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Language scope and sequence
Language scope and sequence
International Baccalaureate, Baccalauréat International, Bachillerato Internacional and IB logos are registered trademarks of the International Baccalaureate Organization.
Published February 2009Updated December 2018
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© International Baccalaureate Organization 2009
The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes.
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Primary Years ProgrammeLanguage scope and sequence
IB learner profile Iprofile IB learner parner profile IB leaile IB learner profiIB learner profile Ier profile IB learne
© International Baccalaureate Organization 2017
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
The IB learner pro�le represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signi�cance.
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
We express ourselves con�dently and creatively in more than one language and in many ways. We collaborate e�ectively, listening carefully to the perspectives of other individuals and groups.
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive di�erence in the lives of others and in the world around us.
We understand the importance of balancing di�erent aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interde-pendence with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and expe-rience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
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.
As IB learners we strive to be:
THE IB LEARNER PRO
FILE
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 profile Iprofile IB learner parner profile IB leaile IB learner profiIB learner profile Ier profile IB learne
© International Baccalaureate Organization 2017
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
The IB learner pro�le represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signi�cance.
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
We express ourselves con�dently and creatively in more than one language and in many ways. We collaborate e�ectively, listening carefully to the perspectives of other individuals and groups.
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive di�erence in the lives of others and in the world around us.
We understand the importance of balancing di�erent aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interde-pendence with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and expe-rience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
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.
As IB learners we strive to be:
THE IB LEARNER PRO
FILE
Language scope and sequence
Contents
Language in the Primary Years Programme 1
Beliefs and values in language 1
Effective language practice 2
How language practices are changing 3
Knowledge and skills in language 4
The structure of the PYP language scope and sequence 5
Language strands 5
Key concepts in the PYP: What do we want students to understand about language? 8
Examples of questions that illustrate the key concepts 9
Overall expectations in language 10
Language planning: Sample processes 10
Learning continuums 12
Oral language—listening and speaking 12
Visual language—viewing and presenting 15
Written language—reading 19
Written language—writing 23
References 27
Language scope and sequence 1
Language in the Primary Years Programme
Beliefs and values in languageLanguage stands at the center of the many interdependent cognitive, affective, and social factors that shape learning.
David Corson, Language Policy in Schools: A Resource for Teachers and Administrators (1999)
The 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 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.
PYP schools have a special responsibility to recognize and support language development to ensure that all students are provided with the environment and the necessary language support to enable them to participate fully in the academic programme and in the social life of the school, as well as to develop as individuals. All teachers in a PYP school are considered teachers of language. Language learning plays a major role in schools where the language(s) of instruction may not be the student’s first language. Research has shown that development of home and family languages is crucial for cognitive development and in maintaining cultural identity. It also has the potential to increase intercultural awareness and understanding, and enables students to remain in touch with, and maintain esteem for, the language, literature and culture of their home country. It is a strong predictor of their long-term academic achievement, including acquisition of other languages. Respect for differences between languages and between dialects should be promoted.
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. This is not the position the PYP has chosen to adopt. All elements of the PYP framework contribute to international-mindedness.
Language in the Primary Years Programme
Language scope and sequence2
The IB learner profile is integral to learning and teaching language in the PYP because it represents the qualities of effective learners and internationally minded students. The learner profile, together with the other elements of the programme—knowledge, concepts, skills and action—informs planning and teaching in language.
Effective language practiceLanguage is the major connecting element across the curriculum. Therefore, in a PYP school the focus is not only on language for its own sake, but also on its application across the subjects and throughout the transdisciplinary programme of inquiry. It also facilitates connections with the wider community.
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 effective 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.
Teachers in PYP schools should strive to develop a caring language community in which all students feel accepted and confident that they will be supported by others in language learning and in taking risks. To encourage students to take risks in language learning (especially learning an additional language), they need to believe that there is a good chance they will succeed; they may not be willing to try unless they believe they have the confidence to get it at least partially right. Teachers need to structure learning/teaching situations so that students have opportunities for success. They use techniques that support students during the communication process and provide the “missing bits” when students cannot fully express their meaning—this is often referred to as scaffolding. In practical terms, scaffolding includes such things as body language and gestures, language accompanying actions, building on to what other students say, and guided questioning.
Learning language in a PYP classroom extends beyond the classroom walls, and has close connections to the central school library/media centre and to other classrooms. The teacher plans in collaboration with other classroom teachers and single-subject teachers. Additional-language teachers play a particularly important role in reinforcing, supporting and extending the classroom work.
The PYP classroom is also connected to the broader world through technology—students research and communicate not only through printed media but also through global electronic networks in order to access a vast range of multimedia resources.
A PYP teacher’s personal knowledge of language learning and teaching is of key importance. What teachers themselves understand shapes which resources they choose, what learning experiences they design and how effectively they teach. The teacher’s own interest in, and development of, language learning and teaching is maintained through regular professional development, reading of professional journals and, especially, through regular contact with colleagues who share their commitment to teaching language through inquiry. Commercially available resources for teaching language are carefully evaluated to ensure that they meet the needs of the teacher and the students, and the requirements of the programme.
Effective language learning and teaching 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 the Primary Years Programme
Language scope and sequence 3
The role of language in the programme of inquiryLanguage 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 learning and teaching 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.
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.
How language practices are changingGuided inquiry is the main approach to learning and teaching language in the PYP. This approach to teaching is broad and inclusive in that it provides a context within which a wide variety of teaching strategies and styles can be accommodated, provided that they are driven by a spirit of inquiry and a clear sense of purpose.
How are language practices changing?
Increased emphasis on: Decreased emphasis on:
promoting integrated language development teaching language as isolated strands
language as a transdisciplinary element throughout the curriculum
language as a separate discipline
additional-language teachers viewed (and viewing themselves) as PYP teachers
additional-language teachers seen as solely single-subject teachers
a literature-based approach to learning language using skill-drill texts and workbooks to learn language
a teaching approach that sees making mistakes in language as inevitable and necessary for learning
a teaching approach that focuses on encouraging students not to make mistakes in language
reading for meaning decoding only for accuracy
reading selected according to interest level reading selected according to decoding level
student-selected reading materials teacher-directed reading materials
Language in the Primary Years Programme
Language scope and sequence4
How are language practices changing?
Increased emphasis on: Decreased emphasis on:
making world classics available for reading having only school classics available for reading
making culturally diverse reading material available
having only monocultural reading materials available
focusing on meaning when reading and writing focusing primarily on accuracy when reading and writing
encouraging appropriate cooperative discussion in the classroom
enforcing silent, individual work in the classroom
students engaged in spontaneous writing students carrying out teacher-imposed writing
a variety of scaffolded learning experiences—with the teacher providing strategies for the student to build on his or her own learning
activities where teachers simply model language for students
writing as a process writing only as a product
developing a range of independent spelling strategies
a dependence on the teacher as the only source of correct spelling
nurturing appreciation of the richness of language language study as grammar and syntax
literature as a means of understanding and exploring
literature study as vocabulary, grammar and syntax
teaching students to read and research using multimedia resources
providing print-only resources for reading and research
using language for creative problem solving and information processing
using language for rote learning
a range of appropriate assessment methods such as portfolios, conferencing, miscue analysis, writing sample analysis, response journals.
standardized reading and writing assessments.
Knowledge and skills in languageLanguage is a complex web of connections that transcends the artificial separations of subjects. When the three aspects of learning language, learning about language and learning through language, introduced earlier in this document, operate together in a relevant context, they provide the most supportive learning environment for language learners.
We need to develop students’ use of language, appreciation of language, awareness of the nature of language, of the many influences on language, and of the variety in and between languages and dialects. Students should recognize the transdisciplinary nature of language—they use language within and across the subjects and in a way that transcends them, both inside and outside the classroom. They should be encouraged to recognize that competency in language—and in more than one language—is a valuable life skill, a powerful tool both in societal communication and as a means of personal reflection. Furthermore, learning that language and literature are creative processes encourages the development of imagination and creativity through self-expression.
Language in the Primary Years Programme
Language scope and sequence 5
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 learning and teaching 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, this 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.
Language strands
What do we want students to know?The PYP has identified three strands—oral language, visual language, written language—that are learned across and throughout the curriculum, with each strand being 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
Language in the Primary Years Programme
Language scope and sequence6
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. The strands of oral, visual and written language have been described separately, and are represented by four continuums: listening and speaking; viewing and presenting; reading; writing.
StrandReceptive—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
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 home and family languages. 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.
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
Language in the Primary Years Programme
Language scope and sequence 7
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 technology 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.
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.
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.
Language in the Primary Years Programme
Language scope and sequence8
Key concepts in the PYP: What do we want students to understand about language?Central to the philosophy of the PYP is the principle that guided inquiry is a powerful vehicle for learning that promotes meaning and understanding, and challenges students to engage with significant ideas. Hence in the PYP there is also a commitment to a concept-driven curriculum as a means of supporting that inquiry. There are clusters of ideas that can usefully be grouped under a set of overarching concepts, each of which has major significance within and across disciplines, regardless of time or place.
