OWIS Primary Years English Language Scope and Sequence · Strands Oral Language Listening and Speaking Visual Language Viewing and Presenting Written Language Reading OWIS Primary

Strands

Oral LanguageListening and Speaking

Visual LanguageViewing and Presenting

Written LanguageReading

OWIS Primary Years English Language Scope and SequenceAt One World International School we have adopted the IB PYP English Scope and Sequence. At OWIS we have broken down these overall objectives into specific grade level outcomes that are takenfrom American, Australian, English and Canadian national curriculums that best meet the needs of the students within the OWIS community.

Language plays a vital role in the construction of meaning. It empowers and provides an intellectual framework to support conceptual development and critical thinking. At OWIS we believe in the IBPrimary Years Programme pedagogy where it is recognized that the teaching of language should be in response to the previous experience, needs and interests of the student, rather than theconsequence 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 maybe 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 so while the skill is learnt the student is not able to apply it toother areas and it is not understood. Students' needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than being presented with the learning oflanguage as an incremental series of skills to be acquired.

Language StrandsThere are 4 strands within the English Language curriculum, Below is a description of each of the strands and what they will include in OWIS's Primary School Education.

Purpose

Listening and speaking are natural, developmental processes that infants and young children are immersed in from their earliest experiences. Almost all children arrive atschool with an impressive command of their mother-tongue language. However, the expectations and approach to language development in school is often very different fromthe 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 acknowledgethe 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 providemeaningful and well-planned opportunities for learners to participate as listeners as well as speakers. Listening involves more than just hearing sounds. It requires active andconscious attention in order to make sense of what is heard. Purposeful talk enables learners to articulate thoughts as they construct and reconstruct meaning to understandthe world around them. Oral language involves recognizing and using certain types of language according to the audience and purposes (for example, the language used athome, the language of the classroom, the language of play, the language of inquiry, conversations with peers, giving instructions, interpreting creative texts, the language offantasy, 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 andshared to negotiate and construct meaning and develop deeper levels of understanding.

Viewing 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 balancedprogramme with opportunities for students to experience both viewing and presenting. These processes involve interpreting, using and constructing visuals and multimedia ina 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, valuesand beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engageviewers, allowing them instant access to data. Examples of visual texts are: advertisements, brochures, computer games and programs, websites, movies, posters, signs,logos, flags, maps, charts, graphs, diagrams, illustrations, graphic organizers, cartoons and comics. Learning to interpret this data, and to understand and use different media,are invaluable life skills.Acquiring skills related to information and communication technology (ICT) and visual texts is significant because of their persuasive influence in society. It is important tolearn how visual images influence meaning and produce powerful associations that shape the way we think and feel. Opportunities that invite students to explore the functionand 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 ofinformation and expressive abilities of students.

Reading 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 priorknowledge 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 makesense 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 andother illustrated materials to share with beginning readers. Enthusiasm and curiosity are essential ingredients in promoting the desire to read. Children of all ages need toexperience 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 andstructure thinking. Well-written fiction provides opportunities for learners to imagine themselves in another’s situation, reflecting on feelings and actions, and developingempathy. 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 usefuland 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 anddevelopmental phase, they acquire the skills, strategies and conceptual understanding necessary to become competent, motivated, independent readers.

Written LanguageWriting

Writing 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 expressionof mature writers, it allows us to organize and communicate thoughts, ideas and information in a visible and tangible way. Writing is primarily concerned with communicatingmeaning and intention. When children are encouraged to express themselves and reveal their own “voice”, writing is a genuine expression of the individual. The quality ofexpression 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, thewriter’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 takesprecedence 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 toproduce increasingly effective written communication.

Teaching Philosophy

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 oflanguage through the integration of literature into student inquiry is an indicator of good practice in a PYP classroom.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 ofinquiry. 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 theprogramme 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.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 teachingand learning styles. The rate of language development varies from one learner to another, and depends on the significance of the language being learned to the learner. In all language learningsituations 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’sprogression onto the next developmental phase.In the PYP, language learning takes place in authentic contexts and is dynamic, challenging and relevant. Through the transdisciplinary units of inquiry and conceptual learning, students are encouragedto construct linguistic meaning using a range of strategies, make connections across content and make ongoing cultural discoveries. Through a literature-rich environment with numerous experiences inlanguage learning the curriculum builds on students’ prior knowledge and understanding.

Mother Tongue

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

English as an Additional Language (EAL)

The term EAL is used to refer to students for whom English is an additional language. Students of all linguistic backgrounds are considered for admission to One World International School. However, theadmissions process seeks to determine whether learners are sufficiently proficient in English so that they can successfully access the curriculum in an English medium learning environment or if theyneed support.At OWIS we are committed to offering a system to support our EAL students. When students enter OWIS with a mother tongue that is not English, they receive individual support and End of Termreports that take into account their current English language ability. The expectation and progression of the language should be measured in the terms of time they have been speaking English, not theirage and grade level.Reading extensively outside the classroom and developing a richer vocabulary in English is strongly encouraged. As students progress into higher year levels this becomes even more important as theywill be expected to read a range of increasingly sophisticated texts in different content areas.

Phonics, Grammer and Spelling

These traditional subjects are taught throughout the English Language curriculum at OWIS to enhance the reading and writing elements of the written curriculum. Within the philosophy of teachingEnglish Language, students do not reach the same levels at the same time so these elements are often taught in small groups or individually based on the students' ability, however each grade level hasguidelines of English progression in these subjects and is meaningful within the Unit of Inquiry.

Reading

Daily reading is strongly encouraged and explicitly stated in our homework guides. At OWIS we use the PM Benchmarks to measure a student's reading progress and when attending library lessons,students are encouraged to choose books that not only interest them but are at an accessible level. Fiction or non fiction books are in the classroom and are centered around the Unit of Inquiry as muchas possible. Class books are changed regularly with the library so the students have a variety of titles throughout the year.

Genre

Fiction

Non Fiction

Genre

Expository/ ExplanatoryWriting

Journal and LetterWriting

Narrative/ DescriptiveWriting

Persuasive/ OpinionWriting

Poetry Writing

Purpose Examples

Reading for pleasure and to create a story in one's mind and imagine alternate times, places,charactersand settings.

Fairy Tales, Nursery Rhymes, Poetry, Literature, Science,Historical, Original short stories, Personal narratives, Retellings ofstories, Sequels to stories, Story scripts, Fantasy

Reading for information and knowledge of how items work or how to create them. Created from facts.How To books, Explanatory Texts, Informational Texts, Pamphlets,Journals, Letters, Text Books, Phamplets, Autobiographies andBiographies, Directions, Essays ,Posters ,Reports, Book and moviereviews, Letters to the editor, Persuasive essays

WritingWe base our writing on these genres that are studied throughout the grade levels and within these writing genres the students cover specific styles linked to the students' programme of inquiry.

Purpose Activites

Students collect and synthesize information. This writing is objective; reports are the most common type.Students use expository writing to give directions, sequence steps, compare one thing to another, explaincauses and effects, or describe problems and solutions.

Alphabet books, Autobiographies and Biographies, Directions,Essays ,Posters ,Reports ,Summarize

Students write to themselves and to specific, known audiences. Their writing is personal and often lessformal than other genres. They share news, explore new ideas, and record notes. Students learn thespecial formatting that letters and envelopes require.

Business letters, Courtesy letters, Double-entry journals, E-mailmessages, Friendly letters, Learning logs, Personal journals

Students retell familiar stories, develop sequels for stories they have read, write stories about events intheir own lives, and create original stories. They include a beginning, middle, and end in the narratives todevelop the plot and characters.Students observe carefully and choose precise language. They take notice of sensory details and createcomparisons (metaphors and similes) to make their writing more powerful.

Original short stories, Personal narratives, Retellings of stories,Sequels to stories, Story scripts, settings, characters

Persuasion is winning someone to your viewpoint or cause using appeals to logic, moral character, andemotion. Students present their position clearly and support it with examples and evidence.

Advertisements, Book and movie reviews, Letters to the editor,Persuasive essays, Persuasive letters

Students create word pictures and play with rhyme and other stylistic devices as they create poems.Through their wordplay, students learn that poetic language is vivid and powerful but concise and thatpoems can be arranged in different ways on a page.

