Language scope and sequence - Ahmedabad … and Sequences/PYP... · 2017-10-24 · Language scope and sequence 1 Introduction to the PYP language scope and sequence The information

Language scope and sequence

Primary Years Programme



PYP107Printed in the United Kingdom by Antony Rowe Ltd, Chippenham, Wiltshire

Published February 2009

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IB mission statementThe International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

IB learner profileThe aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

© International Baccalaureate Organization 2007


Contents

Introduction to the PYP language scope and sequence 1

What the PYP believes about learning language 1

Language in a transdisciplinary programme 2

The structure of the PYP language scope and sequence 3

How to use the PYP language scope and sequence 5

Language planning: Sample processes 6

Learning continuums 8

Oral language—listening and speaking 8

Visual language—viewing and presenting 11

Written language—reading 15

Written language—writing 19

References 23

Samples 24

Language scope and sequence 1

Introduction to the PYP language scope and sequence

The information in this scope and sequence document should be read in conjunction with the language subject annex in Making the PYP happen: A curriculum framework for international primary education (2007).

What the PYP believes about learning languageThe need to communicate is instinctive. The development of language is fundamental to that need to communicate; it supports and enhances our thinking and understanding. Language permeates the world in which we live; it is socially constructed and dependent on the number and nature of our social interactions and relationships.

The learning process simultaneously involves learning language—as learners listen to and use language with others in their everyday lives; learning about language—as learners grow in their understanding of how language works; and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980). An appreciation of these aspects of language learning may help teachers better understand and enhance students’ learning. However, these three aspects are so inextricably linked they are best not thought of as discrete processes.

Language plays a vital role in the construction of meaning. It empowers the learner and provides an intellectual framework to support conceptual development and critical thinking. In the IB Primary Years Programme (PYP), it is recognized that the teaching of language should be in response to the previous experience, needs and interests of the student, rather than the consequence of a predetermined, prescriptive model for delivering language. Fragmenting learning into the acquisition of isolated skill sets can create difficulties for learners—for example, learners may be able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same words in other contexts. Learners’ needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than being presented with the learning of language as an incremental series of skills to be acquired.

The language profiles of students in PYP schools may be complex and diverse; however, the influence of mother-tongue development is significant for all learners. It is acknowledged that development of mother-tongue language is crucial for cognitive development, and in maintaining cultural identity. Success in mother-tongue development is a strong predictor of long-term academic achievement, including acquisition of other languages.

The complex processes involved in language learning represent a series of developmental continuums. A teacher is able to identify where on those continuums a student is positioned to better design appropriate, contextualized learning experiences—to move the student from one development phase to the next. In this way, the learner is able to build on established skills and understanding, while being supported to meet appropriate challenges to extend their learning within their “zone of proximal development” (Vygotsky 1999), which may be represented by more than one phase.

In PYP schools all students have the opportunity to learn more than one language from at least the age of 7. Every learner benefits from having access to different languages, and, through that access, to different cultures and perspectives. Acquisition of more than one language enriches personal development and helps facilitate international-mindedness. For these reasons it could be argued that bilingualism, if not multilingualism, is the hallmark of a truly internationally minded person and that this requirement should be central to all three IB programmes. However, to accept this premise one would have to argue in support of the reciprocal position, that a monolingual person has a limited capacity to be internationally minded.


Language scope and sequence2

This is not the position the PYP has chosen to adopt. As well as the learning of an additional language, the other elements of the PYP framework that contribute to international-mindedness are described in Making the PYP happen: A curriculum framework for international primary education (2007). Most IB World Schools implementing the PYP, particularly state or national system primary schools, would struggle to create a learning community where bilingualism was a realistic goal—indeed, it would be an impossibility in most cases. Consequently, the strategic goal of the IB to broaden access to its programmes would be in conflict with the notion of IB World Schools having bilingualism as a goal for all of their students.

Effective language teaching and learning are social acts, dependent on relationships with others, with context, with the environment, with the world, and with the self. Such learning is relevant, engaging, challenging and significant. Exposure to and experience with languages, with all their richness and diversity, creates an inquisitiveness about life and learning, and a confidence about creating new social interactions. Language provides a vehicle for learners to engage with the world and, in an IB World School, to relate to, and accept, responsibility for the mission of the IB to “help to create a better and more peaceful world”.

Language in a transdisciplinary programmeLanguage is involved in all learning that goes on in a school, in both the affective and effective domains. Learners listen, talk, read and write their way to negotiating new meanings and understanding new concepts. In the “knowledge” area of the PYP, language is the most significant connecting element across the school’s curriculum, both within and outside its transdisciplinary programme of inquiry. It is the school’s responsibility to provide authentic contexts for language teaching and learning in all areas of the curriculum that are a reflection of, and relevant to, the community of learners, and to the educational theories underpinning the programme. In PYP schools there should be opportunities for students to negotiate their roles. Literacy, including oral and visual literacy as well as the ability to read and write, becomes increasingly important as greater demands are placed on learners as participants in the learning process.

Language provides a vehicle for inquiry. In an inquiry-based classroom, teachers and students enjoy using language, appreciating it both functionally and aesthetically. The love and enjoyment of language through the integration of literature into student inquiry is an indicator of good practice in a PYP classroom. For example, this may include: a series of books read as an author study; regional fairy tales as part of a unit of inquiry with a particular social studies emphasis; discussing a scientist’s biography or a newspaper article to front-load a science investigation; early years counting stories as reinforcement for mathematics development; and the comparison and practice of illustration techniques to encourage the development of art skills.

The programme of inquiry provides an authentic context for learners to develop and use language. Wherever possible, language should be taught through the relevant, authentic context of the units of inquiry. The teacher should provide language learning opportunities that support learners’ inquiries and the sharing of their learning. Regardless of whether language is being taught within or outside the programme of inquiry, it is believed that purposeful inquiry is the way in which learners learn best. The starting point should always be learners’ prior experience and current understanding.

When teachers plan learning experiences that enable learners to develop language within meaningful and enjoyable contexts, learners are able to make connections, apply their learning, and transfer their conceptual understanding to new situations. This progressive conceptual development, together with an enjoyment of the process, provides the foundation for lifelong learning.



The structure of the PYP language scope and sequenceThe complexity and diversity of language provision, and the range of individual language profiles that are represented in PYP schools throughout the world, present a unique challenge. Some of the variables that exist in PYP schools include students learning in:

a programme with one dominant language of instruction, which may be the students’ mother tongue or an additional language for them

a bilingual programme where, most often, one of the languages of instruction is the student’s mother tongue

a programme that offers support for students who are new to the language(s) of instruction; and additional mother-tongue support.

You may note that in PYP curriculum documents there is a reluctance to refer to “second language learning” and “second language learners” even though “second language” is a recognized linguistic term. Because it has several overlapping meanings, a decision was made over ten years ago by the PYP committee of the IB that the term “second language” could be misinterpreted and therefore misrepresent and oversimplify the experiences of some students. It is in recognition of the complexity of language learning situations in IB World Schools that the preferred PYP term is a learner of “an additional language”.

Some of the factors that will influence language development include similarities among language groups, exposure to the language, aptitude for the language, maturity, motivation, and both teaching and learning styles. The rate of language development varies from one learner to another, and on the significance of the language being learned to the learner. In all language learning situations it is necessary to identify the learner’s current developmental phase in order to plan learning experiences that will build on existing capability and understanding so as to support the learner’s progression onto the next developmental phase.

Acknowledging that learning language is a developmental process, the scope and sequence document presents a set of developmental continuums that are designed as diagnostic tools to assist teachers in planning language learning experiences for students, and in monitoring students’ development throughout the primary years. Consideration of the range of language learning situations that exist in PYP schools is reflected in this document. It is intended to inform and support all teachers, as all teachers are teachers of language.

In previous PYP language documents, progressive stages were organized into age groups. This compartmentalization of learning does not recognize the real developmental aspects and fluid nature of language learning; nor does it recognize the compression and expansion of learning according to the previous experience of the learner. Recognizing that learners in PYP schools enter the programme at different ages and with varying levels of language experience, it was decided that a sequence of developmental phases would enable teachers to more accurately identify current levels of a student’s development and plan learning experiences leading onto subsequent phases.

The strands of written, oral and visual language have been described separately, and are represented by four continuums: listening and speaking; viewing and presenting; reading; writing. Each strand is summarized through a list of overall expectations—generic statements that encapsulate the expected learning in a broad sense.

The four language continuums in this document have been organized into five developmental phases with each phase building upon and complementing the previous one. These phases have not been named in order to avoid the value judgment implied in labelling a learner as “developing” or “proficient”, for example. The continuums make explicit the conceptual understandings that need to be developed at each phase.



Evidence of these understandings is described in the behaviours or learning outcomes associated with each phase. For example, a 9 year old with well-developed mother-tongue ability may quickly show evidence of some—but not all—of the learning outcomes identified in the early phases when moving into a new language of instruction; a child beginning school at age 3 may spend several years consolidating understanding to demonstrate consistently the learning outcomes identified in the initial phase.

Bearing in mind the range of individual differences and the diversity of language learning experiences, learners are likely to display understanding and skills from more than one of the developmental phases at a time. Consequently, it is recognized that teachers will interpret this scope and sequence according to the needs of their students and their particular teaching situations.

Some learners may enter the programme already demonstrating all of the outcomes in phase 1, while others may not demonstrate all of the outcomes in phase 5 by the end of their PYP years. However, the identification of possible learning outcomes across five phases allows teachers to plan learning experiences that are challenging, rigorous and relevant to each student’s knowledge, understanding and skills, according to their previous experience, individual starting points and diverse ways of learning. It is also understood that the process of learning and development does not progress from one phase to another solely in one direction, but that the learning is often more iterative.

All three of the language strands are learned across and throughout the curriculum, and each strand is an integral component of language learning. Each strand has been considered from both the receptive aspect—receiving and constructing meaning, and expressive aspect—creating and sharing meaning (figure 1). While the receptive and expressive aspects are clearly reciprocal, the processes involved in receiving and constructing meaning are different from those involved in creating and sharing meaning. The learner’s ability to understand language and use it effectively varies in different situations and from one individual to another. For this reason, it is important to distinguish between these two modes of learning and the demonstrated proficiencies associated with them. For example, a learner may listen attentively and reveal understanding through written or visual representations, but may require support to communicate ideas orally in the classroom.

