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Language scope and sequence
Primary Years Programme
Language scope and sequence
Primary Years Programme
PYP107Printed in the United Kingdom by Antony Rowe Ltd, Chippenham, Wiltshire
Published February 2009
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Primary Years Programme
Language scope and sequence
IB mission statementThe International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
IB learner profileThe aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
© International Baccalaureate Organization 2007
Language scope and sequence
Contents
Introduction to the PYP language scope and sequence 1
What the PYP believes about learning language 1
Language in a transdisciplinary programme 2
The structure of the PYP language scope and sequence 3
How to use the PYP language scope and sequence 5
Language planning: Sample processes 6
Learning continuums 8
Oral language—listening and speaking 8
Visual language—viewing and presenting 11
Written language—reading 15
Written language—writing 19
References 23
Samples 24
Language scope and sequence 1
Introduction to the PYP language scope and sequence
The information in this scope and sequence document should be read in conjunction with the language subject annex in Making the PYP happen: A curriculum framework for international primary education (2007).
What the PYP believes about learning languageThe need to communicate is instinctive. The development of language is fundamental to that need to communicate; it supports and enhances our thinking and understanding. Language permeates the world in which we live; it is socially constructed and dependent on the number and nature of our social interactions and relationships.
The learning process simultaneously involves learning language—as learners listen to and use language with others in their everyday lives; learning about language—as learners grow in their understanding of how language works; and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980). An appreciation of these aspects of language learning may help teachers better understand and enhance students’ learning. However, these three aspects are so inextricably linked they are best not thought of as discrete processes.
Language plays a vital role in the construction of meaning. It empowers the learner and provides an intellectual framework to support conceptual development and critical thinking. In the IB Primary Years Programme (PYP), it is recognized that the teaching of language should be in response to the previous experience, needs and interests of the student, rather than the consequence of a predetermined, prescriptive model for delivering language. Fragmenting learning into the acquisition of isolated skill sets can create difficulties for learners—for example, learners may be able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same words in other contexts. Learners’ needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than being presented with the learning of language as an incremental series of skills to be acquired.
The language profiles of students in PYP schools may be 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, including acquisition of other languages.
The complex processes involved in language learning represent a series of developmental continuums. A teacher is able to identify where on those continuums a student is positioned to better design appropriate, contextualized learning experiences—to move the student from one development phase to the next. In this way, the learner is able to build on established skills and understanding, while being supported to meet appropriate challenges to extend their learning within their “zone of proximal development” (Vygotsky 1999), which may be represented by more than one phase.
In PYP schools all students have the opportunity to learn more than one language from at least the age of 7. Every learner benefits from having access to different languages, and, through that access, to different cultures and perspectives. Acquisition of more than one language enriches personal development and helps facilitate international-mindedness. For these reasons it could be argued that bilingualism, if not multilingualism, is the hallmark of a truly internationally minded person and that this requirement should be central to all three IB programmes. However, to accept this premise one would have to argue in support of the reciprocal position, that a monolingual person has a limited capacity to be internationally minded.
Introduction to the PYP language scope and sequence
Language scope and sequence2
This is not the position the PYP has chosen to adopt. As well as the learning of an additional language, the other elements of the PYP framework that contribute to international-mindedness are described in Making the PYP happen: A curriculum framework for international primary education (2007). Most IB World Schools implementing the PYP, particularly state or national system primary schools, would struggle to create a learning community where bilingualism was a realistic goal—indeed, it would be an impossibility in most cases. Consequently, the strategic goal of the IB to broaden access to its programmes would be in conflict with the notion of IB World Schools having bilingualism as a goal for all of their students.
Effective language teaching and learning are social acts, dependent on relationships with others, with context, with the environment, with the world, and with the self. Such learning is relevant, engaging, challenging and significant. Exposure to and experience with languages, with all their richness and diversity, creates an inquisitiveness about life and learning, and a confidence about creating new social interactions. Language provides a vehicle for learners to engage with the world and, in an IB World School, to relate to, and accept, responsibility for the mission of the IB to “help to create a better and more peaceful world”.
Language in a transdisciplinary programmeLanguage is involved in all learning that goes on in a school, in both the affective and effective domains. Learners listen, talk, read and write their way to negotiating new meanings and understanding new concepts. In the “knowledge” area of the PYP, language is the most significant connecting element across the school’s curriculum, both within and outside its transdisciplinary programme of inquiry. It is the school’s responsibility to provide authentic contexts for language teaching and learning in all areas of the curriculum that are a reflection of, and relevant to, the community of learners, and to the educational theories underpinning the programme. In PYP schools there should be opportunities for students to negotiate their roles. Literacy, including oral and visual literacy as well as the ability to read and write, becomes increasingly important as greater demands are placed on learners as participants in the learning process.
