Scotland

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Skills available for Scotland first-level English curriculum

Objectives are in black and IXL English skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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Curriculum for Excellence Benchmarks Curriculum for Excellence Benchmarks
Curriculum for Excellence (2009): First Curriculum for Excellence (2009): First

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R Reading

R.1 Enjoyment and choice - within a motivating and challenging environment developing an awareness of the relevance of texts in my life
- R.1.A 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.
- R.1.1 Selects different texts regularly for enjoyment or for a specific purpose using, for example, cover, title, author, illustrator and/or blurb.
- R.1.2 Explains preferences for particular texts and authors.
R.2 Tools for reading - to help me use texts with increasingly complex or unfamiliar ideas, structures and vocabulary within and beyond my place of learning
R.3 Finding and using information - when reading and using fiction and non-fiction texts with increasingly complex ideas, structures and specialist vocabulary
- R.3.A Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose.
  - Use guide words (3-JJ.4)
  - Use guide words (4-JJ.5)
- R.3.B I am learning to make notes under given headings and use them to understand information, explore ideas and problems and create new texts.
- R.3.1 Identifies and finds key information in fiction and non-fiction texts using content page, index, headings, sub-headings and diagrams to help locate information.
  - Use guide words (3-JJ.4)
  - Use guide words (4-JJ.5)
- R.3.2 Makes notes under given headings for different purposes.
R.4 Understanding, analysing and evaluating - investigating and/or appreciating fiction and non-fiction texts with increasingly complex ideas, structures and specialist vocabulary for different purposes
- R.4.A To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text.
- R.4.B To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own.
- R.4.C To help me develop an informed view, I can recognise the difference between fact and opinion.
- R.4.D I can share my thoughts about structure, characters and/or setting, recognise the writer's message and relate it to my own experiences, and comment on the effective choice of words and other features.
  - Positive and negative connotation (4-GG.2)
- R.4.1 Identifies the main ideas of texts.
  - What is the picture about? (2-T.1)
- R.4.2 Makes appropriate suggestions about the purpose of a text.
- R.4.3 Answers literal, inferential and evaluative questions about texts.
- R.4.4 Asks questions to help make sense of a text.
- R.4.5 Recognises the difference between fact and opinion.
- R.4.6 Offers own ideas about characters, writer's use of language, structure and/or setting.
- R.4.7 Offers own ideas about the writer's message and, when appropriate, relates these to personal experiences.

W Writing

W.1 Enjoyment and choice - within a motivating and challenging environment developing an awareness of the relevance of texts in my life
- W.1.A I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience.
- W.1.1 Creates texts selecting subject, purpose, format and resources for a range of purposes and audiences.
W.2 Tools for writing - using knowledge of technical aspects to help my writing communicate effectively within and beyond my place of learning
W.3 Organising and using information - considering texts to help create short and extended texts for different purposes
- W.3.A I am learning to use my notes and other types of writing to help me understand information and ideas, explore problems, generate and develop ideas or create new text.
- W.3.B By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others.
- W.3.1 Plans and organises ideas and information using an appropriate format.
- W.3.2 Makes notes to help plan writing and uses them to create new texts.
- W.3.3 Includes relevant information in written texts.
- W.3.4 Organises writing in a logical order and as appropriate to audience.
- W.3.5 Uses relevant and/or interesting vocabulary as appropriate for the context.
W.4 Creating texts - considering texts to help create short and extended texts for different purposes
- W.4.A I can convey information, describe events or processes, share my opinions or persuade my reader in different ways.
- W.4.B I can describe and share my experiences and how they made me feel.
- W.4.C Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings.
- W.4.1 Creates a variety of texts for different purposes.
- W.4.2 When writing to convey information, describe events or processes, share opinions or persuade readers in different ways:
  - W.4.2.a Selects, organises and conveys information in different ways.
  - W.4.2.b Uses vocabulary and language for specific purposes.
  - W.4.2.c Shares own viewpoint and makes one or two attempts to persuade the reader as appropriate to the purpose.
- W.4.3 When writing to describe and share experiences:
  - W.4.3.a Writes about personal experiences in a logical order, using appropriate vocabulary to describe feelings, thoughts and events.
- W.4.4 When writing imaginatively and creatively:
  - W.4.4.a Creates own texts, for example, stories, poems and plays, with recognisable features of genre.
  - W.4.4.b Creates texts with evidence of structure.
  - W.4.4.c Creates interesting characters through their feelings and actions and physical description.

Scotland

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R Reading

R.1 Enjoyment and choice - within a motivating and challenging environment developing an awareness of the relevance of texts in my life

R.1.A 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.

R.1.1 Selects different texts regularly for enjoyment or for a specific purpose using, for example, cover, title, author, illustrator and/or blurb.

R.1.2 Explains preferences for particular texts and authors.

R.2 Tools for reading - to help me use texts with increasingly complex or unfamiliar ideas, structures and vocabulary within and beyond my place of learning

R.2.A I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression.