The acknowledgment of both the receptive and expressive aspects of the language strands serves to ensure that teachers will be aware of the need to provide a balanced programme. Opportunities to listen to, and receive, ideas and information in oral form should be balanced with opportunities to express ideas orally. In visual language, learners will view and interpret other people’s work and create and share their own presentations. The interwoven receptive and expressive aspects of the oral and visual strands are represented in one continuum for each strand. In written language, learners will experience reciprocal gains as they develop skills and understanding in reading and writing. Separate continuums have been developed for reading and writing aspects of the written language strand.

Strand Receptive—receiving and constructing meaning

Expressive—creating and sharing meaning

Oral language Listening Speaking

Visual language Viewing Presenting

Written language Reading Writing

Figure 1Receptive and expressive aspects of language strands



How to use the PYP language scope and sequenceThis language scope and sequence should be used in the context of a transdisciplinary, inquiry-based programme. It does not stand alone, but complements:

the annex entitled “Language in the Primary Years Programme” in Making the PYP happen: A curriculum framework for international primary education (2007)

Guidelines for developing a school language policy (2008)

Learning in a language other than mother tongue in IB programmes (2008).

The language scope and sequence is structured around broad, transferable ideas—conceptual understandings—that all learners need to understand to become confident, creative and effective communicators. The document has been generalized to apply to as many language groups and language learning situations as possible. It does not, therefore, include specific elements of a particular language or situation.

In the process of producing their written curriculum, schools may decide to use and adapt the PYP scope and sequences according to their needs. For example, schools may decide to:

incorporate the developmental continuums of the PYP scope and sequence into their existing school documents

frame their language scope and sequence document around the conceptual understandings outlined in the PYP document, but develop another aspect, such as the learning outcomes, differently

integrate additional external requirements, for example, indicators, benchmarks and standards, into the PYP scope and sequence document.

Schools need to be mindful of practice C1.23 in the IB Programme standards and practices (2005) that states “If the school adapts, or develops, its own scope and sequence documents for each PYP subject area, the level of overall expectation regarding student achievement expressed in these documents at least matches that expressed in the PYP scope and sequence documents.” To arrive at such a judgment, and given that the overall expectations in the PYP language scope and sequence are presented as broad generalities, it is recommended that the entire document be read and considered.

The continuums make explicit the conceptual understandings that need to be developed at each phase. The development of these understandings is supported by the learning outcomes associated with each phase of each strand. The learning outcomes are written as observable behaviours or actions that will indicate to teachers how learners are constructing, creating and sharing meaning through language. The learning outcomes provide teachers with a way of looking at what learners can actually do and where they may progress to next. They are, therefore, both diagnostic tools and a means of informing planning for further development. The overall expectations provide teachers with a narrative summary of the learning outcomes at each phase. In summary, each group of linked overall expectations, conceptual understandings and learning outcomes is called a “phase”; five phases represent the developmental continuum(s) of each strand.

The continuums do not, however, provide evaluative criteria through which every learner is expected to progress in sequential order. They reflect a developmental view of learning and are clearly related to the contexts in which learning is taking place. Language development is not seen as a series of defined incremental steps through which all learners will progress in the same way.



The following points should be considered when using the continuums to inform planning, teaching and assessing.

The phases attempt to describe the language learning processes through which learners progress.

It is acknowledged that there are earlier and later phases that have not been described in these continuums.

Learners within the same age group will have different proficiency levels and needs—therefore teachers should consider a range of phases when planning language learning experiences for a class of learners.

Each learner is a unique individual with different experiences and perceptions, so no two learners progress at the same rate, or along the same developmental pathways.

A learner may exhibit a range of learning outcomes from various phases at any one time.

Learners seldom progress in a neat and predictable manner; instead they may remain in one phase for some length of time and move rapidly through other phases.

The PYP language continuums are not prescriptive tools that assume a learner must attain all the outcomes of a particular phase before moving on to the next phase, nor that the learner should be in the same phase for each strand, or in the same phase for each language he or she is learning at any one time.

When using the continuums regularly, patterns will emerge for learners, indicating strengths and needs. The teacher should be looking for evidence of what learning outcomes the student consistently demonstrates. An analysis of the demonstrated learning outcomes of each student will help the teacher decide when to consolidate, reinforce or extend the learning. For example, if a student is in phase 3 for “oral language” but only in phase 1 for “writing”, he or she may need additional support with the written language aspect of language learning.

The use of the PYP language continuums will be an encouragement for teachers to plan for differentiated instruction in the classroom. Providing appropriate learning experiences, as indicated by the assessment of which phase a learner is in, will support each learner to make progress through the phases of development.



Figure 2Sample processes when planning for language learning experiences

Within a unit of inquiryIt is important that the integrity of a central idea and ensuing unit is not jeopardized by a subject-specific focus too early in the planning process. Once an inquiry has been planned through to the identification of learning experiences, it would be appropriate to consider the following process.

Outside the units of inquiryWhen specific aspects of language learning need to be addressed outside the units of inquiry, purposeful inquiry is still considered the principal way in which students learn best.

Considering the central idea, the summative assessment task(s), and the learning experiences of the unit of inquiry, identify which conceptual understanding(s) (from the language continuums) will support and inform learning in the unit of inquiry.

Identify learning outcomes (listed in the language scope and sequence continuums) that will provide evidence of each student’s language development while contributing to engagement with the unit of inquiry.

Decide whether all the language learning experiences will occur within the unit of inquiry or whether some subject-specific front-loading experience is required, prior to application within the unit of the inquiry.

Identify which conceptual understanding(s) (from the language continuums) students have already shown evidence of.

To build on what students already understand and can do, identify the conceptual understanding(s) that will provide either reinforcement or an appropriate level of challenge for the next stage of learning.

Identify the demonstrated learning outcomes (listed in the language scope and sequence continuums) that should provide observable evidence of whether the conceptual understanding(s) have been achieved, and whether the students have been able to apply their understanding in diverse ways.

Plan a range of learning experiences that accommodate the appropriate developmental phases of all learners, and will enable individual learners to consolidate and develop understanding, demonstrate skills and knowledge and move on to new challenges.

Ensure that assessment will inform each student’s language profile and further learning needs.

Language planning: Sample processesWhen planning for language learning experiences, be mindful of the following practices.

Structured, purposeful inquiry is the main approach to teaching and learning language in the PYP.

Wherever possible, language should be taught through the relevant and authentic context of the transdisciplinary programme of inquiry.

Decide what differentiation will be required in order to appropriately use and develop language for each student during the unit.


Learning continuums

Oral language—listening and speakingListening and speaking are natural, developmental processes that infants and young children are immersed in from their earliest experiences. Almost all children arrive at school with an impressive command of their mother-tongue language. However, the expectations and approach to language development in school is often very different from the successful learning environment the child has previously experienced. In the transition from home to school, or from one school to another, it is important to acknowledge the language profile of the individual and build on previous learning in ways that are positive and productive.

Oral language encompasses all aspects of listening and speaking—skills that are essential for ongoing language development, for learning and for relating to others. Listening (the receptive mode) and speaking (the expressive mode) work together in a transactional process between listeners and speakers. A balanced programme will provide meaningful and well-planned opportunities for learners to participate as listeners as well as speakers. Listening involves more than just hearing sounds. It requires active and conscious attention in order to make sense of what is heard. Purposeful talk enables learners to articulate thoughts as they construct and reconstruct meaning to understand the world around them. Oral language involves recognizing and using certain types of language according to the audience and purposes (for example, the language used at home, the language of the classroom, the language of play, the language of inquiry, conversations with peers, giving instructions, interpreting creative texts, the language of fantasy, the language of different generations, of different times and places).

In an inquiry-based learning environment, oral language exposes the thinking of the learner. It is a means by which “inner speech” (Vygotsky 1999) can be communicated and shared to negotiate and construct meaning and develop deeper levels of understanding.

Overall expectationsPhase 1Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds are associated with objects, or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.

Phase 2Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses.

Phase 3Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language.

Phase 4Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable; for negotiating understanding; and for negotiating the social dimension.

Phase 5Learners are able to understand the difference between literal and figurative language; how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning.

Learning continuums


Learning continuum for oral language—listening and speaking

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5

Conceptual understandingsSpoken words connect us with others.

People listen and speak to share thoughts and feelings.

People ask questions to learn from others.

Conceptual understandingsThe sounds of language are a symbolic way of representing ideas and objects.

People communicate using different languages.

Everyone has the right to speak and be listened to.

Conceptual understandingsSpoken language varies according to the purpose and audience.

People interpret messages according to their unique experiences and ways of understanding.

Spoken communication is different from written communication—it has its own set of rules.

Conceptual understandingsTaking time to reflect on what we hear and say helps us to make informed judgments and form new opinions.

Thinking about the perspective of our audience helps us to communicate more effectively and appropriately.

The grammatical structures of a language enable members of a language community to communicate with each other.

Conceptual understandingsSpoken language can be used to persuade and influence people.

Metaphorical language creates strong visual images in our imagination.

Listeners identify key ideas in spoken language and synthesize them to create their own understanding.

People draw on what they already know in order to infer new meaning from what they hear.