These key concepts are one of the essential elements of the PYP framework. It is accepted that these are not, in any sense, the only concepts worth exploring. Taken together they form a powerful curriculum component that drives the teacher- and/or student-constructed inquiries that lie at the heart of the PYP curriculum.
When viewed as a set of questions, the concepts form a research tool that is manageable, open-ended and more readily accessible to students. It is these questions, used flexibly by teachers and students when planning an inquiry-based unit, that shape that unit, giving it direction and purpose.
The following table explains each concept from both the generic perspective and the language perspective.
Concept Generic perspective Language perspective
Form What is it like?
Everything has a form with recognizable features that can be observed, identified, described and categorized.
Every language has a form and a structure that makes it unique. Form may vary according to whether language is written or spoken.
Function How does it work?
Everything has a purpose, a role or a way of behaving that can be investigated.
The type of language we use varies depending on the circumstances, purpose, audience and genre.
Causation Why is it like it is?
Things do not just happen. There are causal relationships at work, and actions have consequences.
Language is fundamental to human activity. Many factors affect the development of language.
Change How is it changing?
Change is the process of movement from one state to another. It is universal and inevitable.
Language is not static; it changes constantly.
Connection How is it connected to other things?
We live in a world of interacting systems in which the actions of any individual element affect others.
Language is a major connecting system within, between and among all societies.
Language in the Primary Years Programme
Language scope and sequence 9
Concept Generic perspective Language perspective
Perspective What are the points of view?
Knowledge is moderated by perspectives. Different perspectives lead to different interpretations, understandings and findings. Perspectives may be individual, group, cultural or disciplinary.
Language can be interpreted and expressed in different ways. Literature, in particular, offers cultural, historical and personal perspectives on the world, and invites different interpretations.
Responsibility What is our responsibility?
People make choices based on their understandings, and the actions they take as a result do make a difference.
Language is powerful and can have a profound effect, both positive and negative. Therefore, it must be used responsibly.
Examples of questions that illustrate the key conceptsThe following table provides sample teacher/student questions that illustrate the key concepts, and that may help to structure or frame an inquiry. These examples demonstrate broad, open-ended questioning—requiring investigation, discussion, and a full and considered response—that is essential in an inquiry-led programme.
Concept Sample teacher/student questions
Form What is it like?
• What are the ways in which stories can be told?
• What are the parts of a book?
• What languages do the students in our class/school use?
• What makes this language unique?
Function How does it work?
• What part does literature play in the development of a culture?
• Why do we name things?
• How do different languages work?
• How do the pictures and text work together?
Causation Why is it like it is?
• What part does language play in cultural identity?
• To what extent does language influence thinking styles?
• Why does the same language develop differently in different places?
• Why did the author write the story in this way?
Change How is it changing?
• How have our languages changed historically?
• What has influenced the development of the language of specific disciplines?
• How do we use language differently as we grow?
• How have other languages and cultures changed our own language?
Language in the Primary Years Programme
Language scope and sequence10
Concept Sample teacher/student questions
Connection How is it connected to other things?
• What are the similarities and differences between languages?
• What are the origins of names?
• How are storytelling traditions linked to culture?
• How do our experiences enable us to connect with stories?
Perspective What are the points of view?
• How could knowledge of a language help us to understand the culture?
• Why do some books become best-sellers?
• Which language do you think is the easiest to learn?
• Why is written language different to spoken language?
Responsibility What is our responsibility?
• How can the use of language influence people?
• How should we treat people who speak different languages from us?
• Why are we not allowed to read some books or websites?
• What responsibility does the author have to avoid bias and stereotyping?
Overall expectations in languageAcknowledging that learning language is a developmental process, Language scope and sequence 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.
The four language continuums in Language scope and sequence 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 home and family languages 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.
Language planning: Sample processesWhen planning for language learning experiences, be mindful of the following practices.
• Guided inquiry is the main approach to learning and teaching language in the PYP.
• Wherever possible, language should be taught through the relevant and authentic context of the transdisciplinary programme of inquiry.
Language in the Primary Years Programme
Language scope and sequence 11
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 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.
Decide what differentiation will be required in order to appropriately use and develop language for each student during the unit.
Figure 2Sample processes when planning for language learning experiences
Language scope and sequence12
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 home and family languages. 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
Language scope and sequence 13
Lear
ning
con
tinu
um fo
r ora
l lan
guag
e—lis
teni
ng a
nd s
peak
ing
Phas
e 1
Phas
e 2
Phas
e 3
Phas
e 4
Phas
e 5
Conc
eptu
al u
nder
stan
ding
sSp
oken
wor
ds c
onne
ct u
s w
ith
othe
rs.
Peop
le li
sten
and
spe
ak to
sha
re
thou
ghts
and
feel
ings
.
Peop
le a
sk q
uest
ions
to le
arn
from
oth
ers.
Conc
eptu
al u
nder
stan
ding
sTh
e so
unds
of l
angu
age
are
a sy
mbo
lic w
ay o
f rep
rese
ntin
g id
eas
and
obje
cts.
Peop
le c
omm
unic
ate
usin
g di
ffer
ent l
angu
ages
.
Ever
yone
has
the
right
to s
peak
an
d be
list
ened
to.
Conc
eptu
al u
nder
stan
ding
sSp
oken
lang
uage
var
ies
acco
rdin
g to
the
purp
ose
and
audi
ence
.
Peop
le in
terp
ret m
essa
ges
acco
rdin
g to
thei
r uni
que
expe
rienc
es a
nd w
ays
of
unde
rsta
ndin
g.
Spok
en c
omm
unic
atio
n is
diff
eren
t fro
m w
ritte
n co
mm
unic
atio
n—it
has
its o
wn
set o
f rul
es.
Conc
eptu
al u
nder
stan
ding
sTa
king
tim
e to
refle
ct o
n w
hat
we
hear
and
say
hel
ps u
s to
m
ake
info
rmed
judg
men
ts a
nd
form
new
opi
nion
s.
Thin
king
abo
ut th
e pe
rspe
ctiv
e of
our
aud
ienc
e he
lps
us to
co
mm
unic
ate
mor
e ef
fect
ivel
y an
d ap
prop
riate
ly.
The
gram
mat
ical
str
uctu
res
of
a la
ngua
ge e
nabl
e m
embe
rs
of a
lang
uage
com
mun
ity to
co
mm
unic
ate
with
eac
h ot
her.
Conc
eptu
al u
nder
stan
ding
sSp
oken
lang
uage
can
be
used
to
pers
uade
and
influ
ence
peo
ple.
Met
apho
rical
lang
uage
cre
ates
st
rong
vis
ual i
mag
es in
our
im
agin
atio
n.
List
ener
s id
entif
y ke
y id
eas
in
spok
en la
ngua
ge a
nd s
ynth
esiz
e th
em to
cre
ate
thei
r ow
n un
ders
tand
ing.
Peop
le d
raw
on
wha
t the
y al
read
y kn
ow in
ord
er to
infe
r new
m
eani
ng fr
om w
hat t
hey
hear
.
