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The Highland Literacy Progression

Steps to Success

Acknowledgement

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

The Highland Literacy Progression - www.highlandliteracy.com P a g e | 1

February 2014The Highland Literacy Progression – Steps to Success

http://www.highlandliteracy.com/



GUIDANCEThe 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 TalkingReadingWriting.

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.

Level Stage

Early The pre-school years and P1, or later for some.

First To the end of P4, but earlier or later for some.

Second To the end of P7, but earlier or later for some.

Third and Fourth

S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4.The fourth level experiences and outcomes are intended to provide possibilities for choice and young people's programmes will not include all of the fourth level outcomes.

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 learner’s 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.


http://bit.ly/12IuJWr




Stage 1

Significant Aspects of Learningdescribe 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.

Planning Literacy ExperiencesListening and Talking – Reading - Writing

Stage 2

The Highland Literacy ProgressionSteps to Success

are 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 - FOURTHLearners 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 another’s 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




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

Experiences and Outcomes Steps to Success- Listening and Talking

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.



Early Level Progression – Success Criteria


Experiences and Outcomes

Steps to Success- Listening and Talking


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.


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.


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.


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

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

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



First Level Progression – Success Criteria


sequence and use words which will be interesting and/or useful for others.LIT 1-06a

about. With support, through listening and

watching, I can learn interesting new words to use.

am learning about. Through listening and watching, I

can learn interesting new words to use.


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

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

I can give an opinion about a story or poem I have heard.


I can show I have listened carefully to texts by asking interesting questions. I can show I have listened carefully to texts by answering questions. I can share my opinion on something I have listened to or watched. I show I am respectful of other’s opinions when they differ to my own. I can explain the difference between fact and opinion.

Creating texts 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 resources as required.LIT 1-10a

I can ask questions about what I have listened to or watched.

I can talk about things I have done at home and school and say how I feel.

I can listen to feedback from others and use it to help me learn.

I can join in with group discussions in class and share my opinion.

I can give positive feedback to others. I can talk in a clear and loud voice so

that other people can understand.


I can talk about things that happen in my life and the wider world and say how I feel. I can ask questions to help my understanding. I can share ideas with other group members and listen to their ideas. I can show I am aware of my audience through facing them and projecting my voice. I can talk in a clear and loud voice so that others can understand. I can give and receive constructive feedback.




Second Level Progression



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 select texts to listen to or watch and justify my choice. I can share and justify my opinion on the texts I have listened to or watched. I can create my own text for others to listen to or watch. I can select an appropriate purpose and subject for the texts that I create. I can choose the appropriate format and resources for the texts that I create.


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 recongise the different features of my own and others’ spoken language.ENG 2-03a

I can show I have listened carefully to new information by taking appropriate action. I can demonstrate my understanding of what others have said through appropriate responses, paraphrasing and questioning. I can identify and use the appropriate volume and tone of voice for a particular situation. I can demonstrate that I value others’ contributions through listening actively and responding appropriately. I can respond to others’ contributions by questioning further, paraphrasing and retelling. I can demonstrate my awareness of the appropriate time to make a contribution in group discussion. I can speak at an appropriate volume and pace according to the needs of an audience. I can use gesture, expression and emphasis to engage an audience. I can identify the strategies and techniques used by effective speakers. I can give appropriate feedback to speakers in class based on the strategies and techniques they have used.


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

I can identify the purpose of a text, justifying this with evidence. I can identify the main ideas and supporting detail of a text justifying my opinion with evidence. I can use the main ideas, themes and purposes of a text to make connections (text-text, text-self, text-world). I can identify differences and similarities in texts. I can make detailed notes under different headings and use them appropriately. I can show my understanding of notes I have created through explaining them to others. I can listen for a specific purpose and share what I have learned in my own words. I can put information I have learned from others into my own words. When listening and watching, I can select the ideas or information relevant to the task I have been set. I can use a range of ways to organise information I have gathered (graphic organisers, mind maps, posters etc.). I can identify suitable vocabulary to use to meet the needs of my audience.




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

I can demonstrate an understanding of what I have listened to/ watched by asking thoughtful and pertinent questions. I can clarify points by asking questions. I can answer a range of complex literal, inferential and evaluative questions. I can devise and ask complex questions (literal, evaluative and inferential). I can identify facts and opinions justifying my response. I can recognise when a source is trying to influence me, explaining my thoughts to others. I can discuss how useful a source is according to the task I have been set.

Creating texts 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 can clearly share information with others. I can share my own experiences with others. I can share my opinion, justifying my reasons for feeling this way. I can explain a process or idea that others can understand. I can identify the main issues in a discussion. I can summarise main points when listening and talking. I can ask questions to clarify issues. I can use a range of resources to plan and organise my thinking before I give a talk. I can give a talk ensuring that the pace and volume is appropriate for the audience. I can structure my talk using an introduction, conclusion and summary and I can link my ideas together. I can consider the needs of the audience in a wide range of talk situations. I can convey more complex information from a variety of sources.


Enjoyment and I regularly select and listen to or watch texts for enjoyment and interest, and I can express how well

I select and listen to or watch an increasing range of texts for enjoyment and interest.

I select and listen to or watch an increasing range of texts for enjoyment and interest.



Third/Fourth Level Progression – Success Criteria


Choice they meet my needs and expectations, and I can give reasons, with evidence, for my personal response.I can regularly select subject, purpose, format andresources to create texts of my choice, and am developing my own style. LIT 3-01a / LIT 4-01a

I can express with some depth and confidence how selected texts meet my needs and expectations.

I can give reasons, with some evidence, for my personal response.

I can regularly select subject, purpose, format and resources to create different types of texts.

I am developing my own voice and style.

I can express with depth and confidence how selected texts meet my needs and expectations.

I can give reasons, with sound evidence, for my personal response.

I can regularly and with some skill select subject, purpose, format and resources to create different types of texts.

I am clearly developing my own voice and style.