Language provides a vehicle for inquiry. In an inquiry-based classroom, teachers and students enjoy using language, appreciating it both functionally and aesthetically. The love and enjoyment of language through the integration of literature into student inquiry is an indicator of good practice in a PYP classroom. For example, this may include: a series of books read as an author study; regional fairy tales as part of a unit of inquiry with a particular social studies emphasis; discussing a scientist’s biography or a newspaper article to front-load a science investigation; early years counting stories as reinforcement for mathematics development; and the comparison and practice of illustration techniques to encourage the development of art skills.
The programme of inquiry provides an authentic context for learners to develop and use language. Wherever possible, language should be taught through the relevant, authentic context of the units of inquiry. The teacher should provide language learning opportunities that support learners’ inquiries and the sharing of their learning. Regardless of whether language is being taught within or outside the programme of inquiry, it is believed that purposeful inquiry is the way in which learners learn best. The starting point should always be learners’ prior experience and current understanding.
When teachers plan learning experiences that enable learners to develop language within meaningful and enjoyable contexts, learners are able to make connections, apply their learning, and transfer their conceptual understanding to new situations. This progressive conceptual development, together with an enjoyment of the process, provides the foundation for lifelong learning.
Introduction to the PYP language scope and sequence
Language scope and sequence 3
The structure of the PYP language scope and sequenceThe complexity and diversity of language provision, and the range of individual language profiles that are represented in PYP schools throughout the world, present a unique challenge. Some of the variables that exist in PYP schools include students learning in:
a programme with one dominant language of instruction, which may be the students’ mother tongue •or an additional language for them
a bilingual programme where, most often, one of the languages of instruction is the student’s mother •tongue
a programme that offers support for students who are new to the language(s) of instruction; and •additional mother-tongue support.
You may note that in PYP curriculum documents there is a reluctance to refer to “second language learning” and “second language learners” even though “second language” is a recognized linguistic term. Because it has several overlapping meanings, a decision was made over ten years ago by the PYP committee of the IB that the term “second language” could be misinterpreted and therefore misrepresent and oversimplify the experiences of some students. It is in recognition of the complexity of language learning situations in IB World Schools that the preferred PYP term is a learner of “an additional language”.
Some of the factors that will influence language development include similarities among language groups, exposure to the language, aptitude for the language, maturity, motivation, and both teaching and learning styles. The rate of language development varies from one learner to another, and on the significance of the language being learned to the learner. In all language learning situations it is necessary to identify the learner’s current developmental phase in order to plan learning experiences that will build on existing capability and understanding so as to support the learner’s progression onto the next developmental phase.
Acknowledging that learning language is a developmental process, the scope and sequence document presents a set of developmental continuums that are designed as diagnostic tools to assist teachers in planning language learning experiences for students, and in monitoring students’ development throughout the primary years. Consideration of the range of language learning situations that exist in PYP schools is reflected in this document. It is intended to inform and support all teachers, as all teachers are teachers of language.
In previous PYP language documents, progressive stages were organized into age groups. This compartmentalization of learning does not recognize the real developmental aspects and fluid nature of language learning; nor does it recognize the compression and expansion of learning according to the previous experience of the learner. Recognizing that learners in PYP schools enter the programme at different ages and with varying levels of language experience, it was decided that a sequence of developmental phases would enable teachers to more accurately identify current levels of a student’s development and plan learning experiences leading onto subsequent phases.
The strands of written, oral and visual language have been described separately, and are represented by four continuums: listening and speaking; viewing and presenting; reading; writing. Each strand is summarized through a list of overall expectations—generic statements that encapsulate the expected learning in a broad sense.
The four language continuums in this document have been organized into five developmental phases with each phase building upon and complementing the previous one. These phases have not been named in order to avoid the value judgment implied in labelling a learner as “developing” or “proficient”, for example. The continuums make explicit the conceptual understandings that need to be developed at each phase.
Introduction to the PYP language scope and sequence
Language scope and sequence4
Evidence of these understandings is described in the behaviours or learning outcomes associated with each phase. For example, a 9 year old with well-developed mother-tongue ability may quickly show evidence of some—but not all—of the learning outcomes identified in the early phases when moving into a new language of instruction; a child beginning school at age 3 may spend several years consolidating understanding to demonstrate consistently the learning outcomes identified in the initial phase.