Lear
ning
out
com
esLe
arne
rs:
• us
e ge
stur
es, a
ctio
ns, b
ody
lang
uage
and
/or w
ords
to
com
mun
icat
e ne
eds
and
to
expr
ess
idea
s
• lis
ten
and
resp
ond
to p
ictu
re
book
s, s
how
ing
plea
sure
, an
d de
mon
stra
ting
thei
r un
ders
tand
ing
thro
ugh
gest
ures
, exp
ress
ion
and/
or
wor
ds
• na
me
clas
smat
es, t
each
ers
and
fam
iliar
cla
ssro
om a
nd
play
grou
nd o
bjec
ts
Lear
ning
out
com
esLe
arne
rs:
• lis
ten
and
resp
ond
in s
mal
l or
larg
e gr
oups
for i
ncre
asin
g pe
riods
of t
ime
• lis
ten
to a
nd e
njoy
st
orie
s re
ad a
loud
; sh
ow u
nder
stan
ding
by
resp
ondi
ng in
ora
l, w
ritte
n or
vi
sual
form
• m
emor
ize
and
join
in w
ith
poem
s, rh
ymes
and
son
gs
• fo
llow
cla
ssro
om
inst
ruct
ions
, sho
win
g un
ders
tand
ing
Lear
ning
out
com
esLe
arne
rs:
• lis
ten
atte
ntiv
ely
and
spea
k ap
prop
riate
ly in
sm
all a
nd
larg
e gr
oup
inte
ract
ions
• lis
ten
to a
var
iety
of o
ral
pres
enta
tions
incl
udin
g st
orie
s, p
oem
s, rh
ymes
and
re
port
s an
d re
spon
d w
ith
incr
easi
ng c
onfid
ence
and
de
tail
• pi
ck o
ut m
ain
even
ts a
nd
rele
vant
poi
nts
in o
ral t
exts
• fo
llow
mul
ti-st
ep d
irect
ions
• re
tell
fam
iliar
sto
ries
in
sequ
ence
Lear
ning
out
com
esLe
arne
rs:
• lis
ten
appr
ecia
tivel
y an
d re
spon
sive
ly, p
rese
ntin
g th
eir o
wn
poin
t of v
iew
and
re
spec
ting
the
view
s of
ot
hers
• lis
ten
for a
spe
cific
pur
pose
in
a v
arie
ty o
f situ
atio
ns
• id
entif
y an
d ex
pand
on
mai
n id
eas
in fa
mili
ar o
ral t
exts
• lis
ten
refle
ctiv
ely
to s
torie
s re
ad a
loud
in o
rder
to
iden
tify
stor
y st
ruct
ures
and
id
eas
Lear
ning
out
com
esLe
arne
rs:
• pa
rtic
ipat
e ap
prop
riate
ly
as li
sten
er a
nd s
peak
er, i
n di
scus
sion
s, c
onve
rsat
ions
, de
bate
s an
d gr
oup
pres
enta
tions
• ge
nera
te, d
evel
op a
nd
mod
ify id
eas
and
opin
ions
th
roug
h di
scus
sion
• lis
ten
and
resp
ond
appr
opria
tely
to in
stru
ctio
ns,
ques
tions
and
exp
lana
tions
• in
fer m
eani
ngs,
dra
w
conc
lusi
ons
and
mak
e ju
dgm
ents
abo
ut o
ral
pres
enta
tions
Learning continuums
Language scope and sequence14
Phas
e 1
Phas
e 2
Phas
e 3
Phas
e 4
Phas
e 5
• in
tera
ct e
ffec
tivel
y w
ith
peer
s an
d ad
ults
in fa
mili
ar
soci
al s
ettin
gs
• te
ll th
eir o
wn
stor
ies
usin
g w
ords
, ges
ture
s, a
nd o
bjec
ts/
artif
acts
• re
peat
/ech
o si
ngle
wor
ds
• us
e si
ngle
wor
ds a
nd tw
o-
wor
d ph
rase
s in
con
text
• jo
in in
with
poe
ms,
rhym
es,
song
s an
d re
peat
ed p
hras
es
in s
hare
d bo
oks
• un
ders
tand
sim
ple
ques
tions
an
d re
spon
d w
ith a
ctio
ns o
r w
ords
• fo
llow
cla
ssro
om d
irect
ions
an
d ro
utin
es, u
sing
con
text
cu
es
• re
aliz
e th
at p
eopl
e sp
eak
diff
eren
t lan
guag
es
• us
e th
e m
othe
r ton
gue
(with
tr
ansl
atio
n, if
nec
essa
ry) t
o ex
pres
s ne
eds
and
expl
ain
idea
s
• re
aliz
e th
at w
ord
orde
r can
ch
ange
from
one
lang
uage
to
ano
ther
• us
e ow
n gr
amm
ar s
tyle
as
par
t of t
he p
roce
ss o
f de
velo
ping
gra
mm
atic
al
awar
enes
s.
• de
scrib
e pe
rson
al
expe
rienc
es
• ob
tain
sim
ple
info
rmat
ion
from
acc
essi
ble
spok
en te
xts
• di
stin
guis
h be
ginn
ing,
m
edia
l and
end
ing
soun
ds
of w
ords
with
incr
easi
ng
accu
racy
• fo
llow
two-
step
dire
ctio
ns
• pr
edic
t lik
ely
outc
omes
whe
n lis
teni
ng to
text
s re
ad a
loud
• us
e la
ngua
ge to
add
ress
thei
r ne
eds,
exp
ress
feel
ings
and
op
inio
ns
• as
k qu
estio
ns to
gai
n in
form
atio
n an
d re
spon
d to
inqu
iries
dire
cted
to
them
selv
es o
r to
the
clas
s
• us
e or
al la
ngua
ge to
co
mm
unic
ate
durin
g cl
assr
oom
act
iviti
es,
conv
ersa
tions
and
im
agin
ativ
e pl
ay
• ta
lk a
bout
the
stor
ies,
w
ritin
g, p
ictu
res
and
mod
els
they
hav
e cr
eate
d
• be
gin
to c
omm
unic
ate
in
mor
e th
an o
ne la
ngua
ge
• us
e gr
amm
atic
al ru
les
of th
e la
ngua
ge(s
) of i
nstr
uctio
n (le
arne
rs m
ay o
verg
ener
aliz
e at
this
sta
ge).
• an
ticip
ate
and
pred
ict w
hen
liste
ning
to te
xt re
ad a
loud
• us
e la
ngua
ge fo
r a v
arie
ty
of p
erso
nal p
urpo
ses,
for
exam
ple,
invi
tatio
ns
• ex
pres
s th
ough
ts, i
deas
and
op
inio
ns a
nd d
iscu
ss th
em,
resp
ectin
g co
ntrib
utio
ns
from
oth
ers
• pa
rtic
ipat
e in
a v
arie
ty
of d
ram
atic
act
iviti
es, f
or
exam
ple,
role
pla
y, p
uppe
t th
eatr
e, d
ram
atiz
atio
n of
fa
mili
ar s
torie
s an
d po
ems
• us
e la
ngua
ge to
exp
lain
, in
quire
and
com
pare
• re
cogn
ize
patt
erns
in
lang
uage
(s) o
f ins
truc
tion
and
use
incr
easi
ngly
acc
urat
e gr
amm
ar
• be
gin
to u
nder
stan
d th
at
lang
uage
use
is in
fluen
ced
by it
s pu
rpos
e an
d th
e au
dien
ce
• un
ders
tand
and
use
spe
cific
vo
cabu
lary
to s
uit d
iffer
ent
purp
oses
• he
ar a
nd a
ppre
ciat
e di
ffer
ence
s be
twee
n la
ngua
ges.
• un
ders
tand
that
idea
s and
op
inio
ns c
an b
e ge
nera
ted,
de
velo
ped
and
pres
ente
d th
roug
h ta
lk; t
hey
wor
k in
pa
irs a
nd g
roup
s to
deve
lop
oral
pre
sent
atio
ns
• ar
gue
pers
uasiv
ely
and
defe
nd
a po
int o
f vie
w
• ex
plai
n an
d di
scus
s the
ir ow
n w
ritin
g w
ith p
eers
and
adu
lts
• be
gin
to p
arap
hras
e an
d su
mm
ariz
e
• or
gani
ze th
ough
ts a
nd
feel
ings
bef
ore
spea
king
• us
e a
rang
e of
spec
ific
voca
bula
ry in
diff
eren
t sit
uatio
ns, in
dica
ting
an
awar
enes
s tha
t lan
guag
e is
influ
ence
d by
pur
pose
, au
dien
ce a
nd c
onte
xt
• re
aliz
e th
at g
ram
mat
ical
st
ruct
ures
can
be
irreg
ular
an
d be
gin
to u
se th
em
appr
opria
tely
and
con
siste
ntly
• us
e or
al la
ngua
ge
appr
opria
tely
, con
fiden
tly a
nd
with
incr
easin
g ac
cura
cy
• ve
rbal
ize
thei
r thi
nkin
g an
d ex
plai
n th
eir r
easo
ning
• re
cogn
ize
that
diff
eren
t fo
rms o
f gra
mm
ar a
re u
sed
in
diffe
rent
con
text
s
• ap
prec
iate
that
lang
uage
is
not a
lway
s use
d lit
eral
ly;
unde
rsta
nd a
nd u
se th
e fig
urat
ive
lang
uage
of t
heir
own
cultu
re.
• us
e an
incr
easi
ng v
ocab
ular
y an
d m
ore
com
plex
sen
tenc
e st
ruct
ures
with
a h
igh
leve
l of
spe
cific
ity
• ar
gue
pers
uasi
vely
and
ju
stify
a p
oint
of v
iew
• sh
ow o
pen-
min
ded
attit
udes
w
hen
liste
ning
to o
ther
po
ints
of v
iew
• pa
raph
rase
and
sum
mar
ize
whe
n co
mm
unic
atin
g or
ally
• un
ders
tand
and
use
fig
urat
ive
lang
uage
suc
h as
si
mile
, per
soni
ficat
ion
and
met
apho
r
• us
e or
al la
ngua
ge to
fo
rmul
ate
and
com
mun
icat
e po
ssib
ilitie
s an
d th
eorie
s
• us
e st
anda
rd g
ram
mat
ical
st
ruct
ures
com
pete
ntly
in
appr
opria
te s
ituat
ions
• us
e re
gist
er, t
one,
voi
ce le
vel
and
into
natio
n to
enh
ance
m
eani
ng
• ap
prec
iate
that
peo
ple
spea
k an
d re
spon
d ac
cord
ing
to p
erso
nal a
nd c
ultu
ral
pers
pect
ives
• us
e sp
eech
resp
onsi
bly
to in
form
, ent
erta
in a
nd
influ
ence
oth
ers
• re
flect
on
com
mun
icat
ion
to
mon
itor a
nd a
sses
s th
eir o
wn
lear
ning
.