When I engage with others, I can make a relevant contribution, encourage others to contribute andacknowledge that they have the right to hold a different opinion. I can respond in waysappropriate to my role and use contributions to reflect on, clarify or adapt thinking.LIT 3-02a

Having explored andanalysed the features of spoken language, I can use these, adopting anappropriate register to suit my purpose and audience.ENG 3-03a

When I engage with others I can make a relevantcontribution, ensure thateveryone has an opportunity to contribute and encourage them to take account of others’ points of view oralternative solutions.I can respond in waysappropriate to my role,exploring and expanding on contributions to reflect on, clarify or adapt thinking.LIT 4-02a

Having explored andanalysed the features ofspoken language, I can usethese independently,adopting and sustaining anappropriate register to suitmy purpose and audience.ENG 4-03a

When I engage with others:

I can make a relevant contribution. I can encourage them to contribute. I can acknowledge that others have the right to hold a

different opinion. I can respond in ways appropriate to my role. I can use contributions to reflect on, clarify or adapt

thinking.

Having explored and analysed the features of spoken language: I can use these, adopting an appropriate register to suit my

purpose and audience.

When I engage with others:

I can make more than one relevant contribution. I can in a variety of ways encourage them to contribute. I can in a variety of ways encourage them to take account of

others’ points of view or alternative solutions. I can with some skill respond in ways appropriate to my role,

exploring and expanding on contributions to reflect on, clarify or adapt thinking.

Having explored and analysed the features of spoken language: I can use these with some skill, adopting and sustaining an

appropriate register to suit my purpose and audience.


As I listen or watch, I can:• identify and give anaccurate account of the purpose and mainconcerns of the text, and can make inferences from key statements

As I listen or watch, I can:• clearly state the purposeand main concerns of atext and make inferencesfrom key statements• compare and contrastdifferent types of text• gather, link and useinformation from different

As I listen or watch,

I can identify and give an accurate account of the purpose and main concerns of the text.

I can make inferences from key statements. I can identify and discuss similarities and differences

between different types of text. I can use information for different purposes and to meet

As I listen or watch,

I can clearly and accurately state the purpose and main concerns of a text.

I can with some insight make inferences from key statements.

I can compare and contrast different types of text. I can gather, link and use information from different sources




• identify and discusssimilarities anddifferences betweendifferent types of text• use this information for different purposes.LIT 3-04a

sources and use this fordifferent purposes.LIT 4-04a

audience needs.

As I listen or watch, I can make notes and organise these to:

develop thinking help retain and recall information explore issues create new texts using my own words as appropriate to meet

audience needs.

for different purposes and to meet audience needs skilfully.

As I listen or watch, I can make notes and organise these to:

develop thinking help retain and recall information explore issues create a variety of new texts using my own words as appropriate

to meet audience needs skilfully.

As I listen or watch, I can make notes and organise these to develop thinking, help retain and recall information, explore issues and create new texts, using my own words asappropriate. LIT 3-05a / LIT 4-05a

I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order, and use suitable vocabulary to communicate effectively with my audience.LIT 3-06a / LIT 4-06a


I can show my understandingof what I listen to or watch by commenting, with evidence, on the content and form ofshort and extended texts.LIT 3-07a

To help me develop aninformed view, I am learning about the techniques used toinfluence opinion and how to assess the value of my sources, and I can recognise persuasion.LIT 3-08a

I can show my understandingof what I listen to or watch by giving detailed, evaluative comments, with evidence, about the content and form ofshort and extended texts.LIT 4-07a

To help me develop aninformed view, I can identify some of the techniques usedto influence or persuade and can assess the value of my sources.LIT 4-08a

In order to show my understanding of what I listen to or watch:

I can comment, with evidence, on the content and form of short and extended texts.

I can devise and ask complex questions (literal, evaluative and inferential).

To help me develop an informed view,

I can show that I am learning about the techniques used to influence opinion.

I can show that I know how to assess the value of my sources. I can show that I recognise persuasion.

In order to show my understanding of what I listen to or watch:

I can give detailed, evaluative comments, with well-selected evidence, about the content and form of short and extended texts.

I can devise and ask complex questions (literal, evaluative and inferential).


I can identify some of the techniques used to influence or persuade.

I can accurately assess the value of my sources.

Creating texts When listening and talking with others for different purposes, I can:• communicateinformation, ideas oropinions• explain processes,concepts or ideas

When listening and talking with others for different purposes, I can:• communicate detailedinformation, ideas oropinions• explain processes,concepts or ideas with

When listening and talking with others for different purposes,

I can communicate information, ideas or opinions. I can explain processes, concepts or ideas. I can identify issues raised, summarise findings or draw

conclusions.

When listening and talking with others for different purposes,

I can communicate detailed information, ideas or opinions. I can explain processes, concepts or ideas with some

relevant supporting detail. I can sum up ideas, issues, findings or conclusions.




• identify issues raised,summarise findings ordraw conclusions.LIT 3-09a

I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in aclear, expressive way and I am learning to select and organise resources independently.LIT 2-10a / LIT 3-10a

some relevant supporting detail• sum up ideas, issues,findings or conclusions.LIT 4-09a

I can communicate in aclear, expressive mannerwhen engaging with others within and beyond my placeof learning, and canindependently select andorganise appropriateresources as required.LIT 4-10a

I can with some confidence engage with others within and beyond my place of learning.

I can communicate in a clear, expressive way. I can select and organise some resources independently.

I can communicate in a clear, expressive manner when engaging with others within and beyond my place of learning.

I can independently select and organise appropriate resources as required.




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

EARLY FIRST SECOND THIRD - FOURTHLearners share their feelings and ideas about texts which they enjoy. By interacting with text in their environment, learners recognise that print conveys meaning. Through engagement with a variety of texts and exploring how the written word is organised and presented, they develop their understanding of concepts about print.

Learners are developing the ability tohear and articulate sounds in words. As they progress, they recognise the relationship between sounds and letters, and can use this knowledge to help them decode. They are developing their ability to read frequently used words and are beginning to use their phonic, word recognition and grammatical skills to help them to cross-check with clues which come from the context.

Learners use their knowledge of language patterns to help them read with increasing accuracy.

When engaging with texts, learners draw on their prior knowledge and experience to help them make meaning. They are beginning to read familiar texts with confidence.

Learners comment briefly on texts which they enjoy and give reasons for their personal preferences. They are beginning to use a range of reading strategies to improve accuracy and make meaning.

They read an increasing number of words accurately and automatically and are developing a range of strategies to decode unfamiliar, phonetically complex words.

