Schulverein der Kreuzschwestern LISA-JUNIOR … der Kreuzschwestern LISA-JUNIOR International School Aubrunnerweg 43, 4040 Linz [email protected] 2 Sequence and retell familiar

Schulverein der Kreuzschwestern LISA-JUNIOR International School

Aubrunnerweg 43, 4040 Linz [email protected]

www.lisa-junior.at

1

ELC

Reading

Phonics Phonic Phases 1 (approx. weeks 3 – 15) Phase 2:

Set 1: s a t p & review Set 2: i n m d & review Set 3: g o c k & review Set 4: e u r h & review (Set 5: h b f l & review) (Appendix I) Decode and blend. Encode with large movements e.g. chalk, paint, sand tray, gloop tray.

Word reading Read own name. Begin to decode Phase 2 CV and CVC words (as per pg. 69 Letters and Sounds document). Begin to decode Phase 2 phrases (as per pg. 71 Letters and Sounds document). Begin to decode tricky high frequency words, the, to, I, go, no.

Text reading

Share books and enjoy books alone Understand that there are words and pictures. Graded reading scheme

Writing

Writing Hold pencil correctly, sit correctly at table Pencil control: Including, colouring, following a line, dot-to-dot, tracing patterns Write own name (lower case)

Speaking and Listening

Speaking

Ask relevant questions Listen and respond appropriately to adults and peers Articulate answers and opinions Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings Speak clearly enough to be heard Speak in full sentences Participate in range of presentations, performances and role plays Recite rhymes, action songs and poems Express opinions

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2

Sequence and retell familiar stories Create their own stories in spoken (sometimes written by teacher or recorded) and pictorial forms Retell real events Talk about own work and choices Self-assess

Spoken Vocabulary

Develop a range of vocabulary, including: Elements of a book: Page numbers, cover, picture, word, letter, number UOI words Begin to learn IB Leaner Profile and Attitudes

Listening Listening activities including; listening walks and instrumental sounds, body percussion, rhythm and rhyme, alliteration and voice sounds Listen to range of poems, fiction and non-fiction Recognize and join in with familiar stories, tales and poems Listen to recordings and texts read by a variety of people Predict, respond to stories and give opinions about characters and books. Ask and answer questions about plot, character and book layout and illustrations

Language acquisition Colours: It is… Is it…? They are… Are they…? Numbers: How many…? There are… School objects: I have a (colour) (object). She has… Prepositions: Where is the …? It is on, in, under, next to … Parts of the body: I have two… Show me your… Family members: She has… He has… He is… She is… I am … Describing people: I have… Do you have…? She/ He has… Verbs: I can… Can you…? Animals: A … eats …. Parts of an animal, adjectives; It is a big, black dog. Material properties: adjectives In the kitchen/ dining hall: Naming cutlery, I like… I don’t like… Do you like…? At the shops/ restaurant: I would like… Would you like…?





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3

Grade 1

Reading

Phonics Word reading Text reading

Identify names and sounds of all 40+ phonemes Phonics Phases 1, 2 and 3 (4) (Appendix I) Sequence letters alphabetically Consonant clusters Blend and decode CVC words Read common ‘tricky’ words using whole word method 100 High Frequency words: (ELC and) Year 1 (Appendix II) Blend and decode unfamiliar words Read aloud with accuracy and fluency Read for motivation, pleasure and information Shared and individual reading Graded reading scheme Re-read books to build confidence Begin to use intonation Pause at full stops Story beginnings and ends

Empathy & inference Link texts to own experience

Key texts

Traditional tales, modern stories, poems, nonfiction texts

Understanding texts

Retell/ sequence stories including key details; demonstrate understanding of central message Predict, infer, compare and contrast Ask and answer questions about texts Begin to identify fiction, non-fiction and poetry Begin to identify beginnings, middles and ends of stories Sequencing stories

Elements of a book Author, illustrator, contents page, front and back covers, page number, word, letter, number





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Grade 1

Writing

Letter formation Hold pencil correctly, sit correctly at table Form lower case letters, form capitals, digits 0-9 (see policy)

Writing process Plan orally Begin to research using books and the internet Read own work and check for sense Self-assessment and begin to correct Discuss own writing Read own work to others Self-assessment; Inquiry Tree, rubrics, traffic lights etc.

Word writing Segment words into sounds and encode Encode CVC words First 100 High Frequency words; (ELC) Year 1 (Appendix II) Phonic phases 2, 3 and 4 (Appendix I) Days Numbers to ten Full name UOI words

Fiction writing

Short fiction text; include two or more events and at least one character, include a beginning, middle and end Descriptive writing; use adjectives

Nonfiction writing Informative texts (posters, leaflets, presentations); introduce topic and provide facts Instructions; provide a heading, list steps and command verbs Opinion piece; give a reason for their opinion Personal narrative; include two or more events, use Simple Past tense Create front covers Simple book reviews Retell and summarize stories Record scientific observations

Poetry writing Acrostic, rhyming etc.

Poetic devices

Begin to use adjectives Consider word choice

Text structure Headings





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Grade 1

Grammar and Punctuation

Grammar - Speaking Regular and irregular plurals Prefix; -un Present tense verbs –regular and some irregular Present Progressive -ing Possessive and subject pronouns Demonstratives - this is, these are Questions and answers Simple and compound sentences Simple Past Short presentations, in pairs and individually

Grammar - Writing Simple and compound sentences (using and, but and because) Question wh- words Plurals with –s or _es

Punctuation Spaces between words Full stops Question marks and exclamation marks Begin to use capitals: Beginning of sentences, names of people, days of the week and personal pronoun ‘I’





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Grade 1


Sharing ideas Explain clearly Take turns in a discussion Listen to others Present own work Begin to peer assess

Speaking

Ask relevant questions Listen and respond appropriately to adults and peers Articulate and justify answers, opinions and arguments Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings Speak clearly enough to be heard Speak in full sentences Participate in range of discussions, presentations, performances, role play, improvisations and debates Express opinions Identify and discuss the parts of a story Sing the alphabet

Vocabulary Develop a range of vocabulary, including: Elements of a book: Author, page numbers, contents page, front and back covers UOI words IB Leaner Profile and Attitudes