Learning continuums
Language scope and sequence 15
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 technology 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
Language scope and sequence16
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
ding
sVi
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
ding
sPe
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
ding
sVi
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
ding
sVi
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
ding
sTh
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:
• at
tend
to v
isua
l inf
orm
atio
n sh
owin
g un
ders
tand
ing
thro
ugh
play
, ges
ture
s, fa
cial
ex
pres
sion
• re
veal
thei
r ow
n fe
elin
gs
in re
spon
se to
vis
ual
pres
enta
tions
, for
exa
mpl
e,
by s
how
ing
amus
emen
t, cu
riosi
ty, s
urpr
ise
• ob
serv
e vi
sual
cue
s th
at
indi
cate
con
text
; sho
w
unde
rsta
ndin
g by
mat
chin
g pi
ctur
es w
ith c
onte
xt
Lear
ning
out
com
esLe
arne
rs:
• at
tend
to v
isua
l inf
orm
atio
n sh
owin
g un
ders
tand
ing
thro
ugh
disc
ussi
on, r
ole
play
, ill
ustr
atio
ns
• ta
lk a
bout
thei
r ow
n fe
elin
gs
in re
spon
se to
vis
ual
mes
sage
s; sh
ow e
mpa
thy
for
the
way
oth
ers
mig
ht fe
el
• re
late
to d
iffer
ent c
onte
xts
pres
ente
d in
vis
ual t
exts
ac
cord
ing
to th
eir o
wn
expe
rienc
es, f
or e
xam
ple,
“T
hat l
ooks
like
my
uncl
e’s
farm
.”
Lear
ning
out
com
esLe
arne
rs:
• vi
ew v
isua
l inf
orm
atio
n an
d sh
ow u
nder
stan
ding
by
aski
ng re
leva
nt q
uest
ions
an
d di
scus
sing
pos
sibl
e m
eani
ng
• di
scus
s th
eir o
wn
feel
ings
in
resp
onse
to v
isua
l mes
sage
s; lis
ten
to o
ther
resp
onse
s,
real
izin
g th
at p
eopl
e re
act
diff
eren
tly
• re
aliz
e th
at v
isua
l in
form
atio
n re
flect
s an
d co
ntrib
utes
to th
e un
ders
tand
ing
of c
onte
xt
Lear
ning
out
com
esLe
arne
rs:
• vi
ew, r
espo
nd to
and
de
scrib
e vi
sual
info
rmat
ion,
co
mm
unic
atin
g un
ders
tand
ing
in o
ral,
writ
ten
and
visu
al fo
rm
• de
scrib
e pe
rson
al re
actio
ns
to v
isua
l mes
sage
s; re
flect
on
why
oth
ers
may
per
ceiv
e th
e im
ages
diff
eren
tly
• un
ders
tand
and
exp
lain
how
vi
sual
eff
ects
can
be
used
to
refle
ct a
par
ticul
ar c
onte
xt
Lear
ning
out
com
esLe
arne
rs:
• vi
ew a
nd c
ritic
ally
an
alys
e a
rang
e of
vis
ual
text
s, c
omm
unic
atin
g un
ders
tand
ing
thro
ugh
oral
, w
ritte
n an
d vi
sual
med
ia
• id
entif
y fa
ctor
s th
at
influ
ence
per
sona
l rea
ctio
ns
to v
isua
l tex
ts; d
esig
n vi
sual
te
xts
with
the
inte
ntio
n of
in
fluen
cing
the
way
peo
ple
thin
k an
d fe
el
• an
alys
e an
d in
terp
ret t
he
way
s in
whi
ch v
isua
l eff
ects
ar
e us
ed to
est
ablis
h co
ntex
t
Learning continuums
Language scope and sequence 17
Phas
e 1
Phas
e 2
Phas
e 3
Phas
e 4
Phas
e 5
• re
cogn
ize
fam
iliar
sig
ns,
labe
ls a
nd lo
gos,
for
exam
ple,
ped
estr
ian
wal
king
si
gn, e
mer
genc
y ex
it si
gn,
no d
ogs
allo
wed
; ide
ntify
si
mila
ritie
s an
d di
ffer
ence
s
• m
ake
pers
onal
con
nect
ions
to
vis
ual t
exts
, for
exa
mpl
e, a
pi
ctur
e bo
ok a
bout
chi
ldre
n m
akin
g fr
iend
s in
a n
ew
situ
atio
n
• us
e bo
dy la
ngua
ge to
co
mm
unic
ate
and
to c
onve
y un
ders
tand
ing,
for e
xam
ple,
po
intin
g, g
estu
ring,
faci
al
expr
essi
ons
• se
lect
and
inco
rpor
ate
colo
urs,
sha
pes,
sym
bols
an
d im
ages
into
vis
ual
pres
enta
tions
• sh
ow a
ppre
ciat
ion
of
illus
trat
ions
in p
ictu
re b
ooks
by
sel
ectin
g an
d re
read
ing
fam
iliar
boo
ks, f
ocus
ing
on
favo
urite
pag
es
• lo
cate
and
use
app
ropr
iate
te
chno
logy
icon
ogra
phy
to
activ
ate
diff
eren
t dev
ices
, for
ex
ampl
e, c
ompu
ter g
ames
, CD
pla
yer,
tele
visi
on
• lis
ten
to te
rmin
olog
y as
soci
ated
with
vis
ual t
exts
an
d un
ders
tand
term
s su
ch
as c
olou
r, sh
ape,
siz
e.
• lo
cate
fam
iliar
vis
ual t
exts
in
mag
azin
es, a
dver
tisin
g ca
talo
gues
, and
con
nect
th
em w
ith a
ssoc
iate
d pr
oduc
ts
• sh
ow th
eir u
nder
stan
ding
th
at v
isua
l mes
sage
s in
fluen
ce o
ur b
ehav
iour
• co
nnec
t vis
ual i
nfor
mat
ion
with
thei
r ow
n ex
perie
nces
to
con
stru
ct th
eir o
wn
mea
ning
, for
exa
mpl
e, w
hen
taki
ng a
trip
• us
e bo
dy la
ngua
ge in
m
ime
and
role
pla
y to
co
mm
unic
ate
idea
s an
d fe
elin
gs v
isua
lly
• re
aliz
e th
at s
hape
s, s
ymbo
ls
and
colo
urs
have
mea
ning
an
d in
clud
e th
em in
pr
esen
tatio
ns
• us
e a
varie
ty o
f im
plem
ents
to
pra
ctis
e an
d de
velo
p ha
ndw
ritin
g an
d pr
esen
tatio
n sk
ills
• ob
serv
e an
d di
scus
s ill
ustr
atio
ns in
pic
ture
bo
oks
and
sim
ple
refe
renc
e bo
oks,
com
men
ting
on th
e in
form
atio
n be
ing
conv
eyed
• re
cogn
ize
tech
nolo
gy
icon
ogra
phy
and
follo
w
prom
pts
to a
cces
s pr
ogra
ms
or a
ctiv
ate
devi
ces
• re
cogn
ize
and
nam
e fa
mili
ar v
isual
text
s, fo
r ex
ampl
e, a
dver
tisin
g, lo
gos,
labe
ls, si
gns,
tech
nolo
gy
icon
ogra
phy
• ob
serv
e an
d di
scus
s fam
iliar
an
d un
fam
iliar
visu
al
mes
sage
s; m
ake
judg
men
ts
abou
t effe
ctiv
enes
s
• di
scus
s per
sona
l exp
erie
nces
th
at c
onne
ct w
ith v
isual
im
ages
• us
e ac
tions
and
bod
y la
ngua
ge to
rein
forc
e an
d ad
d m
eani
ng to
ora
l pre
sent
atio
ns
• se
lect
and
use
suita
ble
shap
es,
colo
urs,
sym
bols
and
layo
ut
for p
rese
ntat
ions
; pra
ctise
and
de
velo
p w
ritin
g/ca
lligr
aphy
st
yles
• re
aliz
e th
at te
xt a
nd
illus
trat
ions
in re
fere
nce
mat
eria
ls w
ork
toge
ther
to
conv
ey in
form
atio
n, a
nd c
an
expl
ain
how
this
enha
nces
un
ders
tand
ing
• w
ith g
uida
nce,
use
the
inte
rnet
to a
cces
s rel
evan
t in
form
atio
n; p
roce
ss a
nd
pres
ent i
nfor
mat
ion
in w
ays
that
are
per
sona
lly m
eani
ngfu
l
• us
e ap