Acrostic poems, Colour poems, Free verse, Haiku, “I Am” poems,Poems for two voices, Rhyme schemes and stanza

At OWIS we understand that the grade level objectives are guidelines used by national curriculums to set standards. We will provide differentiation at work with each individual student for them toachieve these outcomes, however we also understand that not all students are able to reach and/or the grade level objectives at the reporting time but all students should be working within their phasetowards the expected levels.

G6

Listening & Speaking OWIS Language Scope and SequenceEC1 EC2 Prep G1 G2 G3 G4 G5

Phases

Phase 1Phase 2

Phase 3Phase 4

Phase 5

Overall Expecations

Learners show an understanding of the value of speaking and listening tocommunicate. They recognize that sounds are associated with objects, or withsymbolic representations of them. They are using language to name theirenvironment, to get to know each other, to initiate and explore relationships, toquestion and inquire.

Learners show an understanding that sounds are associated with objects, eventsand ideas, or with symbolic representations of them. They are aware that anobject or symbol may have different sounds or words associated with it in differentlanguages. They are beginning to be cognizant about the high degree of variabilityof language and its uses.

Learners show an understanding of the wide range of purposes of spokenlanguage: that it instructs, informs, entertains, reassures; that eachlistener’s perception of what they hear is unique. They are compiling rulesabout the use of different aspects of language.

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

Learners are able to understand the difference between literal andfigurative language; how to use language differently for differentpurposes. They are aware that they are building on their previousexperiences and using language to construct new meaning.

Conceptual Understandings

-Spoken words connect us with others.-People listen and speak to share thoughts and feelings.-People ask questions to learn from others.

- The sounds of language are a symbolic way of representing ideas and objects.- People communicate using different languages.

- Everyone has the right to speak and be listened to.- People interpret messages according to their unique experiences andways of understanding.- Spoken communication is different from written communication—it has itsown set of rules.

- Taking time to reflect on what we hear and say helps us to make informedjudgments and form new opinions.- Thinking about the perspective of our audience helps us to communicatemore effectively and appropriately.- The grammatical structures of a language enable members of a languagecommunity to communicate with each other.

- Spoken language can be used to persuade and influence people.- Metaphorical language creates strong visual images in ourimagination.- Listeners identify key ideas in spoken language and synthesize themto create their own understanding.- People draw on what they already know in order to infer new meaningfrom what they hear.

Introducing Developing Consolidating

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D CUse gestures, actions, body language and/or words to communicate needsor express ideas x x x x xListen and respond to picture books showing pleasure and demonstratingunderstanding through gestures, expressions and/or words x x x x x

Name classmates, teachers and familiar classroom and playground objects x x x x

Interact effectively with peers and adults in familiar social settings x x x x

Repeat/echo single words x x x

Use single words and two-word phrases in context x x x

Join in with poems, rhymes, songs and repeated phrases in shared books x x x x x

Understand simple questions and respond with actions or words x x x x

Understand the variability of sound - letter matches x x x

Participate in creative dramatics x x x x

Identify, say, segment and blend various units of speech sounds x x x x

Expand understanding and use of word meanings x x x x

Use single words and two-word phrases in context x x x x

Understand simple questions and respond with actions or words x x x x

Recognise rhymes, syllables and sounds (phonemes) in spoken words x x x x

Understand the variability of sound - letter matches x x x

Follow classroom directions and routines using context clues x x x x

Realize that people speak different languages x x x x

Use mother tongue to express needs and explain ideas x x x x

Realize that word order can change from one language to another x x xUse own grammar style as part of the process of developinggrammatical awareness x x x x

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D CListen and respond in small or large groups for increasing periods of time x x x x xListen to and enjoy stories read aloud; show understanding by responding inoral, written or visual form x x

Follow classroom instructions, showing understanding x x x x

Memorize and join in with poems, rhymes and songs x x x x x

Describe personal experiences x x x

Obtain simple information from accessible spoken texts x x x

By the end of the year, the skill / concepthas been introduced. The children willshow a basic understanding of the skill /concept. They will be beginning toconstruct meaning.

By the end of the year, the skill / concepthas been introduced and practised.Children show a considerable degree ofknowledge and understanding of the skill/ concept and are able to construct andtransfer meaning. They can apply theirlearning with minimal support andguidance.

Through further practice, the students areable to show mastery of the skill / concept.They are able to display their knowledge,understanding, and skill throughindependent work. They apply theirlearning in new and practical ways.

Phase 1EC1 EC2 Prep G1 G2 G3 G4 G5


Distinguish beginning, medial and ending sounds of words with increasingaccuracy x x x

Follow two-step directions x x x

Predict likely outcomes when listening to texts read aloud x x x x

Use language to address their needs, express feelings and opinions. x x x xAsk questions to gain information and respond to inquiries directed atthemselves or to the class x x x xUse oral language to communicate during classroom activities,conversations and imaginative play x x x x

Talk about the stories, writing, pictures and models they have created x x x xUse grammatical rules of the language(s) of instruction (learners mayovergeneralize at this stage) x x x xidentify how their skills as viewers, presenters, readers, and writers help theirideas in oral texts to make simple inferences. x x x xUse stated and implied information and ideas in oral texts to make simpleinferences and reasonable predictions x x x xManipulate sounds in spoken words including phoneme deletion andsubstitution x x x x

Give three and four-step directions x x x

Begin to communicate in more than one language x x x x

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D CListen attentively and speak appropriately in small and large groupinteractions x x xListen to a variety of oral presentations including stories, poems,rhymes and reports; respond with increasing confidence and detail x x x

Pick out main events and relevant points in oral texts x x x x

Folllow multi step instructions x x x

Retell familiar stories in sequence x x x

Anticipate and predict experiences listening to text read out loud x x x xUse language for a variety of personal purposes, for example:invitations x x x xExpress thoughts, ideas and opinions and discuss them respectingcontributions from others x x x xParticipate in a variety of dramatic activities including: role play,puppets theatre, and dramatization of familiar stories and poems x x x x

Use language to explain, inquire and compare x x xRecognize patterns in language(s) of instruction and use increasinglyaccurate grammar x xBegin to understand that language use is influenced by its purpose and theaudience x x x

Understand and use specific vocabulary to suit different purposes x x x

Hear and appreciate differences between languages x x x xIdentify words or phrases that indicate whether an oral text is fact or opinion,initially with support x x x xBegin to identify who is speaking in an oral text and the point of viewexpressed by the speaker x x x xUse stated and implied information and ideas in oral texts to make simpleinferences and reasonable predictions, and support the inferences withevidence from the text x x x

Count phonemes (sounds) in one syllable words x x x


Phase 4

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D CListen appreciatively and responsively, presenting their own point ofview and respecting the views of others x x x

Listen for a specific purpose in a variety of situations x x x x

Identify and expand on main ideas in familiar oral texts x x x xListen reflectively to stories read aloud in order to identify story structuresand ideas x x xUnderstand that ideas and opinions can be generated, developed andpresented through talk; they work in pairs and groups to develop oralpresentations x x x x x

Argue persuasively and defend a point of view x x x

Explain and discuss their own writing with peers and adults x x x x x

Begin to paraphrase and summarize x x x

Organize thoughts and feelings before speaking x x x xUse a range of specific vocabulary in different situations, indicating anawareness that language is influenced by purpose, audience and context x x xRealize that grammatical structures can be irregular and begin to use themappropriately and consistently x x x x

Use oral language appropriately, confidently and with increasing accuracy x x x

Verbalize their thinking and explain their reasoning x x x x

Recognize that different forms of grammar are used in different contexts x x xAppreciate that language is not always used literally; understand and use thefigurative language of their own culture x x xIdentify, in conversation with the teacher and peers, how their skills asviewers, presenters, readers, and writers help them improve their oralcommunication skills x x x

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D CParticipate appropriately as listener and speaker, in discussions,conversations, debates and group presentations x x x

Generate, develop and modify ideas and opinions through discussion x x x

Listen and respond appropriately to instructions, questions and explanations x x xInfer meanings, draw conclusions and make judgments about oralpresentations x x x xUse an increasing vocabulary and more complex sentence structures with ahigh level of specificity x x x

Argue persuasively and justify a point of view x x x

Show open-minded attitudes when listening to other points of view x x x

Paraphrase and summarize when communicating orally x x xUnderstand and use figurative language such as simile, personification andmetaphor x x x

Use oral language to formulate and communicate possibilities and theories x x x x

Use standard grammatical structures competently in appropriate situations x x x x

Use register, tone, voice level and intonation to enhance meaning x x xAppreciate that people speak and respond according to personal and culturalperspectives x x x x

Use speech responsibly to inform, entertain and influence others x x x

Reflect on communication to monitor and assess their own learning x x x

EC1 EC2 Prep G1 G2 G3 G4 G5

Phase 5


Analyse oral texts and explain how specific elements in them contribute tomeaning x x x x

● Show awareness of rhyme and alliteration.