Listening

Listen to range of poems/fiction/non-fiction Recognize and join in with familiar stories/tales/poems Listen to recordings and texts read by a variety of people

ICT Phonic and spelling games Begin to type words, including capital letters Listening and reading activities





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Grade 2

Reading

Phonics Word reading Text reading

Phonic phases (4) 5 (6) (Appendix I) Sequence words alphabetically, using initial letter Consonant clusters Unusual and alternative letter sounds; silent k, soft c, -dge, silent w, -le Syllables Compound words Suffixes; -er, -est 100 High Frequency words: Year 2 (Appendix II) Dolch words: Up to and including Second Grade (Appendix III) Contractions Read books aloud and silently Read for motivation, pleasure and information Shared and individual reading Graded reading scheme Re-read books to build confidence Develop use of intonation Pause at full stops

Empathy & inference Link texts to own experience Consider the author’s perspective

Key texts

Traditional tales, modern stories, poems, nonfiction texts, book reviews Stories and texts on the internet

Understanding texts

Identify the purpose of a text Retell/ sequence stories including key details; demonstrate understanding of central and underlying messages Predict, infer, compare and contrast. Ask and answer questions about poems, fiction and nonfiction texts Identify fiction and non-fiction texts Discuss a variety of beginnings and ends of stories Discuss plot and characterization

Elements of a book Author, illustrator, character, title page, contents page, front and back covers, index

ICT Play online literacy and spelling games Begin to type sentences and short texts, including use of the shift key Research using online encyclopedia etc. Begin to use online dictionary Reading and listening activities





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Grade2

Writing

Letter formation Form lower case letters, capitals and digits correctly Join letters correctly (see policy)

Writing process Written and spoken plans (mind-map, brainstorming etc) Identify audience and purpose Rubrics Read own work for sense Self- and peer-assessment Use of dictionaries, in book form and online Self-correction and assessment Discuss own writing Research using books and the internet

Word writing Encode one and two syllable words Phonic phases (3) 4 and 5 (Appendix I) Long vowel sounds and dipthongs 100 High Frequency words; Year 2 (see Appendix II) Dolch words: Second Grade (Appendix III) Months Compound words Numbers eleven to twenty Full name and address Regular and common irregular Past Simple verbs UOI words

Fiction writing

Descriptive writing; use powerful adjectives and adverbs Story writing including; beginning, middle and end, more than one character, direct speech Re-writing traditional tales and stories

Nonfiction writing Informative texts/ reports (posters, leaflets, books presentations etc); introduce topic, give facts, include organizational features (subheadings, illustrations etc) and provide some sense of closure Opinion paper; introduce topic, state opinion, give reasons, use linking words, write an ending Personal narrative/ recounts; organize events using linking words, describe thoughts and feelings, write an ending Instructions; introduce topic, list materials, list steps, adverbs of time, imperative





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Book reviews, comprehensions and summaries Record scientific observations Create; contents page, front and back cover, index Letters

Poetry Writing

Acrostic Rhyming Shape Free verse

Poetic devices Powerful adjectives and verbs Imagery Alliteration Homophones

Text structure

Headings and subheadings





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Grade 2


Grammar - Speaking Regular and irregular plurals Prefix and suffixes Simple Present tense verbs - have, can, be Present and Past Progressive -ing Possessive, subject and object pronouns Questions, compound and complex sentences* Simple Past Future with will and going to

Grammar - Writing Identify nouns, verbs & adjectives Use adverbs of time e.g. first, afterwards, finally etc Irregular plurals Regular and irregular Simple Past tense verbs Compound and complex sentences* Expanding sentences Plurals Articles; a and an

Punctuation Full stops Capital letters for names of people and places, beginning of sentences, days and months Commas in a list Exclamation and question marks Speech bubbles Begin to use speech marks Ellipsis





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Grade 2


Sharing ideas Take part in discussions; ask and answer questions in complete sentences Present own work Share opinions about fiction and nonfiction texts

Speaking

Ask relevant questions Listen and respond appropriately to adults and peers Articulate and justify answers, opinions and arguments Participate clearly and fluently in a range of discussions, presentations, performances, role plays, improvisations and debates Recite poems and the alphabet

Vocabulary Develop a range of vocabulary, including: Elements of a book: Author, illustrator, character, audience, publisher, page numbers, contents page, index, front and back covers UOI words IB Leaner Profile and Attitudes

Listening Listen to range of poems/fiction/non-fiction Recognize and join in with familiar stories/tales/poems Listen and respond to texts, including recordings and online listening activities





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Grade 3

Reading

Word reading Apply knowledge of root words, prefixes and suffixes Syllables Contractions and interjections

Text reading Read for motivation, pleasure and information Group reading with oral comprehension and discussion Individual reading and comprehension; graded reading scheme Read fluently with expression Dictionary and thesaurus

Empathy and inference

Infer feelings, predict events

Key Texts Fairy tales, fables, poems, non-fiction writing, modern stories, classic children’s stories, stories from other cultures and traditions, myths and legends Excellent examples of story beginnings and endings Excellent examples of book reviews A wide variety of nonfiction texts, including biographies, historical accounts, opinion essays and recipe books Newspapers and comics Stories and texts on the internet A wide range of poetry Play scripts

Understanding texts Identify the purpose of a text Discuss sequence of events Discuss authors’ use of vocabulary and layout Discuss plot and characterization Predict, compare and contrast Identify forms of poetry; shape, acrostic, rhyming, alphabetical, adjectival Comprehension of a variety of fiction, nonfiction and poetic texts

Finding/using evidence

Retrieve and record information Identify key details and record finding in own words Present information in a variety of formats

Elements of a book

Author, illustrator, publisher, title page, contents page, front and back cover, index, glossary, introduction, conclusion

ICT Phonic and spelling games Type short texts and poems Read and comprehend nonfiction and fiction sites





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Grade 3

Writing

Letter formation Increase legibility, consistency and quality (see policy)