R.2.B I am learning to select and use strategies and resources before I read, and as I read, to help make the meaning of texts clear.

R.2.1 Reads aloud a familiar piece of text adding expression and can show understanding.

R.2.2 Reads an increasing number of common/high frequency words, key reading words, core topic words and words of personal significance.

R.2.3 Uses a range of word recognition strategies independently.

R.2.4 Decodes unknown words by locating and pronouncing familiar letter patterns and blends.

R.2.5 Uses context clues to read and understand texts.

R.2.6 Uses punctuation and grammar to read with understanding and expression.

R.3 Finding and using information - when reading and using fiction and non-fiction texts with increasingly complex ideas, structures and specialist vocabulary

R.3.A Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose.

R.3.B I am learning to make notes under given headings and use them to understand information, explore ideas and problems and create new texts.

R.3.1 Identifies and finds key information in fiction and non-fiction texts using content page, index, headings, sub-headings and diagrams to help locate information.

R.3.2 Makes notes under given headings for different purposes.

R.4 Understanding, analysing and evaluating - investigating and/or appreciating fiction and non-fiction texts with increasingly complex ideas, structures and specialist vocabulary for different purposes

R.4.A To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text.

R.4.B To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own.

R.4.C To help me develop an informed view, I can recognise the difference between fact and opinion.

R.4.D I can share my thoughts about structure, characters and/or setting, recognise the writer's message and relate it to my own experiences, and comment on the effective choice of words and other features.

R.4.1 Identifies the main ideas of texts.

R.4.2 Makes appropriate suggestions about the purpose of a text.

R.4.3 Answers literal, inferential and evaluative questions about texts.

R.4.4 Asks questions to help make sense of a text.

R.4.5 Recognises the difference between fact and opinion.

R.4.6 Offers own ideas about characters, writer's use of language, structure and/or setting.

R.4.7 Offers own ideas about the writer's message and, when appropriate, relates these to personal experiences.

W Writing

W.1 Enjoyment and choice - within a motivating and challenging environment developing an awareness of the relevance of texts in my life

W.1.A I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience.

W.1.1 Creates texts selecting subject, purpose, format and resources for a range of purposes and audiences.

W.2 Tools for writing - using knowledge of technical aspects to help my writing communicate effectively within and beyond my place of learning

W.2.A I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words.

W.2.B I can write independently, use appropriate punctuation and order and link my sentences in a way that makes sense.

W.2.C Throughout the writing process, I can check that my writing makes sense.

W.2.D I can present my writing in a way that will make it legible and attractive for my reader, combining words, images and other features.

W.2.1 Spells most commonly used words correctly.

W.2.2 Spells most vocabulary used across the curriculum correctly.

W.2.3 Uses knowledge of phonics and spelling strategies when spelling familiar and unfamiliar words.

W.2.4 Uses knowledge of the alphabet to locate words in a dictionary or other reference source to help spell tricky or unfamiliar words.

W.2.5 Writes independently, punctuating most sentences accurately, for example, using a capital letter, full stop, question mark or exclamation mark.

W.2.6 Links sentences using common conjunctions, for example, and, because, but or so.

W.2.7 Starts sentences in a variety of ways to engage the reader.

W.2.8 Checks writing to ensure it makes sense.

W.2.9 Presents writing in a clear and legible way using images and other features as appropriate.

W.3 Organising and using information - considering texts to help create short and extended texts for different purposes

W.3.A I am learning to use my notes and other types of writing to help me understand information and ideas, explore problems, generate and develop ideas or create new text.

W.3.B By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others.

W.3.1 Plans and organises ideas and information using an appropriate format.

W.3.2 Makes notes to help plan writing and uses them to create new texts.

W.3.3 Includes relevant information in written texts.

W.3.4 Organises writing in a logical order and as appropriate to audience.

W.3.5 Uses relevant and/or interesting vocabulary as appropriate for the context.

W.4 Creating texts - considering texts to help create short and extended texts for different purposes

W.4.A I can convey information, describe events or processes, share my opinions or persuade my reader in different ways.

W.4.B I can describe and share my experiences and how they made me feel.

W.4.C Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings.

W.4.1 Creates a variety of texts for different purposes.

W.4.2 When writing to convey information, describe events or processes, share opinions or persuade readers in different ways:

W.4.2.a Selects, organises and conveys information in different ways.

W.4.2.b Uses vocabulary and language for specific purposes.

W.4.2.c Shares own viewpoint and makes one or two attempts to persuade the reader as appropriate to the purpose.

W.4.3 When writing to describe and share experiences:

W.4.3.a Writes about personal experiences in a logical order, using appropriate vocabulary to describe feelings, thoughts and events.

W.4.4 When writing imaginatively and creatively:

W.4.4.a Creates own texts, for example, stories, poems and plays, with recognisable features of genre.

W.4.4.b Creates texts with evidence of structure.

W.4.4.c Creates interesting characters through their feelings and actions and physical description.