English Benchmarks PreK-G5 - Tokyo International School · ! 6! h) ’Participate’and’respond’appropriately’in’group’discussions’and’take’on’a’ ’’’’’’’’’variety’of’roles

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Strand: Oral Language (Early Phase 1) Listening & Speaking Grade: Pre-‐K Conceptual understandings * Spoken words connect us with others. * People listen and speak to share thoughts and feelings. * People ask questions to learn from others. Listening A) Distinguish between sounds he/she hears in his/her immediate environment. B) Listen, understand and respond to stories, poems, rhymes, songs, instructions,

questions and explanations. C) Listen effectively in order to recount, sequence and describe events. D) Begin to distinguish between the beginning and ending sounds of words. E) Show an awareness of rhyme and rhythm. F) Begin to listen to questions effectively and give appropriate answers. G) Realize that people speak different languages.

H) Begin to listen in small and large groups for increasing periods of time. Speaking a) Use spoken language to express feelings, gain information communicate effectively

and articulate opinions. b) Talk about his /her own stories, writing, pictures and models. c) Begin to speak clearly with appropriate voice and intonation. d) Begin to use appropriate word order in sentences. e) Begin to use grammatical rules in speech even though they may over generalize. f) Anticipate and predict when listening to texts read aloud. g) Join in with poems, rhymes songs and repeated phrases in shared books etc.

h) Begin to ask questions and give appropriate answers. i) Appreciate and respond to different voice tones. j) Name class mates, teachers and familiar classrooms and playground objects. k) Understand, give and respond to single step instructions, directions and messages. l) Use content specific vocabulary to suit different purposes. m) Use appropriate verbal language to reflect upon, monitor and assess learning (e.g.

Reflection for portfolio and student led conferences).

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Strand: Oral Language (Late Phase 1 / Early Phase 2) Listening & Speaking Grade: Kindergarten Conceptual understandings * Spoken words connect us with others. * People listen and speak to share thoughts and feelings. * People ask questions to learn from others. Listening A) Listen to and talk about stories, poems, rhymes, questions, explanations and

instructions with with increasing confidence and details. B) Listen attentively and considerately for increasing lengths of time. C) Hear and use rhyming words D) Hear the beginning and end of words E) Begin to distinguish between a statement and a question and give appropriate

answers.

Speaking a) Express thoughts and feelings and be able to discuss them, respecting contributions

from others. b) Speak with clarity and appropriate voice. c) Use simple sentences. d) Participate and predict when listening to books read aloud. e) Recount relate and sequence events and stories with some detail.

f) Give simple instructions, directions and messages and respond to the instructions of others. g) Begin to share feelings in small and large group situations.

h) Use the basic grammatical rules in speech more often. i) Participate in imaginative play, story telling, role play and dramatization of stories and poems. j) Begin to understand that language is influenced by purpose and audience. k) Can name class-‐mates, teachers, significant staff members, classroom and playground objects. l) Communicate to establish relationships with others and for a variety of personal

purposes with assistance.

m) Understand, give and respond to simple sequenced instructions, directions and messages. n) Use content specific vocabulary to suit different purposes. o) Use appropriate verbal language to reflect upon, monitor and assess learning (eg

Reflection for portfolio and student led conferences).

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Strand: Oral Language (Phase 2) Listening & Speaking Grade: 1 Conceptual understandings * The 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. . Listening

A) Listen to and talk about stories, poems, rhymes, questions, explanations and instructions with confidence and detail. B) Listen attentively and considerately and respond in small and large groups. C ) Hear the beginning, middle and end of words. D) Anticipate and predict when listening to simple texts read aloud. E) Can distinguish between a statement and a question.

. Speaking a) Express thoughts, feelings, ideas and opinions and is able to discuss them, respecting the contributions of others with some independence. b) Communicate to establish relationships and for a variety of personal purposes c) Speak with clarity, appropriate voice and intonation. d) Basic grammatical rules in speech. e) Recount, relate and sequence events in stories with increasing detail. f) Identify main events and relevant points from stories. g) Begin to ask open-‐ended questions and respond appropriately.

h) Participate in imaginative play, story telling, role play and dramatization of stories and poems.

i) Understand, give and respond to multiple step, sequenced instructions, directions and messages. j) Use content specific vocabulary to suit different purposes. k) Use appropriate verbal language to reflect upon, monitor and assess learning

(e.g. reflection for portfolio and student led conferences).

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Strand: Oral Language (Phase 3) Listening & Speaking Grade: 2 Conceptual understandings * Spoken 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. Listening A) Listen appreciatively and responsively. B) Listen for specific purpose and a variety of situations. C) Listen responsively to stories in order to identify story structures and ideas. D) Anticipate and predict when listening to complex texts read aloud.

Speaking a) Express thoughts, feelings, ideas and opinions and is able to discuss them, respecting the contributions of others. b) Consistently use the basic grammatical rules in speech. c) Use register, tone and volume appropriately and purposefully. d) Organize thoughts and feelings before speaking. e) Use a content specific vocabulary to suit different purposes. f) Actively listen and participate in group discussion. g) Understand that ideas can be generated, developed and presented in groups and pairs. h) Explain and discuss their own stories and writing with peers and adults. i) Ask purposeful questions. j) Participate in story telling, role play and dramatization of stories and poems. k) Begin to understand that language is influenced by purpose and audience. l) Respect the power of language and be aware of its effect on others, showing

sensitivity. m) Understand, give and respond to multiple step, sequenced instructions, directions

and messages. n) Use control specific vocabulary different purposes.