prop
riate
term
inol
ogy
to d
iscus
s visu
al te
xts,
for e
xam
ple,
logo
s, fo
nt,
fore
grou
nd, b
ackg
roun
d,
impa
ct
• re
cogn
ize
and
nam
e fa
mili
ar
visu
al te
xts a
nd e
xpla
in 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, b
illbo
ards
• in
terp
ret v
isua
l cue
s 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
• ex
plai
n ho
w re
leva
nt p
erso
nal
expe
rienc
es c
an a
dd to
the
mea
ning
of a
sele
cted
film
/m
ovie
; writ
e an
d ill
ustr
ate
a pe
rson
al re
spon
se
• id
entif
y as
pect
s of b
ody
lang
uage
in a
dra
mat
ic
pres
enta
tion
and
expl
ain
how
th
ey a
re u
sed
to c
onve
y th
e m
ood
and
pers
onal
trai
ts o
f ch
arac
ters
• de
sign
pos
ters
and
cha
rts,
us
ing
shap
es, c
olou
rs,
sym
bols
, lay
out a
nd fo
nts,
to
ach
ieve
par
ticul
ar e
ffec
ts;
expl
ain
how
the
desi
red
effe
ct is
ach
ieve
d
• di
scus
s a n
ewsp
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
• pr
epar
e, in
divi
dual
ly o
r in
col
labo
ratio
n, v
isua
l pr
esen
tatio
ns u
sing
a ra
nge
of m
edia
, inc
ludi
ng c
ompu
ter
and
web
-bas
ed a
pplic
atio
ns
• id
entif
y el
emen
ts a
nd
tech
niqu
es th
at m
ake
adve
rtise
men
ts, l
ogos
and
sy
mbo
ls ef
fect
ive
and
draw
on
this
know
ledg
e to
cre
ate
thei
r ow
n vi
sual
effe
cts
• re
aliz
e th
at c
ultu
ral i
nflu
ence
s af
fect
the
way
we
resp
ond
to
visu
al e
ffect
s and
exp
lain
how
th
is af
fect
s our
inte
rpre
tatio
n,
for e
xam
ple,
the
use
of
part
icul
ar c
olou
rs o
r sym
bols
• re
aliz
e th
at in
divi
dual
s in
terp
ret v
isual
info
rmat
ion
acco
rdin
g to
thei
r per
sona
l ex
perie
nces
and
diff
eren
t pe
rspe
ctiv
es
• sh
ow h
ow b
ody
lang
uage
, for
ex
ampl
e, fa
cial
exp
ress
ion,
ge
stur
e an
d m
ovem
ent,
post
ure
and
orie
ntat
ion,
eye
co
ntac
t and
touc
h, c
an b
e us
ed to
ach
ieve
effe
cts a
nd
influ
ence
mea
ning
• ap
ply
know
ledg
e of
pr
esen
tatio
n te
chni
ques
in
orig
inal
and
inno
vativ
e w
ays;
expl
ain
thei
r ow
n id
eas f
or
achi
evin
g de
sired
effe
cts
• ex
amin
e an
d an
alys
e te
xt
and
illus
trat
ions
in re
fere
nce
mat
eria
l, inc
ludi
ng o
nlin
e te
xt, e
xpla
inin
g ho
w v
isual
an
d w
ritte
n in
form
atio
n w
ork
toge
ther
to re
info
rce
each
ot
her a
nd m
ake
mea
ning
m
ore
expl
icit
Learning continuums
Language scope and sequence18
Phas
e 1
Phas
e 2
Phas
e 3
Phas
e 4
Phas
e 5
• th
roug
h te
ache
r mod
ellin
g,
beco
me
awar
e of
te
rmin
olog
y us
ed to
tell
abou
t vis
ual e
ffec
ts, f
or
exam
ple,
feat
ures
, lay
out,
bord
er, f
ram
e
• vi
ew d
iffer
ent v
ersi
ons
of
the
sam
e st
ory
and
disc
uss
the
effe
ctiv
enes
s of
the
diff
eren
t way
s of
telli
ng th
e sa
me
stor
y, fo
r exa
mpl
e, th
e pi
ctur
e bo
ok v
ersi
on a
nd th
e fil
m/m
ovie
ver
sion
of a
sto
ry
• be
com
e aw
are
of th
e us
e an
d or
gani
zatio
n of
vis
ual
effe
cts
to c
reat
e a
part
icul
ar
impa
ct, f
or e
xam
ple,
do
min
ant i
mag
es s
how
wha
t is
impo
rtan
t in
a st
ory
• ob
serv
e vi
sual
imag
es a
nd
begi
n to
app
reci
ate,
and
be
able
to e
xpre
ss, t
hat t
hey
have
bee
n cr
eate
d to
ach
ieve
pa
rtic
ular
pur
pose
s.
• vi
ew a
rang
e of
vis
ual
lang
uage
form
ats
and
disc
uss
thei
r eff
ectiv
enes
s,
for e
xam
ple,
film
/vid
eo,
post
ers,
dra
ma
• re
aliz
e th
at e
ffec
ts h
ave
been
se
lect
ed a
nd a
rran
ged
to
achi
eve
a ce
rtai
n im
pact
, for
ex
ampl
e, th
e w
ay in
whi
ch
colo
ur, l
ight
ing,
mus
ic a
nd
mov
emen
t wor
k to
geth
er in
a
perf
orm
ance
• ob
serv
e an
d di
scus
s vi
sual
pr
esen
tatio
ns; m
ake
sugg
estio
ns a
bout
why
they
ha
ve b
een
crea
ted
and
wha
t th
e cr
eato
r has
bee
n ai
min
g to
ach
ieve
.
• di
scus
s an
d ex
plai
n vi
sual
im
ages
and
eff
ects
usi
ng
appr
opria
te te
rmin
olog
y,
for e
xam
ple,
imag
e,
sym
bol,
grap
hics
, bal
ance
, te
chni
ques
, com
posi
tion
• ex
perie
nce
a ra
nge
of
diff
eren
t vis
ual l
angu
age
form
ats;
appr
ecia
te a
nd
desc
ribe
why
par
ticul
ar
form
ats
are
sele
cted
to
achi
eve
part
icul
ar e
ffec
ts
• ob
serv
e an
d di
scus
s the
ch
oice
and
com
posi
tion
of
visu
al p
rese
ntat
ions
and
ex
plai
n ho
w th
ey c
ontr
ibut
e to
mea
ning
and
impa
ct, f
or
exam
ple,
faci
al e
xpre
ssio
ns,
spee
ch b
ubbl
es, w
ord
imag
es
to c
onve
y so
und
effe
cts
• re
aliz
e th
at v
isua
l pr
esen
tatio
ns h
ave
been
cr
eate
d to
reac
h ou
t to
a pa
rtic
ular
aud
ienc
e an
d in
fluen
ce th
e au
dien
ce in
so
me
way
; dis
cuss
the
effe
cts
used
and
how
they
mig
ht
influ
ence
the
audi
ence
.
• na
viga
te th
e in
tern
et in
re
spon
se to
ver
bal a
nd v
isua
l pr
ompt
s w
ith c
onfid
ence
an
d fa
mili
arity
; use
te
chno
logy
to p
repa
re th
eir
own
pres
enta
tions
• us
e ap
prop
riate
term
inol
ogy
to id
entif
y a
rang
e of
vis
ual
effe
cts/
form
ats
and
criti
cally
an
alys
e th
eir e
ffec
tiven
ess,
fo
r exa
mpl
e, m
ood,
med
ia,
juxt
apos
ition
, pro
port
ion
• an
alys
e th
e se
lect
ion
and
com
posi
tion
of v
isua
l pr
esen
tatio
ns; s
elec
t ex
ampl
es to
exp
lain
how
th
ey a
chie
ve a
par
ticul
ar
impa
ct, f
or e
xam
ple,
do
min
ant i
mag
es, u
se o
f co
lour
, tex
ture
, sym
bolis
m
• id
entif
y th
e in
tend
ed
audi
ence
and
pur
pose
of
a v
isua
l pre
sent
atio
n;
iden
tify
over
t and
sub
limin
al
mes
sage
s
• re
flect
on
way
s in
whi
ch
unde
rsta
ndin
g th
e in
tent
ion
of a
vis
ual m
essa
ge
can
influ
ence
per
sona
l re
spon
ses.
Learning continuums
Language scope and sequence 19
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
Language scope and sequence20
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
ding
sIll
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
ding
sTh
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
co
mm
unic
ate.