Learning outcomesLearners:

use gestures, actions, body language and/or words to communicate needs and to express ideas

listen and respond to picture books, showing pleasure, and demonstrating their understanding through gestures, expression and/or words

name classmates, teachers and familiar classroom and playground objects


listen and respond in small or large groups for increasing periods of time

listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form

memorize and join in with poems, rhymes and songs

follow classroom instructions, showing understanding


listen attentively and speak appropriately in small and large group interactions

listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail

pick out main events and relevant points in oral texts

follow multi-step directions

retell familiar stories in sequence


listen appreciatively and responsively, presenting their own point of view and respecting the views of others

listen for a specific purpose in a variety of situations

identify and expand on main ideas in familiar oral texts

listen reflectively to stories read aloud in order to identify story structures and ideas


participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations

generate, develop and modify ideas and opinions through discussion

listen and respond appropriately to instructions, questions and explanations

infer meanings, draw conclusions and make judgments about oral presentations

Learning continuums


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ctiv

ities

, for

ex

ampl

e, ro

le p

lay,

pup

pet

thea

tre,

dra

mat

izat

ion

of

fam

iliar

sto

ries

and

poem

s

use

lang

uage

to e

xpla

in,

inqu

ire a

nd c

ompa

re

reco

gniz

e pa

tter

ns in

la

ngua

ge(s

) of i

nstr

uctio

n an

d us

e in

crea

sing

ly a

ccur

ate

gram

mar

begi

n to

und

erst

and

that

la

ngua

ge u

se is

influ

ence

d by

its

purp

ose

and

the

audi

ence

unde

rsta

nd a

nd u

se s

peci

fic

voca

bula

ry to

sui

t diff

eren

t pu

rpos

es

hear

and

app

reci

ate

diff

eren

ces

betw

een

lang

uage

s.

unde

rsta

nd th

at id

eas

and

opin

ions

can

be

gene

rate

d,

deve

lope

d an

d pr

esen

ted

thro

ugh

talk

; the

y w

ork

in

pairs

and

gro

ups

to d

evel

op

oral

pre

sent

atio

ns

argu

e pe

rsua

sive

ly a

nd

defe

nd a

poi

nt o

f vie

w

expl

ain

and

disc

uss

thei

r ow

n w

ritin

g w

ith p

eers

and

adu

lts

begi

n to

par

aphr

ase

and

sum

mar

ize

orga

nize

thou

ghts

and

fe

elin

gs b

efor

e sp

eaki

ng

use

a ra

nge

of s

peci

fic

voca

bula

ry in

diff

eren

t si

tuat

ions

, ind

icat

ing

an

awar

enes

s th

at la

ngua

ge

is in

fluen

ced

by p

urpo

se,

audi

ence

and

con

text

real

ize

that

gra

mm

atic

al

stru

ctur

es c

an b

e irr

egul

ar

and

begi

n to

use

them

ap

prop

riate

ly a

nd c

onsi

sten

tly

use

oral

lang

uage

ap

prop

riate

ly, c

onfid

ently

an

d w

ith in

crea

sing

acc

urac

y

verb

aliz

e th

eir t

hink

ing

and

expl

ain

thei

r rea

soni

ng

reco

gniz

e th

at d

iffer

ent

form

s of

gra

mm

ar a

re u

sed

in

diff

eren

t con

text

s

appr

ecia

te th

at la

ngua

ge

is n

ot a

lway

s us

ed li

tera

lly;

unde

rsta

nd a

nd u

se th

e fig

urat

ive

lang

uage

of t

heir

own

cultu

re.

use

an in

crea

sing

voc

abul

ary

and

mor

e co

mpl

ex s

ente

nce

stru

ctur

es w

ith a

hig

h le

vel

of s

peci

ficit

y

argu

e pe

rsua

sive

ly a

nd

just

ify a

poi

nt o

f vie

w

show

ope

n-m

inde

d at

titud

es

whe

n lis

teni

ng to

oth

er

poin

ts o

f vie

w

para

phra

se a

nd s

umm

ariz

e w

hen

com

mun

icat

ing

oral

ly

unde

rsta

nd a

nd u

se

figur

ativ

e la

ngua

ge s

uch

as

sim

ile, p

erso

nific

atio

n an

d m

etap

hor

use

oral

lang

uage

to

form

ulat

e an

d co

mm

unic

ate

poss

ibili

ties

and

theo

ries

use

stan

dard

gra

mm

atic

al

stru

ctur

es c

ompe

tent

ly in

ap

prop

riate

situ

atio

ns

use

regi

ster

, ton

e, v

oice

leve

l an

d in

tona

tion

to e

nhan

ce

mea

ning

appr

ecia

te th

at p

eopl

e sp

eak

and

resp

ond

acco

rdin

g to

per

sona

l and

cul

tura

l pe

rspe

ctiv

es

use

spee

ch re

spon

sibl

y to

info

rm, e

nter

tain

and

in

fluen

ce o

ther

s

refle

ct o

n co

mm

unic

atio

n to

m

onito

r and

ass

ess

thei

r ow

n le

arni

ng.

Learning continuums


Visual language—viewing and presentingViewing and presenting are fundamental processes that are historically and universally powerful and significant. The receptive processes (viewing) and expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. It is important to provide a balanced programme with opportunities for students to experience both viewing and presenting. These processes involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access to data. Examples of visual texts are: advertisements, brochures, computer games and programs, websites, movies, posters, signs, logos, flags, maps, charts, graphs, diagrams, illustrations, graphic organizers, cartoons and comics. Learning to interpret this data, and to understand and use different media, are invaluable life skills.

Acquiring skills related to information and communication technology (ICT) and visual texts is significant because of their persuasive influence in society. It is important to learn how visual images influence meaning and produce powerful associations that shape the way we think and feel. Opportunities that invite students to explore the function and construction of images facilitate the process of critically analysing a range of visual texts. Learning to understand and use different visual texts expands the sources of information and expressive abilities of students.

Overall expectationsPhase 1Learners show an understanding that the world around them is full of visual language that conveys meaning. They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways.

Phase 2Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes.

Phase 3Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information.

Phase 4Learners show an open-mindedness about the use of a range of visual text resources to access information. They think critically, and are articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story.

Phase 5Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position.

Learning continuums


Lear

ning

con

tinu

um fo

r vis

ual l

angu

age—

view

ing

and

pres

enti

ng

Phas

e 1

Phas

e 2

Phas

e 3

Phas

e 4

Phas

e 5

Conc

eptu

al u

nder

stan

din

gsVi

sual

lang

uage

is a

ll ar

ound

us.

The

pict

ures

, im

ages

, and

sy

mbo

ls in

our

env

ironm

ent

have

mea

ning

.

We

can

enjo

y an

d le

arn

from

vi

sual

lang

uage

.

Conc

eptu

al u

nder

stan

din

gsPe

ople

use

sta

tic a

nd m

ovin

g im

ages

to c

omm

unic

ate

idea

s an

d in

form

atio

n.

Visu

al te

xts

can

imm

edia

tely

ga

in o

ur a

tten

tion.

View

ing

and

talk

ing

abou

t the

im

ages

oth

ers

have

cre

ated

he

lps

us to

und

erst

and

and

crea

te o

ur o

wn

pres

enta

tions

.

Conc

eptu

al u

nder

stan

din

gsVi

sual

text

s ca

n ex

pand

ou

r dat

abas

e of

sou

rces

of

info

rmat

ion.

Visu

al te

xts

prov

ide

alte

rnat

ive

mea

ns to

dev

elop

new

leve

ls o

f un

ders

tand

ing.

Sele

ctin

g th

e m

ost s

uita

ble

form

s of

vis

ual p

rese

ntat

ion

enha

nces

our

abi

lity

to e

xpre

ss

idea

s an

d im

ages

.

Diff

eren

t vis

ual t

echn

ique

s pr

oduc

e di

ffer

ent e

ffec

ts a

nd a

re

used

to p

rese

nt d

iffer

ent t

ypes

of

info

rmat

ion.

Conc

eptu

al u

nder

stan

din

gsVi

sual

text

s ha

ve th

e po

wer

to

influ

ence

thin

king

and

be

havi

our.

Inte

rpre

ting

visu

al te

xts

invo

lves

m

akin

g an

info

rmed

judg

men

t ab

out t

he in

tent

ion

of th

e m

essa

ge.

To e

nhan

ce le

arni

ng w

e ne

ed

to b

e ef

ficie

nt a

nd c

onst

ruct

ive

user

s of

the

inte

rnet

.

Conc

eptu

al u

nder

stan

din

gsTh

e ai

m o

f com

mer

cial

med

ia

is to

influ

ence

and

per

suad

e vi

ewer

s.

Indi

vidu

als

resp

ond

diff

eren

tly

to v

isua

l tex

ts, a

ccor

ding

to

thei

r pre

viou

s ex

perie

nces

, pr

efer

ence

s an

d pe

rspe

ctiv

es.

Know

ing

abou

t the

tech

niqu

es

used

in v

isua

l tex

ts h

elps

us

to in

terp

ret p

rese

ntat

ions

and

cr

eate

our

ow

n vi

sual

eff

ects

.

Synt

hesi

zing

info

rmat

ion

from

vi

sual

text

s is

dep

ende

nt u

pon

pers

onal

inte

rpre

tatio

n an

d le

ads

to n

ew u

nder

stan

ding

.

Lear

ning

out

com

esLe

arne

rs:

atte

nd to

vis

ual i

nfor

mat

ion

show

ing

unde

rsta

ndin

g th

roug

h pl

ay, g

estu

res,

faci

al

expr

essi

on

reve

al th

eir o

wn

feel

ings

in

resp

onse

to v

isua

l pr

esen

tatio

ns, f

or e

xam

ple,

by

sho

win

g am

usem

ent,

curio

sity

, sur

pris

e

Lear

ning

out

com

esLe

arne

rs:

atte

nd to

vis

ual i

nfor

mat

ion

show

ing

unde

rsta

ndin

g th

roug

h di

scus

sion

, rol

e pl

ay,

illus

trat

ions

talk

abo

ut th

eir o

wn

feel

ings

in

resp

onse

to v

isua

l m

essa

ges;

show

em

path

y fo

r th

e w

ay o

ther

s m

ight

feel

rela

te to

diff

eren

t con

text

s pr

esen

ted

in v

isua

l tex

ts

acco

rdin

g to

thei

r ow

n ex

perie

nces

, for

exa

mpl

e,

“Tha

t loo

ks li

ke m

y un

cle’

s fa

rm.”