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k) Use appropriate verbal language to reflect upon, monitor and assess learning (e.g. reflection for portfolio and during student led conferences).

Strand: Oral Language (Early Phase 4) Listening & Speaking Grade: 3 Conceptual understandings * Taking 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. Listening

A) Listen appreciatively and responsively. B) Listen for specific purposes and in variety of situations. C) Anticipate, predict and make simple connections when listening to texts read

aloud.

Speaking

a) Begin to understand that oral language is a medium for learning as well as for individual enjoyment. b) Use tone and voice appropriately and purposefully. c) Organize thoughts and feelings before speaking. d) Use content specific vocabulary that suits different purposes. e) Explain and discuss own stories and writing. f) Begin to argue persuasively and define a point of view.

g) Use appropriate verbal language to reflect upon, monitor and assess learning (e.g. Reflections for portfolio and student Led conferences).

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h) Participate and respond appropriately in group discussions and take on a variety of roles (literature circles) e.g. class meeting, literature circles.

i) Use language to explain, inquire and compare. j) Participate in story telling, role play and dramatization of stories and poems. k) Begin to use language confidently, appropriately, and with increasing

responsibility. l) Give complex instructions, directions and messages and respond appropriately to

those of others.

j) Use content specific vocabulary to suit different purposes.

Strand: Oral Language (Phase 4) Listening & Speaking Grade: 4 Conceptual understandings * Taking 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. Listening A) Listen appreciatively and responsively for a sustained period and variety of purposes. B) Listen for a specific purpose in a wide variety of situations. C) Anticipate, predict and make complex connections when listening to text read aloud.

Speaking a) Understand that oral language is a medium for learning as well as for individual

enjoyment. b) Use tone and voice level and begin to use register appropriately and purposefully. c) Organize thoughts and feelings before speaking. d) Reflect on own communication to monitor and assess learning. e) Participate and respond appropriately in complex discussions, conversations,

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e.g. class and group meetings, debates, group presentations, drama, literacy circles. f) Use different ways to help the group move forward, including summarizing the main

points, reviewing what has been said, clarifying, drawing others in, reaching agreement, considering alternatives and anticipating consequences. g) Use language confidently, appropriately and with increasing responsibility most of

the time. h) Use, appreciate and understand that language is not always used literally and use

figurative language in his/her own culture. i) Use different verbal strategies, including summarizing, paraphrasing, sequencing,

inferring meaning. j) Can generate and continue to actively participate in story telling, role play and

imaginative play. k) Give complex instructions, directions and messages and respond appropriately to

those of others.

l) Use content specific vocabulary to suit a variety of purposes. m) Use appropriate verbal language to reflect upon, monitor and assess learning (e.g.

Reflection for portfolio and Student Led Conferences).

Strand: Oral Language (Early Phase 5) Listening & Speaking Grade: 5 Conceptual understandings * Spoken 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 synthesizes them to create their own understanding * People draw on what they already know in order to infer new meaning from what they hear Listening

A) Listen and respond appropriately for a sustained period and for a variety of purposes

B) Recognize that different tone, intonation, register etc. can convey a different

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message. C) Identify and evaluate the key points in what they hear.

Speaking

a) Speak audibly and clearly using spoken English in formal situations. b) Use register, tone and voice level appropriately and purposefully. c) Consistently organize thoughts and feelings before speaking. d) Use a wide vocabulary and complex sentence structures with a high level of

accuracy. e) Give complex instructions, directions and messages and respond appropriately to those of others. f) Argue persuasively and practice debating skills, presenting a point of view that is not necessarily their own. g) Begin to recount key features of oral, written and visual texts. h) Participate appropriately in complex discussions, conversations, class and group

meetings, debates and group presentations.

i) Take up and sustain different roles, adapting them to suit the situation, including chair, scribe

and spokesperson (eg lit. circles, class meetings). j) Use different ways to help the group move forward, including summarizing the

main points, reviewing what has been said, clarifying, drawing others in, reaching agreement,

considering alternatives and anticipating consequences.

k) Use language confidently and appropriately in role play, drama and presentations for a

variety of audiences. l) Adapt speaking and listening strategies to context, purpose, and audience. m) Use a variety of literary devices such as metaphor, simile, and personification. n) Begin to use language to infer meanings, draw conclusions and make judgments.

o) Use content specific vocabulary to suit different purposes. p) Use appropriate verbal language to reflect upon monitor and assess learning

e.g. Reflection for portfolio and student led conferences.

Strand: Written Language -‐ Writing Grade: Pre-‐K Conceptual understandings * Writing conveys meaning.

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* People write to tell about their experiences, ideas and feelings. * Everyone can express him/herself in writing. * Talking about our stories and pictures helps other people to understand and enjoy them.