Bearing in mind the range of individual differences and the diversity of language learning experiences, learners are likely to display understanding and skills from more than one of the developmental phases at a time. Consequently, it is recognized that teachers will interpret this scope and sequence according to the needs of their students and their particular teaching situations.
Some learners may enter the programme already demonstrating all of the outcomes in phase 1, while others may not demonstrate all of the outcomes in phase 5 by the end of their PYP years. However, the identification of possible learning outcomes across five phases allows teachers to plan learning experiences that are challenging, rigorous and relevant to each student’s knowledge, understanding and skills, according to their previous experience, individual starting points and diverse ways of learning. It is also understood that the process of learning and development does not progress from one phase to another solely in one direction, but that the learning is often more iterative.
All three of the language strands are learned across and throughout the curriculum, and each strand is an integral component of language learning. Each strand has been considered from both the receptive aspect—receiving and constructing meaning, and expressive aspect—creating and sharing meaning (figure 1). While the receptive and expressive aspects are clearly reciprocal, the processes involved in receiving and constructing meaning are different from those involved in creating and sharing meaning. The learner’s ability to understand language and use it effectively varies in different situations and from one individual to another. For this reason, it is important to distinguish between these two modes of learning and the demonstrated proficiencies associated with them. For example, a learner may listen attentively and reveal understanding through written or visual representations, but may require support to communicate ideas orally in the classroom.
The acknowledgment of both the receptive and expressive aspects of the language strands serves to ensure that teachers will be aware of the need to provide a balanced programme. Opportunities to listen to, and receive, ideas and information in oral form should be balanced with opportunities to express ideas orally. In visual language, learners will view and interpret other people’s work and create and share their own presentations. The interwoven receptive and expressive aspects of the oral and visual strands are represented in one continuum for each strand. In written language, learners will experience reciprocal gains as they develop skills and understanding in reading and writing. Separate continuums have been developed for reading and writing aspects of the written language strand.
Strand Receptive—receiving and constructing meaning
Expressive—creating and sharing meaning
Oral language Listening Speaking
Visual language Viewing Presenting
Written language Reading Writing
Figure 1Receptive and expressive aspects of language strands
Introduction to the PYP language scope and sequence
Language scope and sequence 5
How to use the PYP language scope and sequenceThis language scope and sequence should be used in the context of a transdisciplinary, inquiry-based programme. It does not stand alone, but complements:
the annex entitled “Language in the Primary Years Programme” in • Making the PYP happen: A curriculum framework for international primary education (2007)
Guidelines for developing a school language policy • (2008)
Learning in a language other than mother tongue in IB programmes• (2008).
The language scope and sequence is structured around broad, transferable ideas—conceptual understandings—that all learners need to understand to become confident, creative and effective communicators. The document has been generalized to apply to as many language groups and language learning situations as possible. It does not, therefore, include specific elements of a particular language or situation.
In the process of producing their written curriculum, schools may decide to use and adapt the PYP scope and sequences according to their needs. For example, schools may decide to:
incorporate the developmental continuums of the PYP scope and sequence into their existing school •documents
frame their language scope and sequence document around the conceptual understandings outlined •in the PYP document, but develop another aspect, such as the learning outcomes, differently
integrate additional external requirements, for example, indicators, benchmarks and standards, into •the PYP scope and sequence document.
Schools need to be mindful of practice C1.23 in the IB Programme standards and practices (2005) that states “If the school adapts, or develops, its own scope and sequence documents for each PYP subject area, the level of overall expectation regarding student achievement expressed in these documents at least matches that expressed in the PYP scope and sequence documents.” To arrive at such a judgment, and given that the overall expectations in the PYP language scope and sequence are presented as broad generalities, it is recommended that the entire document be read and considered.
The continuums make explicit the conceptual understandings that need to be developed at each phase. The development of these understandings is supported by the learning outcomes associated with each phase of each strand. The learning outcomes are written as observable behaviours or actions that will indicate to teachers how learners are constructing, creating and sharing meaning through language. The learning outcomes provide teachers with a way of looking at what learners can actually do and where they may progress to next. They are, therefore, both diagnostic tools and a means of informing planning for further development. The overall expectations provide teachers with a narrative summary of the learning outcomes at each phase. In summary, each group of linked overall expectations, conceptual understandings and learning outcomes is called a “phase”; five phases represent the developmental continuum(s) of each strand.
The continuums do not, however, provide evaluative criteria through which every learner is expected to progress in sequential order. They reflect a developmental view of learning and are clearly related to the contexts in which learning is taking place. Language development is not seen as a series of defined incremental steps through which all learners will progress in the same way.