Phonics

Phonic Phase 6 au, aw, al, o ough, augh -ck, -k, -c Soft g and c Prefixes: dis-, pre-, re-, un- Suffixes: -ful, -ly, -less Comparative and superlative Adding –ing and –ed

Writing process

Brain storming, note-taking, mind-maps Identify audience and purpose Rubrics and tick sheets Written plans Use of dictionaries and thesauruses, both online and in book form Research using books and the internet Self- and peer-assessment Check work and self-correct Edit and re-draft Word process

Word writing Encode three and four syllable words 100 High Frequency words Year 3 (Appendix II) Dolch words: Grade 3 (Appendix III) Compound words Numbers twenty-one to a thousand Name and address of school Irregular Past Simple tense verbs Reflexive pronouns UOI vocabulary

Fiction writing Story beginnings and endings Re-writing traditional tales and stories Story writing (including fantasy and historical stories); beginning, middle, end, character development, direct speech, adverbial linking phrases, new paragraph for a change of time or scene, powerful words and poetic devices Descriptive writing; characterization and settings





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Play scripts

Poetry writing Rhyming Shape Adjectival Alphabetical Acrostic Emotive

Poetic devices Powerful verbs and adjectives Homophones Alliteration Similes Synonyms; distinguishing shades of meaning

Nonfiction writing Informative texts (posters, leaflets, books presentations etc); introduce topic, topic sentence, provide and elaborate facts, include organizational features (diagrams, bullet-points etc) and provide some sense of closure Opinion paper and pros and cons essay; introduce topic, topic sentence, state opinion, organize reasons, conjunctions, conclusion Personal narrative; organize events using linking words and phrases, describe thoughts and feelings, include a conclusion Fiction and nonfiction book reviews and summaries Comprehensions Letters

Writing process Planning rough draft, editing final copy Use a dictionary and thesaurus to improve writing Assess own and others´ writing, suggest improvements Use of discussion, rubrics, assessment sheets, traffic lights and The Inquiry Tree, to self- and peer-assess.

Organisational features

Understand and use; headings and sub-headings, paragraphs, bullet points and labelled diagrams Play script features; brackets, italics, stage directions Begin to show sources of information (books and internet sites)





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Grade 3


Speaking Regular and irregular plurals Prefixes and suffixes Past Simple Future with will and going to Conjunctions and linking phrases Reflexive pronouns Questions Compound and complex sentences*

Sentence structure Expanding sentences Word order Forming questions Compound and complex sentences Connectors (however, therefore, …) Adverbial phrases/ Time and causal connectives Reflexive pronouns

Punctuation Contractions Apostrophes of possession Commas: In lists, after adverbial phrases and after interjections and ‘yes’ and ‘no’. Capital letters Exclamation and question marks Bullet-points Speech marks Etc. and e.g.

Verb tenses and forms

Simple Past; regular and irregular Present Progressive

Text structure New paragraph for change of time and place Paragraphing beginning, middle and end of a story New paragraph for new ideas and a change of time in nonfiction writing Simple introductions Conclusions, starting with ‘All in all, …’ Subheadings





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Grade 3

Terminology for Students to Use

Word structure Noun, adjective, adverb, pre- and suffix, vowel, powerful verb

Sentence structure Connectors

Punctuation Comma, speech marks, bullet points, apostrophe

Text structure Paragraph, heading, subheading, diagram, label, introduction, conclusion, title, source


Sharing ideas Group brainstorming, discussions, present individually and in groups (power point presentations), read own work aloud, articulate and justify answers, opinions and arguments

Speaking

Recite poems, ask and answer questions, challenge views courteously Ask relevant questions Listen and respond appropriately to adults and peers Participate clearly and fluently in a range of discussions, presentations, performances, role plays, improvisations and debates

Vocabulary Develop a range of vocabulary, including: Elements of a book: Author, illustrator, publisher, character, page numbers, contents page, index, glossary, front and back covers UOI words IB Leaner Profile and Attitudes Personal dictionaries to record new words Personal vocabulary books (second semester)

Listening

Listen and respond to peers, teachers, parents, visitors, other adults, internet activities and recordings Discuss and review what they have heard

Elements of a book Contents page, title page, contents page, index, glossary, front and back covers, blurb, publisher





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Word reading Apply knowledge of root words, prefixes and suffixes Review syllables Personal dictionaries to record new words

Text reading Read for motivation, pleasure and information Group reading with oral comprehension and discussion Individual reading and comprehension; graded reading scheme Read fluently with expression Using dictionary to discover new words

Empathy and inference

Infer feelings, justify with evidence and predict events

Key Texts Poems, non-fiction writing, modern stories, classic children’s stories, stories from other cultures and traditions, myths and legends Excellent examples of story beginnings and endings Excellent examples of book reviews A wide variety of nonfiction texts, including biographies, historical accounts, opinion essays and reports Newspapers and comics Stories and texts on the internet A wide range of contemporary and classic poetry

Understanding texts Identify audience and purpose of a text Discuss sequence of events Discuss authors’ style and use of grammar Discuss plot and characterization Predict, compare and contrast Identify forms of poetry; shape, acrostic, rhyming, alphabetical, adjectival Comprehension of a variety of fiction, nonfiction and poetic texts Use key concepts to relate themes of various to the wider world Distinguish between facts and opinion

Finding/using evidence

Retrieve and record information Identify key details and record finding in own words Present information in a variety of formats Justify views Filter information effectively Compare within and across books Link facts with key concepts

Elements of a book Author, illustrator, publisher, title page, contents page, front and back cover, index, glossary, ISBN number





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ICT Type short texts and poems using a variety of fonts Illustrate writing by copying and pasting pictures from the internet Save and retrieve work (USB) Begin to learn ten finger typing Use online dictionary and thesaurus





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Grade 4

1st UOI: Who we are? Reduce, reuse, recycle

Reading and comprehending:

Graded reading books Nonfiction comprehensions; both reading and listening Excellent examples of character descriptions Excellent examples of persuasive texts, demonstrating differences in perspective. Begin to distinguish between fact, opinion, and reasoned judgment within these texts Extracts from the Hodgeheg

Speaking Fiction: Discussion about the portrayals of the characters within well-known books and extracts Nonfiction: Moral discussions based on the issues raised in Hodgeheg and within the UOI Presentations: UOI related