With support, learners draw upon their developing knowledge of punctuation, grammar and context to read unfamiliar words, phrases and sentences with accuracy and understanding. Their vocabulary broadens as they read a range of materials and they apply their knowledge in a variety of contexts.

As they progress, learners identify the purpose of the text, and make brief comments on the writer’s use of language, structure and layout to convey ideas. They make simple inferences to help them read with understanding.

Learners read an increasing range of texts, from a variety of different forms, with some independence.

Learners regularly explain the choices they have made about their personal reading and are able to give clear reasons for their preferences. They read unfamiliar texts with increasing fluency and understanding by integrating their knowledge of context, structure, vocabulary, punctuation and grammar.

As they move from learning how to read to using reading to help them learn, they become increasingly confident in selecting suitable reading strategies for the task in hand. They can explain which strategies they find most useful and why.

Learners are beginning to read more critically. They can identify, discuss and make comments on the information, ideas, values and attitudes represented in a text. Increasingly, they are able to use these skills to recognise the ways in which writers influence them. They compare and contrast texts, and make brief comments on each writer’s choice and use of language.

Learners are increasingly able to make inferences and offer personal evaluations, providing some support for their interpretations with evidence from the text and their background knowledge. They are able to recognise different types of questions, and are increasingly able to use this knowledge to formulate questions of their own.

Learners read a wide range of increasingly complex texts with fluency and understanding. They understand why they prefer particular texts and are able to explain their preferences to others, illustrating these by specific references to the texts.

Having consolidated their knowledge of structure, vocabulary, punctuation and grammar, they independently employ a range of strategies to find and use specific information. Using more refined context and genre clues, learners extract varying kinds of information from texts, sorting, summarising and using such information for a range of purposes.

With increasing confidence, readers demonstrate overall and detailed understanding of ideas and arguments and are more able to infer from, compare and contrast different types of texts.

As critical readers, learners are able to recognise persuasion, opinion and bias and evaluate how writers convey these. They use this awareness to assess with increasing accuracy the value, reliability and credibility of source material across the range of their learning.

Learners grow in confidence in analysing and evaluating writers’ use of structure, characterisation and setting, using an increasing range of critical terminology to do so. They can relate content and theme to their own experience. By the end of this phase, learners are able to use these skills




to access a variety of texts within and beyond the curriculum.

Original sourced from: http://www.educationscotland.gov.uk/Images/reading_tcm4-530658.pdf




http://www.educationscotland.gov.uk/Images/reading_tcm4-530658.pdf

Experiences and OutcomesSteps to Success- Reading


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

I can read my own name. I am beginning to read signs and labels supported by images. I can identify print in the environment.

I can memorise pattern books, poems and familiar books.

I can read signs, labels, and logos (environmental print). I can read simple texts for information. I recognise simple features of non-fiction texts.

Tools for Reading

I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help as I read and write ENG 0-12a/ LIT 0-13a/ LIT 0-21a

I can hold a book and turn the pages correctly. I can show the beginning/end of book or story. I know some letter sounds/names.

I can use illustrations to tell stories. I can read top to bottom, left to right, and front to back with

help. I know most letter sounds and some letter names. I can use some simple de-coding strategies. I can recognise some names and words in context. I can rhyme and play with words. I can play with sounds to build simple words. I can use my knowledge of sounds to help when I read and

write.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. LIT0-07a /Lit 0-16a/ ENG 0-17a

I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT0-19a

I can listen and responds to books read aloud. I can talk about the illustrations in books. I know what the author does.

I can make meaningful predictions with help. I can recognise beginning/middle/end of a story. I can participate in reading of familiar texts. I can discuss my favourite part of a text. I can tell the main idea, characters and setting with support. I can ask a question about the text. I can sometimes read my own writing. I know what the author and illustrator do.


I enjoy exploring and playing with the patterns and sounds of language and can use what I learn.LIT0-01a/LIT 0-11a/LIT0-20a

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

I can participate in group reading (books, rhymes, poems, and songs).

I can choose reading materials (e.g., books, magazines, and charts) with help.

I can access the reading area. I can share my favourite books. I try to read signs, labels and logos. I demonstrate an eagerness to read. I can talk about characters in stories using the pictures for

support. I can share my likes in different ways e.g. drawing, role-play,

puppets etc.

I can connect books read aloud to my own experiences with help.

I like to read. I can select a book for enjoyment. I can almost read some books and like to pretend to read. I can tell others my likes and dislikes and justify them. I can recognise the difference between genres with help. I can discuss characters and events. I can respond to texts in different ways.



Early Level Progression



Steps to Success- Reading


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

I can identify the contents and index pages in

reference books. I can identify the differences between

fiction and non-fiction texts. I can find information when asked in a

non-fiction text. I can draw pictures to show information

that I have found from reading a text.

I can use contents and index pages in familiar reference books (including dictionaries).

I can list different types of text (fiction, non-fiction, and poetry).

I can find information from pictures, diagrams and charts (including ICT contexts).

I can record information I have read and begin to take simple notes.

I can use contents and index pages in reference books.

I can list and discuss different types of text (fiction, non-fiction, and poetry).

I can find the chapter titles and table of contents in a book or magazine.

I can skim and scan to find information. I can find, in a piece of non-fiction, specific

information to suit my needs. I can find information; arrange it in note

form and in my own words. I can use my notes to support my work.

Tools for Reading

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

I use both the pictures and the words when I read.

I can talk about what I have read. I can point to the words as I read. I am beginning to read aloud with

expression. I can recognise and explain the effect of

capital letters, full stops and question marks.

I can find and show nouns, verbs and adjectives in a piece of text.

I can find and show joining words in a sentence.

I know most letter sounds including rhyming words.

I use my knowledge of phonics to sound out tricky words.

I make good guesses about what will happen next in a book (predictions).

I can find and show the title and author's name in a book.

I can talk about what I have read showing some understanding.

I read aloud with expression. I am beginning to use punctuation marks

when I read out loud (including exclamation marks, speech marks, commas and question marks).

I can recognise nouns, verbs, adjectives and connectives in a piece of text.

I can identify if something is in the past or present.

I use my knowledge of phonics and spelling patterns to de-code tricky words.

I correct myself when my reading doesn't make sense.

I use meaning (context) to make sense when I read.

I can talk about what I have read showing understanding.