Lear

ning

out

com

esLe

arne

rs:

view

vis

ual i

nfor

mat

ion

and

show

und

erst

andi

ng b

y as

king

rele

vant

que

stio

ns

and

disc

ussi

ng p

ossi

ble

mea

ning

disc

uss

thei

r ow

n fe

elin

gs in

re

spon

se to

vis

ual m

essa

ges;

liste

n to

oth

er re

spon

ses,

re

aliz

ing

that

peo

ple

reac

t di

ffer

ently

real

ize

that

vis

ual

info

rmat

ion

refle

cts

and

cont

ribut

es to

the

unde

rsta

ndin

g of

con

text

Lear

ning

out

com

esLe

arne

rs:

view

, res

pond

to a

nd

desc

ribe

visu

al in

form

atio

n,

com

mun

icat

ing

unde

rsta

ndin

g in

ora

l, w

ritte

n an

d vi

sual

form

desc

ribe

pers

onal

reac

tions

to

vis

ual m

essa

ges;

refle

ct o

n w

hy o

ther

s m

ay p

erce

ive

the

imag

es d

iffer

ently

unde

rsta

nd a

nd e

xpla

in h

ow

visu

al e

ffec

ts c

an b

e us

ed to

re

flect

a p

artic

ular

con

text

Lear

ning

out

com

esLe

arne

rs:

view

and

crit

ical

ly

anal

yse

a ra

nge

of v

isua

l te

xts,

com

mun

icat

ing

unde

rsta

ndin

g th

roug

h or

al,

writ

ten

and

visu

al m

edia

iden

tify

fact

ors

that

in

fluen

ce p

erso

nal r

eact

ions

to

vis

ual t

exts

; des

ign

visu

al

text

s w

ith th

e in

tent

ion

of

influ

enci

ng th

e w

ay p

eopl

e th

ink

and

feel

anal

yse

and

inte

rpre

t the

w

ays i

n w

hich

vis

ual e

ffec

ts

are

used

to e

stab

lish

cont

ext

Learning continuums


obse

rve

visu

al c

ues

that

in

dica

te c

onte

xt; s

how

un

ders

tand

ing

by m

atch

ing

pict

ures

with

con

text

reco

gniz

e fa

mili

ar s

igns

, la

bels

and

logo

s, fo

r ex

ampl

e, p

edes

tria

n w

alki

ng

sign

, em

erge

ncy

exit

sign

, no

dog

s al

low

ed; i

dent

ify

sim

ilarit

ies

and

diff

eren

ces

mak

e pe

rson

al c

onne

ctio

ns

to v

isua

l tex

ts, f

or e

xam

ple,

a

pict

ure

book

abo

ut c

hild

ren

mak

ing

frie

nds

in a

new

si

tuat

ion

use

body

lang

uage

to

com

mun

icat

e an

d to

con

vey

unde

rsta

ndin

g, fo

r exa

mpl

e,

poin

ting,

ges

turin

g, fa

cial

ex

pres

sion

s

sele

ct a

nd in

corp

orat

e co

lour

s, s

hape

s, s

ymbo

ls

and

imag

es in

to v

isua

l pr

esen

tatio

ns

show

app

reci

atio

n of

ill

ustr

atio

ns in

pic

ture

boo

ks

by s

elec

ting

and

rere

adin

g fa

mili

ar b

ooks

, foc

usin

g on

fa

vour

ite p

ages

loca

te a

nd u

se a

ppro

pria

te

ICT

icon

ogra

phy

to a

ctiv

ate

diff

eren

t dev

ices

, for

ex

ampl

e, c

ompu

ter g

ames

, CD

pla

yer,

tele

visi

on

loca

te fa

mili

ar v

isua

l tex

ts

in m

agaz

ines

, adv

ertis

ing

cata

logu

es, a

nd c

onne

ct

them

with

ass

ocia

ted

prod

ucts

show

thei

r und

erst

andi

ng

that

vis

ual m

essa

ges

influ

ence

our

beh

avio

ur

conn

ect v

isua

l inf

orm

atio

n w

ith th

eir o

wn

expe

rienc

es

to c

onst

ruct

thei

r ow

n m

eani

ng, f

or e

xam

ple,

whe

n ta

king

a tr

ip

use

body

lang

uage

in

mim

e an

d ro

le p

lay

to

com

mun

icat

e id

eas

and

feel

ings

vis

ually

real

ize

that

sha

pes,

sym

bols

an

d co

lour

s ha

ve m

eani

ng

and

incl

ude

them

in

pres

enta

tions

use

a va

riety

of i

mpl

emen

ts

to p

ract

ise

and

deve

lop

hand

writ

ing

and

pres

enta

tion

skill

s

obse

rve

and

disc

uss

illus

trat

ions

in p

ictu

re

book

s an

d si

mpl

e re

fere

nce

book

s, c

omm

entin

g on

the

info

rmat

ion

bein

g co

nvey

ed

reco

gniz

e IC

T ic

onog

raph

y an

d fo

llow

pro

mpt

s to

acc

ess

prog

ram

s or

act

ivat

e de

vice

s

reco

gniz

e an

d na

me

fam

iliar

vi

sual

text

s, fo

r exa

mpl

e,

adve

rtis

ing,

logo

s, la

bels

, si

gns,

ICT

icon

ogra

phy

obse

rve

and

disc

uss

fam

iliar

an

d un

fam

iliar

vis

ual

mes

sage

s; m

ake

judg

men

ts

abou

t eff

ectiv

enes

s

disc

uss

pers

onal

exp

erie

nces

th

at c

onne

ct w

ith v

isua

l im

ages

use

actio

ns a

nd b

ody

lang

uage

to re

info

rce

and

add

mea

ning

to o

ral

pres

enta

tions

sele

ct a

nd u

se s

uita

ble

shap

es, c

olou

rs, s

ymbo

ls

and

layo

ut fo

r pre

sent

atio

ns;

prac

tise

and

deve

lop

writ

ing/

calli

grap

hy s

tyle

s

real

ize

that

text

and

ill

ustr

atio

ns in

refe

renc

e m

ater

ials

wor

k to

geth

er to

co

nvey

info

rmat

ion,

and

can

ex

plai

n ho

w th

is e

nhan

ces

unde

rsta

ndin

g

with

gui

danc

e, u

se th

e in

tern

et to

acc

ess

rele

vant

in

form

atio

n; p

roce

ss a

nd

pres

ent i

nfor

mat

ion

in

way

s th

at a

re p

erso

nally

m

eani

ngfu

l

use

appr

opria

te te

rmin

olog

y to

dis

cuss

vis

ual t

exts

, fo

r exa

mpl

e, lo

gos,

font

, fo

regr

ound

, bac

kgro

und,

im

pact

reco

gniz

e an

d na

me

fam

iliar

vi

sual

text

s an

d ex

plai

n w

hy

they

are

or a

re n

ot e

ffec

tive,

fo

r exa

mpl

e, a

dver

tisin

g,

logo

s, la

bels

, sig

ns,

billb

oard

s

inte

rpre

t vis

ual c

ues

in

orde

r to

anal

yse

and

mak

e in

fere

nces

abo

ut th

e in

tent

ion

of th

e m

essa

ge

expl

ain

how

rele

vant

pe

rson

al e

xper

ienc

es c

an a

dd

to th

e m

eani

ng o

f a s

elec

ted

film

/mov

ie; w

rite

and

illus

trat

e a

pers

onal

resp

onse

iden

tify

aspe

cts

of b

ody

lang

uage

in a

dra

mat

ic

pres

enta

tion

and

expl

ain

how

they

are

use

d to

con

vey

the

moo

d an

d pe

rson

al tr

aits

of

cha

ract

ers

desi

gn p

oste

rs a

nd c

hart

s,

usin

g sh

apes

, col

ours

, sy

mbo

ls, l

ayou

t and

font

s,

to a

chie

ve p

artic

ular

eff

ects

; ex

plai

n ho

w th

e de

sire

d ef

fect

is a

chie

ved

disc

uss

a ne

wsp

aper

repo

rt

and

tell

how

the

wor

ds a

nd

pict

ures

wor

k to

geth

er to

co

nvey

a p

artic

ular

mes

sage

prep

are,

indi

vidu

ally

or

in c

olla

bora

tion,

vis

ual

pres

enta

tions

usi

ng a

ra

nge

of m

edia

, inc

ludi

ng

com

pute

r and

web

-bas

ed

appl

icat

ions

iden

tify

elem

ents

and

te

chni

ques

that

mak

e ad

vert

isem

ents

, log

os a

nd

sym

bols

eff

ectiv

e an

d dr

aw

on th

is k

now

ledg

e to

cre

ate

thei

r ow

n vi

sual

eff

ects

real

ize

that

cul

tura

l inf

luen

ces

affe

ct th

e w

ay w

e re

spon

d to

vi

sual

eff

ects

and

exp

lain

how

th

is a

ffec

ts o

ur in

terp

reta

tion,

fo

r exa

mpl

e, th

e us

e of

pa

rtic

ular

col

ours

or s

ymbo

ls

real

ize

that

indi

vidu

als

inte

rpre

t vis

ual i

nfor

mat

ion

acco

rdin

g to

thei

r per

sona

l ex

perie

nces

and

diff

eren

t pe

rspe

ctiv

es

show

how

bod

y la

ngua

ge, f

or

exam

ple,

faci

al e

xpre

ssio

n,

gest

ure

and

mov

emen

t, po

stur

e an

d or

ient

atio

n, e

ye

cont

act a

nd to

uch,

can

be

used

to a

chie

ve e

ffec

ts a

nd

influ

ence

mea

ning

appl

y kn

owle

dge

of

pres

enta

tion

tech

niqu

es in

or

igin

al a

nd in

nova

tive

way

s; ex

plai

n th

eir o

wn

idea

s fo

r ac

hiev

ing

desi

red

effe

cts

exam

ine

and

anal

yse

text

an

d ill

ustr

atio

ns in

refe

renc

e m

ater

ial,

incl

udin

g on

line

text

, exp

lain

ing

how

vis

ual

and

writ

ten

info

rmat

ion

wor

k to

geth

er to

rein

forc

e ea

ch o

ther

and

mak

e m

eani

ng m

ore

expl

icit

Learning continuums


liste

n to

term

inol

ogy

asso

ciat

ed w

ith v

isua

l tex

ts

and

unde

rsta

nd te

rms

such

as

col

our,

shap

e, s

ize.

thro

ugh

teac

her m

odel

ling,

be

com

e aw

are

of

term

inol

ogy

used

to te

ll ab

out v

isua

l eff

ects

, for

ex

ampl

e, fe

atur

es, l

ayou

t, bo

rder

, fra

me

view

diff

eren

t ver

sion

s of

th

e sa

me

stor

y an

d di

scus

s th

e ef

fect

iven

ess

of th

e di

ffer

ent w

ays

of te

lling

the

sam

e st

ory,

for e

xam

ple,

the

pict

ure

book

ver

sion

and

the

film

/mov

ie v

ersi

on o

f a s

tory

beco

me

awar

e of

the

use

and

orga

niza

tion

of v

isua

l ef

fect

s to

cre

ate

a pa

rtic

ular

im

pact

, for

exa

mpl

e,

dom

inan

t im

ages

sho

w w

hat

is im

port

ant i

n a

stor

y

obse

rve

visu

al im

ages

and

be

gin

to a

ppre

ciat

e, a

nd b

e ab

le to

exp

ress

, tha

t the

y ha

ve b

een

crea

ted

to a

chie

ve

part

icul

ar p

urpo

ses.

view

a ra

nge

of v

isua

l la

ngua

ge fo

rmat

s an

d di

scus

s th

eir e

ffec

tiven

ess,

fo

r exa

mpl

e, fi

lm/v

ideo

, po

ster

s, d

ram

a

real

ize

that

eff

ects

hav

e be

en

sele

cted

and

arr

ange

d to

ac

hiev

e a

cert

ain

impa

ct, f

or

exam

ple,

the

way

in w

hich

co

lour

, lig

htin

g, m

usic

and

m

ovem

ent w

ork

toge

ther

in

a pe

rfor

man

ce

obse

rve

and

disc

uss

visu

al

pres

enta

tions

; mak

e su

gges

tions

abo

ut w

hy th

ey

have

bee

n cr

eate

d an

d w

hat

the

crea

tor h

as b

een

aim

ing

to a

chie

ve.

