Glossary of Terms PAGE 10 Adjectives adverbs Alliteration Blurb Decoding Inference metaphor Onomatopoeia Phonemes Pronouns Relative pronouns Simile segmenting Describing words e.g. blue eyes, tall building Words that describe how an action is carried out e.g. The man walked slowly Words that describe the time of an event e.g. tomorrow, soon Words that place an action or event e.g. here, there Using words that start with the same letter, for effect e.g. Snow Strikes Scotland The brief summary on the back cover of a book Reading the words (not necessarily with understanding) Working out meaning based on what you already know from a text Describing something imaginatively by saying it has the qualities of something else e.g. if you want to say someone is shy you might say she is a mouse Words that sound like the thing they represent e.g. whizz, hiss, buzz Sounds of the language e.g. a in apple, b in book words that replace a name e.g. he, she, it, they, we Who, which An expression which describes something as being like something else e.g. As black as coal Breaking a word into parts in order to make it easier to read e.g. per- son- able personable Second Level From Primary 5 to Primary 7 Standards for Literacy and Numeracy
PAGE 2 STAN D AR D FOR N UMERAC Y PAGE 9 Sharing the Learning with Parents We work in partnership with parents and carers to enable all children to reach their potential. We are ambitious for, and have high expectations of, all children. In Angus, groups of head teachers and centrallybased staff have worked together to produce standards for literacy and numeracy based on the national outcomes from A Curriculum for Excellence. The standards describe important milestones in learning against which we assess your child s performance. In this leaflet you will see the standards for reading, writing and numeracy, which most children will achieve by the end of Primary Seven. We need the support of parents to enable children to achieve the standards. How? By: Supporting the accurate and timely completion of homework Encouraging your child to practise skills at home and in the community Providing activities that children will enjoy that make use of literacy skills, eg following recipes, making models, reading books and comics. Talking to them about what they see and hear in the world around them and helping them to make links between their learning in school and the world. Standard for numeracy By the end of Primary 7, your child is expected to be able to: Round numbers to the nearest ten, hundred etc, estimate the answers to calculations and check that solutions to problems are reasonable Understand whole number place value Know the positional value of decimal fractions e.g. 0.1 is greater than 0.01 Can place common fractions and decimal fractions on a number line e.g. 1.0, 1.1, 1.2, 1.3, 1.4, 1.5. Up to 2.0 Multiply and divide numbers (including some decimal fractions) by 10, 100. Add and subtract numbers (including some decimal fractions) and multiply and divide them by a single digit Recall multiplication and division facts and use them to carry out calculations mentally and in written form Be aware of numbers below zero Identify the multiples and factors of a given number Find a simple fractions of a quantity or a collection (e.g. ½, 1/3, ¼) Understand that fractions can be expressed in a variety of ways (e.g. 1/3 = 2/6=3/9 etc.) Understand the relationship between common fractions, percentages and decimal fractions Extend a simple number sequence or pattern and identify square numbers Solve simple equations which involve small whole numbers e.g. x + 9 = 13 Select the appropriate operation to solve problems involving inverse relationships (+ - x ), e.g. for? x 8 = 56, calculate 56 8 Use and apply all of the above in problem solving and explain how they reached a solution Use appropriate mathematical vocabulary
WRITIN G SECOND L EVEL C O N TD. PAGE 8 PAGE 3 About the Standards Write a wide range of texts for a variety of purposes Select genre, language and layout appropriate to purpose and audience Sequence writing logically Describe the appearance, thoughts, feelings and actions of characters in detail Describe setting and atmosphere in detail Use turning points, cliff-hangers and climax effectively The Standards are tools with which we measure your child s performance in reading, writing and numeracy. The Standards are used in all Angus primary schools to ensure consistent expectations across schools. They also provide a consistent approach to reporting on progress, ensuring fairness to all children. Use opening paragraph / introduction to make purpose clear Use first, second and third person appropriately Use formal and informal language appropriate to purpose and audience Combine words, images and features in different ways as appropriate to purpose and audience Include labelled diagrams where appropriate Acknowledge sources appropriately Check and edit work for meaning, punctuation and spelling Teachers use the Standards to inform the planning of appropriate, progressive learning and teaching. Teachers will provide a wide range of opportunities for your child to meet the expectations within the standards The Standards are not a checklist for teachers to work their way from the top to the bottom. Teachers will plan learning and teaching appropriate to your child s age, stage, ability and prior learning. Routes through the standard will be different from child to child, as they progress in different ways. In order to ensure depth of learning, teachers will plan opportunities for your child to consolidate their learning and apply it to both familiar and unfamiliar situations. They will continually revisit and reinforce previous learning and build upon it. Throughout second level, teachers will assess what your child knows, understands and is able to do. Teachers will use a wide range of methods to assess what your child says, writes, makes and does. Teachers will use the information they gather to track your child s progress and plan the next steps in their learning.
STAN D AR D FOR R EAD IN G PAGE 4 STAN D AR D FOR WR ITIN G PAGE 7 Standard for Reading Second Level By the end of Primary 7, your child is expected to be able to: Enjoyment and Choice regularly choose to read more challenging texts justify why they prefer certain texts and authors by referring to the text, commenting on the writer s style, choice of language, genre, use of cliffhangers, etc Tools for Reading select independently from a range of reading strategies to extract meaning: Decoding by segmenting - using punctuation clues and markers; full stops, exclamation marks, question marks, speech marks and italics - using picture/diagram clues - using dictionaries confidently to clarify understanding read unfamiliar text fluently and with expression Standard for Writing Second Level By the end of Primary 7, your child is expected to be able to: Write legibly using consistent, linked handwriting Write at length with all sentences accurately marked with a capital letter and full stop Use a variety of interesting sentence structures Structure work into meaningful paragraphs appropriate to genre Use adjectives, adverbs, alliteration and onomatopoeia Use complex similes and simple metaphors Use question marks, commas, apostrophes and exclamation marks Use relative pronouns Use present and past tense appropriately Spell most words accurately Use a variety of resources to check spelling, meaning and extend vocabulary Use direct and indirect speech Use some more sophisticated connectives to give examples, compare, contrast and sequence Make notes from more than one source using different formats and summarise relevant information to create new texts in own words
STAN D AR D FOR R EAD IN G SECOND L EVEL C ON TD. PAGE 6 WRITIN G SECOND L EVEL C O N TD. PAGE 5 Finding and using information Understanding, analysing and evaluating contd. create suitable questions for research comment on the effectiveness of a text in terms of language, structure, style, characters, setting and plot and other features, e.g. vocabulary, use of short sentences, similes, metaphors, layout, colour, font, pictures, sound track understand the relevance of a theme and can link it to own and others experiences explain the difference between fact and opinion evaluate the reliability of sources recognise persuasive language and how it influences them independently select appropriate texts from a variety of sources to find relevant information confidently use text features to find relevant information skim, scan and text mark for relevant information select relevant information to answer research questions make and organise notes from a variety of sources under own choice of headings Understanding, analysing and evaluating skim the text to get the gist identify the main ideas, purpose and audience of a text and use supporting detail extract meaning by applying more extensive knowledge of grammar and vocabulary summarise to show an understanding of a more challenging text answer different kinds of questions; literal, inferential, extension, predictive, analytical and evaluative to show understanding of a variety of texts including mathematical word problems create different types of questions suitable for different texts and purposes