I read aloud with expression paying attention to punctuation.

I can recognise pronouns and adverbs in a piece of text.

I can identify examples of similes, metaphors, onomatopoeia and alliteration.

I can recognise and understand the effects of bold and italic lettering.

I use appropriate reading strategies based on genre.

I correct myself when my reading doesn’t make sense.

I follow written directions. I use what I know about words are built

(prefix, suffix, root words, contractions and word families) to figure out hard words.

I use meaning (context) when I’m reading to learn new words and can employ word




attack strategies when I get stuck.Understanding, Analysing and Evaluating

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 can put the events in a text in the right order.

I can tell the most important event in a book or story.

I can answer simple comprehension questions on a story.

I know the differences between fiction and non-fiction.

I can say who the characters are, what happens to them and where the story takes place.

I can talk about the words the author has used.

I can retell the beginning, middle, and ending of a story and talk about the main ideas.

I can identify the main idea in a text. I can answer comprehension questions on

a story. I can formulate simple questions about a

text I can identify the difference between fact

and opinion. I can talk about the characters, events and

setting in a story making meaningful predictions in keeping with the story.

I can make connections between what has happened to characters and my own life.

I can compare characters within different stories.

I can relate events in texts to my own experiences and identify similarities and differences.

I can talk about the words and features the author has used.

I can retell the events from a story in chronological order.

I can identify the main idea in a text. I can “read between the lines” (hidden

meanings and inferences). I can answer and begin to ask

comprehension questions on a story. I can formulate questions about a text I can explain and give examples of what is

fact and what is opinion. I can compare different characters and

story events with those in other stories. I can make suggestions as to what a

character’s alternative choices could have been.

I can give my opinion on how successful the author has been in his/her choice of setting, characters and storyline.

I can explain what the author was trying to say through the story and relate it to my own experiences.

I can comment on the success of the author’s choice of words, phrases and sentence structure.

I can talk about how facts, characters, and events in books relate to my life.


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 read my own writing aloud. I can read to myself for a little while (5-10

minutes). I talk about what I'm reading with others.

I can discuss and justify my favourite reading materials with others and recommend books that I have enjoyed.

I can read by myself for 10-15 minutes. I can read aloud in a group situation with

confidence. I choose a suitable text to read on my

own. I learn information from reading and

demonstrate by discussing with others.

I choose and read lots of different materials books, poems, comics, magazines).

I finish the books I read. I can read by myself for 15-30 minutes. I can read aloud in a group situation with

confidence and use expression and fluency.

I can discuss my favourite reading materials.

I can make recommendations to friends based on their reading interests.





Steps to Success- Reading


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

I can expand my knowledge of different genres (e.g. realistic fiction, historical fiction, and fantasy).

I am beginning to use resources (e.g. encyclopedias, CD-ROMs, and nonfiction texts) to locate and sort information with help.

I can gather information by using the table of contents, captions, glossary, and index (text organisers) with help.

I can gather and use information from graphs, charts, tables, and maps with help.

I can begin to show my understanding of the difference between fact and opinion.

I can organize my ideas to help my understanding of new information, with help.

I can select, read, and finish a wide variety of genres with help.

I can use resources (e.g. encyclopedias, articles, Internet, and nonfiction texts) to locate information with help.

I can gather information using the table of contents, captions, glossary, and index (text organisers) independently.

I can show my understanding of the difference between fact and opinion with guided support.

I can organize my ideas to help my understanding of new information, with guidelines.

I can read and understand informational texts (e.g. want ads, brochures, schedules, catalogues, manuals) with help.

I can use resources (e.g., encyclopedias, articles, Internet, and nonfiction texts) to locate information independently.

I can gather and analyse information from graphs, charts, tables, and maps with guidance.

I can integrate information from multiple nonfiction sources to deepen understanding of a topic with help.

I can show my understanding of the difference between fact and opinion.

I can organize my ideas to help my understanding of new information, independently.

Tools for Reading

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

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

Before and as I read, I can identify that different strategies can

be used to help be better understand what I read with help.

I can begin to use the strategies and resources I know with help.

I can increase my vocabulary by using context cues, other reading strategies, and resources (e.g. dictionary and thesaurus) with help.

Through developing my knowledge of context clues, punctuation, grammar and layout,

I can read aloud with fluency, expression and confidence.

Before and as I read, I can identify that different strategies can

be used to help be better understand what I read.

I can use the strategies and resources I know to help develop my understanding of a text.

I can use resources (e.g. dictionary and thesaurus) to increase vocabulary in different subject areas with help.



Before and as I read, I can select and begin to use the

strategies and resources I find most useful before I read, and as I read, to monitor and check my understanding.

I can use resources (e.g. dictionary and thesaurus) to increase vocabulary independently.



Understanding, Analysing and

To show my understanding across different areas of

I can read medium level chapter books. I can discuss setting, plot, characters, and

I can read challenging children's literature.

I can read complex children's literature I can identify literary devices (e.g. similes,





Evaluating 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

point of view (literary elements) with help.

I can respond to issues and ideas in literature as well as facts or story events.

I can make connections to other authors, books, and perspectives.

I can participate in small group literature discussions with help.

I can use reasons and examples to support ideas and opinions with help.

I can discuss literature with reference to setting, plot, characters, and theme (literary elements), and author's craft with help.


I can generate thoughtful oral and written responses in small group literature discussions with help.

I can use new vocabulary in different subjects and in oral and written response to literature with help.

I am beginning to gain deeper meaning by "reading between the lines".

I can use reasons and examples to support ideas and opinions with developing independence.

metaphors, personification, and foreshadowing).


I can discuss literature with reference to theme, author's purpose, and style (literary elements), and author's craft.

I can generate in-depth responses in small group literature discussions with help.

I am beginning to generate in-depth written responses to literature.

I can use increasingly complex vocabulary in different subjects and in oral and written response to literature.

I can use reasons and examples to support ideas and conclusions.

I can probe for deeper meaning by "reading between the lines" in response to literature.


I regularly select and read, listen to or watch texts which I enjoy and find

I can choose reading materials at an appropriate level with help.

I choose and read lots of different

I am beginning to develop strategies and criteria for selecting texts that I enjoy with help.

I can use strategies and criteria for selecting texts that I enjoy.