● Recognise rhythm in spoken words.

● Use single words and two-word phrases in context

● Join in with poems, rhymes, songs and repeated phrases in shared books

● Understand simple questions and respond with actions or words

● Recognise rhymes, syllables and sounds (phonemes) in spoken words

● Understand the variability of sound - letter matches.

● Use a variety of oral language appropriately with increasing confidence

● Able to talk about their thoughts, feelings and opinions

● Work in groups and discuss ideas

● Listen with increasing concentration and consideration

● Pick out main events and relevant points

Below are the grade level objectives that ensure the children have been introduced to the overall Learning Outcomes within the English Language, Listening and Speaking curriculum. The chidren should beachieving or working towards these targets by the end of the stated grade level.

Grade Level Specific OutcomesEarly Childhood 1 and 2 (outcomes are relative to child's age in school and which grade level they begin)

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

● Listen and respond to picture books showing pleasure and demonstrating understanding through gestures, expressions and or words

● Name classmates, teachers and familiar classroom and playground objects

● Interact effectively with peers and adults in familiar social setting

● Repeat/echo single words

● Use single words and two-word phrases in context

● Join in with poems, rhymes, songs and repeated phrases in shared books

● Understand simple questions and respond with actions or words

● Understand the variability of sound - letter matches

● Participate in creative dramatics

● Identify, say, segment and blend various units of speech sounds

● Expand understanding and use of word meanings

Preparatory● Can name classmates, teachers and familiar classroom and playground objects

Grade 1

● Increase their ability to anticipate and predict

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

● Anticipate and predict when listening to text read aloud

● Begin to listen for a specific purpose in a variety of situations, pick out main events and relevant points in oral texts

● Demonstrate active listening by asking questions, having eye contact and using appropriate body language in a variety of situations

Grade 2● Listen attentively and speak appropriately in small and large group interactions

● Listen to a variety of oral presentations including stories, poems, rhymes

● Report and respond with increasing confidence and detail

● Pick out main events and relevant points in oral texts

● Retell familiar stories in sequence

● Anticipate and predict when listening to text read aloud

● Use language to explain, inquire and compare

● Identify that language use is influenced by its purpose and the audience

● Can follow multi-step directions

● Anticipate and predict experiences when listening to text read aloud

● Can use increasingly accurate grammar

● Understand and use specific vocabulary to suit different purpose

● Can give an oral presentation

● Can argue persuasively and defend a point of view

● Is beginning to paraphrase and summarize

● Can organize thoughts and feelings before speaking

● Use complex sentence structure with correct grammar and vocabulary

● Understand and use the figurative language of their own culture

● Is able to listen and interrupt only at the most appropriate times

● Use language for a variety of personal purposes, for example, invitations express thoughts, ideas and opinions and discuss them, respecting contributions from others

● Participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems

● Recognize patterns in language(s) of instruction and use increasingly accurate grammar

● Understand and use specific vocabulary to suit different purposes, hear and appreciate differences between languages

Grade 3● Listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form

● Express thoughts, ideas and opinions and discuss them, respecting contributions from other

Grade 4

● Can use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context

Grade 5● Is accustomed to group work, allowing different individuals to give opinions, and to summarise and extract relevant information from a discussion - to advance a group discuss

● Is able to listen to instructions while working on tasks, and follow those instructions

G6

Viewing and Presenting OWIS Language Scope and SequenceEC1 EC2 Prep G1 G2 G3 G4 G5

Phases

Phase 1Phase 2

Phase 3Phase 4

Phase 5

Overall Expecations

Learners show an understanding that print represents the real or theimagined world. They know that reading gives them knowledge andpleasure; that it can be a social activity or an individual activity. They havea 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” toconstruct meaning.

Learners identify, interpret and respond to a range of visual text prompts and showan understanding that different types of visual texts serve different purposes. Theyuse this knowledge to create their own visual texts for particular purposes.

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

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

Through 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 theplanned learning environment, they select and use strategies that suit theirlearning styles. They are able to make connections between visual imagery andsocial commentary. They show more discernment in selecting information theyconsider reliable. They are able to use visual imagery to support a position.


- Visual language is all around us.- The pictures, images, and symbols in our environment have meanin- We can enjoy and learn from visual language

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

- Visual texts can expand our database of sources of information.- Visual texts provide alternative means to develop new levels of understanding.- Selecting the most suitable forms of visual presentation enhances our ability toexpress ideas and images.- Different visual techniques produce different effects and are used to present differenttypes of information.

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

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

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D Cattend to visual information showing understanding through play,gestures, facial expression x x x x xreveal their own feelings in response to visual presentations, forexample, by showing amusement, curiosity, surprise x x x x xobserve visual cues that indicate context; show understanding bymatching pictures with context x x x xrecognize familiar signs, labels and logos, for example, pedestrianwalking sign, emergency exit sign, no dogs allowed; identifysimilarities and differences x x x xmake personal connections to visual texts, for example, a picturebook about children making friends in a new situation x x xrecognize familiar signs, labels and logos, for example, pedestrianwalking sign, emergency exit sign, no dogs allowed; identifysimilarities and differences x x xuse body language to communicate and to convey facial expressions x x x x xselect and incorporate colours, shapes, symbols and images intovisual presentations x x x xshow appreciation of illustrations in picture books by selecting andrereading familiar books, focusing on favourite pages x x xlocate and use appropriate ICT iconography to activate differentdevices, for example, computer games, CD player, television x x x xlisten to terminology associated with visual texts and understandterms such as colour, shape, size. x x x x

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D Cattend to visual information showing understanding throughdiscussion, role play, illustrations x x x x xtalk about their own feelings in response to visual messages; showempathy for the way others might feel x x relate to different contexts presented in visual texts according totheir own experiences, for example, “That looks like my uncle’s farm.” x x x xlocate familiar visual texts in magazines, advertising catalogues, andconnect them with associated products x x x x xshow their understanding that visual messages influence ourbehavior x x xconnect visual information with their own experiences to constructtheir own meaning, for example, when taking a trip x x xbody language in mime and role play to communicate ideas andfeelings visually x x xrealize that shapes, symbols and colours have meaning and includethem in presentations x x x

Indicators

Introducing Developing ConsolidatingBy the end of the year, the skill / concepthas been introduced. The children willshow a basic understanding of the skill /concept. They will be beginning toconstruct meaning.

By the end of the year, the skill / concepthas been introduced and practiced.Children show a considerable degree ofknowledge and understanding of the skill/ concept and are able to construct andtransfer meaning. They can apply theirlearning with minimal support andguidance.




use a variety of implements to practise and develop handwriting andpresentation skills x x x xobserve and discuss illustrations in picture books and simplereference books, commenting on the information being conveyed x x x xrecognize ICT iconography and follow prompts to access programsor activate devices x x x xthrough teacher modelling, become aware of terminology used to tell about visual effects, for example, features,layout, border, frame x x x xview different versions of the same story and discuss theeffectiveness of the different ways of telling the same story, forexample, the picture book version and the film/movie version of astory x x x xbecome aware of the use and organization of visual effects to createa particular impact, for example, dominant images show what isimportant in a story x x x xobserve visual images and begin to appreciate, and be able toexpress, that they have been created to achieve particular purposes. x x x xdescribe how different audiences might respond to specific mediatexts. x x x xbegin to identify, with support and direction, whose point of view ispresented in a simple media text and suggests a possible alternativeperspective. x x x xmake short presentations using some introduced text structures andlanguage for example opening statements. x x x