Fiction writing Character descriptions; powerful vocabulary, describing through actions, alliteration, similes Powerful words – thesaurus work

Nonfiction writing First person narrative: - Write a first person narrative about an event; correctly paragraphed, introduction, conclusion, direct speech, thoughts and feelings Persuasive writing: Discuss aspects of persuasive writing, especially strong words and rhetorical questions. Read examples, record useful phrases. Write a persuasive text about recycling, correctly paragraphed. Use ‘In conclusion...’ Book report: For a nonfiction book

Grammar and punctuation

Review: Full stops, exclamation marks, question marks, speech marks, contractions Review: Different kinds of adverbs Present Progressive Tense: Formation and uses





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Spelling Review: The rules for adding –ing, -ed & -ly Review: Regular and irregular Past Simple Tense verbs Review: Grade 3 words

Extend vocabulary Powerful words Recite alphabet Irregular past tense verbs (review)





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Grade 4

2nd UOI: Art reflects society


Graded reading books Fiction comprehensions; reading Excellent examples of opinion texts. Notice the structure and language used Extracts from Anne of Green Gables

Speaking Fiction: Link with UOI; discuss artistic style and the emotional impact of art. Notice relevant adjectives. Presentations: UOI related (with rubric)

Fiction writing Historical fiction: (Int. English, Bk 3). With paragraphs, direct speech, powerful words, poetic devices, strong characters and a structured plot. Tick list/ rubric and self-assessment

Nonfiction writing Instructions: Writing instructions: Read good examples. Write instructions. Rubric Summary: Summarize a traditional tale Opinion piece: Read examples of opinion pieces and note aspects such as structure and language. Write own opinion piece (rubric/ tick list). Link to UOI


Review commas: In lists, adverbial phrases, after yes and no. Commas: To demarcate a name, within compound sentences, with clauses Quotation marks: What is a quotation? Discussion about how and when to use a quotation. Practice the rules for quotations Parts of speech: Subject and object pronouns Capital letters: List uses and add capitals to a text

Spelling Review: un-, dis-, re-, pre-, -less, -ness, -full Suffixes; -hood & -ship Prefixes: de-

Extend vocabulary Onomatopoeia





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Grade 4

3rd UOI: Energy


Graded reading books Fiction comprehensions: Play scripts & poems Nonfiction comprehension: Nonchronological report (Int. English Ch. 8 – Teachers’ Book pg. 158?) Excellent examples of play scripts, explanatory texts and poems

Speaking Fiction: Discussion of the layout and content of reports Nonfiction: The future of energy (debate)

Fiction writing Play scripts (link with drama): Read good examples and notice the layout and punctuation. Create, plan and write play scripts. Poems: Alliterative

Nonfiction writing Instructions: Writing instructions: Read good examples. Write instructions. Rubric

Personal narrative: About Christmas break; including dialogue, feelings, introduction and conclusion

Explanatory/ informative texts (non-chronological reports): Read good examples, note the structure language and audience. Introduce topic, topic sentence, develop topic using facts, quotations and definitions. Provide a conclusion related to the information. Cited quotation Scientific report: Including organizational features such as glossary, bullet-points, labelled diagrams etc. Topic sentence Review: Poetic devices – expanding sentences


Past participles and the passive: Present and Past Simple passive forms Apostrophes of possession: Review and extend (plurals)

Spelling Grade 4 Dolch words Numbers to 1000 Homonyms, homophones Silent letters

Extend vocabulary Review: Alliteration Antonyms Metaphors





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Grade 4

4th UOI: Economics


Graded reading books Nonfiction comprehensions: Link to UOI Fiction comprehension: Fantasy (Int. English, Teachers’ Book, pgs. 80- 81) Excellent examples of poems (drama)

Speaking Poetry: Opinions about poetry (drama) Poetry slam: Recite poems (drama)

Fiction writing Fiction writing: Fantasy story. Int. English Ch. 4. Rubric/ tick list. Plan using a mind-map. Edit work for meaning and style.

Nonfiction writing Book review: Nonfiction book Reading reflections: About home reading (fiction) Pros and cons essay: Introduction, topic sentence, paragraphs, cited quotation, conclusion, reasoned opinions. Rubric. Edit and self-assess Explanatory text: What is money? Introduce topic, topic sentence, develop topic using facts, quotations and definitions. Provide a conclusion related to the information. Cited quotation


Brackets Paragraphs: The rules for paragraphing nonfiction texts Relative clauses

Spelling Words ending in -ic, –ial, -ion, -ous & -ian Countries

Extend vocabulary UOI words Hyperbole





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Grade 4

5th UOI: Children’s Rights


Graded reading books Nonfiction comprehensions: Comparative report: Read and answer questions from a comparative report about children around the world/ children’s rights Excellent examples of biographies

Speaking Debate: Pros and cons (link to essay & UOI) Pair and group reading and discussions: Biographies The different types of nonfiction texts: Discussion

Fiction writing Fiction writing: Humorous story: Powerful beginning and ending, new paragraph for new time and place, new paragraph for direct speech, specific detail to add interest, powerful words, development of authorial voice and awareness of the reader, edit for meaning, accuracy and style

Nonfiction writing Book reports: Fiction book Pros and cons essay: Introduction, topic sentence, paragraphs, cited quotation, conclusion, reasoned opinions. Rubric. Edit and self-assess Comparative report: Children’s lives in 2 different parts of the world. Persuasive letter writing: Read good example of persuasive writing. Discuss layout and aspects of persuasive writing. Review formal letter writing format. Write letters to Prime Minister. Peer assess


Review: Regular and irregular plurals Review: Speech marks and quotation marks, citing a direct quotation

Spelling Silent letters Prefixes: mis- & ex- Review: Prefixes and suffixes





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Grade 4

6th UOI: Settlements


Graded reading books Comprehensions: Poetry Excellent examples of poems, including haiku

Speaking Discussion: Pros and cons debate (link to UOI) Presentations: Link to UOI