I choose appropriate texts for a given




interesting, and I can explain why I prefer certain texts and authors.LIT 1-11a / LIT 2-11a

materials (books, poems, comics, magazines, and websites) with help.

I can read by myself for up to 30 minutes. I can discuss my favourite reading

materials and explain why I like them. I can make recommendations to friends

based on their reading interests. I can set targets and identify strategies to

improve reading with help.

I choose and read different texts (books, poems, comics, magazines, and websites).

I can read silently for extended periods (30-40 min.).

I can discuss my favourite reading materials and explain why I like them referring to genre and author with help.

purpose and can read them confidently. I can read silently for extended periods

(30-40 min.). I can discuss my favourite reading

materials with reference to genre, text type and author and explain why I like them.

Experiences and OutcomesSteps to Success- Reading


Using what I know about the features of different types of texts, I can find, select, sort, summarise, link and use information from different sources.LIT 3-14a / LIT 4-14a

I can make notes and organise them to develop my thinking, help retain and recall information,

Using what I know about the features of different types of texts,

I can find, select, sort, summarise, link and use information from different sources. I can make notes and

organise them to develop my thinking,





explore issues and create new texts, using my own words as appropriate.LIT 3-15a / LIT 4-15a

help retain and recall information, explore issues create new texts, using my own words as appropriate.

Tools for Reading

Through developing my knowledge of context clues, punctuation, grammar and layout, I canread unfamiliar texts with increasing fluency, understanding and expression.ENG 2-12a / ENG 3-12a / ENG 4-12a


I can read unfamiliar texts with increasing fluency, understanding and expression.

I can select and use the strategies and resources I find most useful before I read, and as I read, tomonitor and check myunderstanding.LIT 3-13a

Before and as I read, I can apply strategies and use resources independently tohelp me read a wide variety of texts and/or find the information I need.LIT 4-13a

Before and as I read, I can select and use the strategies and resources I find most

useful before I read, and as I read, to monitor and check my understanding.

Before and as I read, I can apply strategies and use resources independently to

help me read a wide variety of texts and/or find the information I need.

Understanding, Analysing and Evaluating

To show my understandingacross different areas of learning, I can:• identify and consider thepurpose, main concerns or concepts and use supporting detail• make inferences from key statements• identify and discusssimilarities anddifferences betweendifferent types of text.LIT 3-16a

To show my understanding, Ican comment, with evidence, on the

To show my understandingacross different areas of learning, I can:• clearly state the purpose,main concerns, concepts or arguments and usesupporting detail• make inferences from key statements and state these accurately in myown words• compare and contrast different types of text.LIT 4-16a

To show my understanding, I

To show my understanding across different areas of learning,

I can identify and consider the purpose, main concerns or concepts and use supporting detail

I can make inferences from key statements I can identify and discuss similarities and differences

between different types of text.

To show my understanding,

I can comment, with evidence, on the content and form of

To show my understanding across different areas of learning,

I can clearly state the purpose, main concerns, concepts or arguments and use supporting detail

I can make inferences from key statements and state these accurately in my own words

I can compare and contrast different types of text.

To show my understanding,

I can give detailed, evaluative comments, with evidence, on the




content and form ofshort and extended texts, and respond to literal, inferential and evaluative questions and other types ofclose reading tasks.ENG 3-17a

To help me develop an informed view, I am exploringthe techniques used to influence my opinion. I canrecognise persuasion and assess the reliability ofinformation and credibility and value of my sources.LIT 3-18a

I can:• discuss and evaluate the structure,characterisation and/or setting using some supporting evidence• identify the main theme of the text and recognisethe relevance this has to my own and others’ experiences• identify and comment on aspects of the writer’sstyle and other features appropriate to genre using some relevant evidence.ENG 3-19a

can give detailed, evaluative comments, with evidence, onthe content and form of short and extended texts, and respond to different kinds ofquestions and other types of close reading tasks.ENG 4-17a

To help me develop an informed view, I can recognise persuasion andbias, identify some of the techniques used to influence my opinion, and assess the reliability of information andcredibility and value of my sources.LIT 4-18a

I can:• discuss and evaluate the effectiveness ofstructure,characterisation and/or setting using some supporting evidence• identify how the writer’s main theme or centralconcerns are revealedand can recognise how they relate to my own and others’ experiences• identify and make apersonal evaluation of

short and extended texts. I can respond to literal, inferential and evaluative

questions and other types of close reading tasks.


I can explore the techniques used to influence my opinion. I can recognise persuasion. I can assess the reliability of information and credibility

and value of my sources.

I can discuss and evaluate structure, characterisation and/or setting using some supporting evidence.

I can identify the main theme of the text and recognise the relevance this has to my own and others’ experiences.

I can identify and comment on aspects of the writer’s style and other features appropriate to genre using some relevant evidence.

content and form of short and extended texts. I can respond to different kinds of questions and other types of

close reading tasks.


I can recognise persuasion and bias. I can identify some of the techniques used to influence my

opinion. I can assess the reliability of information and credibility and

value of my sources.

I can discuss and evaluate the effectiveness of structure, characterisation and/or setting using some supporting evidence.

I can identify how the writer’s main theme or central concerns are revealed and recognise how these relate to my own and others’ experiences.

I can identify and make a personal evaluation of the effect of aspects of the writer’s style and other features appropriate to genre using some relevant evidence and terminology.




the effect of aspects of the writer’s style and other featuresappropriate to genreusing some relevantevidence andterminology.ENG 4-19a


I regularly select and read, listen to or watch texts forenjoyment and interest, and Ican express how well they meet my needs and expectations and give reasons, with evidence, formy personal response.I can identify sources to develop the range of my reading.LIT 3-11a

I regularly select and read, listen to or watch texts forenjoyment and interest, and Ican express how well they meet my needs and expectations and give reasons, with evidence, formy personal response.I can independently identify sources to develop the rangeof my reading.LIT 4-11a

I can regularly select and read, listen to or watch texts for enjoyment and interest.

I can express how well they meet my needs and expectations and give reasons, with evidence, for my personal response.

I can identify sources to develop the range of my reading.

I can regularly select and read, listen to or watch texts for enjoyment and interest.

I can express how well they meet my needs and expectations and give reasons, with evidence, for my personal response.

I can independently identify sources to develop the range of my reading.

