Library books Reading eggs Understands that print is permanent Language detectives to find mistakes Knowledgeable Participates in shared reading Daily activity Cooperative skills Participates in guided reading Guided reading groups Uses meaning, visual, contextual and memory cues Reading groups responding to groups Analytical skills Reads and understands familiar print from the immediate environment Reading signs to find out information. Thinking skills – how do I know? Makes connections between personal experiences and storybook characters Venn diagrams – how is does this character compare…?/ Different graphic organisors Making connections and comparisons Understand sound/symbol relationships Matching games Knowledgeable Recognises an increasing bank of high-frequency and words Burt word list/Uses common words in writing and spells them correctly. Develops a secure knowledge of the basic conventions of language in printed text Reading a variety of different stories
Follows classroom instructions and directions Creating essential agreements Respectful Describes personal experiences Orally Reflective Predicts likely outcomes when listening to read texts Orally Risk-taking Retells familiar stories in sequence Group work Knowledgeable Uses language for a variety of personal purposes Journal writing, UOI discussions Organises thoughts and ideas Expresses thoughts, ideas and opinions Reflections, essential agreements Confident Asks questions to gain information Concept board, surveys Answers and asks questions Uses oral language to communicate during classroom activities, conversations and imaginative play Set up exploratory centers Communication skills Talks about the stories, writing, pictures and models they have created Shared story time, students lead story reading session Confident to share their own creations
Visual Language: Viewing & Presenting Grade 1 (6 - 7 years) KNOW: What will the students know UNDERSTAND: What will the students understand SKILLS: What will the students be able to do ATTITUDES: What attitudes will be developed? Resources Talks about own feelings in response to visual messages Circle time reflections Reflective and creative Units of inquiry Poster paper Markers Examples of different posters ICT Relates to visual texts according to own personal experiences Teacher asks; Has this happened to you? Making connections Shows an understanding that visual messages influence our behaviour Making connections through class discussion Essential agreements Empathy – stepping into some else’s ideas Uses body language in mime and role play How can I use my body to show…..? Feelings, UOI activities Communication skills Realises that shapes, symbols and colours have meaning Q and A session Asking and answering questions Developing handwriting presentation skills Practice at handwriting Creativity skills Observes and discusses illustrations in picture books and simple reference books Class discussion Library time Realises that visual images have been created to achieve particular purposes Look at how things are advertised Looking in story books Creating own images for text
Engages confidently with the process of writing Teach the writing process Confidence First Steps PM Benchmarks Phonics cards Alphabet cards/letters Language board games Writes about a range of topics for a variety of purposes Keep a journal Self-management skills Uses graphic organisers to plan writing A variety of graphic organisors available for students to use. Organisation Organise ideas in a logical sequence Story puzzles, Graphic organisors Thinker about how ideas can be organised Uses appropriate writing conventions Discuss conventions as a class and make agreements Knowledgeable Uses spelling patterns, words and words with increasing confidence Spelling games Knowledgeable about different spelling patterns Uses increasingly accurate grammar Grammar games Knowledgeable about accuracy Writes legibly and in a consistent style Practice writing in journals Caring about own presentation skills Organisation Uses a dictionary, thesaurus and word banks to extend use of language Dictionary games Curiosity Publishes written work Writes own stories relating a unit of inquiry
Participates in a variety of dramatic activities Drama games Uses language to explain, inquire and compare Graphic organisors Inquiry skills Recognises patterns in language of instruction Finding word patterns, statements/questions/commands Knowledgeable Uses increasingly accurate grammar Grammar games Knowledgeable Visual Language: Viewing & Presenting Grade 2 (7 - 8 years) KNOW: What will the students know UNDERSTAND: What will the students understand SKILLS: What will the students be able to do ATTITUDES: What attitudes will be developed? Resources Talks about own feelings in response to visual messages Talk partners Reflective and empathetic towards characters Poster paper Colours Markers Poster collection on elements of literacy Interactive web sites Relates to visual texts according to own personal experiences Partners, Circle time Making connections between their own and others experiences Locates familiar visual texts in magazines and advertising catalogues Magazine games Searching/Highlighting information Knowledgeable Shows an understanding that visual messages influence our behaviour Make connections through class discussions Empathy
Language Outcomes: Grade 3 Learners will show an understanding that text is used to convey meaning in different ways and for different purposes—they are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of text conveys meaning. Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing. Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language. Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information. Written Language: Reading Grade 3 (8 - 9 years) KNOW: What will the students know UNDERSTAND: What will the students understand SKILLS: What will the students be able to do ATTITUDES: What attitudes will be developed? Resources Reads a variety of books for pleasure, instruction and information Student reads to teacher and teacher ask questions related to text Anecdotal notes PM Benchmarks First Steps Phonics cards Alphabet cards/letters Reading eggs Students to apply reading behaviors when reading independently. Reading log/journal Independently and confidently reads texts at an appropriate level, demonstrating a good understanding Can explain why a text has been chosen Observations grids Continuums
