Listening, Reading, and Viewing

Level 1

Listening, Reading, and Viewing

Processes and strategies

Students will:

  • Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Indicators:

      –      selects and reads texts for enjoyment and personal fulfilment;

      –      has an awareness of the connections between oral, written, and visual language;

      –      uses sources of information (meaning, structure, visual and grapho-phonic information) and  

               prior knowledge to make sense of a range of texts;     

      –      associates sounds with letter clusters as well as with individual letters;

      –      uses processing and some comprehension strategies with some confidence;

      –      is developing the ability to think critically about texts;

      –      begins to monitor, self-evaluate, and describe progress.

By using these processes and strategies when listening, reading, or viewing, students will:

Purposes and audiences

  • Recognise that texts are shaped for different purposes and audiences.

Indicators:

      –      identifies the purposes of simple texts;

      –      evaluates the usefulness of simple texts.

Ideas

  • Recognise and identify ideas within and across texts.

Indicators:

      –      understands that personal experience can influence the meaning gained from texts;

      –      makes meaning of texts by identifying ideas in some texts.

Language features

  • Recognise and begin to understand how language features are used for effect within and across texts.

Indicators:

      –      begins to recognise that oral, written, and visual language features can be used for effect;

      –      recognises a large bank of high-frequency and some topic-specific words;

      –      shows some knowledge of the text conventions, such as capital letters, full stops, and word 

               order; volume and clarity; and simple symbols.

Structure

  • Recognise and begin to understand text structures.

Indicators:

      –      understands that the order and organisation of words, sentences, and images contribute to 

               text meaning;

      –      recognises some text forms and some differences between them.

Level 2

Listening, Reading, and Viewing

Processes and strategies

Students will:

  • Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.

Indicators:

      –      selects and reads texts for enjoyment and personal fulfilment;

      –      recognises connections between oral, written, and visual language;

      –      selects and uses sources of information (meaning, structure, visual and grapho-phonic

               information) and prior knowledge with growing confidence to make sense of increasingly 

               varied and complex texts;

       –      uses an increasing knowledge of letter clusters, affixes, roots, and compound words to 

                confirm predictions;

       –      selects and uses processing strategies and an increasing range of comprehension strategies 

                with some understanding and confidence;

       –      thinks critically about texts with some confidence;

       –      monitors, self-evaluates, and describes progress with some confidence.

By using these processes and strategies when listening, reading, or viewing, students will:

Purposes and audiences

  • Show some understanding of how texts are shaped for different purposes and audiences.

Indicators:

     –      recognises how texts are constructed for different purposes, audiences, and situations;

     –      understands that texts are created from a particular point of view;

     –      evaluates the reliability and usefulness of texts with some confidence.

Ideas

  • Show some understanding of ideas within, across, and beyond texts.

Indicators:

     –      uses their personal experience and world and literacy knowledge to make meaning from texts;

     –      makes meaning of increasingly complex texts by identifying main ideas;

     –      makes and supports inferences from texts with some independence.

Language features

  • Show some understanding of how language features are used for effect within and across texts.

Indicators:

     –      recognises that oral, written, and visual language features can be used for effect;

     –      uses a large and increasing bank of high-frequency, topic-specific, and personal content words 

              to make meaning;

     –      shows an increasing knowledge of the conventions of text;

     –      recognises that authors have different voices and styles.

Structure

  • Show some understanding of text structures.

Indicators:

     –      understands that the order and organisation of words, sentences, paragraphs, and images 

             contribute to text meaning;

     –      recognises an increasing range of text forms and differences between them.

Level 3

Listening, Reading, and Viewing

Processes and strategies

Students will:

  • Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.

Indicators:

     –      selects and reads texts for enjoyment and personal fulfilment;

     –      recognises and understands the connections between oral, written, and visual language;

     –      integrates sources of information and prior knowledge with developing confidence to make 

             sense of increasingly varied and complex texts;

     –      selects and uses a range of processing and comprehension strategies with growing 

             understanding and confidence;

     –      thinks critically about texts with developing confidence;

     –      monitors, self-evaluates, and describes progress with growing confidence.

By using these processes and strategies when listening, reading, or viewing, students will:

Purposes and audiences

  • Show a developing understanding of how texts are shaped for different purposes and audiences.

Indicators:

      –      recognises and understands how texts are constructed for a range of purposes, audiences, 

              and situations;

      –      identifies particular points of view and begins to recognise that texts can position a reader;

      –      evaluates the reliability and usefulness of texts with increasing confidence.

Ideas

  • Show a developing understanding of ideas within, across, and beyond texts.

Indicators:

      –      uses their personal experience and world and literacy knowledge confidently to make meaning 

               from texts;

      –      makes meaning of increasingly complex texts by identifying main and subsidiary ideas in them;

      –      starts to make connections by thinking about underlying ideas in and between texts;

      –      recognises that there may be more than one reading available within a text;

      –      makes and supports inferences from texts with increasing independence.

Language features

  • Show a developing understanding of how language features are used for effect within and across texts.

Indicators:

      –      identifies oral, written, and visual language features used in texts and recognises their effects;

      –      uses an increasing vocabulary to make meaning;

      –      shows an increasing knowledge of how a range of text conventions can be used appropriately;

      –      knows that authors have different voices and styles and can identify some of these 

              differences.

Structure

  • Organise texts, using a range of appropriate structures.

Indicators:

      –      understands that the order and organisation of words, sentences, paragraphs, and images 

               contribute to and affect text meaning;

      –      identifies a range of text forms and recognises some of their characteristics and conventions.