A) Show curiosity in different models or forms of written text.

B) Begin to express ideas through drawings.

C) Begin to experiment with print.

D) Begin to write his/her name.

E) Differentiate between numbers, letters, symbols and drawings.

F) Write letters and numbers and give them meaning.

G) Respond to conventional pencil grip instruction.

H) Attempt to form letters conventionally and legibly.

I) Choose to write as play, or in informal situations, for example, filling in forms in a

menu or wish list for a party.

J) Use their own experience as a stimulus when drawing and "writing".

K)

Participate in shared writing, observing the teacher's writing and make suggestions.

L) Begin to write the letters associated with the sounds.

Strand: Written Language -‐ Writing Grade: K

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Conceptual understandings * People write to communicate. * The sounds of spoken language can be represented visually (letters, symbols, characters). * Consistent ways of recording words or ideas enable members of a language community to understand each other's writing. * Written language works differently from spoken language.

A) Participate in generating ideas in group situation (shared writing).

B) Show confidence and a positive attitude to writing.

C) Begin to write developmentally appropriate sentences.

D) Write about a range of topics that are personally significant, including feeling, ideas,

experiences.

E) Use phonetic spelling.

F) Begin to spell some high frequency words.

G) Recognize some common spelling patterns.

H) Begin to use picture dictionary and word wall.

I) Use appropriate pencil grip and posture while writing.

J) Present writing appropriately with correct directionality and spacing.

K) Write neatly, paying attention to letter size, shape and formation.

L) Form letters/characters conventionally and legibly, with an understanding as to

why this is important within a language community.

M) Read their own writing to the teacher and to classmates, realizing that what they

have written remains unchanged.

N) Illustrate their own writing and contribute to a class book or collection of published

writing.

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Strand: Written Language -‐ Writing Grade: 1 Conceptual understandings * People write to communicate. * The sounds of spoken language can be represented visually (letters, symbols, characters). * Consistent ways of recording words or ideas enable members of a language community to understand each other's writing. * Written language works differently from spoken language.

A) Participate in generating ideas in group situations (shared and individual).

B) Show confidence and a positive attitude to writing with developing independence.

C)

Use simple developmentally appropriate sentences.

D)

Recognize different types of writing structures and styles as models for their own

writing.

E) Begin to write simple stories with a beginning, middle and end.

F) Use a wide range of vocabulary.

G) Reread own writing.

H) Begin to plan, draft and self-‐edit own writing for sense and punctuation.

I) Use phonetic spelling, phonemes and clumping.

J) Begin to spell some high frequency words.

K) Begin to use some common spelling patterns in their writings.

L) Begin to use reference books, dictionaries, thesaurus, computers and word wall.

M) Write legible upper and lower case letters with proper pencil grip.

N) Present writing appropriately, with directionality and space.

O) Write neatly, paying attention to letter size, shape and formation.

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P) Recognize and begin use of nouns, verbs, adjectives and pronouns.

Q) Use capital letters, full stops and question marks in draft writing. Strand: Written Language -‐ Writing Grade: 2 Conceptual understandings * We write in different ways for different purposes. * The structure of different types of texts includes identifiable features. * Applying a range of strategies helps us to express ourselves so that others can enjoy our writing. * Thinking about storybook characters and people in real life helps us to develop characters in our own stories. * When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.

A) Participate in generating ideas in group situations (shared and individual).

B) Be introduced to different types of writing structures and styles to reflect the

particular purpose of the writing.

C) Write for a range of purposes, both creative and informational.

D) Use content specific vocabulary, which may be connected to the Unit of Inquiry.

E)

Write independently with confidence, demonstrating an increasing development of

the individual "voice" of the writer.

F) Be introduced to the format of descriptive, narrative or information paragraph with

a topic sentence, supporting details and closing sentence.

G) Experiment with composing different forms of poetry.

H) Take into account the responses of others to improve own writing.

I) Reread their written work in order to make revisions and improve their writing.

J) Plan, draft and self edit own writing for sense and punctuation. Use graphic organizers to begin to proofread, present, discuss and evaluate

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K) own work.

L) Use knowledge of sound symbol relationships and phonological patterns.

M) Accurately spell high frequency and familiar words.

N) Apply their knowledge of spelling patterns using a range of strategies to spell words

of increasing complexity.

O) Spell words with common prefixes and inflectual endings.

P) Check the accuracy of their spelling word banks and dictionaries, knowledge of word families and other words, identify reasons for misspellings.

Q) Begin to write in a consistent and legible style.

R) Write neatly, paying attention to letter size, shape and formation.

S) Use word processing to compose written pieces.

T) Begin to identify the use of nouns, verbs, adjectives and pronouns and correct

word order.

U) Use capital letters, full stops and question marks in draft writing.

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Strand: Written Language -‐ Writing Grade: 3 Conceptual understandings * Writing and thinking work together to enable us to express ideas and convey meaning. * Asking questions of ourselves and others helps to make our writing more focused and purposeful. * The way we structure and organize our writing helps others to understand and appreciate it. * Rereading and editing our own writing enables us to express what we want to say more clearly.

A)

Participate in generating ideas for writing in group situations (shared and individual).

