials and respond to their content • express a view about the information in a text • express views about information and details in a text analysis
• follow texts read to them and respond appropriately. • explore language, information and events in texts • show understanding and express opinions about language, information and events in texts • make links between texts read and other information about the topic.
• make links between texts read and new information about the topic. Literacy – Reading
across the curriculum
Key Stage 2
Elements
Learners are able to:
Learners are able to:
Learners are able to:
Learners are able to:
Locating,
• use a range of strategies to make meaning from words and • use a range of strategies to make meaning from words and • use a range of strategies to make meaning from words and • use a range of strategies to make meaning from words and selecting
strategies
sentences, including knowledge of phonics, word roots, word sentences, including knowledge of phonics, word roots, sentences, including knowledge of phonics, word roots, word sentences, including knowledge of phonics, word roots, word and using
families, syntax, text organisation and prior knowledge of context word families, syntax, text organisation and prior knowledge of families, syntax, text organisation and prior knowledge of context families, syntax, text organisation and prior knowledge of context • read short information texts independently with concentration • read extended texts independently for sustained periods • read complex texts independently for sustained periods information
• read aloud using punctuation to aid expression • read texts, including those with few visual clues, independently • identify how punctuation relates to sentence structure and how • understand how punctuation can vary and so affect sentence • skim to gain an overview of a text, e.g. topic, purpose meaning is constructed in complex sentences structure and meaning, e.g. I had chocolate(,) cake and cheese for • look for specific information in texts using contents, indexes, • use understanding of sentence structure and punctuation to make • use a range of strategies for skimming, e.g. finding key words, • use a range of strategies for finding information, e.g. skimming for • use visual clues, e.g. illustration, photographs, diagrams and • skim to gain the gist of a text or the main idea in a chapter • scan to find specific details using graphic and textual organisers, • scan for specific information using a variety of features in texts, • read closely, annotating for specific purposes • identify different purposes of texts, e.g. to inform, instruct, explain e.g. titles, illustrations, key words • identify features of texts, e.g. introduction to topic, sequence, • use internet searches carefully, deciding which sources to read • identify how texts are organised, e.g. lists, numbered points, • identify how texts differ in purpose, structure and layout illustrations, degree of formality diagrams with arrows, tables and bullet points • find information and ideas from web pages, using different search • use information from trusted sources, on-screen and on paper, • locate information on web pages using screen features, e.g. methods, considering which are the most efficient methods toolbars, side bars, headings, arrows Responding Comprehension • accurately identify the topic and main ideas of a text, e.g. by
• accurately identify the main points and supporting information in • show understanding of main ideas and significant details in • show understanding of main ideas and significant details in to what has
highlighting, using key words of the text texts, e.g. mindmapping showing hierarchy of ideas, flowchart been read
• deduce ideas and information by linking explicit statements, • deduce connections between information, e.g. sequence, • infer ideas which are not explicitly stated, e.g. writers’ viewpoints • infer meaning which is not explicitly stated, e.g. what happens • take an interest in information beyond their personal experience • explore information and ideas beyond their personal experience • identify ideas and information that interest them to develop • identify and explore ideas and information that interest them Response and
• use information from texts in their discussion or writing • select and use information and ideas from texts • gather and organise information and ideas from different sources • collate and make connections, e.g. prioritising, categorising, analysis
• make links between what they read and what they already know • understand how something can be represented in different ways, • identify what the writer thinks about the topic, e.g. admires a between information and ideas from different sources e.g. moving image, multi-modal and print.
historical figure, only interested in facts • distinguish between facts, theories and opinions • consider if the content is reliable, e.g. are photographs more • compare the viewpoint of different writers on the same topic, e.g. rats are fascinating or a menace • consider whether a text is effective in conveying information Literacy – Reading
across the curriculum
Key Stage 3
Elements
Learners are able to:
Learners are able to:
Learners are able to:
Locating,
selecting
strategies
and using
– grammar, sentence and whole-text structure – grammar, sentence and whole-text structure – grammar, sentence and whole-text structure information
to make sense of words, sentences and whole texts to make sense of words, sentences and whole texts to make sense of words, sentences and whole texts • use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim • use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim • use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information texts for gist, key ideas and themes, and scan for detailed information texts for gist, key ideas and themes, and scan for detailed information • assess the quality and reliability of information on web pages, considering its origins and • be selective about which internet sources to download or quote depending on their • make full but selective use of the internet to update, broaden and deepen understanding Responding Comprehension • read with concentration texts, on-screen and on paper, that are new to them, and
• read with concentration texts, on-screen and on paper, that are new to them, and • read with concentration texts, on-screen and on paper, that are new to them, and to what has
been read
• select the main points from texts and identify how information and evidence are used to • locate and selectively use additional information and evidence from different sources • follow up and use additional material in texts to extend understanding • use inference and deduction to understand layers of meaning • gain a full understanding of texts using inference, deduction and analysis • read between the lines using inference and deduction • make connections between texts, their themes and factual content, and identify any • compare and contrast themes and issues across a range of texts • identify how a text is organised, e.g. logically or thematically, to make the content clear • research a wide range of sources to develop a full understanding of a topic or issue • read around a topic that interests them and develop a broader understanding of it through • follow up initial ideas that interest them by further research Response and
• collate and summarise relevant information, e.g. pull together and sum up facts and ideas • summarise and synthesise information, e.g. concise account of a broad topic, using • synthesise and analyse information to gain in-depth understanding, e.g. of causes, analysis
about an issue, from different texts consequences, patterns, using different sources • distinguish between facts, theories and opinions and use evidence to show the differences • distinguish between bias and objectivity and explain how they are different • distinguish between facts/evidence and bias/argument • compare views of the same topic and consider which is most valid • identify different views of a topic and any areas of agreement and contradiction • identify different interpretations of facts and information and evaluate their relative merits • evaluate the content, presentation and appeal of a text.
• evaluate texts in terms of quality and level of interest. • evaluate the usefulness and reliability of texts.
Literacy – Reading
across the curriculum
More able and talented
Extension
Elements
Learners are able to do the following.
Locating,
Learners build on their skills and experiences in reading across the curriculum to tackle print, on-screen and multi-modal selecting
strategies
texts with ease. They have strategies to research issues and tackle unfamiliar topics, acknowledging their sources. They use and using
techniques (skimming, scanning, annotation, prediction) to extract meaning from challenging texts. They understand both obvious points and also nuances in meaning and are alert to different interpretations of issues and ideas. information
They can explain how texts use words, illustrations, diagrams and images to convey meaning and influence the reader/viewer and they can evaluate how effective such techniques are. They use the internet with discernment, searching selectively Responding Comprehension and assessing the validity and significance of what they find. They show their understanding by analysing, synthesising and
to what has
been read
Response and
analysis

Source: http://ilearn.cc/stbernadettesprm/images/LNF/Literacy-Reading%20across%20the%20curriculum.pdf