Introduction to the PYP language scope and sequence
Language scope and sequence6
The following points should be considered when using the continuums to inform planning, teaching and assessing.
The phases attempt to describe the language learning processes through which learners progress.•
It is acknowledged that there are earlier and later phases that have not been described in these •continuums.
Learners within the same age group will have different proficiency levels and needs—therefore •teachers should consider a range of phases when planning language learning experiences for a class of learners.
Each learner is a unique individual with different experiences and perceptions, so no two learners •progress at the same rate, or along the same developmental pathways.
A learner may exhibit a range of learning outcomes from various phases at any one time. •
Learners seldom progress in a neat and predictable manner; in• stead they may remain in one phase for some length of time and move rapidly through other phases.
The PYP language continuums are not prescriptive tools that assume a learner must attain all the •outcomes of a particular phase before moving on to the next phase, nor that the learner should be in the same phase for each strand, or in the same phase for each language he or she is learning at any one time.
When using the continuums regularly, patterns will emerge for learners, indicating strengths and needs. The teacher should be looking for evidence of what learning outcomes the student consistently demonstrates. An analysis of the demonstrated learning outcomes of each student will help the teacher decide when to consolidate, reinforce or extend the learning. For example, if a student is in phase 3 for “oral language” but only in phase 1 for “writing”, he or she may need additional support with the written language aspect of language learning.
The use of the PYP language continuums will be an encouragement for teachers to plan for differentiated instruction in the classroom. Providing appropriate learning experiences, as indicated by the assessment of which phase a learner is in, will support each learner to make progress through the phases of development.
Introduction to the PYP language scope and sequence
Language scope and sequence 7
Figure 2Sample processes when planning for language learning experiences
Within a unit of inquiryIt is important that the integrity of a central idea and ensuing unit is not jeopardized by a subject-specific focus too early in the planning process. Once an inquiry has been planned through to the identification of learning experiences, it would be appropriate to consider the following process.
Outside the units of inquiryWhen specific aspects of language learning need to be addressed outside the units of inquiry, purposeful inquiry is still considered the principal way in which students learn best.
Considering the central idea, the summative assessment task(s), and the learning experiences of the unit of inquiry, identify which conceptual understanding(s) (from the language continuums) will support and inform learning in the unit of inquiry.
Identify learning outcomes (listed in the language scope and sequence continuums) that will provide evidence of each student’s language development while contributing to engagement with the unit of inquiry.
Decide whether all the language learning experiences will occur within the unit of inquiry or whether some subject-specific front-loading experience is required, prior to application within the unit of the inquiry.
Identify which conceptual understanding(s) (from the language continuums) students have already shown evidence of.
To build on what students already understand and can do, identify the conceptual understanding(s) that will provide either reinforcement or an appropriate level of challenge for the next stage of learning.
Identify the demonstrated learning outcomes (listed in the language scope and sequence continuums) that should provide observable evidence of whether the conceptual understanding(s) have been achieved, and whether the students have been able to apply their understanding in diverse ways.
Plan a range of learning experiences that accommodate the appropriate developmental phases of all learners, and will enable individual learners to consolidate and develop understanding, demonstrate skills and knowledge and move on to new challenges.
Ensure that assessment will inform each student’s language profile and further learning needs.
Language planning: Sample processesWhen planning for language learning experiences, be mindful of the following practices.
Structured, purposeful inquiry is the main approach to teaching and learning language in the PYP.•
Wherever possible, language should be taught through the relevant and authentic context of the •transdisciplinary programme of inquiry.
Decide what differentiation will be required in order to appropriately use and develop language for each student during the unit.
Language scope and sequence8
Learning continuums
Oral language—listening and speakingListening and speaking are natural, developmental processes that infants and young children are immersed in from their earliest experiences. Almost all children arrive at school with an impressive command of their mother-tongue language. However, the expectations and approach to language development in school is often very different from the successful learning environment the child has previously experienced. In the transition from home to school, or from one school to another, it is important to acknowledge the language profile of the individual and build on previous learning in ways that are positive and productive.
Oral language encompasses all aspects of listening and speaking—skills that are essential for ongoing language development, for learning and for relating to others. Listening (the receptive mode) and speaking (the expressive mode) work together in a transactional process between listeners and speakers. A balanced programme will provide meaningful and well-planned opportunities for learners to participate as listeners as well as speakers. Listening involves more than just hearing sounds. It requires active and conscious attention in order to make sense of what is heard. Purposeful talk enables learners to articulate thoughts as they construct and reconstruct meaning to understand the world around them. Oral language involves recognizing and using certain types of language according to the audience and purposes (for example, the language used at home, the language of the classroom, the language of play, the language of inquiry, conversations with peers, giving instructions, interpreting creative texts, the language of fantasy, the language of different generations, of different times and places).
