Exploring Spoken Texts

Create a lesson plan for literacy second level for a primary 5 scottish curriculum for execllence Second Level Literacy and English Listening and Talking Curriculum Organisers Experiences and Outcomes for planning learning, teaching and assessment Benchmarks to support teachers’ professional judgement Enjoyment and choice

• within a motivating and challenging environment developing an awareness of the relevance of texts in my life 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 • Selects spoken texts regularly for enjoyment or to find information for a specific purpose. Explains preferences. Tools for listening and talking
• to help me when interacting or presenting within and beyond my place of learning 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 recognise different features of my own and others’ spoken language. ENG 2-03a • Contributes a number of relevant ideas, information and opinions when engaging with others. • Shows respect for the views of others and offers own viewpoint. • Builds on the contributions of others, for example, by asking or answering questions, clarifying points or supporting others’ opinions or ideas. • Applies verbal and non-verbal techniques in oral presentations and interactions, for example, vocabulary, eye contact, body language, emphasis, pace and/or tone. • Recognises some techniques used to engage or influence the listener, for example, vocabulary, emphasis, tone and/or rhetorical questions. Listeni ng and Finding and using information
• when listening to, watching and talking As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained • Identifies the purpose of spoken texts with suitable explanation. • Identifies the main ideas of spoken texts, with supporting detail, and uses the information gathered for a specific purpose. 6 about texts with increasingly complex ideas, structures and specialist vocabulary 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 use suitable vocabulary for my audience. LIT 2-06a • Makes relevant notes using own words, for the most part, and uses these to create new texts for a range of purposes. Understanding, analysing and evaluating
• investigating and/or appreciating texts with increasingly complex ideas, structures and specialist vocabulary for different purposes 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 • Asks and responds to a range of questions, including literal, inferential and evaluative questions, to demonstrate understanding of spoken texts. • Identifies the difference between fact and opinion with suitable explanation. Creating texts
• applying the elements others use to create When listening and talking with others for different purposes, I can: • Communicates clearly, audibly and with expression in different contexts. • Plans and delivers an organised presentation/talk with relevant 7 different types of short and extended texts with increasingly complex ideas, structures and vocabulary Tools for reading
• to help me use texts with increasingly complex or unfamiliar ideas, structures and vocabulary within and beyond my place of learning • 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 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 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 • content and appropriate structure. • Uses suitable vocabulary for purpose and audience. • Selects and uses resources to support communication. • Selects texts regularly for enjoyment or to find information for a specific purpose. • Explains preferences for particular texts, authors or sources with supporting detail. • Reads with fluency, understanding and expression using appropriate pace and tone. • Uses knowledge of context clues, punctuation, grammar and layout to read unfamiliar texts with understanding. Applies a range of reading skills and strategies to read and understand texts, for example, skimming, scanning, predicting, clarifying and/or summarising 8 Reading Enjoyment and choice
• within a motivating and challenging environment developing an awareness of the relevance of texts in my life Tools for reading
• to help me use texts with increasingly complex or unfamiliar ideas, structures and vocabulary within and beyond my place of learning 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 Finding and using information
• when reading and using fiction and non-fiction texts with increasingly complex ideas, structures and specialist vocabulary 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 • Skims texts to identify purpose and main ideas. • Scans texts to find key information. • Finds, selects and sorts relevant information from a range of sources. • Makes and organises notes using own words, for the most part. • Uses notes to create new texts that show understanding of the topic or issue. 9 Understanding, analysing and evaluating investigating and/or appreciating fiction and non-fiction texts with increasingly complex ideas, structures and specialist vocabulary for different purposes To show my understanding across different areas of 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 • Identifies the purpose of a text with suitable explanation. • Identifies the main ideas of a text with appropriate detail. • Makes relevant comments about features of language, for example, vocabulary, sentence structure and punctuation. • Responds to a range of questions, including literal, inferential and evaluative questions, to demonstrate understanding of texts. • Creates different types of questions to show understanding of texts. • Distinguishes between fact and opinion with appropriate explanation. • Recognises techniques used to influence the reader, for example, word choice, emotive language, rhetorical questions and/or repetition. • Identifies which sources are most useful/reliable. • Makes relevant comments about structure, characterisation and/or setting with reference to the text. • Relates the writer’s theme to own and/or others’ experiences. • Makes relevant comments about aspects of the writer’s style, use of language and other features appropriate to genre, with reference to the text. 10 Enjoyment and choice
• within a motivating and challenging environment developing an awareness of the relevance of texts in my life Tools for writing
• using knowledge of technical aspects to help my writing communicate effectively within and beyond my place of learning 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 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 can consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader. LIT 2-24a • Creates texts regularly for a range of purposes and audiences selecting appropriate genre, form, structure and style. • Applies knowledge of spelling patterns, rules and strategies to spell most words correctly. • Uses a range of punctuation, for example, capital letters, full stops, commas, inverted commas (speech marks), exclamation marks, question marks and/or apostrophes. Punctuation is mainly accurate. • Writes most sentences in a grammatically accurate way. • Uses sentences of different lengths and types and varies sentence openings. • Links sentences using a range of conjunctions. • Uses paragraphs to separate thoughts and ideas. • Writes in a fluent and legible way. • Reviews and corrects writing to ensure it makes sense, is technically accurate and meets its purpose. Makes appropriate choices about layout and presentation, including in digital texts, to engage the reader, for example, headings, bullet points, fonts, graphics and/or captions. 11 Organising and using information
• considering texts to help create short and extended texts for different purposes Creating texts
• considering texts to help create short and extended texts for different purposes 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 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 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 • Uses notes and/or other sources to develop thinking and create new texts. • Acknowledges sources making clear where the information came from. • Organises information in a logical way. • Selects relevant ideas and information. Uses appropriate vocabulary, including subject-specific vocabulary, to suit purpose and audience. • Creates a range of short and extended texts regularly for different purposes. • Attempts to engage and/or influence the reader through vocabulary and/or use of language as appropriate to genre. When writing to convey information, describe events, explain processes or combine ideas in different ways: • Uses appropriate style and format to convey information applying key features of the chosen genre. • Includes relevant ideas, knowledge and information. • Organises and presents information in a logical way. • Uses tone and vocabulary appropriate to purpose 12 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 When writing to persuade, evaluate, explore issues or express an opinion • Presents relevant ideas and information, including supporting detail, to convey view point. • Organises ideas in a logical way. • Includes an introduction that makes the topic clear and a conclusion that rounds off the writing. • Attempts to use language to influence or persuade the reader, for example, word choice, punctuation, repetition, rhetorical questions and/or emotive language. When writing to describe and share experiences: • Describes personal experiences, making context and events clear. • Describes thoughts and feelings about the experience. • Attempts to engage and/or influence the reader through vocabulary and/or use of language. When writing imaginatively and creatively: • Applies a few features of the chosen genre. • Creates interesting characters through, for example, their feelings and actions, physical description and/or dialogue. • Creates setting/context with some descriptive detail. • Attempts to use figurative language (imagery) to engage the reader, for example, simile, metaphor, alliteration and onomatopoeia. • Creates plots with clear structures, for example, suitable opening, turning point, climax and/or satisfactory ending. 1