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

EARLY FIRST SECOND THIRD - FOURTH

At the start of this phase, learners recognise that print conveys meaning. Initially, they make marks and letter-like symbols, which they can talk about. As they develop, they use their knowledge of the correspondence between sounds and symbols and the vocabulary they recognise by sight to write words and simple sentences.

Through play and more structured activities they convey experiences and information, express thoughts and feelings and communicate

Learners write for a variety of purposes, including for their own pleasure. They write within different contexts and for different audiences, creating short and extended texts across an increasing range of genres. They convey information, express thoughts, feelings and opinions and communicate imaginatively, through real and relevant contexts.

Learners plan, revise and edit their writing with support and use a range of strategies to formulate and organise

Learners can sustain their writing across an increasing range of genres and contexts, and are developing some insights into the kinds of writing which they prefer. They explore increasingly complex issues, reflect on their own and others’ experiences, ideas and viewpoints and provide relevant supporting detail. They are able to demonstrate the need to acknowledge their sources.

As they progress, they plan, revise and edit their writing with increasing

Learners sustain writing in more complex contexts with increasing confidence. They make more independent choices when creating texts and use sources judiciously to support this process.

They further develop their strategies for revision and editing to deliver accuracy and clarity in expression, layout, sentence and text structure, making decisions about varying these to create effects, as their purpose and audience require.




imaginatively through role-play and real contexts.

They are beginning to realise that they can write for a variety of purposes, and that their writing can be kept and read by other people.

ideas. They are beginning to understand that there is a relationship between thinking and writing.

As learners progress they are beginning to use a variety of sentence structures and punctuation to organise their thinking and make meaning clear. They use strategies to spell familiar and unfamiliar words.

They are becoming increasingly aware of the main features of fiction and non-fiction. With support, they are able to identify and apply appropriate conventions to their own writing, taking context, audience and purpose into account.

independence. They select appropriate strategies to formulate and organise ideas, within a sustained line of thought. Increasingly, across the range of their learning, they create more extended texts, which they are able to discuss with others. They use writing to help clarify their thoughts.

Learners use punctuation, spelling and a variety of sentence structures, with increasing confidence and accuracy, to organise writing, clarify meaning and engage the reader.

Learners recognise which kinds of writing are appropriate for different purposes. They are familiar with the features of fiction and non-fiction genres. Increasingly, they combine conventions from different genres to suit the context, audience and purpose of their writing.

Learners broaden the range and complexity of the texts they write across the range of their learning. They become adept at explaining and evaluating concepts and lines of thought; they grow in confidence in communicating and substantiating their thinking about these, using and acknowledging sources appropriately. They comfortably express and develop their own ideas.

Learners’ writing becomes more convincing as they explore and experiment with genre conventions, tone and mood. When they are creating fiction, they develop character, dialogue and setting with increasing skill. As they develop their vocabulary and confidence in employing figurative devices, they more readily engage readers.

Original sourced from: http://www.educationscotland.gov.uk/Images/writing_tcm4-530659.pdf

Experiences and OutcomesSteps to Success- Writing

Organising and using Information

Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message. LIT 0-26a

I draw pictures to tell my stories. I am beginning to label and add “words” to my pictures. I can write my first name. I know people write for different reasons.

I can use pictures and print to convey meaning. I can write about personal experiences. I can write about imaginary situations. I am beginning to write for different purposes.

Creating texts 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

I can identify and draw/represent events/characters from stories/ texts.

I can write words to describe or support pictures of events/characters in stories/ texts.



Early Level Progression


http://www.educationscotland.gov.uk/Images/writing_tcm4-530659.pdf

Tools for writing

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.LIT 0-13a/ LIT 0-21a/ ENG 0-12a

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

I can make marks other than drawing on paper. I can write random recognisable letters to represent

words. I know that letters are used to make words and stories. I use a range of materials to make marks. I can begin to recognise symbols in the environment and

try to copy them. I can talk about my own pictures and writing.

I can copy signs, labels, names, and words (environmental print).

I can show my understanding of letter/sound relationship. I can print with upper and/or lower case letters. I can match letters to sounds. I can use beginning consonants to make words. I can use beginning and ending consonants to make words. I can write about my drawings. I can sit my writing on the correct place on the line. I know writing goes from top to bottom and from left to right

on a page. I can use finger spaces between words. I can play with sounds and use these to write words. I can access the writing area and use a range of materials. I can record experiences in different written forms. I can copy environmental print and recognise its purpose.

Enjoyment and choice

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

I can identify and copy some letter sounds and I am beginning to form some letters.

I can explore different letters, sounds and rhymes. I can share my writing with others.

I see myself as a writer. I can write new things and spell words on my own. I take risks with writing. I can build and use a word bank. I can share my ideas with others.


Steps to Success- Writing

Organising and using information

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, I can

I can write in sentences about a topic. I can write down my ideas in a logical order. I can evaluate my own writing. I can use labels and words to organise my

thinking.

I can write true things about a topic (non-fiction) with help.

I can begin to make notes about a topic. I can organise my relevant information into

a logical sequence and structure. I can use some detail in my writing. I can evaluate my own and other people’s

writing.

I can organise my ideas to make sense in fiction and non-fiction writing with help.

I can use information I have found and organise it under headings and in my own words.

I can use effective words I know of in my writing (phrases from books read, wow words, well known phrases and colloquialisms).

I can add description and detail to my writing.



First Level Progression


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 listen to other people’s ideas and give them suggestions about their writing.

I can occasionally publish my own writing.

Tools for Writing

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 write from top to bottom and from left to right.

I can use spaces between my words. I sound out words when I spell. I use beginning, middle and ending sounds

to write words. I can spell P2 common words I know that different types of writing are

set out differently (letter, poster, poem etc.).

I can write simple sentences using capital letters and full stops.

I can use joining words to make my sentences longer.

I can form my letters correctly. My writing is easy for others to read. I can add relevant pictures and simple

diagrams to my writing. With support I can check over my writing to

make sure that it makes sense. I can revise and edit my work with help.

I use what I know about how words are built and I am beginning to spell words independently.

I can spell the P3 common word. I can create a piece of writing showing an

awareness of purpose and audience with some support.

