LIT 2-10a / LIT 3-10a LIT 4-10a Significant Aspects of Learning - Literacy and English: Development and progression in reading EARLY FIRST SECOND - FOURTH Learners share their feelings and Learners comment briefly on Learners regularly explain the Learners read a wide of ideas about texts which they texts which they enjoy and give choices they have made about increasingly complex texts with enjoy. By interacting with text in reasons for their personal their personal reading and are fluency and understanding. They their environment, learners preferences. They are beginning able to give clear reasons for understand why they prefer recognise that print conveys to use a range of reading their preferences. They read particular texts and are able to meaning. Through engagement strategies to improve accuracy unfamiliar texts with increasing explain their preferences to with a variety of texts and and make meaning. fluency and understanding by others, illustrating these by exploring how the written word is integrating their knowledge of specific references to the texts. They read an increasing number organised and presented, they context, structure, vocabulary, of words accurately and develop their understanding of punctuation and grammar. Having consolidated their automatically and are developing concepts about print. knowledge of structure, a range of strategies to decode As they move from learning how vocabulary, punctuation and Learners are developing the unfamiliar, phonetically complex to read to using reading to help grammar, they independently ability to words. them learn, they become employ a range of strategies to
LIT 2-10a / LIT 3-10a LIT 4-10a Significant Aspects of Learning - Literacy and English: Development and progression in reading EARLY FIRST SECOND - FOURTH Learners 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 to 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. 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 Learners read a wide 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
steps-to-success-highland-literacy-progressioncompletedraft.docx