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D Cview visual information and show understanding by asking relevantquestions and discussing possible meaning x x xdiscuss their own feelings in response to visual messages; listen toother responses, realizing that people react differently x x x x xrealize that visual information reflects and contributes to theunderstanding of context x x x x xrecognize and name familiar visual texts, for example, advertising,logos, labels, signs, ICT iconography x x x x xobserve and discuss familiar and unfamiliar visual messages; makejudgments about effectiveness x x xdiscuss personal experiences that connect with visual images x x x x x xuse actions and body language to reinforce and add meaning to oralpresentations x x x x x xselect and use suitable shapes, colours, symbols and layout forpresentations; practise and develop writing/ calligraphy styles x x x x xrealize that text and illustrations in reference materials work togetherto convey information, and can explain how this enhancesunderstanding x x x x xwith guidance, use the internet to access relevant information;process and present information in ways that are personallymeaningful x x x xuse appropriate terminology to discuss visual texts, for example,logos, font, foreground, background, impact x x xview a range of visual language formats and discuss theireffectiveness, for example, film/video, posters, drama x x xrealize that effects have been selected and arranged to achieve acertain impact, for example, the way in which colour, lighting, musicand movement work together in a performance x x x


observe and discuss visual presentations; make suggestions aboutwhy they have been created and what the creator has been aiming toachieve. x x x x idetify overt and implied messages in simple media texts. x x x x

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D Cview, respond to and describe visual information, communicatingunderstanding in oral, written and visual form x x xdescribe personal reactions to visual messages; reflect on whyothers may perceive the images differently x x x xunderstand and explain how visual effects can be used to reflect aparticular context x x x xrecognize and name familiar visual texts and explain why they are orare not effective, for example, advertising, logos, labels, signs,billboards x x x interpret visual cues in order to analyse and make inferences aboutthe intention of the message x x x x xexplain how relevant personal experiences can add to the meaningof a selected film/movie; write and illustrate a personal response x x xdentify aspects of body language in a dramatic presentation andexplain how they are used to convey the mood and personal traits ofcharacters x x x x xdesign posters and charts, using shapes, colours, symbols, layoutand fonts, to achieve particular effects; explain how the desired effectis achieved x x xdiscuss a newspaper report and tell how the words and pictures worktogether to convey a particular message x x x xprepare, individually or in collaboration, visual presentations using arange of media, including computer and web-based applications x x xdiscuss and explain visual images and effects using appropriateterminology, for example, image, symbol, graphics, balance, techniques,composition x x x xexperience a range of different visual language formats; appreciateand describe why particular formats are selected to achieveparticular effects x x xobserve and discuss the choice and composition of visualpresentations and explain how they contribute x x x xrealize that visual presentations have been created to reach out to aparticular audience and influence the audience in some way; discussthe effects used and how they might influence the audience. x x xidentify who makes media texts. x x x

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D Cview and critically analyse a range of visual texts, communicatingunderstanding through oral, written and visual media x x xidentify factors that influence personal reactions to visual texts;design visual texts with the intention of influencing the way peoplethink and feel x x xanalyse and interpret the ways in which visual effects are used toestablish context x x xidentify elements and techniques that make advertisements, logosand symbols effective and draw on this knowledge to create theirown visual effects x x x x

Phase 4 Objectives


Phase 5 Objectives


realize that cultural influences affect the way we respond to visualeffects and explain how this affects our interpretation, for example,the use of particular colours or symbols x x xrealize that individuals interpret visual information according to theirpersonal experiences and different perspectives x x xshow how body language, for example, facial expression, gestureand movement, posture and orientation, eye contact and touch, canbe used to achieve effects and influence meaning x x xapply knowledge of presentation techniques in original andinnovative ways; explain their own ideas for achieving desired effects x x xexamine and analyse text and illustrations in reference material,including online text, explaining how visual and written informationwork together to reinforce each other and make meaning moreexplicit x x xnavigate the internet in response to verbal and visual prompts withconfidence and familiarity; use ICT to prepare their ownpresentations x x x xuse appropriate terminology to identify a range of visualeffects/formats and critically analyse their effectiveness, for example,mood, media, juxtaposition, proportion x x x x analyse the selection and composition of visual presentations; selectexamples to explain how they achieve a particular impact, forexample, dominant images, use of colour, texture, symbolism x x xidentify the intended audience and purpose of a visual presentation;identify overt and subliminal messages x x x xreflect on ways in which understanding the intention of a visualmessage can influence personal responses. x x xidentify who produces various media texts, the reason for theirproduction, how they are produced, and how they are funded x x xidentify, with support and direction, what strategies they found mosthelpful in making sense of and creating media texts, and explain howthese and other strategies can help them improve as mediaviewers/listeners/producers x x x xexplain how their skills in listening, speaking, reading and writing helpto make sense of and produce media texts. x x x

Below are the grade level objectives that ensure the children have been introduced to the overall Learning Outcomes within the English Language, Viewing and Presenting curriculum. The chidren should beachieving or working towards these targets by the end of stated grade level.


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

● Show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favourite pages

● Looks at books independently.

● Recognises own name and advertising logos.

PreperatoryReveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise

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

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

● Show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favourite pages

● Select and incorporate colours, shapes, symbols and images into visual presentations

Grade 1

● Observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed

● Express what particular purposes they might have been created for

● Discuss their own feelings in response to visual messages; listen to other responses, realising that people react differently

● View, respond to and describe visual information, communicating

● Understanding in oral, written and visual form messages; reflect on why others may perceive the images differently constructing visual media

● Use body language in a variety of ways to communicate ideas and feelings visually

● Begin to realize that shapes, symbols and colours have meaning and include them in presentations

● Use a variety of implements to practise and develop handwriting and presentation skills

Grade 2● View visual information and show understanding by asking relevant questions and discussing possible meaning

● Discuss their own feelings in response to visual messages

● Listen to other responses, realising that people react differently

● Realise that visual information reflects and contributes to the understanding of context recognize and name familiar visual texts, for example,advertising, logos, labels, signs, ICT iconography

● Observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness

● Discuss personal experiences that connect with visual images

● Use actions and body language to reinforce and add meaning to oral presentations

● Select and use suitable shapes, colours, symbols and layout for presentations

● Realise that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding with guidance

● Use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact

Grade 3● Attends to visual information showing understanding through discussion, role play, illustrations

● Realizes that shapes, symbols and colours have meaning and include them in presentations

● Is able to view different versions of the same story and discuss the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie version of a story

● Can describe how different audiences might respond to specific media texts

● Is beginning to identify, with support and direction, whose point of view is presented in a simple media text and suggests a possible alternative perspective

● Realizes that visual information reflects and contributes to the understanding of context

● Discusses personal experiences that connect with visual images

Grade 4● Can view visual information and show understanding by asking relevant questions and discussing possible meaning

● Discuss their own feelings in response to visual messages; listen to other responses, realizing that people react differently

● Can observe and discuss familiar and unfamiliar visual messages, of a range of visual languages, for example, film/video, posters, drama, and make judgments about effectiveness

● Uses actions and body language to reinforce and add meaning to oral presentations

● Can identify aspects of body language in a dramatic presentation and explain how they are used to convey the mood and personal traits of characters

● Can design posters and charts, using shapes, colours, symbols, layout and fonts, to achieve particular effects and can explain how the desired effect is achieved

● Can use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact

● Realizes that effects have been selected and arranged to achieve a certain impact, for example, the way in which colour, lighting, music and movement work together in a performance

● Identify overt and implied messages in simple media texts

● Can discuss a newspaper report and tell how the words and pictures work together to convey a particular message

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

● Can identify who makes media texts

Grade 5● Uses appropriate body language when presenting

● Projects voice clearly and slowly when speaking, using intonation and pause

● Can integrate Keynote (or other similar type of tool) into oral presentations

Written Language, Reading Language OWIS Language Scope and Sequence

Phases

Phase 1Phase 2

Phase 3Phase 4

Phase 5

Overall Expecations

Learners show an understanding that print represents the real or theimagined world. They know that reading gives them knowledge andpleasure; that it can be a social activity or an individual activity. They havea 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” toconstruct meaning.

Learners show an understanding that language can be represented visuallythrough codes and symbols. They are extending their data bank of printedcodes and symbols and are able to recognize them in new contexts. Theyunderstand that reading is a vehicle for learning, and that the combination ofcodes conveys meaning.