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
ding
sD
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
ding
sRe
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
ding
sA
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:
• en
joy
liste
ning
to s
torie
s
• ch
oose
and
“rea
d” p
ictu
re
book
s fo
r ple
asur
e
• lo
cate
and
resp
ond
to
aspe
cts
of in
tere
st in
sel
f-se
lect
ed te
xts
(poi
ntin
g,
exam
inin
g pi
ctur
es c
lose
ly,
com
men
ting)
• sh
ow c
urio
sity
and
ask
qu
estio
ns a
bout
pic
ture
s or
te
xt
• lis
ten
atte
ntiv
ely
and
resp
ond
to s
torie
s re
ad a
loud
Lear
ning
out
com
esLe
arne
rs:
• se
lect
and
rere
ad fa
vour
ite
text
s fo
r enj
oym
ent
• un
ders
tand
that
prin
t is
perm
anen
t, fo
r exa
mpl
e,
whe
n lis
teni
ng to
fam
iliar
st
orie
s, n
otic
es w
hen
the
read
er le
aves
out
or c
hang
es
part
s
• pa
rtic
ipat
e in
sha
red
read
ing,
po
sing
and
resp
ondi
ng to
qu
estio
ns a
nd jo
inin
g in
the
refr
ains
Lear
ning
out
com
esLe
arne
rs:
• de
velo
p pe
rson
al
pref
eren
ces,
sel
ectin
g bo
oks
for p
leas
ure
and
info
rmat
ion
• re
ad te
xts
at a
n ap
prop
riate
le
vel,
inde
pend
ently
, co
nfid
ently
and
with
goo
d un
ders
tand
ing
• re
cogn
ize
a ra
nge
of
diff
eren
t tex
t typ
es, f
or
exam
ple,
lett
ers,
poe
try,
pl
ays,
sto
ries,
nov
els,
repo
rts,
ar
ticle
s
Lear
ning
out
com
esLe
arne
rs:
• re
ad a
var
iety
of b
ooks
for
plea
sure
, ins
truc
tion
and
info
rmat
ion;
refle
ct re
gula
rly
on re
adin
g an
d se
t fut
ure
goal
s
• di
stin
guis
h be
twee
n fic
tion
and
non-
fictio
n an
d se
lect
bo
oks
appr
opria
te to
spe
cific
pu
rpos
es
• un
ders
tand
and
resp
ond
to th
e id
eas,
feel
ings
and
at
titud
es e
xpre
ssed
in
vario
us te
xts,
sho
win
g em
path
y fo
r cha
ract
ers
Lear
ning
out
com
esLe
arne
rs:
• re
ad a
wid
e ra
nge
of te
xts
conf
iden
tly, i
ndep
ende
ntly
an
d w
ith u
nder
stan
ding
• w
ork
in c
oope
rativ
e gr
oups
to
loca
te a
nd s
elec
t tex
ts
appr
opria
te to
pur
pose
and
au
dien
ce
• pa
rtic
ipat
e in
cla
ss, g
roup
or
indi
vidu
al a
utho
r stu
dies
, ga
inin
g an
in-d
epth
un
ders
tand
ing
of th
e w
ork
and
styl
e of
a p
artic
ular
au
thor
and
app
reci
atin
g w
hat
it m
eans
to b
e an
aut
hor
Learning continuums
Language scope and sequence 21
Phas
e 1
Phas
e 2
Phas
e 3
Phas
e 4
Phas
e 5
• pa
rtic
ipat
e in
sha
red
read
ing,
jo
inin
g in
with
rhym
es,
refr
ains
and
repe
ated
text
as
they
gai
n fa
mili
arity
• m
ake
conn
ectio
ns to
thei
r ow
n ex
perie
nce
whe
n lis
teni
ng to
or “
read
ing”
text
s
• be
gin
to d
iscr
imin
ate
betw
een
visu
al
repr
esen
tatio
ns s
uch
as s
ymbo
ls, n
umbe
rs,
tech
nolo
gy ic
onog
raph
y,
lett
ers
and
wor
ds
• re
cogn
ize
thei
r ow
n fir
st
nam
e
• ex
pres
s op
inio
ns a
bout
the
mea
ning
of a
sto
ry
• sh
ow e
mpa
thy
for c
hara
cter
s in
a s
tory
• di
stin
guis
h be
twee
n pi
ctur
es a
nd w
ritte
n te
xt,
for e
xam
ple,
can
poi
nt to
a
pict
ure
whe
n as
ked
• in
dica
te p
rinte
d te
xt w
here
th
e te
ache
r sho
uld
star
t re
adin
g
• ha
ndle
boo
ks, s
how
ing
an
unde
rsta
ndin
g of
how
a
book
wor
ks, f
or e
xam
ple,
co
ver,
begi
nnin
g, d
irect
iona
l m
ovem
ent,
end
• pa
rtic
ipat
e in
gui
ded
read
ing
situ
atio
ns, o
bser
ving
and
ap
plyi
ng re
adin
g be
havi
ours
an
d in
tera
ctin
g ef
fect
ivel
y w
ith th
e gr
oup
• lis
ten
atte
ntiv
ely
and
resp
ond
activ
ely
to re
ad-
alou
d si
tuat
ions
; mak
e pr
edic
tions
, ant
icip
ate
poss
ible
out
com
es
• re
ad a
nd u
nder
stan
d th
e m
eani
ng o
f sel
f-sel
ecte
d an
d te
ache
r-se
lect
ed te
xts
at a
n ap
prop
riate
leve
l
• us
e m
eani
ng, v
isua
l, co
ntex
tual
and
mem
ory
cues
, and
cro
ss-c
heck
cue
s ag
ains
t eac
h ot
her,
whe
n ne
cess
ary
(teac
her m
onito
rs
mis
cues
to id
entif
y st
rate
gies
us
ed a
nd s
trat
egie
s to
be
deve
lope
d)
• re
ad a
nd u
nder
stan
d fa
mili
ar
prin
t fro
m th
e im
med
iate
en
viro
nmen
t, fo
r exa
mpl
e,
sign
s, a
dver
tisem
ents
, log
os,
tech
nolo
gy ic
onog
raph
y
• m
ake
conn
ectio
ns b
etw
een
pers
onal
exp
erie
nce
and
stor
yboo
k ch
arac
ters
• un
ders
tand
sou
nd–s
ymbo
l re
latio
nshi
ps a
nd re
cogn
ize
fam
iliar
sou
nds/
sym
bols
/w
ords
of t
he la
ngua
ge
com
mun
ity
• id
entif
y an
d ex
plai
n th
e ba
sic
stru
ctur
e of
a s
tory
—be
ginn
ing,
mid
dle
and
end;
m
ay u
se s
tory
boar
ds o
r co
mic
str
ips
to c
omm
unic
ate
elem
ents
• m
ake
pred
ictio
ns a
bout
a
stor
y, b
ased
on
thei
r ow
n kn
owle
dge
and
expe
rienc
e;
revi
se o
r con
firm
pre
dict
ions
as
the
stor
y pr
ogre
sses
• re
aliz
e th
at th
ere
is a
di
ffer
ence
bet
wee
n fic
tion
and
non-
fictio
n an
d us
e bo
oks f
or p
artic
ular
pur
pose
s,
with
teac
her g
uida
nce
• re
cogn
ize
and
use
the
diff
eren
t par
ts o
f a b
ook,
for
exam
ple,
title
pag
e, c
onte
nts,
in
dex
• un
ders
tand
sou
nd–s
ymbo
l re
latio
nshi
ps a
nd a
pply
re
liabl
e ph
onet
ic s
trat
egie
s w
hen
deco
ding
prin
t
• us
e a
rang
e of
str
ateg
ies
to
self-
mon
itor a
nd s
elf-
corr
ect,
for e
xam
ple,
mea
ning
, co
ntex
t, re
read
ing,
read
ing
on, c
ross
-che
ckin
g on
e cu
e so
urce
aga
inst
ano
ther
• di
scus
s pe
rson
ality
and
be
havi
our o
f sto
rybo
ok
char
acte
rs, c
omm
entin
g on
re
ason
s w
hy th
ey m
ight
reac
t in
par
ticul
ar w
ays
• re
cogn
ize
the
auth
or’s
purp
ose,
for e
xam
ple,
to
info
rm, e
nter
tain
, per
suad
e,
inst
ruct
• un
ders
tand
that
sto
ries
have
a
plot
; ide
ntify
the
mai
n id
ea; d
iscu
ss a
nd o
utlin
e th
e se
quen
ce o
f eve
nts
lead
ing
to th
e fin
al o
utco
me
• ap
prec
iate
that
writ
ers
plan
an
d st
ruct
ure
thei
r sto
ries
to a
chie
ve p
artic
ular
eff
ects
; id
entif
y fe
atur
es th
at c
an b
e re
plic
ated
whe
n pl
anni
ng
thei
r ow
n st
orie
s
• us
e re
fere
nce
book
s,
dict
iona
ries,
and
co
mpu
ter a
nd w
eb-b
ased
ap
plic
atio
ns w
ith in
crea
sing
in
depe
nden
ce a
nd
resp
onsi
bilit
y
• kn
ow h
ow to
ski
m a
nd s
can
text
s to
dec
ide
whe
ther
th
ey w
ill b
e us
eful
, bef
ore
atte
mpt
ing
to re
ad in
det
ail
• as
par
t of t
he in
quiry
pr
oces
s, w
ork
coop
erat
ivel
y w
ith o
ther
s to
acc
ess,
read
, in
terp
ret,
and
eval
uate
a
rang
e of
sou
rce
mat
eria
ls
• id
entif
y re
leva
nt, r
elia
ble
and
usef
ul in
form
atio
n an
d de
cide
on
appr
opria
te w
ays
to u
se it
• id
entif
y ge
nre
(incl
udin
g fa
ntas
y, b
iogr
aphy
, sci
ence
fic
tion,
mys
tery
, his
toric
al
nove
l) an
d ex
plai
n el
emen
ts
and
liter
ary
form
s th
at a
re
asso
ciat
ed w
ith d
iffer
ent
genr
es
• ap
prec
iate
str
uctu
ral a
nd
styl
istic
diff
eren
ces
betw
een
fictio
n an
d no
n-fic
tion;
sh
ow u
nder
stan
ding
of t
his
dist
inct
ion
whe
n st
ruct
urin
g th
eir o
wn
writ
ing
• ap
prec
iate
aut
hors
’ use
of
lang
uage
and
inte
rpre
t m
eani
ng b
eyon
d th
e lit
eral
• un
ders
tand
that
aut
hors
use
w
ords
and
lite
rary
dev
ices
to
evok
e m
enta
l im
ages
• re
cogn
ize
and
unde
rsta
nd
figur
ativ
e la
ngua
ge, f
or
exam
ple,
sim
iles,
met
apho
rs,
idio
ms
• m
ake
infe
renc
es a
nd b
e ab
le
to ju
stify
them
• id
entif
y an
d de
scrib
e el
emen
ts o
f a s
tory
—pl
ot, s
ettin
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
• co
mpa
re a
nd c
ontr
ast t
he
plot
s of
two
diff
eren
t but
si
mila
r nov
els,
com
men
ting
on e
ffec
tiven
ess
and
impa
ct
Learning continuums
Language scope and sequence22
Phas
e 1
Phas
e 2
Phas
e 3
Phas
e 4
Phas
e 5
• re
aliz
e th
at th
e or
gani
zatio
n of
on-
scre
en te
xt is
diff
eren
t fr
om h
ow te
xt is
org
aniz
ed
in a
boo
k
• jo
in in
with
cha
nts,
poe
ms,
so
ngs,
wor
d ga
mes
and
cl
appi
ng g
ames
, gai
ning
fa
mili
arity
with
the
soun
ds
and
patt
erns
of t
he la
ngua
ge
of in
stru
ctio
n.