In an inquiry-based learning environment, oral language exposes the thinking of the learner. It is a means by which “inner speech” (Vygotsky 1999) can be communicated and shared to negotiate and construct meaning and develop deeper levels of understanding.
Overall expectationsPhase 1Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds are associated with objects, or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.
Phase 2Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses.
Phase 3Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language.
Phase 4Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable; for negotiating understanding; and for negotiating the social dimension.
Phase 5Learners are able to understand the difference between literal and figurative language; how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning.
Learning continuums
Language scope and sequence 9
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ongs
follo
w c
lass
room
•
inst
ruct
ions
, sho
win
g un
der
stan
din
g
Lear
nin
g o
utc
om
esLe
arne
rs:
liste
n at
tent
ivel
y an
d sp
eak
•ap
pro
pri
atel
y in
sm
all a
nd
larg
e gr
oup
inte
ract
ions
liste
n to
a v
arie
ty o
f ora
l •
pre
sent
atio
ns in
clud
ing
stor
ies,
poe
ms,
rhym
es a
nd
rep
orts
and
resp
ond
wit
h in
crea
sing
con
fiden
ce a
nd
det
ail
pic
k ou
t mai
n ev
ents
and
•
rele
vant
poi
nts
in o
ral t
exts
follo
w m
ulti
-ste
p d
irect
ions
•
rete
ll fa
mili
ar s
tori
es in
•
sequ
ence
Lear
nin
g o
utc
om
esLe
arne
rs:
liste
n ap
pre
ciat
ivel
y an
d •
resp
onsi
vely
, pre
sent
ing
thei
r ow
n p
oint
of v
iew
and
re
spec
ting
the
view
s of
ot
hers
liste
n fo
r a s
pec
ific
pur
pos
e •
in a
var
iety
of s
itua
tion
s
iden
tify
and
exp
and
on m
ain
•id
eas
in fa
mili
ar o
ral t
exts
liste
n re
flec
tive
ly to
sto
ries
•
read
alo
ud in
ord
er to
id
enti
fy s
tory
str
uctu
res
and
idea
s
Lear
nin
g o
utc
om
esLe
arne
rs:
par
tici
pat
e ap
pro
pri
atel
y •
as li
sten
er a
nd s
pea
ker,
in
dis
cuss
ions
, con
vers
atio
ns,
deb
ates
and
gro
up
pre
sent
atio
ns
gen
erat
e, d
evel
op a
nd
•m
odif
y id
eas
and
opin
ions
th
roug
h d
iscu
ssio
n
liste
n an
d re
spon
d •
app
rop
riat
ely
to in
stru
ctio
ns,
ques
tion
s an
d ex
pla
nati
ons
infe
r mea
ning
s, d
raw
•
conc
lusi
ons
and
mak
e ju
dgm
ents
ab
out o
ral
pre
sent
atio
ns
Learning continuums
Language scope and sequence10
inte
ract
eff
ecti
vely
wit
h •
pee
rs a
nd a
dult
s in
fam
iliar
so
cial
set
ting
s
tell
thei
r ow
n st
orie
s us
ing
•w
ords
, ges
ture
s, a
nd o
bje
cts/
arti
fact
s
rep
eat/
echo
sin
gle
wor
ds•
use
sing
le w
ords
and
tw
o-
•w
ord
phr
ases
in c
onte
xt
join
in w
ith
poe
ms,
rhym
es,
•so
ngs
and
rep
eate
d p
hras
es
in s
hare
d b
ooks
und
erst
and
sim
ple
que
stio
ns
•an
d re
spon
d w
ith
acti
ons
or
wor
ds
follo
w c
lass
room
dire
ctio
ns
•an
d ro
utin
es, u
sing
con
text
cu
es
real
ize
that
peo
ple
sp
eak
•d
iffe
rent
lang
uag
es
use
the
mot
her t
ongu
e (w
ith
•tr
ansl
atio
n, if
nec
essa
ry) t
o ex
pre
ss n
eeds
and
exp
lain
id
eas
real
ize
that
wor
d or
der
can
•
chan
ge
from
one
lang
uag
e to
ano
ther
use
own
gram
mar
sty
le
•as
par
t of t
he p
roce
ss o
f d
evel
opin
g gr
amm
atic
al
awar
enes
s.