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

Learners show an understanding of the relationship between reading,thinking and reflection. They know that reading is extending their world, bothreal and imagined, and that there is a reciprocal relationship between thetwo. Most importantly, they have established reading routines and relish theprocess of reading.

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


- Illustrations convey meaning.- Print conveys meaning.- People read for pleasure.- Stories can tell about imagined worlds.- Printed information can tell about the real world.- There are established ways of setting out print and organizing books.

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

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

- Reading and thinking work together to enable us to make meaning.- Checking, rereading and correcting our own reading as we go enable us to read new andmore complex texts.- Identifying the main ideas in the text helps us to understand what is important.- Knowing what we aim to achieve helps us to select useful reference material to conductresearch

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D CEnjoy listening to stories x x x x xChoose and “read” picture books for pleasure x x x xLocate and respond to aspects of interest in self- selected texts(pointing, examining pictures closely, commenting) x x x xShow curiosity and ask questions about pictures or text x x x xListen attentively and respond to stories read aloud x x xParticipate in shared reading, joining in with rhymes, refrains andrepeated text as they gain familiarity x x xMake connections to their own experience when listening to/or“reading” texts x x x x xBegin to discriminate between visual representations such assymbols, numbers, ICT iconography, letters and words x x x xRecognize their own first name x x xExpress opinions about the meaning of a story x x x xShow empathy for characters in a story x x x xIndicate printed text where the teacher should start reading x x x xHandle books, showing an understanding of how a book works, forexample, cover, beginning, directional movement x x x xRealize that the organization of on-screen text is different from howtext is organized in a book x x x xJoin in with chants, poems, songs, word games and clapping games,gaining familiarity with the sounds x x x xRecognise the letters of the alphabet and know there are lower andupper case letters x x xUnderstand how print is organized and read x x x x

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D CSelect and reread favourite texts for enjoyment x x x x xUnderstand that print is permanent, for example, when listening tofamiliar stories, notices when the reader leaves out or changes parts x xParticipate in shared reading, posing and responding to questionsand joining in the refrains x x x x

- Authors structure stories around significant themes.- Effective stories have a structure, purpose and sequence of events (plot) that help to makethe author’s intention clear.- Synthesizing ideas and information from texts leads to new ideas and understanding.- Reading opens our minds to multiple perspectives and helps us to understand how peoplethink, feel and act.

Indicators






Listen attentively and respond actively to read- aloud situations;make predictions, anticipate possible outcomes x x xRead and understand the meaning of self-selected and teacher-selected texts at an appropriate level x x xUse meaning, visual, contextual and memory cues, and cross-checkcues against each other, when necessary (teacher monitors miscuesto identify strategies used and strategies to be developed) x x xRead and understand familiar print from the immediate environment,for example, signs, advertisements, logos, ICT iconography x x xMake connections between personal experience and storybookcharacters x x x xUnderstand sound–symbol relationships and recognize familiarsounds/symbols/words of the language community x x x xInstantly recognize an increasing bank of high-frequency and high-interest words, characters or symbols x x x xHave a secure knowledge of the basic conventions of thelanguage(s) of instruction in printed text, for example, orientation,directional movement, layout, spacing, punctuation x x x xParticipate in learning engagements involving reading aloud—takingroles and reading dialogue, repeating refrains from familiar stories,reciting poems x x x xIdentify, initially with support and direction, the speaker and the pointof view presented in a text and suggest one or two possiblealternative endings x x x xUse stated and implied information and ideas in texts, initially withsupport and direction, to make simple inferences and reasonablepredictions about them x x x xAutomatically read and understand many high frequency words,some words with common spelling patterns, and words of personalinterest or significance, in a variety of reading contexts x x x xBegin to identify, with support and direction, a few strategies theyfound helpful before, during, and after reading x x x xApply phonetic principles to read and spell x x xUse semantic clues and syntax to expand vocabulary when reading. x x x xUse simple reference materials (low level reference books, posters,word walls, etc) x x x xDecode regular multisyllabic words x x x x

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D CDevelop personal preferences, selecting books for pleasure andinformation x x xRead texts at an appropriate level, independently, confidently andwith good understanding x x x xRecognize a range of different text types, for example, letters, poetry,plays, stories, novels, reports, articles x x x xIdentify and explain the basic structure of a story— beginning, middleand end; may use storyboards or comic strips to communicateelements x x x xMake predictions about a story, based on their own knowledge andexperience; revise or confirm predictions as the story progresses x x xRealize that there is a difference between fiction and non-fiction anduse books for particular purposes, with teacher guidance x x x x xRecognize and use the different parts of a book, for example, titlepage, contents, index x x x x x


Understand sound–symbol relationships and apply reliable phoneticstrategies when decoding print x x x x xUse a range of strategies to self-monitor and self-correct, forexample, meaning, context, rereading, reading on, cross-checkingone cue source against another x x x xDiscuss personality and behaviour of storybook characters,commenting on reasons why they might react in particular ways x x x xDiscuss their own experiences and relate them to fiction and non-fiction texts x xParticipate in collaborative learning experiences, acknowledging thatpeople see things differently and are entitled to express their point ofview x x x xWonder about texts and ask questions to try to understand what theauthor is saying to the reader x x xAutomatically reads and understands most high frequency words,many regularly used words, and words of personal interest andsignificance, in a variety of reading contexts x x x xExplain, initially with some support and direction, how their skills inlistening, speaking, writing, viewing, and presenting help make senseof what they read x x x xUnderstand how texts are made cohesive through resources, forexample word associations, synonyms, and antonyms x x x xUse the knowledge of homophones x x xUse the knowledge of prefixes and suffixes x x xUse knowledge of antonyms and synonyms x x x xRead with fluency and accuracy x x x x

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D CRead a variety of books for pleasure, instruction and information;reflect regularly on reading and set future goals x x xDistinguish between fiction and non-fiction and select booksappropriate to specific purposes x x x xUnderstand and respond to the ideas, feelings and attitudesexpressed in various texts, showing empathy for characters x x x xRecognize the author’s purpose, for example, to inform, entertain,persuade, instruct x x xUnderstand that stories has a plot; identify the main idea; discussand outline the sequence of events leading to the final outcome x x x x xAppreciate that writers plan and structure their stories to achieveparticular effects; identify features that can be replicated whenplanning their own stories x x xUse reference books, dictionaries, and computer and web-basedapplications with increasing independence and responsibility x x x x xAs part of the inquiry process, work cooperatively with others toaccess, read, interpret, and evaluate a range of source materials x x xIdentify relevant, reliable and useful information and decide onappropriate ways to use it x x x xAccess information from a variety of texts both in print and online, forexample, newspapers, magazines, journals, comics, graphic books,e-books, blogs, wikis x x xKnow when and how to use the internet and multimedia resources forresearch x x x xUnderstand that the internet must be used with the approval andsupervision of a parent or teacher; read, understand and sign theschool’s cyber-safety policy x x x


Automatically reads and understands high-frequency words, mostregularly used words, and words of personal interest or significancein a variety of reading contexts x x x xPredict the meaning of and rapidly solve unfamiliar words usingdifferent types of cues, including semantic (meaning) clues; syntactic(language structure) cues; graphonic (phonological and graphic)cues x x xExplain, in conversations with peers and/or in a reader’s notebook,how their skills in listening, speaking, writing, viewing and presentinghelp them make sense of what they have read x x xUse knowledge of roots, affixes, synonyms, and antonyms