I use capitals and full stops correctly I use spaces between words. I use joining words to make longer

sentences. I can use question marks and exclamation

marks correctly in my writing. I can use commas in a list. I can use speech marks to show when

someone is talking. I can recognise and use pronouns in my

writing. I use nouns, verbs, adjectives and adverbs

in my writing. I check my work to makes sure it makes

sense. I can draw pictures and diagrams to go with

my writing. I make sure my handwriting is neat. I can revise and edit my work with

increasing independence.

I can use commonly known homophones correctly in my writing e.g. there, their, they’re, two, to, too, of, off, your, you’re, no, know and knew, new etc.

I can spell P4 common words correctly.. I can use different planning formats for

different genres (fiction, non-fiction text). I can organise my writing into simple

paragraphs. I can use a plot with a twist in my writing

(fiction). I can write different types of endings

(simple cliffhanger, conclusion, etc.). I can develop an interesting character in my

writing. I can develop different kinds of setting

depending on the genre. I check my work to make sure it makes

sense and make improvements. I can draw labeled diagrams to support my

writing. I can write for an audience, ensuring it is

legible to everyone. I can review my writing and edit my

spelling, punctuation and grammar (omitted words, making sense etc.).

I can revise my writing and improve the quality (ideas, word choice, organization, voice, sentence fluency, conventions and presentation.).

Creating Texts

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 write names and favourite words independently.

I can think of ideas to write about using prompts/stimulus.

I can use descriptive langauge to make my writing more interesting.

I can write about a topic at length. I can plan a simple storyline (plot). I write about what I see and true things

about my life. I can use ideas from other writers to write

my own piece.

I can create a piece of writing connected with a class topic.

I can discuss the different genres of fiction texts and use their features in my writing (adventure, horror, romance, children’s stories, folk tales etc.).




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

I can write a simple character description. I can write a simple story setting. I can develop the use of ideas, word choice,

organisation, voice, sentence structure, conventions and presentation.

I can share my feelings in my writing. I can create a character and put them into a

story. I can create a story setting that becomes

part of a bigger story. I can develop the use of ideas, word choice,

organisation, voice, sentence structure, conventions and presentation.

I can discuss the different genres of non-fiction texts and use their features in my writing (diaries, recounts, persuasive, argumentative, informative etc.).

I can share my experiences and how they made me feel through my writing.

I can create a piece of writing with dialogue.

I can use adverbs and pronouns correctly in my writing.

I can write short non-fiction texts (facts about a topic, letters, lists etc.).

I can use a simple dictionary or thesaurus to help me in my writing.

I can develop the use of ideas, word choice, organisation, voice, sentence structure, conventions and presentation.


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 write about a subject of my choice. I see myself as a writer. I take risks with writing. I can share my ideas with others.

I pick ideas to write about by myself. I see myself as a writer. I take risks with writing. I can share my ideas with others.

I can make decisions about my writing and am able to offer simple explanation and justification for these.

I see myself as a writer. I take risks with writing. I can share my ideas with others.


Steps to Success- Writing


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

I can organise my writing with a clear beginning, middle, and end with help.

I can use paragraphs to organise ideas with help.

I can vary the structure of my writing with help.

I can organise my ideas using notes. I can acknowledge my sources with help. I can create new texts in my own words.

I can organise my writing with a clear beginning, middle, and end with increasing independence.

I am beginning to integrate information on a topic from a variety of sources with help

I can experiment with sentence length and fluency.

I am developing my use of paragraphs, to include reasons and examples, with help.

I can vary the structure of my writing

I can write organised and fluent texts, and begin to use simple bibliographies.

I am beginning to integrate information on a topic from a variety of sources independently.

I can vary sentence length and fluency. I can write cohesive paragraphs,

including reasons and examples. I can vary the structure of my writing. I can organise my ideas using notes. I can acknowledge my sources.





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

with increasing independence. I can organise my ideas using notes. I can acknowledge my sources with

increasing independence. I can create new texts in my own words.

I can create new texts in my own words.

Creating texts

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

I can write persuasively about ideas, feelings, and opinions.

I can write about feelings and opinions. I can create characters in stories with

help. I can write using carefully chosen

language with help. I can use strong verbs, interesting

language, and dialogue to increase descriptive detail.

I can use dialogue with help. I see myself as a writer. I take risks with writing. I can share my ideas with others.


I can develop stories with plots that include problems and solutions with help.

I can create characters, using description and dialogue.

I can write poetry using carefully chosen language

I can vary leads and endings with help. I can use descriptive language to paint a

picture of plot, setting, character etc. I can use a range of strategies for

planning writing. I see myself as a writer. I take risks with writing. I can share my ideas with others.


I can create plots with problems and solutions.

I can develop the main characters and describe detailed settings.

I can vary sentence structure, leads, and endings.

I can use descriptive language independently.

I can use voice to evoke an emotional response from readers.





Tools for writing

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 revise to enhance ideas by adding description and detail with help.

I can use resources (e.g. thesaurus and word lists) to make writing more effective with help.

I can edit for punctuation, spelling, and grammar with help.

I can publish writing in polished format with help.

I am beginning to use visual strategies, spelling rules and knowledge of word parts to spell correctly.

I can use apostrophes, commas, and speech marks correctly with help.

I can revise for clarity with help.

I can adapt writing for purpose and audience with help.

I can edit for punctuation, spelling, and grammar with greater precision.

I am beginning to use tools (e.g. dictionaries, word lists, and spell checkers) to edit independently.

I am beginning to experiment with more complex punctuation (e.g. colons, quotation marks and semi-colons) with help.

I am beginning to use basic punctuation marks appropriately and consistently.

I can revise for specific writing traits (e.g. ideas, word choice, organisation, voice, sentence structure, conventions and presentation) with help.

I can use tools (e.g., dictionaries, word lists, spell checkers) to edit independently.

I can select and publish writing in polished format independently.

I am beginning to use complex punctuation (e.g. colons, semicolons, quotation marks) more consistently.

I am beginning to revise for specific writing traits (e.g. ideas, word choice, organisation, voice, sentence structure, conventions and presentation) independently.


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 seek feedback on my writing. I can use criteria for effective writing to

set own writing targets with help. I see myself as a writer. I take risks with writing. I can share my ideas with others.

I can develop criteria for effective writing in different genres with help.