des
crib
e p
erso
nal
•ex
per
ienc
es
obta
in s
imp
le in
form
atio
n •
from
acc
essi
ble
sp
oken
text
s
dis
ting
uish
beg
inni
ng,
•m
edia
l and
end
ing
soun
ds
of w
ords
wit
h in
crea
sing
ac
cura
cy
follo
w t
wo
-ste
p d
irect
ions
•
pre
dic
t lik
ely
outc
omes
whe
n •
liste
ning
to te
xts
read
alo
ud
use
lang
uag
e to
ad
dre
ss th
eir
•ne
eds,
exp
ress
feel
ings
and
op
inio
ns
ask
ques
tion
s to
gai
n •
info
rmat
ion
and
resp
ond
to in
quir
ies
dire
cted
to
them
selv
es o
r to
the
clas
s
use
oral
lang
uag
e to
•
com
mun
icat
e du
ring
cl
assr
oom
act
ivit
ies,
co
nver
sati
ons
and
imag
inat
ive
pla
y
talk
ab
out t
he s
tori
es,
•w
riti
ng, p
ictu
res
and
mod
els
they
hav
e cr
eate
d
beg
in to
com
mun
icat
e in
•
mor
e th
an o
ne la
ngua
ge
use
gram
mat
ical
rule
s of
the
•la
ngua
ge(
s) o
f ins
truc
tion
(le
arne
rs m
ay o
verg
ener
aliz
e at
this
sta
ge)
.
anti
cip
ate
and
pre
dic
t whe
n •
liste
ning
to te
xt re
ad a
loud
use
lang
uag
e fo
r a v
arie
ty
•of
per
sona
l pur
pos
es, f
or
exam
ple
, inv
itat
ions
exp
ress
thou
ghts
, id
eas
and
•op
inio
ns a
nd d
iscu
ss th
em,
resp
ecti
ng c
ontr
ibut
ions
fr
om o
ther
s
par
tici
pat
e in
a v
arie
ty
•of
dra
mat
ic a
ctiv
itie
s, fo
r ex
amp
le, r
ole
pla
y, p
upp
et
thea
tre,
dra
mat
izat
ion
of
fam
iliar
sto
ries
and
poe
ms
use
lang
uag
e to
exp
lain
, •
inqu
ire a
nd c
omp
are
reco
gniz
e p
atte
rns
in
•la
ngua
ge(
s) o
f ins
truc
tion
an
d us
e in
crea
sing
ly a
ccur
ate
gram
mar
beg
in to
und
erst
and
that
•
lang
uag
e us
e is
influ
ence
d b
y it
s p
urp
ose
and
the
aud
ienc
e
und
erst
and
and
use
spec
ific
•vo
cab
ular
y to
sui
t dif
fere
nt
pur
pos
es
hear
and
ap
pre
ciat
e •
dif
fere
nces
bet
wee
n la
ngua
ges
.
und
erst
and
that
idea
s an
d •
opin
ions
can
be
gen
erat
ed,
dev
elop
ed a
nd p
rese
nted
th
roug
h ta
lk; t
hey
wor
k in
p
airs
and
gro
ups
to d
evel
op
oral
pre
sent
atio
ns
argu
e p
ersu
asiv
ely
and
•d
efen
d a
poi
nt o
f vie
w
exp
lain
and
dis
cuss
thei
r ow
n •
wri
ting
wit
h p
eers
and
adu
lts
beg
in to
par
aphr
ase
and
•su
mm
ariz
e
orga
nize
thou
ghts
and
•
feel
ings
bef
ore
spea
king
use
a ra
nge
of s
pec
ific
•vo
cab
ular
y in
dif
fere
nt
situ
atio
ns, i
ndic
atin
g an
aw
aren
ess
that
lang
uag
e is
influ
ence
d b
y p
urp
ose,
au
die
nce
and
cont
ext
real
ize
that
gra
mm
atic
al
•st
ruct
ures
can
be
irreg
ular
an
d b
egin
to u
se th
em
appr
opria
tely
and
con
sist
ently
use
oral
lang
uag
e •
app
rop
riat
ely,
con
fiden
tly
and
wit
h in
crea
sing
acc
urac
y
verb
aliz
e th
eir t
hink
ing
and
•ex
pla
in th
eir r
easo
ning
reco
gniz
e th
at d
iffe
rent
•
form
s of
gra
mm
ar a
re u
sed
in
dif
fere
nt c
onte
xts
app
reci
ate
that
lang
uag
e •
is n
ot a
lway
s us
ed li
tera
lly;
und
erst
and
and
use
the
figur
ativ
e la
ngua
ge
of th
eir
own
cult
ure.