disc

uss

and

expl

ain

visu

al

imag

es a

nd e

ffec

ts u

sing

ap

prop

riate

term

inol

ogy,

fo

r exa

mpl

e, im

age,

sy

mbo

l, gr

aphi

cs, b

alan

ce,

tech

niqu

es, c

ompo

sitio

n

expe

rienc

e a

rang

e of

di

ffer

ent v

isua

l lan

guag

e fo

rmat

s; ap

prec

iate

and

de

scrib

e w

hy p

artic

ular

fo

rmat

s ar

e se

lect

ed to

ac

hiev

e pa

rtic

ular

eff

ects

obse

rve

and

disc

uss

the

choi

ce a

nd c

ompo

sitio

n of

vi

sual

pre

sent

atio

ns a

nd

expl

ain

how

they

con

trib

ute

to m

eani

ng a

nd im

pact

, for

ex

ampl

e, fa

cial

exp

ress

ions

, sp

eech

bub

bles

, wor

d im

ages

to c

onve

y so

und

effe

cts

real

ize

that

vis

ual

pres

enta

tions

hav

e be

en

crea

ted

to re

ach

out t

o a

part

icul

ar a

udie

nce

and

influ

ence

the

audi

ence

in

som

e w

ay; d

iscu

ss th

e ef

fect

s us

ed a

nd h

ow th

ey m

ight

in

fluen

ce th

e au

dien

ce.

navi

gate

the

inte

rnet

in

resp

onse

to v

erba

l an

d vi

sual

pro

mpt

s w

ith

conf

iden

ce a

nd fa

mili

arit

y;

use

ICT

to p

repa

re th

eir o

wn

pres

enta

tions

use

appr

opria

te te

rmin

olog

y to

iden

tify

a ra

nge

of v

isua

l ef

fect

s/fo

rmat

s an

d cr

itica

lly

anal

yse

thei

r eff

ectiv

enes

s,

for e

xam

ple,

moo

d, m

edia

, ju

xtap

ositi

on, p

ropo

rtio

n

anal

yse

the

sele

ctio

n an

d co

mpo

sitio

n of

vis

ual

pres

enta

tions

; sel

ect

exam

ples

to e

xpla

in h

ow

they

ach

ieve

a p

artic

ular

im

pact

, for

exa

mpl

e,

dom

inan

t im

ages

, use

of

colo

ur, t

extu

re, s

ymbo

lism

iden

tify

the

inte

nded

au

dien

ce a

nd p

urpo

se

of a

vis

ual p

rese

ntat

ion;

id

entif

y ov

ert a

nd s

ublim

inal

m

essa

ges

refle

ct o

n w

ays

in w

hich

un

ders

tand

ing

the

inte

ntio

n of

a v

isua

l mes

sage

ca

n in

fluen

ce p

erso

nal

resp

onse

s.

Learning continuums


Written language—readingReading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, and the text itself. It begins to happen when the young learner realizes that print conveys meaning and becomes concerned with trying to make sense of the marks on the page. The most significant contribution parents and teachers can make to success in reading is to provide a captivating range of picture books and other illustrated materials to share with beginning readers. Enthusiasm and curiosity are essential ingredients in promoting the desire to read. Children of all ages need to experience and enjoy a wide variety of interesting, informative, intriguing and creative reading materials.

Reading helps us to clarify our ideas, feelings, thoughts and opinions. Literature offers us a means of understanding ourselves and others, and has the power to influence and structure thinking. Well-written fiction provides opportunities for learners to imagine themselves in another’s situation, reflecting on feelings and actions, and developing empathy. The ability to read and comprehend non-fiction is essential for the process of inquiry. As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text. Teachers should provide a balance between fiction and non-fiction, to meet the range of learning needs and interests of their students.

Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure, interest, and information, experiencing an extensive range of quality fiction and non-fiction texts. As learners engage with interesting and appealing texts, appropriate to their experiences and developmental phase, they acquire the skills, strategies and conceptual understanding necessary to become competent, motivated, independent readers.

Overall expectationsPhase 1Learners show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge and pleasure; that it can be a social activity or an individual activity. They have a concept of a “book”, and an awareness of some of its structural elements. They use visual cues to recall sounds and the words they are “reading” to construct meaning.

Phase 2Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognize them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys meaning.

Phase 3Learners show an understanding that text is used to convey meaning in different ways and for different purposes—they are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of text conveys meaning.

Phase 4Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both real and imagined, and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading.

Phase 5Learners show an understanding of the strategies authors use to engage them. They have their favourite authors and can articulate reasons for their choices. Reading provides a sense of accomplishment, not only in the process, but in the access it provides them to further knowledge about, and understanding of, the world.

Learning continuums


Lear

ning

con

tinu

um fo

r wri

tten

lang

uage

—re

adin

g

Phas

e 1

Phas

e 2

Phas

e 3

Phas

e 4

Phas

e 5

Conc

eptu

al u

nder

stan

din

gsIll

ustr

atio

ns c

onve

y m

eani

ng.

Prin

t con

veys

mea

ning

.

Peop

le re

ad fo

r ple

asur

e.

Stor

ies

can

tell

abou

t im

agin

ed

wor

lds.

Prin

ted

info

rmat

ion

can

tell

abou

t the

real

wor

ld.

Ther

e ar

e es

tabl

ishe

d w

ays

of

sett

ing

out p

rint a

nd o

rgan

izin

g bo

oks.

Conc

eptu

al u

nder

stan

din

gsTh

e so

unds

of s

poke

n la

ngua

ge

can

be re

pres

ente

d vi

sual

ly.

Writ

ten

lang

uage

wor

ks

diff

eren

tly fr

om s

poke

n la

ngua

ge.

Cons

iste

nt w

ays

of re

cord

ing

wor

ds o

r ide

as e

nabl

e m

embe

rs

of a

lang

uage

com

mun

ity

to

com

mun

icat

e.

Peop

le re

ad to

lear

n.

The

wor

ds w

e se

e an

d he

ar

enab

le u

s to

cre

ate

pict

ures

in

our m

inds

.

Conc

eptu

al u

nder

stan

din

gsD

iffer

ent t

ypes

of t

exts

ser

ve

diff

eren

t pur

pose

s.

Wha

t we

alre

ady

know

ena

bles

us

to u

nder

stan

d w

hat w

e re

ad.

App

lyin

g a

rang

e of

str

ateg

ies

help

s us

to re

ad a

nd u

nder

stan

d ne

w te

xts.

Won

derin

g ab

out t

exts

and

as

king

que

stio

ns h

elps

us

to

unde

rsta

nd th

e m

eani

ng.

The

stru

ctur

e an

d or

gani

zatio

n of

writ

ten

lang

uage

influ

ence

s an

d co

nvey

s m

eani

ng.

Conc

eptu

al u

nder

stan

din

gsRe

adin

g an

d th

inki

ng w

ork

toge

ther

to e

nabl

e us

to m

ake

mea

ning

.

Chec

king

, rer

eadi

ng a

nd

corr

ectin

g ou

r ow

n re

adin

g as

w

e go

ena

ble

us to

read

new

and

m

ore

com

plex

text

s.

Iden

tifyi

ng th

e m

ain

idea

s in

the

text

hel

ps u

s to

und

erst

and

wha

t is

impo

rtan

t.

Know

ing

wha

t we

aim

to

achi

eve

help

s us

to s

elec

t use

ful

refe

renc

e m

ater

ial t

o co

nduc

t re

sear

ch.

Conc

eptu

al u

nder

stan

din

gsA

utho

rs s

truc

ture

sto

ries

arou

nd

sign

ifica

nt th

emes

.

Effe

ctiv

e st

orie

s ha

ve a

str

uctu

re,

purp

ose

and

sequ

ence

of e

vent

s (p

lot)

that

hel

p to

mak

e th

e au

thor

’s in

tent

ion

clea

r.

Synt

hesi

zing

idea

s an

d in

form

atio

n fr

om te

xts

lead

s to

ne

w id

eas

and

unde

rsta

ndin

g.

Read

ing

open

s ou

r min

ds to

m

ultip

le p

ersp

ectiv

es a

nd h

elps

us

to u

nder

stan

d ho

w p

eopl

e th

ink,

feel

and

act

.

Lear

ning

out

com

esLe

arne

rs:

enjo

y lis

teni

ng to

sto

ries

choo

se a

nd “r

ead”

pic

ture

bo

oks

for p

leas

ure

loca

te a

nd re

spon

d to

as

pect

s of

inte

rest

in s

elf-

sele

cted

text

s (p

oint

ing,

ex

amin

ing

pict

ures

clo

sely

, co

mm

entin

g)

show

cur

iosi

ty a

nd a

sk

ques

tions

abo

ut p

ictu

res

or

text

Lear

ning

out

com

esLe

arne

rs:

sele

ct a

nd re

read

favo

urite

te

xts

for e

njoy

men

t

unde

rsta

nd th

at p

rint i

s pe

rman

ent,

for e

xam

ple,

w

hen

liste

ning

to fa

mili

ar

stor

ies,

not

ices

whe

n th

e re

ader

leav

es o

ut o

r cha

nges

pa

rts

part

icip

ate

in s

hare

d re

adin

g,

posi

ng a

nd re

spon

ding

to

ques

tions

and

join

ing

in th

e re

frai

ns

Lear

ning

out

com

esLe

arne

rs:

deve

lop

pers

onal

pr

efer

ence

s, s

elec

ting

book

s fo

r ple

asur

e an

d in

form

atio

n

read

text

s at

an

appr

opria

te

leve

l, in

depe

nden

tly,

conf

iden

tly a

nd w

ith g

ood

unde

rsta

ndin

g

reco

gniz

e a

rang

e of

di

ffer

ent t

ext t

ypes

, for

ex

ampl

e, le

tter

s, p

oetr

y,

play

s, s

torie

s, n

ovel

s, re

port

s,

artic

les

Lear

ning

out

com

esLe

arne

rs:

read

a v

arie

ty o

f boo

ks fo

r pl

easu

re, i

nstr

uctio

n an

d in

form

atio

n; re

flect

regu

larly

on

read

ing

and

set f

utur

e go

als

dist

ingu

ish

betw

een

fictio

n an

d no

n-fic

tion

and

sele

ct

book

s ap

prop

riate

to s

peci

fic

purp

oses

unde

rsta

nd a

nd re

spon

d to

the

idea

s, fe

elin

gs a

nd

attit

udes

exp

ress

ed in

va

rious

text

s, s

how

ing

empa

thy

for c

hara

cter

s

Lear

ning

out

com

esLe

arne

rs:

read

a w

ide

rang

e of

text

s co

nfid

ently

, ind

epen

dent

ly

and

with

und

erst

andi

ng

wor

k in

coo

pera

tive

grou

ps

to lo

cate

and

sel

ect t

exts

ap

prop

riate

to p

urpo

se a

nd

audi

ence

part

icip

ate

in c

lass

, gro

up

or in

divi

dual

aut

hor s

tudi

es,

gain

ing

an in

-dep

th

unde

rsta

ndin

g of

the

wor

k an

d st

yle

of a

par

ticul

ar

auth

or a

nd a

ppre

ciat

ing

wha

t it

mea

ns to

be

an a

utho

r

Learning continuums


liste

n at

tent

ivel

y an

d re

spon

d to

sto

ries

read

alo

ud

part

icip

ate

in s

hare

d re

adin

g,

join

ing

in w

ith rh

ymes

, re

frai

ns a

nd re

peat

ed te

xt a

s th

ey g

ain

fam

iliar

ity

mak

e co

nnec

tions

to th

eir

own

expe

rienc

e w

hen

liste

ning

to o

r “re

adin

g” te

xts

begi

n to

dis

crim

inat

e be

twee

n vi

sual

re

pres

enta

tions

suc

h as

sy

mbo

ls, n

umbe

rs, I

CT

icon

ogra

phy,

lett

ers

and

wor

ds

reco

gniz

e th

eir o

wn

first

na

me

expr

ess

opin

ions

abo

ut th

e m

eani

ng o

f a s

tory

show

em

path

y fo

r cha

ract

ers

in a

sto

ry

dist

ingu

ish

betw

een

pict

ures

and

writ

ten

text

, fo

r exa

mpl

e, c

an p

oint

to a

pi

ctur

e w

hen

aske

d

indi

cate

prin

ted

text

whe

re

the

teac

her s

houl

d st

art

read

ing

hand

le b

ooks

, sho

win

g an

un

ders

tand

ing

of h

ow a

bo

ok w

orks

, for

exa

mpl

e,

cove

r, be

ginn

ing,

dire

ctio

nal

mov

emen

t, en

d

part

icip

ate

in g

uide

d re

adin

g si

tuat

ions

, obs

ervi

ng a

nd

appl

ying

read

ing

beha

viou

rs

and

inte

ract

ing

effe

ctiv

ely

with

the

grou

p

liste

n at

tent

ivel

y an

d re

spon

d ac

tivel

y to

read

-al

oud

situ

atio

ns; m

ake

pred

ictio

ns, a

ntic

ipat

e po

ssib

le o

utco

mes

read

and

und

erst

and

the

mea

ning

of s

elf-

sele

cted

and

te

ache

r-se

lect

ed te

xts

at a

n ap

prop

riate

leve

l

use

mea

ning

, vis

ual,

cont

extu

al a

nd m

emor

y cu

es, a

nd c

ross

-che

ck c

ues

agai

nst e

ach

othe

r, w

hen

nece

ssar

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ache

r mon

itors

m

iscu

es to

iden

tify

stra

tegi

es

used

and

str

ateg

ies

to b

e de

velo

ped)

read

and

und

erst

and

fam

iliar

pr

int f

rom

the

imm

edia

te

envi

ronm

ent,

for e

xam

ple,

si

gns,

adv

ertis

emen

ts, l

ogos

, IC

T ic

onog

raph

y

mak

e co

nnec

tions

bet

wee

n pe

rson

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xper

ienc

e an

d st

oryb

ook

char

acte

rs

unde

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nd s

ound

–sym

bol

rela

tions

hips

and

reco

gniz

e fa

mili

ar s

ound

s/sy

mbo

ls/

wor

ds o

f the

lang

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co

mm

unit

y

iden

tify

and

expl

ain

the

basi

c st

ruct

ure

of a

sto

ry—

begi

nnin

g, m

iddl

e an

d en

d;

may

use

sto

rybo

ards

or

com

ic s

trip

s to

com

mun

icat

e el

emen

ts

mak

e pr

edic

tions

abo

ut a

st

ory,

bas

ed o

n th

eir o

wn

know

ledg

e an

d ex

perie

nce;

re

vise

or c

onfir

m p

redi

ctio

ns

as th

e st

ory

prog

ress

es

real

ize

that

ther

e is

a

diff

eren

ce b

etw

een

fictio

n an

d no

n-fic

tion

and

use

book

s fo

r par

ticul

ar

purp

oses

, with

teac

her

guid

ance

reco

gniz

e an

d us

e th

e di

ffer

ent p

arts

of a

boo

k, fo

r ex

ampl

e, ti

tle p

age,

con

tent

s,

inde

x

unde

rsta

nd s

ound

–sym

bol

rela

tions

hips

and

app

ly

relia

ble

phon

etic

str

ateg

ies

whe

n de

codi

ng p

rint

use

a ra

nge

of s

trat

egie

s to

se

lf-m

onito

r and

sel

f-co

rrec

t, fo

r exa

mpl

e, m

eani

ng,

cont

ext,

rere

adin

g, re

adin

g on

, cro

ss-c

heck

ing

one

cue

sour

ce a

gain

st a

noth

er

disc

uss

pers

onal

ity

and

beha

viou

r of s

tory

book

ch

arac

ters

, com

men

ting

on

reas

ons

why

they

mig

ht re

act

in p

artic

ular

way

s

reco

gniz

e th

e au

thor

’s pu

rpos

e, fo

r exa

mpl

e, to

in

form

, ent

erta

in, p

ersu

ade,

in

stru

ct

unde

rsta

nd th

at s

torie

s ha

ve

a pl

ot; i

dent

ify th

e m

ain

idea

; dis

cuss

and

out

line

the

sequ

ence

of e

vent

s le

adin

g to

the

final

out

com

e

appr

ecia

te th

at w

riter

s pl

an

and

stru

ctur

e th

eir s

torie

s to

ach

ieve

par

ticul

ar e

ffec

ts;

iden

tify

feat

ures

that

can

be

repl

icat

ed w

hen

plan

ning

th

eir o

wn

stor

ies

use

refe

renc

e bo

oks,

di

ctio

narie

s, a

nd

com

pute

r and

web

-bas

ed

appl

icat

ions

with

incr

easi

ng

inde

pend

ence

and

re

spon

sibi

lity

know

how

to s

kim

and

sca

n te

xts

to d

ecid

e w

heth

er

they

will

be

usef

ul, b

efor

e at

tem

ptin

g to

read

in d

etai

l

as p

art o

f the

inqu

iry

proc

ess,

wor

k co

oper

ativ

ely

with

oth

ers

to a

cces

s, re

ad,

inte

rpre

t, an

d ev

alua

te a

ra

nge

of s

ourc

e m

ater

ials

iden

tify

rele

vant

, rel

iabl

e an

d us

eful

info

rmat

ion

and

deci

de o

n ap

prop

riate

way

s to

use

it

iden

tify

genr

e (in

clud

ing

fant

asy,

bio

grap

hy, s

cien

ce

fictio

n, m

yste

ry, h

isto

rical

no

vel)

and

expl

ain

elem

ents

an

d lit

erar

y fo

rms

that

are

as

soci

ated

with

diff

eren

t ge

nres

appr

ecia

te s

truc

tura

l and

st

ylis

tic d

iffer

ence

s be

twee

n fic

tion

and

non-

fictio

n;

show

und

erst

andi

ng o

f thi

s di

stin

ctio

n w

hen

stru

ctur

ing

thei

r ow

n w

ritin

g

appr

ecia

te a

utho

rs’ u

se

of la

ngua

ge a

nd in

terp

ret

mea

ning

bey

ond

the

liter

al

unde

rsta

nd th

at a

utho

rs u

se

wor

ds a

nd li

tera

ry d

evic

es to

ev

oke

men

tal i

mag

es

reco

gniz

e an

d un

ders

tand

fig

urat

ive

lang

uage

, for

ex

ampl

e, s

imile

s, m

etap

hors

, id

iom

s

mak

e in

fere

nces

and

be

able

to

just

ify th

em

iden

tify

and

desc

ribe

elem

ents

of a

sto

ry—

plot

, se

ttin

g, c

hara

cter

s,

them

e—an

d ex

plai

n ho

w

they

con

trib

ute

to it

s ef

fect

iven

ess

com

pare

and

con

tras

t the

pl

ots

of tw

o di

ffer

ent b

ut

sim

ilar n

ovel

s, c

omm

entin

g on

eff

ectiv

enes

s an

d im

pact

Learning continuums


real

ize

that

the

orga

niza

tion

of o

n-sc

reen

text

is d

iffer

ent

from

how

text

is o

rgan

ized

in

a b

ook

join

in w

ith c

hant

s, p

oem

s,

song

s, w

ord

gam

es a

nd

clap

ping

gam

es, g

aini

ng

fam

iliar

ity

with

the

soun

ds

and

patt

erns

of t

he la

ngua

ge

of in

stru

ctio

n.

inst

antly

reco

gniz

e an

in

crea

sing

ban

k of

hig

h-fr

eque

ncy

and

high

-inte

rest

w

ords

, cha

ract

ers

or s

ymbo

ls

have

a s

ecur

e kn

owle

dge

of

the

basi

c co

nven

tions

of t

he

lang

uage

(s) o

f ins

truc

tion

in p

rinte

d te

xt, f

or e

xam

ple,

or

ient

atio

n, d

irect

iona

l m

ovem

ent,

layo

ut, s

paci

ng,

punc

tuat

ion

part

icip

ate

in le

arni

ng

enga

gem

ents

invo

lvin

g re

adin

g al

oud—

taki

ng

role

s an

d re

adin

g di

alog

ue,

repe

atin

g re

frai

ns fr

om

fam

iliar

sto

ries,

reci

ting

poem

s.

disc

uss

thei

r ow

n ex

perie

nces

and

rela

te th

em

to fi

ctio

n an

d no

n-fic

tion

text

s

part

icip

ate

in c

olla

bora

tive

lear

ning

exp

erie

nces

, ac

know

ledg

ing

that

peo

ple

see

thin

gs d

iffer

ently

and

ar

e en

title

d to

exp

ress

thei

r po

int o

f vie

w

won

der a

bout

text

s an

d as

k qu

estio

ns to

try

to

unde

rsta

nd w

hat t

he a

utho

r is

say

ing

to th

e re

ader

.