Writes legibly and in a consistent style Create an exemplar for what make legible writing Publishes written work Writing process Confidence to publish and share written work Proofreads own writing and makes some corrections and improvements Writing process Uses feedback to improve writing language Goal setting Reflective Creates examples of different types of writing Student portfolio of different writing samples Creative Uses a dictionary, thesaurus and word banks to extend use of words Dictionary activities; how can we use a dictionary on the computer? Independently using dictionaries to check work Oral Language: Listening & Speaking Grade 3 (8 - 9 years) KNOW: What will the students know UNDERSTAND: What will the students understand SKILLS: What will the students be able to do ATTITUDES: What attitudes will be developed? Resources Listens attentively and speaks appropriately in small and large groups Class discussions Communication skills Speaking Interactive web sites
Listening Asking and answering questions Developing curiosity skills Viewing Non-verbal communication Confidence Listens and responds to a variety of oral presentations Class presentations relating to the UOI Identifies main events and relevant points in oral texts Graphic organisors/Able to explain relevant points to other people Retells familiar stories in sequence Who can share the story of……? Anticipates and predicts when listening to oral texts Predicting activities Uses language for a variety of personal purposes How can you show…..? Understands that language use is influenced by its purpose and the audience How do we speak to….? Expresses own thoughts and ideas while respecting others Journal entries Participates in a variety of dramatic activities Drama games Uses language to explain, inquire and compare Class presentations related to UOI
Uses suitable shapes,colours, symbols and layouts for presentations select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/ calligraphy styles Understands that visual information helps the meaning of context With guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful Presents work neatly and legibly What makes neat and legible work? Class discussion Understands that text and illustrations in reference material work together to convey information use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact Observes and discusses visual presentations Class discussion
Writes independently and with confidence, demonstrating a personal voice as a writer Shows awareness of different audiences and adapt writing appropriately Writing samples Graphic organisors Poster paper Colours Markers Poster collection on elements of literacy Interactive web sites Writing journals Writing process Writes for a range of purposes, using different structures and styles according to the purpose of the writing Writing process Planning, drafting, editing Published presentation and evidence of the process Organises ideas in a logical sequence Modelling Observation notes from planning/writing in books Re-reads, edits and revises to improve own writing Reread, edit and revise to improve their own writing, for example, content, language, organization Observation notes from planning/writing in books Critiques the writing of peers in an appropriate way Critical friends; what do you like/see/understand about my work Respond to the writing of others sensitively Student feedback Writing process/peer conference Uses appropriate punctuation to support meaning Daily writing tasks Knowledgeable about the role of punctuation Uses standard spelling for most words Daily writing tasks Application of known spelling patterns Uses a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich writing Dictionary activities (see weblists) Knowledge of how to use a dictionary as a source to help with vocabulary
Viewing Non-verbal communication Identifies and expands on main ideas in oral texts Review of books in Library Argues persuasively and defends a point of view Debates relating to unit on Media/Environment Explains and discusses own writing Conferencing with teacher and peers Uses a range of specific vocabulary in different situations Uses a range of synonyms in writing Uses oral language appropriately, confidently and with increasing accuracy Class presentations Recognises that different forms of grammar are used in different contexts Creating rules for grammar and explaining why Visual Language: Viewing & Presenting Grade 4 (9 - 10 years) KNOW: What will the students know UNDERSTAND: What will the students understand SKILLS: What will the students be able to do ATTITUDES: What attitudes will be developed? Resources
Views, responds to and describes visual information Watch adverts/listen to presenters Speaking Listening Viewing Non-verbal communication Media unit You tube for adverts including false advertisements Posters Identifies factors that influence personal reactions to visual texts Personal response Communication skills Realises that visual presentations have been created to reach out to a particular audience Analysing visual presentations Analysis of information Metacognition Dialectic thought Interpretation Developing curiosity skills Designs visual texts with the intention of influencing the way people think and feel Advertising/designing logos Making posters Identifies elements and techniques that make advertisements, logos and symbols effective Creating logos/advertisments Interprets visual cues in order to analyse and make inferences about the intention of a message Advertising unit
Participates appropriately as listener and speaker in discussions, conversations, debates and group presentations Group discussions Communication skills Speaking Listening Asking and answering questions Developing curiosity skills Viewing Non-verbal communication Confidence Interactive websites Listens and responds appropriately to instructions, questions and explanations International news. Sharing news from around the world Risk-taking Infers meanings, draws conclusions and makes judgements about oral presentations Peer evaluations Empathy and understanding why someone has done what they Organises thoughts and feelings before speaking Delivers a speech with notes, logically sequenced and fluently delivered Thinker and self-management skills Uses an increasing vocabulary and more complex sentence structures Collecting words use during speeches Argues persuasively and justifies a point of view Debates
Uses register, tone, voice level and intonation to enhance meaning Exhibition presentations Uses standard grammatical structures competently in appropriate situations Class discussions, speakers corner Shows open-minded attitudes when listening to other points of view How can we show open-mindedness? Visual Language: Viewing & Presenting Grade 5 (10 - 11 years) KNOW: What will the students know UNDERSTAND: What will the students understand SKILLS: What will the students be able to do ATTITUDES: What attitudes will be developed? Resources Views and critically analyses a range of visual texts Views a variety of visual texts Creates visual texts for a specific purpose Identifies factors that influence personal reactions to visual texts Book reviews Poster evaluations Designs visual texts with the intention of influencing the way people think and feel Relating to unit of inquiry on significant people/Exhibition