use
an in
crea
sing
voc
abul
ary
•an
d m
ore
com
ple
x se
nten
ce
stru
ctur
es w
ith
a hi
gh le
vel
of s
pec
ifici
ty
argu
e p
ersu
asiv
ely
and
•ju
stif
y a
poi
nt o
f vie
w
show
op
en-m
ind
ed a
ttit
udes
•
whe
n lis
teni
ng to
oth
er
poi
nts
of v
iew
par
aphr
ase
and
sum
mar
ize
•w
hen
com
mun
icat
ing
oral
ly
und
erst
and
and
use
•fig
urat
ive
lang
uag
e su
ch a
s si
mile
, per
soni
ficat
ion
and
met
apho
r
use
oral
lang
uag
e to
•
form
ulat
e an
d co
mm
unic
ate
pos
sib
iliti
es a
nd th
eori
es
use
stan
dar
d gr
amm
atic
al
•st
ruct
ures
com
pet
entl
y in
ap
pro
pri
ate
situ
atio
ns
use
regi
ster
, ton
e, v
oice
leve
l •
and
into
nati
on to
enh
ance
m
eani
ng
app
reci
ate
that
peo
ple
sp
eak
•an
d re
spon
d ac
cord
ing
to p
erso
nal a
nd c
ultu
ral
per
spec
tive
s
use
spee
ch re
spon
sib
ly
•to
info
rm, e
nter
tain
and
in
fluen
ce o
ther
s
refl
ect o
n co
mm
unic
atio
n to
•
mon
itor a
nd a
sses
s th
eir o
wn
lear
ning
.
Learning continuums
Language scope and sequence 11
Visual language—viewing and presentingViewing and presenting are fundamental processes that are historically and universally powerful and significant. The receptive processes (viewing) and expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. It is important to provide a balanced programme with opportunities for students to experience both viewing and presenting. These processes involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access to data. Examples of visual texts are: advertisements, brochures, computer games and programs, websites, movies, posters, signs, logos, flags, maps, charts, graphs, diagrams, illustrations, graphic organizers, cartoons and comics. Learning to interpret this data, and to understand and use different media, are invaluable life skills.
Acquiring skills related to information and communication technology (ICT) and visual texts is significant because of their persuasive influence in society. It is important to learn how visual images influence meaning and produce powerful associations that shape the way we think and feel. Opportunities that invite students to explore the function and construction of images facilitate the process of critically analysing a range of visual texts. Learning to understand and use different visual texts expands the sources of information and expressive abilities of students.
Overall expectationsPhase 1Learners show an understanding that the world around them is full of visual language that conveys meaning. They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways.
Phase 2Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes.
Phase 3Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information.
Phase 4Learners show an open-mindedness about the use of a range of visual text resources to access information. They think critically, and are articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story.
Phase 5Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position.
Learning continuums
Language scope and sequence12
Lear
nin
g c
on
tin
uu
m fo
r vi
sual
lan
gu
age—
view
ing
an
d p
rese
nti
ng
Ph
ase
1P
has
e 2
Ph
ase
3P
has
e 4
Ph
ase
5
Co
nce
ptu
al u
nd
erst
and
ing
sV
isua
l lan
guag
e is
all
arou
nd u
s.
The
pic
ture
s, im
ages
, and
sy
mb
ols
in o
ur e
nviro
nmen
t ha
ve m
eani
ng.
We
can
enjo
y an
d le
arn
from
vi
sual
lang
uag
e.
Co
nce
ptu
al u
nd
erst
and
ing
sPe
ople
use
sta
tic
and
mov
ing
imag
es to
com
mun
icat
e id
eas
and
info
rmat
ion.
Vis
ual t
exts
can
imm
edia
tely
ga
in o
ur a
tten
tion
.
Vie
win
g an
d ta
lkin
g ab
out t
he
imag
es o
ther
s ha
ve c
reat
ed
help
s us
to u
nder
stan
d an
d cr
eate
our
ow
n p
rese
ntat
ions
.
Co
nce
ptu
al u
nd
erst
and
ing
sV
isua
l tex
ts c
an e
xpan
d ou
r dat
abas
e of
sou
rces
of
info
rmat
ion.
Vis
ual t
exts
pro
vid
e al
tern
ativ
e m
eans
to d
evel
op n
ew le
vels
of
und
erst
and
ing.
Sele
ctin
g th
e m
ost s
uita
ble
fo
rms
of v
isua
l pre
sent
atio
n en
hanc
es o
ur a
bili
ty to
exp
ress
id
eas
and
imag
es.
