Learners begin to ask Understanding, By Term 3 in P1 the children Model questioning I can make meaningful techniques and begin to predictions with help. should be introduced to the relevant questions analysing and consider question starters I can recognise basics of Reciprocal about texts to help their evaluating Look at front and back beginning/middle/end Reading. This can be understanding and To help me understand covers, discuss possible of a story. introduced during reading in stories and other texts, I ask contents of the book/text, I can participate in make links with previous ability groups, where the think about question that questions and link what I am reading of familiar learning. children are invited to choose they might like to be texts. learning with what I already a question from a range answered about the I can discuss my know. supplied by the teacher, e.g. story/poem/text favourite part of a text. LIT 0-07a / LIT 0-16a / Cò am prìomh charactar? Compare similar I can tell the main idea, GAI 0-17a Càite bheil an stoiridh stories/genres a’ characters and setting . Listen to stories and texts tachairt? Dè tha dol a with support. being read aloud to model thachair a-nis? I can ask a question techniques about the text. This will give the children the Listen to audio books – I can sometimes read skills to analyse the texts following pictures or text my own writing. they read without having to (where appropriate) whilst I know what the author adopt each of the 5 listening An Gruffalo, Tè – and illustrator do. Reciprocal Reading roles. bheag a’ Ghruffalo, BBC I can make connections iplayer resources. to my prior learning. Use question and answer Learners share thoughts Understanding, sessions/mind-mapping to on events and analysing and elicit thoughts characters within simple evaluating Develop art and craft activities e.g. finger paint, texts and play. When a I enjoy exploring events and sand writing, shaving foam characters in stories and learner uses English, to develop fine motor skills other texts, sharing my the teacher repeats and recognize formation. thoughts in different ways. what is said in Gaelic. Look at the same story from LIT 0-19a different authors/genres; e.g. Cinderella, RME stories, oral retelling if appropriate Make books about personal preferences e.g. My Favourite Stories
Learners begin to ask relevant questions about texts to help their understanding and make links with previous learning. . Learners share thoughts on events and characters within simple texts and play. When a learner uses English, the teacher repeats what is said in Gaelic. 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 / GAI 0-17a Understanding, analysing and evaluating I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT 0-19a Model questioning techniques and begin to consider question starters Look at front and back covers, discuss possible contents of the book/text, think about question that they might like to be answered about the story/poem/text Compare similar stories/genres Listen to stories and texts being read aloud to model techniques Listen to audio books – following pictures or text (where appropriate) whilst listening – An Gruffalo, Tè bheag a’ Ghruffalo, BBC iplayer resources. Use question and answer sessions/mind-mapping to elicit thoughts Develop art and craft activities e.g. finger paint, sand writing, shaving foam to develop fine motor skills and recognize formation. Look at the same story from different authors/genres; e.g. Cinderella, RME stories, oral retelling if appropriate Make books about personal preferences e.g. My Favourite Stories By Term 3 in P1 the children should be introduced to the basics of Reciprocal Reading. This can be introduced during reading in ability groups, where the children are invited to choose a question from a range supplied by the teacher, e.g. Cò am prìomh charactar? Càite bheil an stoiridh a’ tachairt? Dè tha dol a thachair a-nis? This will give the children the skills to analyse the texts they read without having to adopt each of the 5 Reciprocal Reading roles. 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 can make connections to my prior learning.
Progression-Pathway-P1-Reading.docx