B) Begin to use different types of writing structures and styles.

C) Begin to use writing to help their thinking, investigating, organizing and learning,

which maybe connected to the unit of inquiry.

D) Use content specific vocabulary, which may be connected to the Unit of Inquiry.

E)

Begin to write a descriptive, narrative or information paragraph with an

introduction, supporting details and conclusion.

F) Write independently with confidence, demonstrating continuing development of the

individual "voice" of the writer.

G) Begin to use a range of modes in writing: narrative, descriptive, persuasive, expository, responsive, poetic.

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H) Experiment with composing different forms of poetry.

I) Take into account the responses of others to improve writing.

J) Use appropriate writing model: graphic organizers and spelling corrections, plan,

draft, revise, proof read, present, discuss and evaluate.

K) Reread work in order to make revisions and improvements.

L) Apply knowledge of spelling conventions.

M) Apply knowledge of common visual patterns.

N) Check own spelling using word banks, dictionaries and spell checkers.

O) Write in a consistent, legible style (joined and printed).

P) Use word processing to compose written pieces.

Q) Begin use main parts of speech correctly (noun, verb, adjective, pronoun, adverb).

R)

Begin to understand the purposes and organizational features of paragraphs and

how ideas can be linked.

S) Use capital letters, full stops and question marks in draft writing.

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Strand: Written Language -‐ Writing Grade: 4 Conceptual understandings * Writing and thinking work together to enable us to express ideas and convey meaning. * Asking questions of ourselves and others helps to make our writing more focused and purposeful. * The way we structure and organize our writing helps others to understand and appreciate it. * Rereading and editing our own writing enables us to express what we want to say more clearly.

A) Participate in generating ideas for writing in group situations (shared and individual).

B) Develop writing fluently and effectively using a range of structures and styles.

C)

Continue using writing to help their thinking, investigating, organizing and learning.

D)

Use content specific vocabulary, which may be connected to the unit of inquiry.

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E)

Continue to develop a descriptive, narrative or information paragraph with an

introduction, supporting details, and conclusion.

F) Write independently with confidence, demonstrating an increasing development

of the individual "voice" of the writer.

G) Display a sense of audience by writing in a variety of styles for a range of purposes.

H)

Use a range of modes in writing: narrative, descriptive, persuasive, expository,

responsive, poetic.

I) Experiment composing different forms of poetry.

J) Respond to the writing of others with sensitivity and respect.

K) Use appropriate writing model: graphic plan, draft, revise, proof read, present,

discuss and evaluate.

L) Reread their written work in order to make revisions.

M) Plan, organize and complete writing projects of increasing length and

complexity.

N) Revise writing to clarify ideas, provide examples, change sequence and to improve

the smooth flow of ideas.

O) Understand that the form and quality of the writing reflects their thinking and

attitudes.

P) Apply knowledge of spelling conventions.

Q) Apply knowledge of common letter strings, visual patents and analogies.

R) Check own spelling using word banks, dictionaries and spell checkers.

S) Revise and build on their knowledge of words and spelling patterns.

T) Accurately spell a greater number of high frequency and familiar words. Uses a

variety of strategies to spell unknown words.

U) Write in a consistent and legible style (joined and printed). Present and organize work effectively.

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V)

W) Uses word processing to compose written pieces.

X)

Recognize and use main parts of speech correctly (noun, verb, adjective, pronoun,

adverb).

Y) Begin to understand the purposes and organizational features of paragraphs and

how ideas can be linked.

Z) Begin to vary sentence structure and length.

a) Use appropriate grammar to support meaning (e.g. semi colons, colons, apostrophes, quotations marks, full stops, question marks, exclamation marks, commas).

Strand: Written Language -‐ Writing Grade: 5 Conceptual understandings * Stories that people want to read are built around themes to which they can make connections. * Effective stories have a purpose and structure that help to make the author's intention clear. * Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and

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express new ideas. * Knowing what we aim to achieve helps us to plan and develop different forms of writing. * Through the process of planning, drafting, editing and revising, our writing improves over time.

A) Participate in generating ideas for writing in group situations (shared and individual.)

B)

Write fluently and effectively using a range of structures and styles. Use writing independently to structure thinking and to communicate effectively.

C)

Use appropriate punctuation: apostrophes, quotation marks, full stops, question marks, exclamation marks.

D)

Use a range of vocabulary including content specific vocabulary linked to Unit of

Inquiry.

E) Use a range of vocabulary that clearly and precisely portrays meaning and creates

atmosphere and mood.

F) Write a descriptive, narrative, or information paragraph with an introduction,

supporting details, and conclusion.

G) Write independently with confidence, demonstrating the individual "voice" of the

writer.

H) Display a sense of audience by writing in a variety of styles for a range of purposes:

matching the style of writing to the task.

I) An increasing range of modes in writing: narrative, descriptive, persuasive, expository, responsive, poetic.

J) Write engaging stories that have a recognizable and appropriate structure relating to

reading a variety of texts.

K) Use figurative language appropriately in writing (e.g. simile, metaphor, alliteration,

idiom).

L) Use a variety of note-‐taking and study skills to comprehend oral and written text and

gather information during research. Complete a bibliography using the correct way to cite references.