• in
stan
tly re
cogn
ize
an
incr
easi
ng b
ank
of h
igh-
freq
uenc
y an
d hi
gh-in
tere
st
wor
ds, c
hara
cter
s or
sym
bols
• ha
ve a
sec
ure
know
ledg
e of
th
e ba
sic
conv
entio
ns o
f the
la
ngua
ge(s
) of i
nstr
uctio
n in
prin
ted
text
, for
exa
mpl
e,
orie
ntat
ion,
dire
ctio
nal
mov
emen
t, la
yout
, spa
cing
, pu
nctu
atio
n
• pa
rtic
ipat
e in
lear
ning
en
gage
men
ts in
volv
ing
read
ing
alou
d—ta
king
ro
les
and
read
ing
dial
ogue
, re
peat
ing
refr
ains
from
fa
mili
ar s
torie
s, re
citin
g po
ems.
• di
scus
s th
eir o
wn
expe
rienc
es a
nd re
late
them
to
fict
ion
and
non-
fictio
n te
xts
• pa
rtic
ipat
e in
col
labo
rativ
e le
arni
ng e
xper
ienc
es,
ackn
owle
dgin
g th
at p
eopl
e se
e th
ings
diff
eren
tly a
nd
are
entit
led
to e
xpre
ss th
eir
poin
t of v
iew
• w
onde
r abo
ut te
xts
and
ask
ques
tions
to tr
y to
un
ders
tand
wha
t the
aut
hor
is s
ayin
g to
the
read
er.
• ac
cess
info
rmat
ion
from
a
varie
ty o
f tex
ts b
oth
in p
rint
and
onlin
e, fo
r exa
mpl
e,
new
spap
ers,
mag
azin
es,
jour
nals
, com
ics,
gra
phic
bo
oks,
e-b
ooks
, blo
gs, w
ikis
• kn
ow w
hen
and
how
to u
se
the
inte
rnet
and
mul
timed
ia
reso
urce
s fo
r res
earc
h
• un
ders
tand
that
the
inte
rnet
m
ust b
e us
ed w
ith th
e ap
prov
al a
nd s
uper
visi
on
of a
par
ent o
r tea
cher
; rea
d,
unde
rsta
nd a
nd s
ign
the
scho
ol’s
cybe
r-sa
fety
pol
icy.
• di
stin
guis
h be
twee
n fa
ct
and
opin
ion,
and
reac
h th
eir
own
conc
lusi
ons
abou
t wha
t re
pres
ents
val
id in
form
atio
n
• us
e a
rang
e of
str
ateg
ies
to s
olve
com
preh
ensi
on
prob
lem
s an
d de
epen
thei
r un
ders
tand
ing
of a
text
• co
nsis
tent
ly a
nd c
onfid
ently
us
e a
rang
e of
reso
urce
s to
fin
d in
form
atio
n an
d su
ppor
t th
eir i
nqui
ries
• pa
rtic
ipat
e in
col
labo
rativ
e le
arni
ng, c
onsi
derin
g m
ultip
le p
ersp
ectiv
es
and
wor
king
with
pee
rs
to c
o-co
nstr
uct n
ew
unde
rsta
ndin
g
• us
e th
e in
tern
et re
spon
sibl
y an
d kn
owle
dgea
bly,
ap
prec
iatin
g its
use
s an
d lim
itatio
ns
• lo
cate
, org
aniz
e an
d sy
nthe
size
info
rmat
ion
from
a
varie
ty o
f sou
rces
incl
udin
g th
e lib
rary
/med
ia c
entr
e,
the
inte
rnet
, peo
ple
in th
e sc
hool
, fam
ily, t
he im
med
iate
co
mm
unity
or t
he g
loba
l co
mm
unity
.
Learning continuums
Language scope and sequence 23
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
Language scope and sequence24
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
ding
sW
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
ding
sPe
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
un
ders
tand
eac
h ot
her’s
writ
ing.
Writ
ten
lang
uage
wor
ks
diff
eren
tly fr
om s
poke
n la
ngua
ge.
Conc
eptu
al u
nder
stan
ding
sW
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
ding
sW
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
ding
s St
orie
s th
at p
eopl
e w
ant t
o re
ad a
re b
uilt
arou
nd th
emes
to
whi
ch th
ey c
an m
ake
conn
ectio
ns.
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:
• ex
perim
ent w
ith w
ritin
g us
ing
diff
eren
t writ
ing
impl
emen
ts a
nd m
edia
• ch
oose
to w
rite
as p
lay,
or
in in
form
al s
ituat
ions
, for
ex
ampl
e, fi
lling
in fo
rms
in a
pr
eten
d po
st o
ffic
e, w
ritin
g a
men
u or
wis
h lis
t for
a p
arty
• di
ffer
entia
te b
etw
een
illus
trat
ions
and
writ
ten
text
Lear
ning
out
com
esLe
arne
rs:
• en
joy
writ
ing
and
valu
e th
eir
own
effo
rts
• w
rite
info
rmal
ly a
bout
thei
r ow
n id
eas,
exp
erie
nces
and
fe
elin
gs in
a p
erso
nal j
ourn
al
or d
iary
, ini
tially
usi
ng s
impl
e se
nten
ce s
truc
ture
s, fo
r ex
ampl
e, “I
like
…”,
“I c
an …
” , “
I wen
t to
…”,
“I a
m g
oing
to
…”
Lear
ning
out
com
esLe
arne
rs:
• en
gage
con
fiden
tly w
ith th
e pr
oces
s of
writ
ing
• w
rite
abou
t a ra
nge
of to
pics
fo
r a v
arie
ty o
f pur
pose
s,
usin
g lit
erar
y fo
rms
and
stru
ctur
es m
odel
led
by th
e te
ache
r and
/or e
ncou
nter
ed
in re
adin
g
• us
e gr
aphi
c or
gani
zers
to
plan
writ
ing,
for e
xam
ple,
M
ind
Map
s®, s
tory
boar
ds
Lear
ning
out
com
esLe
arne
rs:
• w
rite
inde
pend
ently
an
d w
ith c
onfid
ence
, de
mon
stra
ting
a pe
rson
al
voic
e as
a w
riter
• w
rite
for a
rang
e of
pu
rpos
es, b
oth
crea
tive
and
info
rmat
ive,
usi
ng d
iffer
ent
type
s of
str
uctu
res
and
styl
es
acco
rdin
g to
the
purp
ose
of
the
writ
ing
Lear
ning
out
com
esLe
arne
rs:
• w
rite
inde
pend
ently
and
w
ith c
onfid
ence
, sho
win
g th
e de
velo
pmen
t of t
heir
own
voic
e an
d st
yle
• w
rite
usin
g a
rang
e of
te
xt ty
pes
in o
rder
to
com
mun
icat
e ef
fect
ivel
y,
for e
xam
ple,
nar
rativ
e,
inst
ruct
iona
l, pe
rsua
sive
Learning continuums
Language scope and sequence 25
Phas
e 1
Phas
e 2
Phas
e 3
Phas
e 4
Phas
e 5
• us
e th
eir o
wn
expe
rienc
e as
a
stim
ulus
whe
n dr
awin
g an
d “w
ritin
g”
• sh
ow c
urio
sity
and
ask
qu
estio
ns a
bout
writ
ten
lang
uage
• pa
rtic
ipat
e in
sha
red
writ
ing,
obs
ervi
ng th
e te
ache
r’s w
ritin
g an
d m
akin
g su
gges
tions
• lis
ten
and
resp
ond
to s
hare
d bo
oks
(enl
arge
d te
xts)
, ob
serv
ing
conv
entio
ns
of p
rint,
acco
rdin
g to
the
lang
uage
(s) o
f ins
truc
tion
• be
gin
to d
iscr
imin
ate
betw
een
lett
ers/
char
acte
rs,
num
bers
and
sym
bols
• sh
ow a
n aw
aren
ess
of
soun
d–sy
mbo
l rel
atio
nshi
ps
and
begi
n to
reco
gniz
e th
e w
ay th
at s
ome
fam
iliar
so
unds
can
be
reco
rded
• w
rite
thei
r ow
n na
me
inde
pend
ently
.