acce

ss in

form

atio

n fr

om a

va

riety

of t

exts

bot

h in

prin

t an

d on

line,

for e

xam

ple,

ne

wsp

aper

s, m

agaz

ines

, jo

urna

ls, c

omic

s, g

raph

ic

book

s, e

-boo

ks, b

logs

, wik

is

know

whe

n an

d ho

w to

use

th

e in

tern

et a

nd m

ultim

edia

re

sour

ces

for r

esea

rch

unde

rsta

nd th

at th

e in

tern

et

mus

t be

used

with

the

appr

oval

and

sup

ervi

sion

of

a p

aren

t or t

each

er; r

ead,

un

ders

tand

and

sig

n th

e sc

hool

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ber-

safe

ty p

olic

y.

dist

ingu

ish

betw

een

fact

an

d op

inio

n, a

nd re

ach

thei

r ow

n co

nclu

sion

s ab

out w

hat

repr

esen

ts v

alid

info

rmat

ion

use

a ra

nge

of s

trat

egie

s to

sol

ve c

ompr

ehen

sion

pr

oble

ms

and

deep

en th

eir

unde

rsta

ndin

g of

a te

xt

cons

iste

ntly

and

con

fiden

tly

use

a ra

nge

of re

sour

ces

to

find

info

rmat

ion

and

supp

ort

thei

r inq

uirie

s

part

icip

ate

in c

olla

bora

tive

lear

ning

, con

side

ring

mul

tiple

per

spec

tives

an

d w

orki

ng w

ith p

eers

to

co-

cons

truc

t new

un

ders

tand

ing

use

the

inte

rnet

resp

onsi

bly

and

know

ledg

eabl

y,

appr

ecia

ting

its u

ses

and

limita

tions

loca

te, o

rgan

ize

and

synt

hesi

ze in

form

atio

n fr

om

a va

riety

of s

ourc

es in

clud

ing

the

libra

ry/m

edia

cen

tre,

th

e in

tern

et, p

eopl

e in

the

scho

ol, f

amily

, the

imm

edia

te

com

mun

ity

or th

e gl

obal

co

mm

unit

y.

Learning continuums


Written language—writingWriting is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of young learners to the expression of mature writers, it allows us to organize and communicate thoughts, ideas and information in a visible and tangible way. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express themselves and reveal their own “voice”, writing is a genuine expression of the individual. The quality of expression lies in the authenticity of the message and the desire to communicate. If the writer has shared his or her message in such a way that others can appreciate it, the writer’s intention has been achieved. Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness. However, the writer’s ability to communicate his or her intention and share meaning takes precedence over accuracy and the application of skills. Accuracy and skills grow out of the process of producing meaningful communication. Children learn to write by writing. Acquiring a set of isolated skills will not turn them into writers. It is only in the process of sharing their ideas in written form that skills are developed, applied and refined to produce increasingly effective written communication.

Overall expectationsPhase 1Learners show an understanding that writing is a form of expression to be enjoyed. They know that how you write and what you write conveys meaning; that writing is a purposeful act, with both individual and collaborative aspects.

Phase 2Learners show an understanding that writing is a means of recording, remembering and communicating. They know that writing involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. They know that writing can describe the factual or the imagined world.

Phase 3Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing.

Phase 4Learners show an understanding of the role of the author and are able to take on the responsibilities of authorship. They demonstrate an understanding of story structure and are able to make critical judgments about their writing, and the writing of others. They are able to rewrite to improve the quality of their writing.

Phase 5Learners show an understanding of the conventions pertaining to writing, in its different forms, that are widely accepted. In addition, they demonstrate a high level of integration of the strands of language in order to create meaning in a manner that suits their learning styles. They can analyse the writing of others and identify common or recurring themes or issues. They accept feedback from others.

Learning continuums


Lear

ning

con

tinu

um fo

r wri

tten

lang

uage

—w

riti

ng

Phas

e 1

Phas

e 2

Phas

e 3

Phas

e 4

Phas

e 5

Conc

eptu

al u

nder

stan

din

gsW

ritin

g co

nvey

s m

eani

ng.

Peop

le w

rite

to te

ll ab

out t

heir

expe

rienc

es, i

deas

and

feel

ings

.

Ever

yone

can

exp

ress

th

emse

lves

in w

ritin

g.

Talk

ing

abou

t our

sto

ries

and

pict

ures

hel

ps o

ther

peo

ple

to

unde

rsta

nd a

nd e

njoy

them

.

Conc

eptu

al u

nder

stan

din

gsPe

ople

writ

e to

com

mun

icat

e.

The

soun

ds o

f spo

ken

lang

uage

ca

n be

repr

esen

ted

visu

ally

(le

tter

s, s

ymbo

ls, c

hara

cter

s).

Cons

iste

nt w

ays

of re

cord

ing

wor

ds o

r ide

as e

nabl

e m

embe

rs

of a

lang

uage

com

mun

ity

to

unde

rsta

nd e

ach

othe

r’s w

ritin

g.

Writ

ten

lang

uage

wor

ks

diff

eren

tly fr

om s

poke

n la

ngua

ge.

Conc

eptu

al u

nder

stan

din

gsW

e w

rite

in d

iffer

ent w

ays

for

diff

eren

t pur

pose

s.

The

stru

ctur

e of

diff

eren

t typ

es

of te

xts

incl

udes

iden

tifia

ble

feat

ures

.

App

lyin

g a

rang

e of

str

ateg

ies

help

s us

to e

xpre

ss o

urse

lves

so

that

oth

ers

can

enjo

y ou

r writ

ing.

Thin

king

abo

ut s

tory

book

ch

arac

ters

and

peo

ple

in re

al li

fe

help

s us

to d

evel

op c

hara

cter

s in

ou

r ow

n st

orie

s.

Whe

n w

ritin

g, th

e w

ords

we

choo

se a

nd h

ow w

e ch

oose

to

use

them

ena

ble

us to

sha

re o

ur

imag

inin

gs a

nd id

eas.

Conc

eptu

al u

nder

stan

din

gsW

ritin

g an

d th

inki

ng w

ork

toge

ther

to e

nabl

e us

to e

xpre

ss

idea

s an

d co

nvey

mea

ning

.

Ask

ing

ques

tions

of o

urse

lves

an

d ot

hers

hel

ps to

mak

e ou

r w

ritin

g m

ore

focu

sed

and

purp

osef

ul.

The

way

we

stru

ctur

e an

d or

gani

ze o

ur w

ritin

g he

lps

othe

rs

to u

nder

stan

d an

d ap

prec

iate

it.

Rere

adin

g an

d ed

iting

our

ow

n w

ritin

g en

able

s us

to e

xpre

ss

wha

t we

wan

t to

say

mor

e cl

early

.

Conc

eptu

al u

nder

stan

din

gs

Stor

ies

that

peo

ple

wan

t to

read

are

bui

lt ar

ound

them

es

to w

hich

they

can

mak

e co

nnec

tions

.

Effe

ctiv

e st

orie

s ha

ve a

pur

pose

an

d st

ruct

ure

that

hel

p to

mak

e th

e au

thor

’s in

tent

ion

clea

r.

Synt

hesi

zing

idea

s en

able

s us

to

build

on

wha

t we

know

, ref

lect

on

diff

eren

t per

spec

tives

, and

ex

pres

s ne

w id

eas.

Know

ing

wha

t we

aim

to a

chie

ve

help

s us

to p

lan

and

deve

lop

diff

eren

t for

ms

of w

ritin

g.

Thro

ugh

the

proc

ess

of

plan

ning

, dra

ftin

g, e

ditin

g an

d re

visi

ng, o

ur w

ritin

g im

prov

es

over

tim

e.

Lear

ning

out

com

esLe

arne

rs:

expe

rimen

t with

writ

ing

usin

g di

ffer

ent w

ritin

g im

plem

ents

and

med

ia

choo

se to

writ

e as

pla

y, o

r in

info

rmal

situ

atio

ns, f

or

exam

ple,

filli

ng in

form

s in

a

pret

end

post

off

ice,

writ

ing

a m

enu

or w

ish

list f

or a

par

ty

diff

eren

tiate

bet

wee

n ill

ustr

atio

ns a

nd w

ritte

n te

xt

Lear

ning

out

com

esLe

arne

rs:

enjo

y w

ritin

g an

d va

lue

thei

r ow

n ef

fort

s

writ

e in

form

ally

abo

ut th

eir

own

idea

s, e

xper

ienc

es a

nd

feel

ings

in a

per

sona

l jou

rnal

or

dia

ry, i

nitia

lly u

sing

sim

ple

sent

ence

str

uctu

res,

for

exam

ple,

“I li

ke …

”, “I

can

…”

, “I w

ent t

o …

”, “I

am

goi

ng

to …

”

Lear

ning

out

com

esLe

arne

rs:

enga

ge c

onfid

ently

with

the

proc

ess

of w

ritin

g

writ

e ab

out a

rang

e of

topi

cs

for a

var

iety

of p

urpo

ses,

us

ing

liter

ary

form

s an

d st

ruct

ures

mod

elle

d by

the

teac

her a

nd/o

r enc

ount

ered

in

read

ing

use

grap

hic

orga

nize

rs to

pl

an w

ritin

g, fo

r exa

mpl

e,

Min

d M

aps®

, sto

rybo

ards

Lear

ning

out

com

esLe

arne

rs:

writ

e in

depe

nden

tly

and

with

con

fiden

ce,

dem

onst

ratin

g a

pers

onal

vo

ice

as a

writ

er

writ

e fo

r a ra

nge

of

purp

oses

, bot

h cr

eativ

e an

d in

form

ativ

e, u

sing

diff

eren

t ty

pes

of s

truc

ture

s an

d st

yles

ac

cord

ing

to th

e pu

rpos

e of

th

e w

ritin

g

Lear

ning

out

com

esLe

arne

rs:

writ

e in

depe

nden

tly a

nd

with

con

fiden

ce, s

how

ing

the

deve

lopm

ent o

f the

ir ow

n vo

ice

and

styl

e

writ

e us

ing

a ra

nge

of

text

type

s in

ord

er to

co

mm

unic

ate

effe

ctiv

ely,

fo

r exa

mpl

e, n

arra

tive,

in

stru

ctio

nal,

pers

uasi

ve

Learning continuums


use

thei

r ow

n ex

perie

nce

as

a st

imul

us w

hen

draw

ing

and

“writ

ing”

show

cur

iosi

ty a

nd a

sk

ques

tions

abo

ut w

ritte

n la

ngua

ge

part

icip

ate

in s

hare

d w

ritin

g, o

bser

ving

the

teac

her’s

writ

ing

and

mak

ing

sugg

estio

ns

liste

n an

d re

spon

d to

sha

red

book

s (e

nlar

ged

text

s),

obse

rvin

g co

nven

tions

of

prin

t, ac

cord

ing

to th

e la

ngua

ge(s

) of i

nstr

uctio

n

begi

n to

dis

crim

inat

e be

twee

n le

tter

s/ch

arac

ters

, nu

mbe

rs a

nd s

ymbo

ls

show

an

awar

enes

s of

so

und–

sym

bol r

elat

ions

hips

an

d be

gin

to re

cogn

ize

the

way

that

som

e fa

mili

ar

soun

ds c

an b

e re

cord

ed

writ

e th

eir o

wn

nam

e in

depe

nden

tly.