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M)

N) Experiment composing different forms of poetry.

O) Respond to the writing of others with sensitivity and respect.

P) Participate in an appropriate writing process (plan, draft, proof read, present,

discuss, evaluate).

Q) Use a variety of strategies for collecting, organizing and presenting ideas, details

and information.

R) Plan, organize and complete writing projects of increasing length and complexity.

S)

Revise writing to clarify ideas, provide examples, change sequence and to improve

the smooth flow of ideas.

T) Understand that the form and quality of their written work reflects their thinking and

attitudes.

U) Use standard spelling for most words, using knowledge of root words and patterns.

V)

Use appropriate resources (dictionaries, thesaurus) to check spelling.

W) Have a fluent and legible style of handwriting (joined and printed).

X) Use appropriate, legible style for labeling, note taking, maps etc.

Y) Show competency in word processing.

Z) Recognize and use the main parts of speech correctly (noun, verb, pronoun, adjective and adverb).

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Strand: Reading Early Phase 1

Grade: Pre-‐K

Conceptual understandings

* Illustrations convey meaning

* Print conveys meaning.

* People read for pleasure.

* Stories can tell about imagined worlds.

* Printed information can tell about the real world.

* There are established ways of setting out print and organizing books.

Learning outcomes

A) Show the teacher where the story starts.

B) Distinguish pictures and written text.

C) Handle books (identifying how a book works e.g. Cover, beginning, directional, movement, end)

D) Orally read simple familiar texts (charts, books, personal writing, songs)

E) Begin to show an awareness and understanding of sound symbol relationships.

F) Begin to match spoken word (s) to written word (s)

G) Begin to recognize beginning and end sounds or letters in familiar words.

H) Begin to recognize a basic list of common sight words (is, and, I, am (name).

I) Make predictions at the beginning, during and at the end of a text.

J) Participate in shared reading, guided reading and read aloud situations.

K) Select and reread favorite texts for enjoyment.

L) Respond appropriately to a variety of written texts.

M) Make connections between personal experiences and story book characters.

N) Begin to read familiar print from his/her immediate environment (traffic signs, food labels, billboards, bus numbers, bathroom signs).

O) Begin to recognize the beginning, middle and end of a story.

P) Introduced to the roles of author and illustrator.

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Strand: Reading Late Phase 1 / Early Phase 2

Grade: K


* Illustrations convey meaning

* Print conveys meaning.

* People read for pleasure.

* Stories can tell about imagined worlds.

* Printed information can tell about the real world.

* There are established ways of setting out print and organizing books.

Learning outcomes

A) Begin to demonstrate an awareness of some conventions of written texts (e.g. one to one correspondence, rearrangement of lines, letters and words).

B) Orally read simple familiar texts (charts, books, personal writing, songs).

C) Apply sound-‐symbol relationships and recognize and name all letters and sounds.

D) Recognize a basic list of common sight words (is, and, big, dog, children's names.)

E) Use a variety of reading strategies to make meaning of text: picture cues,

phonics, self correction, context, prediction, an increasingly developed sight

vocabulary, memory, punctuation, syntax, re-‐reading and reading on,

F) Read simple, familiar books independently with confidence.

G) Predict what may happen next in a story and revise or confirm predictions.

H) Participate in shared reading, guided reading and read aloud situations.

I) Enjoy reading and being read to. J) Begin to read for a variety of purposes.

K) Begin to read aloud simple text with increasing fluency.

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L) Begin to identify a range of different text types (fiction, non-‐fiction, letters, lists, recipes, stories, poetry, and plays).

M) Begin to read familiar print from his/her immediate environment (traffic signs, food labels, billboards, bus numbers, bathroom signs).

N) Recognize different parts of a book (title, contents, front/back, cover, blurb)

O) Introduce the role of author/illustrator.

P) Recognize that a story has a beginning, middle and end.

Q) Knows the roles of author/illustrator/publisher

Strand: Reading Phase 2

Grade: 1


* The sounds of spoken language can be represented visually. * Written language works differently from spoken language. * Consistent ways of recording words or ideas enable members of a language community to communicate. * People read to learn. * The words we see and hear enable us to create pictures in our minds. Learning outcomes

A) Understand sound-‐symbol relationships and recognize and name all letters and sounds, including medial short vowels.

B) Use a variety of reading strategies to make meaning of text (pictures clues, prediction, sight vocabulary, memory, punctuations, syntax, rereading, reading on.)

C) Read simple and familiar books independently and with confidence.

D) Begin to read silently with a degree of independence. E) Recognize a basic list of common sight words,

F) Predict what may happen in a story and revise and confirm predictions.

G) Participate in shared reading, guided reading and read aloud situations.

H) Enjoy reading and being read to. I) Read for a variety of purposes (pleasure,

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instruction, information).

J) Read simple text aloud with expression and with regard to punctuation.

K) Read a wide range of simple text with understanding and accuracy (fiction, non fiction, letters, lists, recipes, stories, poetry, plays).

L) Know the difference between fiction and non fiction. M) Begin to develop personal preferences in reading.

N) Understand and respond to the ideas and feelings expressed in various reading materials.