Fiction writing Descriptive writing: Settings. Read good examples, discuss structure and language & use of poetic devices. Write a descriptive text, describing a setting. Edit and self-assess Story assessment

Nonfiction writing Book reports: Nonfiction book. Read good examples, support opinions, cited quotation, paragraphed. Edit for errors and meaning Letter writing: Informal Reflection: Of Grade 4 Review: Poetic devices


If sentences Quantifiers: Some and any Review

Spelling i before e, except after c Prefixes: bi- Suffixes: -ance & -ence Review

Extend vocabulary Synonyms





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Grade 5

1st UOI: Body Systems


Graded reading books Comprehensions: Nonfiction reading and listening Excellent examples of explanatory texts and poems (drama)

Speaking Discussion: Body systems (link to UOI) Poetry Slam: Performance poetry (drama)

Fiction writing Poetry: Read, comprehend, write & perform (drama)

Nonfiction writing Book reports: Fiction book. Read good examples, support opinions, cited quotation, paragraphed. Edit for errors and meaning Explanatory texts: Read examples of explanatory texts and notice aspects such as the structure & language. Highlight useful phrases. Summarize. Write an explanatory text; including introduction, topic sentence, paragraphs, labelled diagram, cited quotation, conclusion. (Link to UOI)


Review: Speech marks; new paragraph for direct speech Review: Use of commas review; in lists, after adverbial phrases, relative clauses, interjections and to demarcate names Reported speech Review: Adding –ed and –ing Review: Past Simple Tense: Name, formation and uses.

Spelling Review: Grade 4 words Review: Prefixes from Grade 4 (mis-, auto-, non-, de-, bi-) Review: Regular and irregular past tense verbs

Extend vocabulary Synonyms





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Grade 5

2nd UOI: Civilizations


Graded reading books Comprehensions: Poetry Excellent examples of news reports (reading and listening)

Speaking Discussion: Newspaper articles and news reports (link to UOI) News reports: Read, analyse language and layout, write, word process and perform (drama)

Fiction writing Suspense story: developing plot, powerful beginning, dialogue, new paragraph for speech, unexpected ending. Edit for errors and meaning. Tick list/ rubric. Self-assess

Nonfiction writing Reading reflection and book report: Nonfiction book. Correctly paragraphed, supported opinions, cited quotations (link to UOI) Informative report: Write informative text to examine a topic. Research on the internet. Introduce topic, topic sentence, develop topic using facts and quotations and definitions. Provide a conclusion related to the information. Rubric Report writing: Newspaper reports word processed (link to UOI) (drama/ ICT)


Review: General punctuation review, commas, speech marks, full stops and taking a new paragraph for direct speech Review: Commas with relative clauses, & adverbial words and phrases Commas: With after-thoughts Introduction: Past participles with the Present Perfect tense

Spelling Prefixes: co-, anti-,co-, circum-, il-, im- & in-

Extend vocabulary Oxymora





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Grade 5

3rd UOI: Eco-systems


Graded reading books Comprehension: Play scripts (drama) & poetry Excellent examples of play scripts (drama) and poetry

Speaking Discussion: (link to UOI) Presentations: (link to UOI)

Fiction writing Play scripts: Understanding, writing and performing plays. Notice conventions of layout, punctuation etc. (drama) Poetry: Alliterative, acrostic & shape poems; typed and printed (link to UOI & ICT)

Nonfiction writing

Reading reflection and book report: Fiction book (home reading). Correctly paragraphed, supported opinions, cited quotations Formal letter: Correctly laid out, editted and assessed Pros and cons text: Research using internet, take notes. Introduce topic, topic sentence, state pros and cons using facts and definitions. Provide a conclusion. Cited quotation. Rubric


Present Perfect Tense: Formation, name, begin to notice some uses Review: The passive, Present Simple and Past Simple forms Semi-colons: To introduce an item & in a list Commas and connectives: Complex sentences

Spelling Grade 5 words Hyphenated words Compound words Past participles

Extend vocabulary

Review: Adjectives, similes and metaphors (Int. English) Powerful verbs and adverbs





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Grade 5

4th UOI: Immigration


Group reading: Shadow by Michael Morpurgo Comprehension: Nonfiction (link to UOI) Excellent examples of adventure story extracts, describing events, character and creating atmosphere through sentence structure and use of specific words

Speaking Debate: Giving and supporting opinions within a structured debate (drama) Discussion: Nonfiction book comparison. Review aspects of nonfiction books, such as layout, language, organizational features, in-depth facts, diagrams etc. Choose 2 books at take notes

Fiction writing Adventure story: Review aspects of adventure story writing; paragraphing, powerful words and poetic devices, characterization and plot. Nonfiction book reports: Correctly structured, supported opinions, topic sentences, cited quotations

Nonfiction writing

Comparative report: Nonfiction books written comparison, compare and contrast text. Edit work for meaning and style. Tick list of features. Peer-assess Reading reflections: Based on group and individual reading, and discussions about Shadow First person narrative: Journal writing (UOI)


Complex sentences: Adding detail (expanding sentences) Prepositions Review: Plurals

Spelling ch Common errors Homophones

Extend vocabulary

Assonance





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Grade 5

5th UOI: Exhibition


Excellent examples of character description and development; creating convincing characters by describing their actions, habits and preferences; use of implication and specific vocabulary Nonfiction books and factual internet sites (link to exhibition)

Speaking Presentation: For exhibition Meetings and discussion: With peers, mentors and experts Survey/ interviews: For exhibition

Fiction writing Acrostic, shape or rhyming poem: Typed and printed for the exhibition

Nonfiction writing

Report: For exhibition


Quantifiers: Much, many, a lot, a little Apostrophes of possession: Singular and plural Apostrophes of contraction (review) If sentences Parts of speech: Modal verbs and conjunctions

Spelling Investigating q Investigating g Common errors

Extend vocabulary

Hyperbole





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Grade 5

6th Architecture


Biographies Comprehension: Biographies

Individual reading and reading reflections (home reading)

Speaking Discussion: Use of language, direct speech, structure and paragraphing in biographies and autobiographies Comparison of biographies

Fiction writing Describing settings: Using specific, powerful vocabulary & figures of speech. Story assessment