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D CRead a wide range of texts confidently, independently and withunderstanding x x xWork in cooperative groups to locate and select texts appropriate topurpose and audience x x xParticipate in class, group or individual author studies, gaining an in-depth understanding of the work and style of a particular author andappreciating what it means to be an author x x xIdentify genre (including fantasy, biography, science fiction, mystery,historical novel) and explain elements and literary forms that areassociated with different genres x x xAppreciate structural and stylistic differences between fiction andnon-fiction; show understanding of this distinction when structuringtheir own writing x x xAppreciate authors’ use of language and interpret meaning beyondthe literal x x xUnderstand that authors use words and literary devices to evokemental images x x xRecognize and understand figurative language, for example, similes,metaphors, idioms x x xMake inferences and be able to justify them x x xIdentify and describe elements of a story—plot, setting, characters,theme—and explain how they contribute to its effectiveness x x x xCompare and contrast the plots of two different but similar novels,commenting on effectiveness and impact x x x xDistinguish between fact and opinion, and reach their ownconclusions about what represents valid information x x xUse a range of strategies to solve comprehension problems anddeepen their understanding of a text x x x xConsistently and confidently use a range of resources to findinformation and support their inquiries x x xParticipate in collaborative learning, considering multipleperspectives and working with peers to co-construct newunderstanding x x xUse the internet responsibly and knowledgeably, appreciating itsuses and limitations x x x xLocate, organize and synthesize information from a variety ofsources including the library/media centre, the internet, people in theschool, family, the immediate community or the global community x x xAutomatically read and understand most words in common use x x xIdentify the strategies they found most helpful before, during andafter reading and explain, in conversation with the teacher and/orpeers or in a reader’s notebook, how they can use these otherstrategies to improve as readers. x x x


● Describe main story settings, events and principal characters

● Beginning to be aware of the way stories are structured

● Suggest how the story might end

● Listen to stories with increasing attention and recall

● Handle books carefully

● Share how they enjoy listening to stories

● Understand how print is organized and read

● Read first 100 high frequency words in age appropriate literature

● Choose and read age appropriate picture books for pleasure

● Identify the characters, setting, problem and solution of a story

● Read texts in phrases and sentences with pace and expression

● Discuss favourite reading material with others

● Rely on illustrations and print

● Use finger-print voice matching

● Begin to make meaningful predictions

● Identify titles and authors in literature (text features)

● Retell main event or idea in literature

Below are the grade level objectives that ensure the children have been introduced to the overall Learning Outcomes within the English Language, Written Language Curriculum. The chidren should beachieving or working towards these targets by the end of stated grade level.


● Enjoy listening to stories

● Choose and read picture books for pleasure

● Be able to read simple CVC and high frequency words (EC2)

● Locate and respond to aspects of interest in self- selected texts (pointing, examining pictures closely, commenting)

● Show curiosity and ask questions about pictures or text

● Listen attentively and respond to stories read aloud

● Participate in shared reading, joining in with rhymes, refrains and repeated text, gaining with familiarity

● Make connections to own experiences when listening to or “reading” texts

● Begin to discriminate between visual representations such as symbols, numbers, ICT iconography, letters and words

● Hold books the correct way up and turn pages

Preparatory

● Show curiosity and ask questions about pictures or text through small and large group discussion

● Participate in shared reading, joining in with rhymes, refrains and repeated text as they gain familiarity

● Begin to discriminate between visual representations such as symbols, numbers, ICT iconography, letters and word

● Handle books, showing an understanding of how a book works, for example, cover, beginning, directional movement, etc

● Recognise the letters of the alphabet and know there are lower and upper case letters

Grade 1● Identify the beginning, middle and end of a story and knows the purpose of these parts

● Understand sound–symbol relationships and begin to apply reliable phonetic strategies when decoding print

● Participate in guided literature discussions

● Begin to read independently for short periods

● To visualise and create mental images when reading stories

● Read with a nice fluency and comprehension

● To make connections to self and other texts

● Able to ask questions when reading to develop thinking strategy

● Use reading strategies appropriately for comprehension and decoding

● Increase vocabulary by using meaning cues (context)

● Follow written directions

● Identify chapter titles and table of contents (text organisers)

● Summarise and retell story events in sequential order

● Compare and contrast characters and story events

● Use knowledge of roots, affixes, synonyms, and antonyms

● Can automatically read and understand most words in common use

● Is able to read and enjoy fiction novels set at an age-level of 11

Grade 2● Able to make connections with the text and using it to develop a deeper understanding

● Choose, read, and finish a variety of materials at appropriate level with guidanc

● Respond to and make personal connections with facts, characters, and situations in literatur

Grade 3● Can identify, initially with support and direction, the speaker and the point of view presented in a text and suggest one or two possible alternative endin

● Use stated and implied information and ideas in texts, initially with support and direction, to make simple inferences and reasonable predictions about them

● Will automatically read and understand many high frequency words, some words with common spelling patterns, and words of personal interest or significance, in a variety of reading cont

● Develop personal preferences, selecting books for pleasure and information

● Can recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, article

● Can identify and explain the basic structure of a story— beginning, middle and end; may use storyboards or comic strips to communicate eleme

● Can make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses

● Understand sound–symbol relationships and apply reliable phonetic strategies when decoding print

● Use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross- checking one cue source against another

● Wonder about texts and ask questions to try to understand what the author is saying to the reader

● Can distinguish between fiction and nonfiction and select books appropriate to specific purposes

● Understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters

Grade 4● Wonder about texts and ask questions to try to understand what the author is saying to the reader

● Recognize the author’s purpose, for example, to inform, entertain, persuade, instruct

● Appreciate that writers plan and structure their stories to achieve particular effects; identify features that can be replicated when planning their own stories

● Recognize and understand figurative language, for example, similes, metaphors, idioms

● Can identify and describe elements of a story—plot, setting, characters, theme—and explain how they contribute to its effectiveness

Grade 5

● Have read three novels of a level of e.g. Harry Potter

● Is able to read independently without scaffolding or support and without needing a study guide

● Is able to summarise stories and organise concepts from stories together into an interpretative understanding which goes beyond literal (“this book is about what happens when we do bad things”, etc

● Is able to recognise formal and informal text types (eg business letters, diaries) and understand what is appropriate language for a particular text type

● Will have experience of reading a challenging novel by themselves and give a presentation/discussion to the class on it

● Understand (to a limited degree) what is meant by climax, resolution, protagonist, theme in literature, characterisatio

● Is able to understand with sufficient insight the author’s purpose and choice of words and their effect on the readers within age-appropriate reading material

G6

Written Language, Writing Language OWIS Language Scope and SequenceEC1 EC2 Prep G1 G2 G3 G4 G5

Phases

Phase 1Phase 2

Phase 3Phase 4

Phase 5

Overall Expecations

Learners show an understanding that writing is a form of expression to beenjoyed. They know that how you write and what you write conveymeaning; that writing is a purposeful act, with both individual andcollaborative aspects.

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

Learners show an understanding that writing can be structured in different waysto express different purposes. They use imagery in their stories to enhance themeaning and to make it more enjoyable to write and read. They understand thatwriting can produce a variety of responses from readers. They can tell a storyand create characters in their writing.

Learners show an understanding of the role of the author and are able to take onthe responsibilities of authorship. They demonstrate an understanding of storystructure and are able to make critical judgments about their writing, and thewriting of others. They are able to rewrite to improve the quality of their writing.

Learners show an understanding of the conventions pertaining to writing, inits different forms, that are widely accepted. In addition, they demonstrate ahigh level of integration of the strands of language in order to create meaningin a manner that suits their learning styles. They can analyse the writing ofothers and identify common or recurring themes or issues. They acceptfeedback from others.


- Writing conveys meaning.- People write to tell about their experiences, ideas and feelings.- Everyone can express themselves in writing.- Talking about our stories and pictures helps other people tounderstand and enjoy them.

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

-We write in different ways for different purposes.- The structure of different types of texts includes identifiable features.- Applying a range of strategies helps us to express ourselves so that others can enjoyour writing.- Thinking about storybook characters and people in real life helps us to developcharacters in our own stories.- When writing, the words we choose and how we choose to use them enable us toshare our imaginings and ideas

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D CExperiment with writing using different writing implements and media x x x x xChoose to write as play, or in informal situations, for example, fillingin forms in a pretend post office, writing a menu or wish list for aparty x x x x xDifferentiate between illustrations and written text x x x xUse their own experience as a stimulus when drawing and “writing” x x x xShow curiosity and ask questions about written language x x xParticipate in shared writing, observing the teacher’s writing andmaking suggestions x x xListen and respond to shared books (enlarged texts), observingconventions of print, according to the language(s) of instruction x x x x xBegin to discriminate between letters/characters, numbers andsymbols x x x xShow an awareness of sound–symbol relationships and begin torecognizethe way that some familiar sounds can be recorded x x xWrite their own name independently x x x x

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D CEnjoy writing and value their own efforts x x x x xWrite informally about their own ideas, experiences and feelings in apersonal journal or diary, initially using simple sentence structures,for example, “I like ...”, “I can ...” , “I went to ...”, “I am going to ...” x x

- Writing and thinking work together to enable us to express ideas and convey meaning.- Asking questions of ourselves and others helps to make our writing more focused andpurposeful.- The way we structure and organize our writing helps others to understand andappreciate it.- Rereading and editing our own writing enable us to express what we want to say moreclearly.