O) Comprehend simple text.

P) Recognize and refer to different parts of a book (title, contents, call number, spine, blurb, front/back cover).

Q) Understand the roles of author and illustrator.

R) Recognize that a story has a clear beginning, middle and end.

S) Recall plot and character of a story. T) Identify with character and situation.


Grade: 2


* Different types of texts serve different purposes. * What we already know enables us to understand what we read. * Applying a range of strategies helps us to read and understand new texts. * Wondering about texts and asking questions helps us to understand the meaning. * The structure and organization of written language influences and conveys meaning. Learning outcomes

A) Use of variety of reading strategies to make meaning of text (picture clues,

directionality, phonics, self correction, one to one correspondence, prediction, sight vocabulary, memory, punctuation, syntax, rereading, reading on).

B) Use a variety of strategies to make sense of what they read (phonemic

awareness, word recognition, grammatical awareness, contextual understanding). C) Read and retell longer and familiar books independently and with

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confidence. D) Read silently with a degree of independence.

E) Predict what may happen in a story and revise and confirm predictions.

F) Participate in shared reading, guided reading and read aloud situations.

G) Use reading for pleasure, instruction and information.

H) Read text aloud with fluency, expression and with regard to punctuation.

I) Read independently, fluently, with accuracy and understanding.

J) Read a wide range of simple texts with understanding and accuracy (fiction

non fiction, letters, lists, recipes, stories, poetry, plays).

K) Begin to identify structural and stylistic differences between fiction and non

fiction.

L) Make appropriate choices of selected reading material.

M) Understand and respond to the ideas, feelings and attitudes expressed in

various texts.

N) Begin to make inferences and find text to support them.

O) Begin to recognize the author's purpose (to inform, entertain, instruct).

P) Begin to respond to text by identifying the main idea, recognizing cause and effect.

Q) Begin to skim and scan to retrieve relevant information.

R) Begin to locate, select and use non fiction texts, dictionaries, thesaurus and IT to find information.

S) Identify and describe elements of a story (setting, plot, character, theme).

T) Recognize that a story has a clear beginning, middle and end.

U) Recall plot and character of a story.

V) Make connections with character and situation in a story.

W) Begin to identify different literary styles and genres (figurative language,

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poetic, devices, narrative structures).

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Grade: 3



A) Consistently use a variety of strategies to make sense of what they read eg

phonemic awareness, word recognition, grammatical awareness, contextual

understanding including the comprehension strategies.

B) Read more complex and familiar books independently and with confidence.

C) Read silently for longer periods of time and comprehend the material from a

variety of sources.

D) Use a variety of strategies to predict what may happen in a story and revise and confirm predictions.

E) Participate in shared reading, guided reading and read aloud situations.

e.g. Readers Theatre

F) Use reading for pleasure, instruction and information.

G) Read a wide range of texts fluently with understanding and accuracy.

H) Begin to identify structural and stylistic differences between fiction and non

fiction.

I) Make appropriate choices of a wider range of selected reading material.

J) Understand and respond to the ideas, feelings and attitudes expressed in

various texts.

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K) Begin to make inferences and be able to find text to support them.

L) Begin to evaluate ideas and themes that broaden perspectives and extend thinking.

M) Begin to respond to text by identifying the main idea, recognizing cause and effect, distinguishing between fact and opinion, questioning and drawing conclusions.

N) Read to skim and scan in order to find specific information quickly and to know whether or not it is going to be useful.

O) Draw on different features of texts, including print sound and image to obtain meaning.

P) Begin to locate select and use reference books, dictionaries, thesaurus and information technology

Q) Locate, access, organize and synthesize information from a variety of sources. (scan, skim, fact/opinion)

R) Reflect upon and analyze details of character and plot.

S) Identify and describe elements of a story (setting, plot, character, theme).

T) Recall plot and characters of a story.

U) Make connections with character and situation in a story.

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Grade: 4



A) Consistently use a range of strategies for comprehension and knowledge about texts.

B) Develop and use the reading journal using a variety of reading strategies and responses

C) Read independently (silently and aloud), fluently and accurately.

D) Participate in reading activities (novel study, literature circles etc).

E) Read daily for enjoyment and information for sustained periods.

F) Read a wide range of texts with understanding and

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accuracy.

G) Explain structural and stylistic differences between fiction and non fiction and select books appropriate to specific purposes.

H) Engage in individual and silent reading of fiction and non fiction.

I) Make appropriate choices of selected reading material.

J) Understand and respond to the ideas, feelings and attitudes expressed in more complex texts.

K) Make inferences and be able to find text to support them.

L) Evaluate ideas and themes that broaden perspectives and extend thinking.

M) Respond to text by identifying the main idea, recognizing cause and effect, distinguishing between fact and opinion, questioning and drawing conclusions.

N) Read to skim and scan in order to find specific information quickly.

O) Use organizational features and systems to find texts and information.

P) Draw on different features of texts, including print sound and image to obtain meaning.

Q) Locate, access, organize and synthesize information from a variety of

sources (scan, skim, fact/opinion).

R) Reflect upon and analyze details of character and plot.

S) Begin to identify how character and setting are created, and how plot,

narrative structure and themes are developed.