Nonfiction writing

Book reports: Biographies


If sentences Review: As required

Spelling Suffixes: -er, -or, -ar Double consonants Unstressed vowels Review: As required

Extend vocabulary

Synonyms





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Grade 6

1st UOI: Who we are? Beliefs and values


The Wreck of the Zanzibar by Michael Morpugo, with discussions and comprehensions Challenge able readers: The Wave by Todd Strasser Fiction comprehensions; both reading and listening Excellent examples of disaster stories, focusing on starting in the middle of the action Extracts from religious and spiritual reports, books and leaflets; notice persuasive elements and differences in perspective. Distinguish between fact, opinion, and reasoned judgment within these texts Excellent examples of comparative and pros and cons texts

Speaking Fiction: Discussion about the portrayals of the characters and events within The Wreck of the Zanzibar. Nonfiction: Discussions about the connection between beliefs and values, belief versus religion, and their personal beliefs and values. Presentations: One Value/ Belief I Treasure is… With rubric

Fiction writing Adventure/ disaster story (realistic/ historical setting): Story beginnings: Starting in the middle of the action, with direct speech and by making the reader wonder. Focus: Planning techniques, the publishing process. Plan, revise, edit, rewrite, present as book with front and back cover Adventure / disaster suspense story (fictional setting): Discussion of techniques to build up suspense. Read good examples. Plan story in pairs; share and discuss plans. Write and edit in pairs. Expanding sentences Use of metaphor and similes

Nonfiction writing Persuasive writing - A religious/ spiritual leaflet (Appendix V, argument/ persuasion text), with rubric.





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Pros and cons text: Religion - Correctly structured with reasoned and supported opinions, introduction and conclusion Contrast and compare two religions. Linking paragraphs, introduction and conclusion, supported opinions, specific language, cited quotations.

Grammar Conjunctions Parts of speech review: Including proper and common nouns, verbs, modal verbs, adjectives, adverbs, pronouns, conjunctions, prepositions Review uses of commas: Investigate, categorize and practice

Spelling Review Grade 5 words Review ough/ augh Homophones Review of prefixes and suffixes -ance, -ence





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Grade 6 2nd UOI Where we are in place and time: Significant events

Reading and comprehending

http://missrumphiuseffect.blogspot.co.at/2010/01/thematic-book-list-earthquakes.html Fiction: Half a Man by Michael Morpurgo, with discussions of the themes and both written and spoken comprehensions Nonfiction: Newspaper articles about a significant event – compare and contrast

Speaking Nonfiction sources: Discuss, and notice the differences between, primary and secondary sources of information. Notice the difference between newspaper articles and explanatory reports. Distinguish between fact, opinion, and reasoned judgment in texts Notice layout of information, and the content of introductions and conclusions Nonfiction comprehensions Fiction sources: Discussion about the portrayals of the characters and events within Half a Man. Role plays where children become people who have been affected by significant events, both positive and negative (mock interviews, for example). Link with drama.

Fiction writing Framed narrative: Fictional, first-person autobiography of a character who has been affected by a significant event, using prolepsis/ flash-forward in the form of a frame (story within a story). Focus: Paragraphing, character description through actions, character development, direct speech and conjunctions/ adverbial phrases. Providing detail to engage the reader. Powerful words. Solid structure. Development of authorial voice. Plan, edit, redraft, and evaluate with rubric. Contemporary framed narrative: 3rd person narrative based on the human struggle and solution. Correctly paragraphed, using prolepsis/ flash-forward in the form of a frame (story within a story).

Nonfiction writing Write informative/explanatory texts to examine a significant event Introduce the topic clearly, provide a general observation and focus, and group related information logically; include



http://missrumphiuseffect.blogspot.co.at/2010/01/thematic-book-list-earthquakes.html

http://missrumphiuseffect.blogspot.co.at/2010/01/thematic-book-list-earthquakes.html



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formatting (e.g., headings) and illustrations or graphs Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially) Use precise language Provide a concluding statement Cite quotations.

Newspaper article: To report a significant event. Headline, strapline, crossheads, standfirsts, snappy language, short paragraphs. Word process: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps). http://www.leonpaternoster.com/2008/07/6-newspaper-writing-techniques-for-the-web/

Nonfiction book reviews: Including introduction; opinion giving cited quotations; discussion of the layout and organizational features; conclusion.

Grammar Review of pronouns: Introduce the idea of different types of pronouns; subject, object, possession, relative Sentence structure: Coordination (additionally, however…) versus subordination (because, since…) Relative clauses: Introduction of ‘whose’

Spelling Categorizing words from derivation Use of the hyphen versus compound words Words beginning with acc- Common and individual errors (ongoing)



http://www.leonpaternoster.com/2008/07/6-newspaper-writing-techniques-for-the-web/

http://www.leonpaternoster.com/2008/07/6-newspaper-writing-techniques-for-the-web/



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Grade 6 3rd UOI How the world works: Materials


Fiction: Holes by Louis Sachar Scientific reports and journals Nonfiction comprehensions and reports; including introduction with topic sentence, paragraphs, conclusion, direct and indirect quotations (referenced), opinions with reasons, organizational features Investigation of procedural texts e.g. The Highway Code

Speaking Link with drama: Debates and subsequent role-plays about the human struggle, with focus on how people behave and react to difficult circumstances (link to ‘Holes’)

Fiction writing Reading reflections: Based on home reading (Bloom’s Taxonomy) Contemporary framed narrative: 3rd person narrative based on the human struggle and solution/ dystopia.

Nonfiction writing

Describe a process: (adverbial phrases, command verbs, introduction, clarity/ precision, the passive) Summarise nonfiction texts: Determine the central ideas or conclusions of a text; provide an accurate summary of the texts distinct from prior knowledge or opinions (Appendix V) Scientific report writing (word processed): Contents page, simple abstract, topic sentence, introduction, main section, results, conclusion, glossary, index, literature list (referenced), integrated diagrams and graphs, page numbers, headers. The language of scientific writing – thesaurus work (Latinate word versus phrasal verb).