- Stories that people want to read are built around themes to which they can makeconnections.- Effective stories have a purpose and structure that help to make the author’sintention clear.- Synthesizing ideas enables us to build on what we know, reflect on differentperspectives, and express new ideas.- Knowing what we aim to achieve helps us to plan and develop different forms ofwriting.- Through the process of planning, drafting, editing and revising, our writingimproves over time.

Indicators






Read their own writing to the teacher and to classmates, realizingthat what they have written remains unchanged x x x xParticipate in shared and guided writing, observing the teacher’smodel, asking questions and offering suggestions x x x x xWrite to communicate a message to a particular audience, forexample, a news story, instructions, a fantasy story x x xCreate illustrations to match their own written text x x xDemonstrate an awareness of the conventions of written text, forexample, sequence, spacing, directionality x x xConnect written codes with the sounds of spoken language andreflect this understanding when recording ideas x x xForm letters/characters conventionally and legibly, with anunderstanding as to why this is important within a languagecommunity x x x xDiscriminate between types of code, for example, letters, numbers,symbols, words/ characters x x x xWrite an increasing number of frequently used words or ideasindependently x x x xIllustrate their own writing and contribute to a class book or collectionof published writing x x x xPrint in manuscript (control over letter size and shape, correct grip,clear ascenders and descenders) x x x xPrint legibly x x x xUse available technology for reading and writing x x x x

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D CEngage confidently with the process of writing x x xWrite about a range of topics for a variety of purposes, using literaryforms and structures modelled by the teacher and/or encountered inreading x x xUse graphic organizers to plan writing, for example, Mind Maps®,storyboards x x x xOrganize ideas in a logical sequence, for example, write simplenarratives with a beginning, middle and end x x x xUse appropriate writing conventions, for example, word order, asrequired by the language(s) of instruction x x xUse familiar aspects of written language with increasing confidenceand accuracy, for example, spelling patterns, high- frequency words,high- interest words x x x x xUse increasingly accurate grammatical constructs x x x x xWrite legibly, and in a consistent style x x x x xProofread their own writing and make some corrections andimprovements x x x xUse feedback from teachers and other students to improve theirwriting x x x xUse a dictionary, a thesaurus and word banks to extend their use oflanguage x xKeep a log of ideas to write about x x x xOver time, create examples of different types of writing and storethem in their own writing folder x x xWith teacher guidance, publish written work, in handwritten form or indigital format. x x x xDetermine whether the ideas and information they have gathered aresuitable for the purpose, and gather new material if necessary x x x x


Recognise common prefixes and suffixes and how they change aword’s meaning x x x xUnderstand how to use sound-letter relationships and knowledge ofspelling rules, compound words, prefixes, suffixes, morphemes andlesson common letter combinations, for example ‘tion’ x x xUnderstand how to use strategies for spelling words includingspelling rules, knowledge of morphemic word families, spellinggeneralisations, and letter combinations including double letters x x xRecognise homophones and know to how to use in context to identifycorrect spelling x x x xUse knowledge of simple abbreviations x x x x

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D CWrite independently and with confidence, demonstrating a personalvoice as a writer x x xWrite for a range of purposes, both creative and informative, usingdifferent types of structures and styles according to the purpose ofthe writing x x x xShow awareness of different audiences and adapt writingappropriately x x x xSelect vocabulary and supporting details to achieve desired effects x x xOrganize ideas in a logical sequence x x x x xReread, edit and revise to improve their own writing, for example,content, language, organization x x xRespond to the writing of others sensitively x x x x xUse appropriate punctuation to support meaning x x xUse knowledge of written code patterns to accurately spell high-frequency and familiar words x x x xUse a range of strategies to record words/ideas of increasingcomplexity x x xRealize that writers ask questions of themselves and identify ways toimprove their writing, for example, “Is this what I meant to say?”, “Is itinteresting/relevant?” x x x xCheck punctuation, variety of sentence starters, spelling,presentation x x xUse a dictionary and thesaurus to check accuracy, broadenvocabulary and enrich their writing x x x xWork cooperatively with a partner to discuss and improve eachother’s work, taking the roles of authors and editors x x xWork independently, to produce written work that is legible and well-presented, written either by hand or in digital format x x xDescribe how their skills in listening, speaking, reading, viewing andpresenting help in their development as writers. x x xUnderstand the difference between plagiarism and using their ownwords x x x

Grade Levels G6I - Introducing, D - Developing, C - Consolidating I D C I D C I D C I D C I D C I D C I D C I D CWrite independently and with confidence, showing the developmentof their own voice and style x x xWrite using a range of text types in order to communicate effectively,for example, narrative, instructional, persuasive x x x



Adapt writing according to the audience and demonstrate the abilityto engage and sustain the interest of the reader x x xUse appropriate paragraphing to organize ideas x x x xUse a range of vocabulary and relevant supporting details to conveymeaning and create atmosphere and mood x x xUse planning, drafting, editing and reviewing processesindependently and with increasing competence x x xCritique the writing of peers sensitively; offer constructivesuggestions x x xVary sentence structure and length x x xDemonstrate an increasing understanding of how grammar works x x xUse standard spelling for most words and use appropriate resourcesto check spelling x x x xUse a dictionary, thesaurus, spellchecker confidently and effectivelyto check accuracy, broaden vocabulary and enrich their writing x x x xchoose to publish written work in handwritten form or in digital formatindependently x x xUse written language as a means of reflecting on their own learning x x x xRecognize and use figurative language to enhance writing, forexample, similes, metaphors, idioms, alliteration x x xIdentify and describe elements of a story—setting, plot, character,theme x x xLocate, organize, synthesize and present written informationobtained from a variety of valid sources x x x xUse a range of tools and techniques to produce written work that isattractively and effectively presented x x xIdentify their point of view and other possible points of view anddetermine, when appropriate, if their own view is balanced andsupported by evidence x x xGenerate ideas about a potential topic and identify those mostappropriate for the purpose x x xSelect pieces of writing that they think reflect their growth andcompetence as writers and explain the reasons for their choices x x xUnderstand how to use banks of known words, word origins, basewords, suffixes and prefixes, morphemes, spelling patterns andgeneralisations to learn and spell new words, for example technicalwords and words adopted from other languages x x x

● Experiment with writing, using different writing implements and media

● Use own experience as a stimulus when drawing and writing

● Can correctly grip a pencil for writing

● Be able to correctly form letters using entries and exits

● Write own name

Below are the grade level objectives that ensure the children have been introduced to the overall Learning Outcomes within the English Language, Written Langauge, Writing curriculum. The chidren should beachieving or working towards these targets by the end of stated grade level.


● Choose to write as play, or in informal situations; filling in forms in a pretend post office, writing a menu or guest list for a party

● Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence

● Show interest in illustrations and print in books and print in the environment.

Preparatory

● Differentiate between illustrations and written text

● Use their own experience as a stimulus when drawing and writing

● Begin to discriminate between letters/characters, numbers and symbols

● Write their own name independently

● Begin to select vocabulary appropriate to text forms

● Experiment with new and different words to describe ideas

● Generate own ideas for writing

● Use spacing between words

● Use beginning, middle, and ending sounds to make words

● Use a graphic organiser to plan writing with support

● Write simple, sequenced stories with a beginning, middle and end

● Consistently uses capital letters in combination with full stops

● Write narratives and poetry with guidance

● Write using compound sentences

● Organise ideas in a logical sequence in fiction and nonfiction

● Writing with guidance

● Begin to recognise and use interesting language

● Use several pre-writing strategies (e.g., web, brainstorm) with guidance

● Listen to others’ writing and offers feedback

● Publish own writing with guidance

● Identify own writing strategies and set goals with guidance

● Will engage confidently with the process of writing

● Can use knowledge of simple abbreviations

● Can write with joined letters

● Show curiosity and ask questions about written language through large and small group discussions

● Choose to write as play, or in informal situations, for example, filling in forms in a pretend post office, writing a menu or wish list for a part

Grade 1

● Write confidently about personal experiences and includes simple description of characters

● Spell words on the basis of sounds without regard for conventional spelling patterns

● Write to communicate a message to a particular audience, for example, a news story, instructions, a narrative, a lett

Grade 2

● Write a variety of short nonfiction pieces (e.g., facts about a topic, letters, lists) with guidance

● Spell most high frequency words correctly and move toward conventional spelling

Grade 3● Is able to communicate a message to a particular audience, for example a news story, instructions, a fantasy story

● Write an increasing number of frequently used words or ideas independently

● Can write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading

● Can use a variety of graphic organizers to plan writing, for example, Mind Maps®, storyboards

● Use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high- frequency words, high- interest word

● Can locate and independently use reference material like a dictionary, thesaurus and word banks to extend their use of languag

● Use increasingly accurate grammatical constructs.