T) Recognize and appreciate the choice, use and effect of figurative language, vocabulary and patterns of language. Identify different ways of constructing sentences and their effects.

U) Consider poetic forms and their effects.

V) Use specific vocabulary to comment on and analyze poetry.

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Grade: 5


* Authors structure stories around significant themes. * Effective stories have a structures, purpose and sequence of events (plot) that help to make the author's intention clear. * Synthesizing ideas and information from texts leads to new ideas and understanding

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* Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act. Learning outcomes

A) Read a wide range of texts confidently, independently and with understanding on a daily basis.

B) Work in cooperative groups to locate and select texts appropriate to purpose and audience.

C) Participate in class, group or individual author studies, gaining an in depth understanding of the work and style of a particular author and appreciating what it means to be an author.

D) Identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literally forms that are associated with different genres.

E) Appreciate structural and stylistic differences between fiction and non fiction; show understanding of this distinction when structuring their own writing.

F) Appreciate author's use of language and interpret meaning beyond the literal.

G) Understand that authors use words and literary devices to evoke mental images.

H) Recognize and understand figurative language for example, similes, metaphors, idioms.

I) Identify and describe elements of a story -‐ plot, setting, characters, theme-‐ and explain how they contribute to its effectiveness.

J) Distinguish between bias and objectivity, fact and opinion, and reach their own conclusions about what represents valid information

K) Use the 7 strategies to solve comprehension problems and deepen their

understanding of a text.

L) Consistently and confidently use a range of resources to find information and support their inquiries.

M) Participate in collaborative learning, considering multiple perspectives and

working with peers to co-‐construct new understanding of texts.

N) Use the internet responsibly and knowledgeably, appreciating its uses and

limitations.

O) Locate, organize and synthesize information from a variety of sources including the library/media centre, the internet, people in the

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school, family, the immediate community or the global community. Strand: Viewing and Presenting Early Phase 1

Grade: Pre-‐K

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*visual language is all around us

* The pictures images and symbols in our environment have meaning

* We can enjoy and learn from visual language

.

Learning outcomes

A) Attend to visual information showing understanding through play, gestures, facial expressions

B) Reveal own feelings in response to visual presentations for example showing amusement, curiosity, surprise

C) Observe visual cues that indicate context; show understanding by matching pictures with context

D) Recognize familiar signs labels and logos for example pedestrian walking sign, emergency exit sign , no dogs allowed,; identify similarities and differences


F) Make personal connections to visual texts for example a picture book about children making friends in a new situation

G) Select and incorporate colors shapes, symbols and images into visual representations

H) Show appreciation of illustrations in picture books focusing on favorite pages.

I) Locate and use appropriate ICT iconography to activate different devices for example computer games, CD player, TV

J) Listen to terminology associated with visual texts and understand terms such as color, shape, size

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Strand: Viewing and Presenting Late Phase 1 / Early Phase 2

Grade: K


*Visual language is all around us

*The pictures images and symbols in our environment have meaning

*We can enjoy and learn from visual language

*People use static and moving images to communicate ideas and information

*Visual texts can immediately gain our attention

Learning Outcomes

A) Attend to visual information showing understanding through play, gestures, facial expressions

B) Reveal own feelings in response to visual presentations for example showing amusement, curiosity, surprise

C) Observe visual cues that indicate context; show understanding by matching pictures with context

D) Recognize familiar signs labels and logos for example pedestrian walking sign, emergency exit sign , no dogs allowed,; identify similarities and differences


F) Make personal connections to visual texts for example a picture book about children making friends in a new situation

G) Select and incorporate colors shapes, symbols and images into visual representations

H) Show appreciation of illustrations in picture books focusing on favorite pages.

I) Locate and use appropriate ICT iconography to activate different devices for example computer games, CD player, TV

J) Listen to terminology associated with visual texts and understand terms such as color, shape, size

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Strand: Viewing and Presenting Phase 2

Grade: 1


*People use static and moving images to communicate ideas and information *Visual texts can immediately gain our attention *Viewing and talking about the images others have created helps us to understand and create our own presentations Learning outcomes

A) Understand sound-‐symbol relationships and recognize and name all letters and

sounds, including medial short vowels.

B) Use a variety of reading strategies to make meaning of text (pictures clues,

prediction, sight vocabulary, memory, punctuations, syntax, rereading, reading

on).

C) Read simple and familiar books independently and with confidence.

D) Begin to read silently with a degree of independence.

E) Recognize a basic list of common sight words,

F) Predict what may happen in a story and revise and confirm predictions.

G) Participate in shared reading, guided reading and read aloud situations.

H) Enjoy reading and being read to.

I) Read for a variety of purposes (pleasure, instruction, information).

J) Read simple text aloud with expression and with regard to punctuation.

K) Read a wide range of simple text with understanding and accuracy (fiction, non

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fiction, letters, lists, recipes, stories, poetry, plays). L) Know the difference between fiction and non fiction. M) Begin to develop personal preferences in reading.

N) Understand and respond to the ideas and feelings expressed in various

reading materials. O) Comprehend simple text.

