Listening Reading

Curriculum

Listening, Reading, Viewing
Processes and strategies	Ideas
Students will:	·      Show a developing understanding of ideas within, across, and beyond texts.
·      Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.	indicators:
indicators:	–      uses their personal experience and world and literacy knowledge confidently to make meaning from texts;
–      selects and reads texts for enjoyment and personal fulfilment;	–      makes meaning of increasingly complex texts by identifying main and subsidiary ideas in them;
–      recognises and understands the connections between oral, written, and visual language;	–      starts to make connections by thinking about underlying ideas in and between texts;
–      integrates sources of information and prior knowledge with developing confidence to make sense of increasingly varied and complex texts;	–      recognises that there may be more than one reading available within a text;
–      selects and uses a range of processing and comprehension strategies with growing understanding and confidence;	–      makes and supports inferences from texts with increasing independence.
–      thinks critically about texts with developing confidence;	Language features
–      monitors, self-evaluates, and describes progress with growing confidence.	·      Show a developing understanding of how language features are used for effect within and across texts.
By using these processes and strategies when listening, reading, or viewing, students will:	indicators:
Purposes and audiences	–      identifies oral, written, and visual language features used in texts and recognises their effects;
·      Show a developing understanding of how texts are shaped for different purposes and audiences.	–      uses an increasing vocabulary to make meaning;
indicators:	–      shows an increasing knowledge of how a range of text conventions can be used appropriately;
–      recognises and understands how texts are constructed for a range of purposes, audiences, and situations;	–      knows that authors have different voices and styles and can identify some of these differences.
–      identifies particular points of view and begins to recognise that texts can position a reader;	Structure
–      evaluates the reliability and usefulness of texts with increasing confidence.	·      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.