● Select vocabulary and supporting details to achieve desired effects

● Organize ideas in a logical sequence

● Use appropriate punctuation to support meaning

● Use language accurately

● Use appropriate and varied register, vocabulary and idiom

● Use correct grammar and syntax

● Use appropriate and varied sentence structure

● Can write with joined letters with pen

Grade 4

● Proofread their own writing and make some corrections and improvements and use feedback from teachers and other students to improve their writing

● Use a dictionary, a thesaurus and word banks to extend their use of language

● Determine whether the ideas and information they have gathered are suitable for the purpose, and gather new material if necessary

● Recognise common prefixes and suffixes and how they change a word’s meaning

● Understand how to use strategies for spelling words including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including less common letter combinations, for example ‘tion’

● Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing

● Work independently, to produce written work that is legible and well-presented, written either by hand or in digital format

● Can identify and describe elements of a story—setting, plot, character, theme

Grade 5● Use language for different purposes: Can narrate, describe, analyse, explain, argue, persuade, inform, entertain and express feelings

● Can write letters, emails, short reports, summaries, creative responses (eg. diary entries in personal voice as well as that of a character), (short) book revie

● Use correct spelling (alphabetical languages) or writing (character languages)

● Is automatically accustomed to sourcing materials and placing them in a Works Cited/Bibliography

English as an Additional Language OWIS Language Scope and Sequence

Overall Outcomes ofEAL teaching

Successful English language learners can:

• use English to communicate effectively in a variety of social settings;• use English to achieve academically in all content areas;• take charge of their own learning, independently and in groups;• use effective learning strategies;• integrate confidently into classrooms;• use English effectively to advocate for themselves;• function effectively in an information and technology-based society;• use critical-literacy and critical-thinking skills to interpret the world around them;

Everyday Languageand AcademicLanguage

Everyday language proficiency includes: Academic language proficiency includes

the ability to maintain a face-to-face conversation with peers andwith a variety of school personnel in various settings, inside andoutside the classroom .

the ability to understand when there is less opportunity for interaction (e.g., whenlistening to a presentation or reading a textbook).

the ability to talk, read, or write about familiar content or about whatis happening here and now.

the ability to talk, read, and write about content that has fewer connections to priorlearning or personal experience, is more abstract, and is more distant in space ortime (e.g., learning about the water cycle, studying the earth’s crust, or learningabout elements of a variety of countries).

knowledge about basic vocabulary/high frequency words such asold, food, tired, cars, or trucks .

knowledge of more sophisticated, low frequency vocabulary such as ancient,nutrition, fatigued, or vehicles.

the ability to use simple sentences and the active voice such as:We heated the water until it boiled. We used a thermometer tomeasure the temperature.

the ability to use more complex sentences and grammatical structures such as:When the water was heated to the boiling point, a thermometer was used tomeasure the temperature.

How quickly the student progesses will often depend on their age and the amount of effort put into learning the language, the time listed below is only an approximation.

Phase 10-6 months

LISTENING AND SPEAKING

- To introduce students to basic English vocabulary including greetings, family members, numbers, places in a home, names of cities, countries,continents, as well as daily activities, transportation, clothes, colors, foods, parts of the body, illnesses, and holidays- To develop students’ understanding of basic spoken English words through focused listening and understanding of general and specific details in simpleconversations- To get students to focus on specific sounds such as /r/, /sh/, /ch/ and final /-s/ as well as intonation of basic vocabulary or word stress and to ask yes/noquestions politely and provide logical responses

In this phase students areentering OWIS with little to noexperience using English intheir home or at school.

WRITTEN LANGUAGE READING/WRITING

- To introduce students to the verb “be” in the simple present tense and how to add articles, adjectives, and nouns to it and to introduce students to othersimple present tense statements, negatives, questions, and short answers, as well as imperatives, adverbs of frequency, and simple modals at theintroductory level- To have students understand basic sentence structure and content in introductory level reading passages and write simple sentences to describepeople, places, jobs, abilities, and clothes, among other basic themes

VIEWING AND PRESENTING- Use body language to communicate and to convey facial expressions


- Recognize main ideas and details from introductory level listening passages- Cite basic vocabulary words and sounds with correct intonation, construct basic yes/no questions, and state appropriate oral responses to simplequestions


- Match very simple definitions to basic vocabulary words from familiar themes (i.e. family, places, daily activities, colours, food, clothes, body parts)- Identify the verb “be” in the simple present tense and recognize articles, adjectives, and nouns surrounding the verb “be” and identify otherverbs, negatives, questions, and short answers in the simple present tense as well as some basic imperatives, adverbs and modals at the introductorylevel- Identify grammar and content from introductory level reading passages and construct simple sentences in writing using introductorylevel grammar and vocabulary

VIEWING AND PRESENTING

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

Phase 36 months - 1.5 years


- To get students to use focused and general listening skills to understand basic small talk and short and clear speech in TV shows, radio shows, jobinterviews, doctor’s appointments and college- To get students to focus on sentence stress for content and function words and to use intonation in questions and to introduce communication andgestures used in small talk

Many students will experiencea slow down in their learningduring this time as they arenow able to communicate theirimmediate needs. Studentsneed to have internalmotivation during this periodand keep up their Englishskills through any holidaysthat may come.


- To develop students’ use of basic English vocabulary including diet and health, nationalities, occupations, countries, technology, weather, andsports/leisure and introduce phrasal verbs and the meanings of the prepositions used with them, various adjectives used to describe basic things, andpast participles of irregular verbs- To develop students’ use of simple present, present continuous, simple past, future going to and will, and present perfect and introduce them topossession, direct and indirect objects, linking verbs, quantifiers, comparatives, superlatives, more advanced modals, and conditionals and introduce newconcepts such as passive voice at the beginning-mid level- To have students understand sentence structure and content in beginning – mid level reading passages and develop simple paragraphs to express theirpersonal opinions or write about themselves

VIEWING AND PRESENTING- Talk about their own feelings in response to visual messages; show empathy for the way others might feel

Phase 410 months - 2 years

SPEAKING AND LISTENING

- Recognize main ideas and details from appropriate level listening passages- Speak high frequency and function words and joint consonant and/or vowel sounds with correct intonation and create longer conversations atappropriate level- Identify specific speech patterns for all English sounds or combination of sounds- Recognize sounds and words from recordings, and produce spoken sounds discretely and in context

During this phase students arenearly able to function in theclass with differentiation.However, if these are notaddressed, often students willmake traditionally grammaticalmistakes throughout speakingand in their writing.


- Apply passive voice in simple present and past tense and identify past perfect tense, unreal conditionals, infinitives, reported speech, adjective clauses,adverbial clauses, negative questions, tag questions, advanced modals, and passive voice in other tenses appropriate level. (Dependant heavily onspecific grade level student is in)- Define a wider range of vocabulary words from less familiar themes (i.e. banking, conservation, art, college, space)- Identify grammar and content from appropriate level reading passages and construct grammatically correct sentences in writing using appropriate levelgrammar and vocabulary- Identify words with the same letters but different sounds, same sounds but different letters, and letters representing no sound

VIEWING AND PRESENTING- Identify syllables and produce sounds with correct rhythm and melody.

Documents

OWIS Primary Years English Language Scope and Sequence · Strands Oral Language Listening and Speaking Visual Language Viewing and Presenting Written Language Reading OWIS Primary