Grammar The passive, an overview of the present tenses, parts of speech and adverbial phrases (with commas), punctuation review (commas, bullet points, quotation marks), referencing direct quotations and paraphrasing techniques. Converting nouns to adjectives (sphere, spherical) Past Simple: Name, formation and uses

Spelling Past Participles Simple Past verbs Nouns ending in –ce and -se





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Grade 6 4th UOI How we express ourselves: Individualism


Suggested reading: Game Changer by Tom Bowler?, We are all made of molecules by Susin Nielson (patchwork family) Group reading: Seven Days by Eve Ainsworth (bullying) Malala Yousafzai and other teenage activists (bloggers) Biographies and autobiographies of teen-culture stars Modern song lyrics, raps and poems; including, ‘This is the way the world ends’ by Eliot Poetry comprehensions

Speaking Identify aspects of a text that reveal an author's point of view or purpose (e.g. loaded language, inclusion or avoidance of particular facts).

Identify and discuss inference within the texts and lyrics.

Read texts and give a power point presentation to the class about the book: Introduction, read key words only, sign posts, body language, facial expression, informative, conclusion, rubric

Poetry slam: Recital of own and others‘ poems.

Fiction writing Character driven story: (development of character – teenager) Focus: Powerful story beginning Use techniques, such as dialogue and events, to develop characters. Vary sentence openers Use a variety of transition words, phrases, and clauses. Use powerful words and phrases and provide detail to engage reader Paragraphing – creating cohesion Edit others‘ stories

Poetry Read, listen to, write and perform poetry. Watch a video of a poetry slam, and recreate in class. Analysis of song lyrics: Identify and write about poetic devices, such as metaphor and alliteration, and inference (I knew you were trouble, Cry me a River – what is the lyricist





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NOT saying, but inferring?), language development, rhythm, rhyme, link to music and drama

Nonfiction writing Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]. Comprehension questions: In what ways has the character changed by the end of the book? Which actions/ dialogue from the character give away their feelings? Opinion pieces on individualism and/ or prejudice, supporting a point of view with reasons and information Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Provide a concluding statement or section related to the opinion presented. Key concepts: Persepective, causation

Grammar Paragraphing in nonfiction writing: Review and extend Speech marks: Review; taking a new paragraph for direct speech, words instead of ‘said’. Characterization through direct speech

Spelling Common errors, individual self-assessment and improvement Grade 6 word list





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Grade 6 5th UOI How we organize ourselves: Economics


Theme: Friendship between a person and a creature/ animal. Suggested reading: Skellig by David Almond The Butterfly Lion by Michael Morpugo Reading and listening comprehensions Nonfiction book group reading

Speaking Discussion of similar theme across different authors: Relationships with animals, and subsequent loss (Skellig & The Butterfly Lion)

Fiction writing

Contemporary framed narrative: 3rd person narrative based on Fiction story of a friendship with an animal/ creature and subsequent loss of the friendship. Correctly paragraphed, using prolepsis/ flash-forward in the form of a frame (story within a story)

Nonfiction writing

Comparative book report: Comparing a theme across authors. Befriending an animal/ creature. Correctly paragraphed, cited quotations to support opinion Fiction Book Report about various aspects of Michael Morpurgo’s, The Butterfly Lion (characters learning to deal with the human struggle). Book report, including cited quotations, supported opinion, paragraphing, introduction and conclusion. Explanatory Report: Linked to UOI

Grammar

Relative clauses: Review Parts of speech: Review Punctuation: Discuss and practice the use of semi-colons

Spelling

The r is doubled if the –fer Is still stressed when the ending is added. The r is not doubled if the –fer is no longer stressed. referring, referred, referral, preferring, preferred, transferring, transferred reference, referee, preference, transference Words beginning with im- Words beginning with pr- Words beginning with com- and con-





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Grade 6 6th UOI Sharing the planet: Exhibition


Dramatic poetry: The Highwayman Short stories: e.g. Edgar Allan Poe

Speaking

Discussions: With peers, mentors and experts (link to UOI) Interviews: With experts (link to UOI)

Nonfiction writing

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Informative/ explanatory text: Plan, write, edit, word process, save, print, display and evaluate

Fiction writing Brainstorm a list of story ideas. Establish the use of a writer’s notebook, where students jot down ideas for stories (front/ back of exercise book?). These ideas are used as seeds when story writing. Plan and write a fiction story using one of these ideas Humorous story: Beginning by making the reader wonder

Grammar Convert nouns and adjectives into verbs, using suffixes ify, ate, ise

Review of present tenses: formation, name and use

General review

Spelling Review word list for Grade 6

General review





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Grade 6 Extra information

Spelling 1. The r is doubled if the –fer Is still stressed when the ending is added. The r is not doubled if the –fer is no longer stressed.

referring, referred, referral, preferring, preferred, transferring, transferred reference, referee, preference, transference

2. Use of the hyphen (review) Hyphens can be used to join a prefix to a root word, especially if the prefix ends in a vowel letter and the root word also begins with one co-ordinate, re-enter, co-operate, co-own

3. Review of ough and augh 4. Nouns ending in –ce and verbs ending in –se

Advice/ advise, device/ devise, licence/ license, practice/ practise, critic/ criticise

5. Homophones and words which are often confused https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_-_Spelling.pdf page 21 altar/ alter, ascent/ assent, aisle/ isle, desert/ dessert etc

6. Ongoing correction of own mistakes (individual spelling books)

7. Past participles (review) – link to the Passive 8. Categorizing words from derivation: Latin, Germanic,

Hindu… 9. Words beginning in acc- (see Appendix IV) 10. Words beginning with com- and con- (see Appendix IV) 11. Words beginning with im- (see Appendix IV). 12. Words beginning with pr- (see Appendix IV). 13. Common errors – taken from children’s own work 14. Review of suffixes and prefixes, and word endings 15. Word list Appendix IV (knowledge of these words should

be tested) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_-_Spelling.pdf page 23

Extra Reading Reading: (family relationships, self-knowledge, identity, narrative fiction), Holes (internal dialogue, relationships), The Wave Comparing across authors: Fictional horses: War Horse (Michael Morpurgo) and Black Beauty (Anna Sewell) Fables and myths: Greek Legends, Viking legends, Beowulf (children’s version), Usborne Book of Legends, Aesop’s Fables



https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_-_Spelling.pdf






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Dramatic poetry: The Lady of Shallot Individual reading books for home-school reading