P) Recognize and refer to different parts of a book (title, contents, calll number,

spine, blurb, front/back cover).

Q) Understand the role of author and illustrator.

R) Recognize that a story has a clear beginning and end.

S) Recall plot and character of a story.

T) Identify with character and situation.

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Grade: 2


* Visual texts can expand our database of sources of information. * Visual texts provide alternate means to develop new levels of understanding * Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images * Different visual techniques produce different effects and are used to present different types of information Learning outcomes

A) View visual information showing understanding through discussion role-‐play, illustrations

B) Discuss their own feelings in response to visual messages ; listen to other responses, realize that people interact differently

C) Realize that visual information reflects and contributes to the understanding of context

D) Recognize and name familiar visual texts for example advertizing logos, labels, signs, ICT iconography

E) Observer and discuss familiar and unfamiliar visual messages, make judgments about effectiveness

F) Discuss personal experiences which connect with visual images

G) Use actions and body language to reinforce and add meaning to oral presentations

H) Select and use shapes, colors, symbols and layout for presentations; practice and develop writing/calligraphy styles

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I) Realize that text and in reference to materials work together to convey information and explain how this enhances understanding

J) With guidance use the internet to access relevant information in ways that are personally meaningful

K) Use appropriate terminology to discuss visual texts for example, logos, font, foground, background, impact

L) View a range of visual language formats and discuss their effectiveness for example film, videos, drama

M) Realize that effects have been selected and arranged to achieve a certain impact for example the way in which color lighting, movement and music work together in a performance

N) Observe and discuss visual presentations make suggestions about why they have been created and what the creator has been aiming to achieve.

Viewing and Presenting Early Phase 4

Grade: 3


*Visual texts can expand our databases of sources of information * Visual texts provide alternative means to develop new levels of understanding * Selecting the most suitable forms of visual representation enhances our ability to express ideas and images * Different visual techniques produce different effects and are used to present different types of information Learning Outcomes

A) view visual information and show understanding by asking relevant questions and discussing possible meaning

B) discuss their own feelings in response to visual messages; listen to other responses, realizing that people react differently

C) realize that visual information reflects and contributes to the understanding of context

D) recognize and name familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography

E) observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness

F) discuss personal experiences that connect with visual images G) use actions and body language to reinforce and add meaning to oral

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presentations

H) select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/calligraphy styles

L) view a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama

M) realize that effects have been selected and arranged to achieve a certain impact, for example, the way in which color, lighting, music and movement work together in a performance

N) observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.


Grade: 4


* Visual texts have the power to influence thinking and behavior. * Interpreting visual texts involves making an informed judgment about the intention of the message * To enhance learning we need to be efficient and constructive users of the internet. Learning outcomes

A) View, respond to and describe visual information, communicating understanding in oral, written and visual form

B) Describe personal reactions to visual messages; reflect on why others may perceive the images differently

C) Understand and explain how visual effects can be used to reflect a particular context

D) Recognize and name familiar visual texts and explain why they are or are not effective, for example, advertising, logos, labels, signs, billboards

E) Interpret visual cues in order to analyze and make inferences about the intention of the message

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F) Explain how relevant personal experiences can add to the meaning of a selected film/movie; write and illustrate a personal response

G) Identify aspects of body language in a dramatic presentation and explain how they are used to convey the mood and personal traits of characters

H) Design posters and charts, using shapes, colors, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is achieved

I) Discuss a newspaper report and tell how the words and pictures work together to convey a particular message

J) Discuss and explain visual images and effects using appropriate terminology, for example, image, symbol, graphics, balance, techniques, composition

K) Experience a range of different visual language formats; appreciate and describe why particular formats are selected to achieve particular effects

L) Observe and discuss the choice and composition of visual presentations and explain how they contribute to meaning and impact, for example, facial expressions, speech bubbles, word images to convey sound effects

M) Realize that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss the effects used and how they might influence the audience.

Strand: Viewing and Presenting Early Phase 5

Grade: 5


* The aim of commercial media is to influence and persuade viewers.. * Individuals respond differently to visual texts, according to their previous experiences, preferences and perspectives. * Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects. * Synthesizing information from visual texts is dependent upon personal interpretation and leads to new understanding.

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Learning outcomes

A) View and critically analyze a range of visual texts, communicating understanding through oral, written and visual media

B) Identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel

C) Analyze and interpret the ways in which visual effects are used to establish context

D) Identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects

F) Realize that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation, for example, the use of particular colors or symbols

G) Realize that individuals interpret visual information according to their personal experiences and different perspectives

H) Show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning

I) Apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects

J) Navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own presentations

K) Use appropriate terminology to identify a range of visual effects/formats and critically analyze their effectiveness, for example, mood, media, juxtaposition, proportion

L) Analyze the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of color, texture, symbolism

M) Identify the intended audience and purpose of a visual presentation; identify overt and subliminal messages

N) Reflect on ways in which understanding the intention of a visual message can influence personal responses.

Documents

English Benchmarks PreK-G5 - Tokyo International School · ! 6! h) ’Participate’and’respond’appropriately’in’group’discussions’and’take’on’a’ ’’’’’’’’’variety’of’roles