Levels 1 and 2
Achievement Objectives
Written language: Reading
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Students should: |
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| Level 1 |
select
and read for enjoyment and information a range of written texts, beginning
to use semantic, syntactic, visual, and grapho-phonic cues to gain meaning |
Personal Reading |
| Level 2 |
select
and read for enjoyment and information a range of written texts, making
confident use of semantic, syntactic, visual, and grapho-phonic cues and
the conventions of print, and predicting and self-correcting while clarifying
ideas |
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| Level 1 |
respond
to language and meanings in texts |
Close Reading |
| Level 2 |
respond
to language, meanings, and ideas in different texts, relating them to
personal experiences |
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In achieving
the objectives of understanding and using written language, students should: |
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| Levels 1 and 2 |
explore
choices made by writers, and identify and use the common conventions of
writing and organisation of text which affect understanding |
Exploring Language |
| Levels 1 and 2 |
identify
and express meanings in written texts, drawing on personal background,
knowledge, and experience |
Thinking Critically |
| Levels 1 and 2 |
identify,
retrieve, record, and present coherent information, using more than one
source and type of technology, and describing the process used |
Processing Information |
Teaching, Learning, and Assessment Examples
Example 1
Achievement Objectives
Close reading: exploring language; thinking critically
Teaching and Learning
Context: developing understanding of a new genre
- The teacher draws on students' prior knowledge and experiences as an introduction
to the text.
- The teacher draws attention to significant visual cues, and draws on other
material to help students' understanding.
- While discussing and reading the text, students are encouraged to sample
and predict, make approximations, and use cue sources to cross-check and confirm
their understanding.
- Students discuss selected parts of the text which they found interesting,
identifying words which have a particular impact.
- Students are encouraged to notice and talk about the conventions of writing
which affect meaning, for example, text layout, the use of bold type, and
punctuation, such as full stops, exclamation marks, and question marks.
- The class explores ways in which students could respond to the text and
clarify understanding by, for example, rereading, painting, improvising a
short drama, or retelling and changing parts of the text to reflect the experiences
of children in the class.
Assessment
- The teacher takes running records and analyses them to assess the students'
use of appropriate reading strategies.
- The teacher observes individual students during the reading and discussion
in terms of exploration of language and critical thinking, and notes comments
in individual records.
Links With Other Strands
Speaking, Listening
Related examples in other strands at the same level: Listening, Example 1; Presenting,
Example 2.
Example 2
Achievement Objectives
Personal reading; close reading: exploring language; thinking critically
Teaching and Learning
Context: a personal reading programme
- Each student and the teacher selects an extract from a fictional text which
they particularly enjoyed.
- The teacher shares his or her selection on the overhead projector and models
a close reading of the text.
- In pairs, students share their selections and work together on a close reading,
using the approach modelled by the teacher, to identify ideas and features
of language which make their selections interesting, help understanding, and
guide readers to respond to the text in particular ways.
- Students move into combined groups, and survey each member's responses to
the text.
Assessment
- Students record their choices in reading logs.
- The teacher observes students' contributions to the discussion, and their
work in pairs and groups, in terms of their exploration of language and ideas.
- Students share what they have learned from each other, including ideas about
books to read.
Links With Other Strands
Listening, Speaking, Viewing
Example 3
Achievement Objectives
Close reading: exploring language; processing information
Teaching and Learning
Context: making a class news-sheet
- Students and the teacher look at and discuss the conventions and organisation
of the front page of a newspaper, such as the masthead, headlines, subheadings,
and the relationships between text and photographs.
- Students identify different text types and other front-page information.
- Students are given a brief news item of local interest, without a headline,
with an accompanying photograph.
- Students create their own caption and headline for the photograph and story,
and set it out in a front-page format.
Assessment
- Students share their ideas and discuss the effects and effectiveness of
the captions and headlines.
Extension Option
- Students could select a photograph from a picture pack or newspaper, and
write their own story, providing a headline and caption.
Links With Other Strands
Writing, Speaking, Presenting
Example 4
Achievement Objectives
Close reading: exploring language; processing information
Teaching and Learning
Context: studying the structure of non-fiction texts for a cross-curriculum
topic in, for example, science
- The teacher introduces the topic with a stimulus to explore students' prior
knowledge.
- In groups, students devise a focus question for the topic.
- The teacher shares a selected non-fiction text, to demonstrate the ways
its structure assists the reader to gain information, using and discussing
such features as the title, table of contents, headings and subheadings, pictures
and their captions, diagrams, index, and glossary.
- Students work in groups and use guided or independent reading to find and
record the information they require to answer their questions, using relevant
texts.
Assessment
- Students share their findings with interest groups. The teacher notes students'
ability to describe the processes they used to gain the information.
Links With Other Strands
Speaking, Listening, Presenting
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