I can incorporate suggestions from others about own writing with help.


I can set targets and identify strategies to improve writing in different genres.





Experiences and OutcomesSteps to Success- Writing


I can use notes and othertypes of writing to generate and develop ideas, retain and recall information,explore problems, make decisions, generate anddevelop ideas or create original text.I recognise when it isappropriate to quote fromsources and when I should put points into my own words. I can acknowledgemy sources appropriately.LIT 3-25a

I can use notes and othertypes of writing to generate and develop ideas, retain and recall information,explore problems, make decisions, or create originaltext. I can make appropriate andresponsible use of sources and acknowledge theseappropriately.LIT 4-25a

I can use notes and other types of writing to generate and develop ideas retain and recall information explore problems make decisions generate and develop ideas or create original texts.

I can recognise when it is appropriate to quote from sources and when I should put points into my own words.

I can acknowledge my sources appropriately.

I can use more complex notes and other types of writing to generate and develop ideas retain and recall information explore problems, make decisions create original texts.

I can make appropriate and responsible use of sources. I can acknowledge my sources appropriately.

By considering the type of text I am creating, I can independently select ideas and relevant information fordifferent purposes, and organise essential information orideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience.LIT 3-26a / LIT 4-26

By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes. I can organise essential information or ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience.





Creating texts I can engage and/or influence readers through my use of language, style and tone as appropriate to genre.ENG 3-27a / ENG 4-27a

I can engage and/or influence readers through my use of language, style and tone as appropriate to genre.

I can convey information, describe events, explain processes or concepts, and combine ideas in different ways.

I can persuade, argue, evaluate, explore issues or express an opinion using a clear line of thought, relevant supporting detail and/or evidence.

I can recreate a convincing impression of a personal experience for my reader, sharing my feelings and reactions to the changing circumstances with some attempt at reflection.

Having explored the elements which writers use, I can create texts in different genres by:

integrating the conventions of my chosen genre successfully and/or

using convincing and appropriate structures and/or creating interesting and convincing characters and/or building convincing settings which come to life.

At a more complex level I can engage and/or influence readers through my use of

language, style and tone as appropriate to genre.

I can convey information and describe events, explain processes or concepts, providing substantiating evidence, and synthesise ideas or opinions in different ways.

I can persuade, argue, evaluate, explore issues or express and justify opinions within a convincing line of thought, using relevant supporting detail and/or evidence.

I can create a convincing impression of my personal experience and reflect on my response to the changing circumstances to engage my reader.

Having explored and experimented with the narrative structures which writers use to create texts in different genres, I can use the conventions of my chosen genre successfully to:

create an appropriate mood or atmosphere and/or create convincing relationships, actions and dialogue for

my characters.

I can convey information,describe events, explain processes or concepts, andcombine ideas in different ways.LIT 3-28a

I can persuade, argue, evaluate, explore issues orexpress an opinion using aclear line of thought, relevantsupporting detail and/or evidence.LIT 3-29a

I can recreate a convincingimpression of a personal experience for my reader,sharing my feelings andreactions to the changingcircumstances with someattempt at reflection.ENG 3-30a

Having explored the elements which writers use, I can create texts

I can convey information anddescribe events, explain processes or concepts,providing substantiatingevidence, and synthesise ideas or opinions in differentways.LIT 4-28a

I can persuade, argue, evaluate, explore issues orexpress and justify opinionswithin a convincing line ofthought, using relevantsupporting detail and/or evidence.LIT 4-29a

I can create a convincingimpression of my personalexperience and reflect on myresponse to the changingcircumstances to engage myreader.ENG 4-30a




in differentgenres by:• integrating theconventions of my chosen genresuccessfully and/or• using convincing andappropriate structuresand/or• creating interesting andconvincing charactersand/or• building convincingsettings which come tolife.ENG 3-31a

Having explored and experimented with thenarrative structures whichwriters use to create texts indifferent genres, I can:• use the conventions ofmy chosen genresuccessfully and/or• create an appropriatemood or atmosphereand/or• create convincingrelationships, actionsand dialogue for my characters.ENG 4-31a

Tools for writing

As appropriate to my purpose and type of text, I can punctuate and structure different types of sentences withsufficient accuracy, and arrange these to make meaning clear, showing straightforward relationships betweenparagraphs.LIT 3-22a / LIT 4-22a

As appropriate to my purpose and type of text,

I can punctuate and structure different types of sentences with sufficient accuracy, and arrange these to make meaning clear, showing straightforward relationships between paragraphs.

I can use a range of strategies and resources and spell most of the words I need to use, including specialist vocabulary, and ensure that my spelling is accurate.

As appropriate to my purpose and type of text, at a more complex level:

I can punctuate and structure different types of sentences with sufficient accuracy, and arrange these to make meaning clear, showing straightforward relationships between paragraphs.

I can use a range of strategies and resources independently and ensure that my spelling, including specialist vocabulary, is accurate.

I can use a range of strategies and resources andspell most of the words I need to use, includingspecialist vocabulary, andensure that my spelling is

I can use a range of strategies and resourcesindependently and ensurethat my spelling, includingspecialist vocabulary, is accurate.




accurate.LIT 3-21a

Throughout the writing process, I can review andedit my writing to ensure thatit meets its purpose andcommunicates meaning atfirst reading.LIT 3-23a

I can consider the impact thatlayout and presentation willhave on my reader, selectingand using a variety offeatures appropriate topurpose and audience.LIT 3-24a

LIT 4-21a

Throughout the writing process, I can review andedit my writing independentlyto ensure that it meets itspurpose and communicatesmeaning clearly at firstreading.LIT 4-23a

I can justify my choice and use of layout andpresentation in terms of theintended impact on my reader.LIT 4-24a

Throughout the writing process,

I can review and edit my writing to ensure that it meets its purpose and communicates meaning at first reading.

I can consider the impact that layout and presentation will have on my reader, selecting and using a variety of features appropriate to purpose and audience.

Throughout the writing process, at a more complex level:

I can review and edit my writing independently to ensure that it meets its purpose and communicates meaning clearly at first reading.

I can justify my choice and use of layout and presentation in terms of the intended impact on my reader.


I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and resources to suit the needs of my audience.LIT 3-20a / LIT 4-20a

I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and resources to suit the needs of my audience.




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