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Learning Outcomes & Indicators

At Secondary: Stage SL the student is able to:

Communication

SL.1 ESRESL01

Share meaning from simple visual and written texts, based on shared experiences, in structured reading activities. This is evident when the student is able to: begin to match spoken words with written words in shared reading activities recognise that print contains a common message, e.g. by reading jointly constructed class texts ‘read’ back shared material the teacher has scribed recognise words, logos, signs, letters, numbers in the classroom and environment, read short learnt texts, e.g. a rhyme, song, repetitive texts join in with shared reading activities, e.g. group reading of a well-known book give a personal response to a text, e.g. draws characters from a story, shows enjoyment complete simple activities around class texts, e.g. dramatises a story, sequences a series of pictures, draws characters.

Aspects of language

Contexual understanding

SL.2 ESRESL02

Show understanding that print encodes meaning, and that written texts have a structure and a purpose. This is evident when the student is able to: show awareness that texts, illustrations and class-produced texts are created by people to share a message show understanding that print contains a consistent message, e.g. recognises beginnings and endings of familiar texts show understanding of some basic conventions of book layout, e.g. indicates that illustrations or diagrams relate to text, understands books have titles, etc. use information presented in a graph or table, e.g. reads timetables identify the differences between factual and fictional texts, e.g. through purpose, topic and layout.

Linguistic structures and features

SL.3 ESRESL03

Read familiar texts using a small repertoire of familiar words, knowledge of basic letter–sound relationships and aspects of simple text organisation. This is evident when the student is able to: recognise the upper and lower case letters of the Roman alphabet recognise and respond to phrases, words and letter clusters from familiar text practised orally read sentence structures which have been practised orally find the beginning and end of a book, hold it the right way up and track words from left to right recognise the references in sentences created by common cohesive devices, e.g. personal pronouns and time markers such as ‘yesterday’, ‘last week’ interpret basic punctuation when reading aloud, e.g. full stops, question marks and exclamation marks recognise some common words or phrases from charts, labels, books and posters.

Strategies

SL.4 ESRESL04

Model own reading on shared classroom reading and use basic strategies to interpret text. This is evident when, for example, the student is able to: subvocalise when reading a text or when the teacher is modelling a text use intonation, repetition and illustrations to enhance understanding of texts scan classroom posters, charts and texts to identify words to use in new contexts reread memorised material use illustrations and other visual support to predict the content of the text use knowledge of patterns of language from chants, songs and texts with repetitive structures listen for key words in a shared reading text, e.g. names of characters model the teacher’s intonation patterns when reading a well-known text.