read

thei

r ow

n w

ritin

g to

the

teac

her a

nd to

cla

ssm

ates

, re

aliz

ing

that

wha

t the

y ha

ve

writ

ten

rem

ains

unc

hang

ed

part

icip

ate

in s

hare

d an

d gu

ided

writ

ing,

obs

ervi

ng

the

teac

her’s

mod

el, a

skin

g qu

estio

ns a

nd o

ffer

ing

sugg

estio

ns

writ

e to

com

mun

icat

e a

mes

sage

to a

par

ticul

ar

audi

ence

, for

exa

mpl

e, a

ne

ws

stor

y, in

stru

ctio

ns, a

fa

ntas

y st

ory

crea

te il

lust

ratio

ns to

mat

ch

thei

r ow

n w

ritte

n te

xt

dem

onst

rate

an

awar

enes

s of

the

conv

entio

ns o

f writ

ten

text

, for

exa

mpl

e, s

eque

nce,

sp

acin

g, d

irect

iona

lity

conn

ect w

ritte

n co

des

with

the

soun

ds o

f spo

ken

lang

uage

and

refle

ct th

is

unde

rsta

ndin

g w

hen

reco

rdin

g id

eas

form

lett

ers/

char

acte

rs

conv

entio

nally

and

legi

bly,

w

ith a

n un

ders

tand

ing

as to

w

hy th

is is

impo

rtan

t with

in

a la

ngua

ge c

omm

unit

y

disc

rimin

ate

betw

een

type

s of

cod

e, fo

r exa

mpl

e, le

tter

s,

num

bers

, sym

bols

, wor

ds/

char

acte

rs

orga

nize

idea

s in

a lo

gica

l se

quen

ce, f

or e

xam

ple,

writ

e si

mpl

e na

rrat

ives

with

a

begi

nnin

g, m

iddl

e an

d en

d

use

appr

opria

te w

ritin

g co

nven

tions

, for

exa

mpl

e,

wor

d or

der,

as re

quire

d by

th

e la

ngua

ge(s

) of i

nstr

uctio

n

use

fam

iliar

asp

ects

of

writ

ten

lang

uage

with

in

crea

sing

con

fiden

ce a

nd

accu

racy

, for

exa

mpl

e,

spel

ling

patt

erns

, hig

h-fr

eque

ncy

wor

ds, h

igh-

inte

rest

wor

ds

use

incr

easi

ngly

acc

urat

e gr

amm

atic

al c

onst

ruct

s

writ

e le

gibl

y, a

nd in

a

cons

iste

nt s

tyle

proo

frea

d th

eir o

wn

writ

ing

and

mak

e so

me

corr

ectio

ns

and

impr

ovem

ents

use

feed

back

from

teac

hers

an

d ot

her s

tude

nts

to

impr

ove

thei

r writ

ing

use

a di

ctio

nary

, a th

esau

rus

and

wor

d ba

nks

to e

xten

d th

eir u

se o

f lan

guag

e

keep

a lo

g of

idea

s to

writ

e ab

out

over

tim

e, c

reat

e ex

ampl

es

of d

iffer

ent t

ypes

of w

ritin

g an

d st

ore

them

in th

eir o

wn

writ

ing

fold

er

show

aw

aren

ess

of d

iffer

ent

audi

ence

s an

d ad

apt w

ritin

g ap

prop

riate

ly

sele

ct v

ocab

ular

y an

d su

ppor

ting

deta

ils to

ach

ieve

de

sire

d ef

fect

s

orga

nize

idea

s in

a lo

gica

l se

quen

ce

rere

ad, e

dit a

nd re

vise

to

impr

ove

thei

r ow

n w

ritin

g,

for e

xam

ple,

con

tent

, la

ngua

ge, o

rgan

izat

ion

resp

ond

to th

e w

ritin

g of

ot

hers

sen

sitiv

ely

use

appr

opria

te p

unct

uatio

n to

sup

port

mea

ning

use

know

ledg

e of

writ

ten

code

pat

tern

s to

acc

urat

ely

spel

l hig

h-fr

eque

ncy

and

fam

iliar

wor

ds

use

a ra

nge

of s

trat

egie

s to

reco

rd w

ords

/idea

s of

in

crea

sing

com

plex

ity

real

ize

that

writ

ers

ask

ques

tions

of t

hem

selv

es a

nd

iden

tify

way

s to

impr

ove

thei

r writ

ing,

for e

xam

ple,

“Is

this

wha

t I m

eant

to s

ay?”

, “Is

it

inte

rest

ing/

rele

vant

?”

chec

k pu

nctu

atio

n, v

arie

ty

of s

ente

nce

star

ters

, spe

lling

, pr

esen

tatio

n

use

a di

ctio

nary

and

th

esau

rus

to c

heck

acc

urac

y,

broa

den

voca

bula

ry a

nd

enric

h th

eir w

ritin

g

adap

t writ

ing

acco

rdin

g to

the

audi

ence

and

de

mon

stra

te th

e ab

ility

to

eng

age

and

sust

ain

the

inte

rest

of t

he re

ader

use

appr

opria

te

para

grap

hing

to o

rgan

ize

idea

s

use

a ra

nge

of v

ocab

ular

y an

d re

leva

nt s

uppo

rtin

g de

tails

to c

onve

y m

eani

ng

and

crea

te a

tmos

pher

e an

d m

ood

use

plan

ning

, dra

ftin

g,

editi

ng a

nd re

view

ing

proc

esse

s in

depe

nden

tly

and

with

incr

easi

ng

com

pete

nce

criti

que

the

writ

ing

of p

eers

se

nsiti

vely

; off

er c

onst

ruct

ive

sugg

estio

ns

vary

sen

tenc

e st

ruct

ure

and

leng

th

dem

onst

rate

an

incr

easi

ng

unde

rsta

ndin

g of

how

gr

amm

ar w

orks

use

stan

dard

spe

lling

fo

r mos

t wor

ds a

nd u

se

appr

opria

te re

sour

ces

to

chec

k sp

ellin

g

use

a di

ctio

nary

, the

saur

us,

spel

lche

cker

con

fiden

tly a

nd

effe

ctiv

ely

to c

heck

acc

urac

y,

broa

den

voca

bula

ry a

nd

enric

h th

eir w

ritin

g

Learning continuums


writ

e an

incr

easi

ng n

umbe

r of

freq

uent

ly u

sed

wor

ds o

r id

eas

inde

pend

ently

illus

trat

e th

eir o

wn

writ

ing

and

cont

ribut

e to

a c

lass

bo

ok o

r col

lect

ion

of

publ

ishe

d w

ritin

g.

part

icip

ate

in te

ache

r co

nfer

ence

s w

ith te

ache

rs

reco

rdin

g pr

ogre

ss a

nd

notin

g ne

w le

arni

ng

goal

s; se

lf-m

onito

r and

ta

ke re

spon

sibi

lity

for

impr

ovem

ent

with

teac

her g

uida

nce,

pu

blis

h w

ritte

n w

ork,

in

hand

writ

ten

form

or i

n di

gita

l for

mat

.

wor

k co

oper

ativ

ely

with

a

part

ner t

o di

scus

s an

d im

prov

e ea

ch o

ther

’s w

ork,

ta

king

the

role

s of

aut

hors

an

d ed

itors

wor

k in

depe

nden

tly, t

o pr

oduc

e w

ritte

n w

ork

that

is

legi

ble

and

wel

l-pre

sent

ed,

writ

ten

eith

er b

y ha

nd o

r in

digi

tal f

orm

at.

choo

se to

pub

lish

writ

ten

wor

k in

han

dwrit

ten

form

or i

n di

gita

l for

mat

in

depe

nden

tly

use

writ

ten

lang

uage

as

a m

eans

of r

efle

ctin

g on

thei

r ow

n le

arni

ng

reco

gniz

e an

d us

e fig

urat

ive

lang

uage

to e

nhan

ce

writ

ing,

for e

xam

ple,

si

mile

s, m

etap

hors

, idi

oms,

al

liter

atio

n

iden

tify

and

desc

ribe

elem

ents

of a

sto

ry—

sett

ing,

pl

ot, c

hara

cter

, the

me

loca

te, o

rgan

ize,

syn

thes

ize

and

pres

ent w

ritte

n in

form

atio

n ob

tain

ed fr

om a

va

riety

of v

alid

sou

rces

use

a ra

nge

of to

ols

and

tech

niqu

es to

pro

duce

w

ritte

n w

ork

that

is

attr

activ

ely

and

effe

ctiv

ely

pres

ente

d.


References

Halliday, M. 1980. “Three aspects of children’s language development: Learning language, learning through language, learning about language”. In Goodman, Y, Haussler, MH and Strickland, D (eds). Oral and Written Language Development Research. Urbana, Illinois, USA. National Council of Teachers of English. Pp 7–19.

Vygotsky, L. 1999. Thought and Language. Cambridge, Massachusetts, USA. The MIT Press.


Samples

The IB is considering the possibility of providing examples of how schools are using the PYP planner to plan for language learning within the transdisciplinary programme of inquiry as well as in other areas of the curriculum. Such examples of planners, if they become available, will be included in the HTML version of the language scope and sequence on the online curriculum centre. If a school is interested in submitting planners that have been developed and trialled in the school, the PYP coordinator is requested to send the planners to [email protected].

Documents

Language scope and sequence - Ahmedabad … and Sequences/PYP... · 2017-10-24 · Language scope and sequence 1 Introduction to the PYP language scope and sequence The information