• re
ad th
eir o
wn
writ
ing
to th
e te
ache
r and
to c
lass
mat
es,
real
izin
g th
at w
hat t
hey
have
w
ritte
n re
mai
ns u
ncha
nged
• pa
rtic
ipat
e in
sha
red
and
guid
ed w
ritin
g, o
bser
ving
th
e te
ache
r’s m
odel
, ask
ing
ques
tions
and
off
erin
g su
gges
tions
• w
rite
to c
omm
unic
ate
a m
essa
ge to
a p
artic
ular
au
dien
ce, f
or e
xam
ple,
a
new
s st
ory,
inst
ruct
ions
, a
fant
asy
stor
y
• cr
eate
illu
stra
tions
to m
atch
th
eir o
wn
writ
ten
text
• de
mon
stra
te a
n aw
aren
ess
of th
e co
nven
tions
of w
ritte
n te
xt, f
or e
xam
ple,
seq
uenc
e,
spac
ing,
dire
ctio
nalit
y
• co
nnec
t writ
ten
code
s w
ith th
e so
unds
of s
poke
n la
ngua
ge a
nd re
flect
this
un
ders
tand
ing
whe
n re
cord
ing
idea
s
• fo
rm le
tter
s/ch
arac
ters
co
nven
tiona
lly a
nd le
gibl
y,
with
an
unde
rsta
ndin
g as
to
why
this
is im
port
ant w
ithin
a
lang
uage
com
mun
ity
• di
scrim
inat
e be
twee
n ty
pes
of c
ode,
for e
xam
ple,
lett
ers,
nu
mbe
rs, s
ymbo
ls, w
ords
/ch
arac
ters
• or
gani
ze id
eas
in a
logi
cal
sequ
ence
, for
exa
mpl
e, w
rite
sim
ple
narr
ativ
es w
ith a
be
ginn
ing,
mid
dle
and
end
• us
e ap
prop
riate
writ
ing
conv
entio
ns, f
or e
xam
ple,
w
ord
orde
r, as
requ
ired
by
the
lang
uage
(s) o
f ins
truc
tion
• us
e fa
mili
ar a
spec
ts o
f w
ritte
n la
ngua
ge w
ith
incr
easi
ng c
onfid
ence
and
ac
cura
cy, f
or e
xam
ple,
sp
ellin
g pa
tter
ns, h
igh-
freq
uenc
y w
ords
, hig
h-in
tere
st w
ords
• us
e in
crea
sing
ly a
ccur
ate
gram
mat
ical
con
stru
cts
• w
rite
legi
bly,
and
in a
co
nsis
tent
sty
le
• pr
oofr
ead
thei
r ow
n w
ritin
g an
d m
ake
som
e co
rrec
tions
an
d im
prov
emen
ts
• us
e fe
edba
ck fr
om te
ache
rs
and
othe
r stu
dent
s to
im
prov
e th
eir w
ritin
g
• us
e a
dict
iona
ry, a
thes
auru
s an
d w
ord
bank
s to
ext
end
thei
r use
of l
angu
age
• ke
ep a
log
of id
eas
to w
rite
abou
t
• ov
er ti
me,
cre
ate
exam
ples
of
diff
eren
t typ
es o
f writ
ing
and
stor
e th
em in
thei
r ow
n w
ritin
g fo
lder
• sh
ow a
war
enes
s of
diff
eren
t au
dien
ces
and
adap
t writ
ing
appr
opria
tely
• se
lect
voc
abul
ary
and
supp
ortin
g de
tails
to a
chie
ve
desi
red
effe
cts
• or
gani
ze id
eas
in a
logi
cal
sequ
ence
• re
read
, edi
t and
revi
se to
im
prov
e th
eir o
wn
writ
ing,
fo
r exa
mpl
e, c
onte
nt,
lang
uage
, org
aniz
atio
n
• re
spon
d to
the
writ
ing
of
othe
rs s
ensi
tivel
y
• us
e ap
prop
riate
pun
ctua
tion
to s
uppo
rt m
eani
ng
• us
e kn
owle
dge
of w
ritte
n co
de p
atte
rns
to a
ccur
atel
y sp
ell h
igh-
freq
uenc
y an
d fa
mili
ar w
ords
• us
e a
rang
e of
str
ateg
ies
to re
cord
wor
ds/id
eas
of
incr
easi
ng c
ompl
exity
• re
aliz
e th
at w
riter
s as
k qu
estio
ns o
f the
mse
lves
and
id
entif
y w
ays
to im
prov
e th
eir w
ritin
g, fo
r exa
mpl
e, “I
s th
is w
hat I
mea
nt to
say
?”, “
Is
it in
tere
stin
g/re
leva
nt?”
• ch
eck
punc
tuat
ion,
var
iety
of
sen
tenc
e st
arte
rs, s
pelli
ng,
pres
enta
tion
• us
e a
dict
iona
ry a
nd
thes
auru
s to
che
ck a
ccur
acy,
br
oade
n vo
cabu
lary
and
en
rich
thei
r writ
ing
• ad
apt w
ritin
g ac
cord
ing
to th
e au
dien
ce a
nd
dem
onst
rate
the
abili
ty
to e
ngag
e an
d su
stai
n th
e in
tere
st o
f the
read
er
• us
e ap
prop
riate
pa
ragr
aphi
ng to
org
aniz
e id
eas
• us
e a
rang
e of
voc
abul
ary
and
rele
vant
sup
port
ing
deta
ils to
con
vey
mea
ning
an
d cr
eate
atm
osph
ere
and
moo
d
• us
e pl
anni
ng, d
raft
ing,
ed
iting
and
revi
ewin
g pr
oces
ses
inde
pend
ently
an
d w
ith in
crea
sing
co
mpe
tenc
e
• cr
itiqu
e th
e w
ritin
g of
pee
rs
sens
itive
ly; o
ffer
con
stru
ctiv
e su
gges
tions
• va
ry s
ente
nce
stru
ctur
e an
d le
ngth
• de
mon
stra
te a
n in
crea
sing
un
ders
tand
ing
of h
ow
gram
mar
wor
ks
• us
e st
anda
rd s
pelli
ng
for m
ost w
ords
and
use
ap
prop
riate
reso
urce
s to
ch
eck
spel
ling
• us
e a
dict
iona
ry, t
hesa
urus
, sp
ellc
heck
er c
onfid
ently
and
ef
fect
ivel
y to
che
ck a
ccur
acy,
br
oade
n vo
cabu
lary
and
en
rich
thei
r writ
ing
Learning continuums
Language scope and sequence26
Phas
e 1
Phas
e 2
Phas
e 3
Phas
e 4
Phas
e 5
• w
rite
an in
crea
sing
num
ber
of fr
eque
ntly
use
d w
ords
or
idea
s in
depe
nden
tly
• ill
ustr
ate
thei
r ow
n w
ritin
g an
d co
ntrib
ute
to a
cla
ss
book
or c
olle
ctio
n of
pu
blis
hed
writ
ing.
• pa
rtic
ipat
e in
teac
her
conf
eren
ces
with
teac
hers
re
cord
ing
prog
ress
and
no
ting
new
lear
ning
go
als;
self-
mon
itor a
nd
take
resp
onsi
bilit
y fo
r im
prov
emen
t
• w
ith te
ache
r gui
danc
e,
publ
ish
writ
ten
wor
k, in
ha
ndw
ritte
n fo
rm o
r in
digi
tal f
orm
at.
• w
ork
coop
erat
ivel
y w
ith
a pa
rtne
r to
disc
uss
and
impr
ove
each
oth
er’s
wor
k,
taki
ng th
e ro
les
of a
utho
rs
and
edito
rs
• w
ork
inde
pend
ently
, to
prod
uce
writ
ten
wor
k th
at is
le
gibl
e an
d w
ell-p
rese
nted
, w
ritte
n ei
ther
by
hand
or i
n di
gita
l for
mat
.
• ch
oose
to p
ublis
h w
ritte
n w
ork
in h
andw
ritte
n fo
rm o
r in
digi
tal f
orm
at
inde
pend
ently
• us
e w
ritte
n la
ngua
ge a
s a
mea
ns o
f ref
lect
ing
on th
eir
own
lear
ning
• re
cogn
ize
and
use
figur
ativ
e la
ngua
ge to
enh
ance
w
ritin
g, fo
r exa
mpl
e,
sim
iles,
met
apho
rs, i
diom
s,
allit
erat
ion
• id
entif
y an
d de
scrib
e el
emen
ts o
f a s
tory
—se
ttin
g,
plot
, cha
ract
er, t
hem
e
• lo
cate
, org
aniz
e, s
ynth
esiz
e an
d pr
esen
t writ
ten
info
rmat
ion
obta
ined
from
a
varie
ty o
f val
id s
ourc
es
• us
e a
rang
e of
tool
s an
d te
chni
ques
to p
rodu
ce
writ
ten
wor
k th
at is
at
trac
tivel
y an
d ef
fect
ivel
y pr
esen
ted.
Language scope and sequence 27
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.