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Appendix I Our phonics programme is based on the UK Government; ‘Letters and Sounds’ document, with a differing timescale to reflect our children’s needs. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf Phase 1: Pre-reading skills (covered in ELC*) Phase 2: s a t p/ I n m d/ g o c k/ ck e u r/ h b f ff l ll ss/ CV (consonant vowel) and CVC words (begun in ELC and reviewed in 1st Grade) Phase 3:j v w x/ y z zz q/ ch sh th ng ai ee igh oa o oar or u row oi ear air ur er (1st Grade) Phase 4:Polysyllabic, CVCC and CCVC words (2nd Grade) Phase 5: ay ou ie ea oy ir ue aw wh ph ew oe au a-e e-e i-e o-e u-e (plus alternative spellings, pages 144 and 152 - 157, Letters and Sounds document) (2nd Grade) Phase 6: Suffixes – ing –ed –er –est –ful –ly –y –ment–ness -en, plurals (3rd Grade)

This timescale is flexible according to our child-centred approach.



https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf



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Appendix II ELC High Frequency Words – 45 words I he it she is you in see a for cat like dog all big my and was mum are dad come am day go of get this up we the they to said on away at going no yes look me can play went





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Appendix II Grade 1 High Frequency Words – 60 words plus child’s full name as last ten ball love Monday be man Tuesday bad must Wednesday boy name Thursday but next Friday by not Saturday did or Sunday do push dig pull from put girl ran good saw got us had want has will have with help one her two here three him four his five house six if seven jump eight just nine





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Appendix II Grade 2 High Frequency Words – 84 words plus child’s address about much too April after new took May again night tree June another now very July back off water August because old way September been once were October brother our what November called out when December came over where orange can’t people who red could school would blue don’t seen your pink door should eleven yellow down sister twelve black first so thirteen white half some fourteen brown home take fifteen purple how than sixteen grey/ gray laugh that seventeen silver little their eighteen gold lived them nineteen made then twenty make there January many these February more time March





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Appendix II Grade 3 High Frequency and Recommended Words – plus the name and address of the school together little used library across many want naughty again might were recent almost more where sentence also much while although/ though because often who morning once why before other with both right write could second would does seen your doesn’t should address every thought believe first something breath goes sometimes centre gone such century great suddenly certain through their circle have special decide heard there difficult here these earth how think enough just those heard knew thought heart know though learn





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Appendix II Grade 4 High Frequency and Recommended Words – plus ordinal numbers to thirty-first accidently opposite following actually ordinary clothes answer particular money appear peculiar during arrive perhaps inside bicycle popular without breathe position occasionally build possession wear busy possible nurse business potatoes natural calendar pressure caught probably complete promise consider purpose continue quarter describe question different regular disappear reign early remember exercise separate experience straight experiment strange extreme strength famous suppose favourite surprise forward(s) therefore fruit various grammar weight group woman/women guard notice guide change height tries history until imagine young increase outside island both knowledge work length important material doesn’t medicine always mention between





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minute turkey Appendix III Grade 5 High Frequency and Recommended Words ancient apparent appreciate available average awkward bargain bruise cemetery curiosity definite desperate determined develop dictionary environment equip (-ped, -ment) especially familiar foreign identity immediately language marvellous muscle neighbour opportunity persuade physical queue recommend restaurant sacrifice shoulder sincerely soldier stomach suggest twelfth variety vegetable





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Appendix IV Grade 6 High Frequency and Recommended Words accommodate prejudice accompany pronunciation according recognise achieve relevant aggressive rhyme amateur rhythm attached secretary category signature committee sufficient communicate temperature community thorough competition vehicle conscience yacht conscious controversy convenience correspond criticise disastrous embarrass exaggerate excellent existence explanation frequently government guarantee harass hindrance individual interference interrupt leisure lightning mischievous necessary nuisance occupy occur parliament





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Appendix V

Explanation of types of nonfiction texts:

Argument/ Persuasion Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In lower grades, the term “opinion” is used to refer to this developing form of argument. Opinion pieces on topics or texts, supporting a point of view with reasons and information Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Provide a concluding statement or section related to the opinion presented. Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact].

Summary Write a summary of a nonfiction text: The information should include the key ideas, be well organised with linked paragraphs, there should be an introduction, main body, and closing. http://schoolweb.tdsb.on.ca/Portals/briarcrest/docs/writing18ex.pdf pg. 93ff.



http://schoolweb.tdsb.on.ca/Portals/briarcrest/docs/writing18ex.pdf



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Informational/Explanatory Writing Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and résumés. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains. Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification. Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence. Informative/explanatory texts examine a topic and convey ideas and information clearly: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.





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Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented Cite/ reference correctly

Summarising nonfiction texts Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. The information should include the key ideas, be well organised with linked paragraphs, there should be an introduction, main body, and closing. http://schoolweb.tdsb.on.ca/Portals/briarcrest/docs/writing18ex.pdf pg. 93ff.






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Appendix VI

Explanation of types of fiction texts:

Personal narrative (development of character – teenager) Narratives develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. They engage the reader by establishing a context and introducing a narrator and/or characters; and organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Provide a conclusion that follows from the narrated experiences or events Narrative Writing Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students write narrative accounts about individuals, and also construct event models of what happened.

Literary essay – Character / themed stories Characters can change/respond/react to relationships, situations and events. Themes are developed through the actions of the characters. Realistic fictional settings http://schoolweb.tdsb.on.ca/Portals/briarcrest/docs/writing18ex.pdf Humorous stories (The day the world turned upside down, body swap, the backwards day, the day my teacher turned into an …) Historical stories – with a historical setting www.commoncorestandards.org




http://www.commoncorestandards.org/

Documents

Schulverein der Kreuzschwestern LISA-JUNIOR … der Kreuzschwestern LISA-JUNIOR International School Aubrunnerweg 43, 4040 Linz [email protected] 2 Sequence and retell familiar