Dif
fere
nt v
isua
l tec
hniq
ues
pro
duce
dif
fere
nt e
ffec
ts a
nd a
re
used
to p
rese
nt d
iffe
rent
typ
es
of in
form
atio
n.
Co
nce
ptu
al u
nd
erst
and
ing
sV
isua
l tex
ts h
ave
the
pow
er
to in
fluen
ce th
inki
ng a
nd
beh
avio
ur.
Inte
rpre
ting
vis
ual t
exts
invo
lves
m
akin
g an
info
rmed
jud
gmen
t ab
out t
he in
tent
ion
of th
e m
essa
ge.
To e
nhan
ce le
arni
ng w
e ne
ed
to b
e ef
ficie
nt a
nd c
onst
ruct
ive
user
s of
the
inte
rnet
.
Co
nce
ptu
al u
nd
erst
and
ing
sTh
e ai
m o
f com
mer
cial
med
ia
is to
influ
ence
and
per
suad
e vi
ewer
s.
Ind
ivid
uals
resp
ond
dif
fere
ntly
to
vis
ual t
exts
, acc
ord
ing
to
thei
r pre
viou
s ex
per
ienc
es,
pre
fere
nces
and
per
spec
tive
s.
Know
ing
abou
t the
tech
niqu
es
used
in v
isua
l tex
ts h
elp
s us
to
inte
rpre
t pre
sent
atio
ns a
nd
crea
te o
ur o
wn
visu
al e
ffec
ts.
Synt
hesi
zing
info
rmat
ion
from
vi
sual
text
s is
dep
end
ent u
pon
p
erso
nal i
nter
pre
tati
on a
nd
lead
s to
new
und
erst
and
ing.
Lear
nin
g o
utc
om
esLe
arne
rs:
atte
nd to
vis
ual i
nfor
mat
ion
•sh
owin
g un
der
stan
din
g th
roug
h p
lay,
ges
ture
s, fa
cial
ex
pre
ssio
n
reve
al th
eir o
wn
feel
ings
•
in re
spon
se to
vis
ual
pre
sent
atio
ns, f
or e
xam
ple
, b
y sh
owin
g am
usem
ent,
curi
osit
y, s
urp
rise
Lear
nin
g o
utc
om
esLe
arne
rs:
atte
nd to
vis
ual i
nfor
mat
ion
•sh
owin
g un
der
stan
din
g th
roug
h d
iscu
ssio
n, ro
le p
lay,
ill
ustr
atio
ns
talk
ab
out t
heir
own
feel
ings
•
in re
spon
se to
vis
ual
mes
sage
s; s
how
em
pat
hy fo
r th
e w
ay o
ther
s m
ight
feel
rela
te to
dif
fere
nt c
onte
xts
•p
rese
nted
in v
isua
l tex
ts
acco
rdin
g to
thei
r ow
n ex
per
ienc
es, f
or e
xam
ple
, “T
hat l
ooks
like
my
uncl
e’s
farm
.”
Lear
nin
g o
utc
om
esLe
arne
rs:
view
vis
ual i
nfor
mat
ion
and
•sh
ow u
nder
stan
din
g b
y as
king
rele
vant
que
stio
ns
and
dis
cuss
ing
pos
sib
le
mea
ning
dis
cuss
thei
r ow
n fe
elin
gs in
•
resp
onse
to v
isua
l mes
sag
es;
liste
n to
oth
er re
spon
ses,
re
aliz
ing
that
peo
ple
reac
t d
iffe
rent
ly
real
ize
that
vis
ual
•in
form
atio
n re
flec
ts
and
cont
rib
utes
to th
e un
der
stan
din
g of
con
text
Lear
nin
g o
utc
om
esLe
arne
rs:
view
, res
pon
d to
and
•
des
crib
e vi
sual
info
rmat
ion,
co
mm
unic
atin
g un
der
stan
din
g in
ora
l, w
ritt
en a
nd v
isua
l for
m
des
crib
e p
erso
nal r
eact
ions
•
to v
isua
l mes
sag
es; r
efle
ct o
n w
hy o
ther
s m
ay p
erce
ive
the
imag
es d
iffe
rent
ly
und
erst
and
and
exp
lain
how
•
visu
al e
ffec
ts c
an b
e us
ed to
re
flec
t a p
arti
cula
r con
text
Lear
nin
g o
utc
om
esLe
arne
rs:
view
and
cri
tica
lly
•an
alys
e a
rang
e of
vis
ual
text
s, c
omm
unic
atin
g un
der
stan
din
g th
roug
h or
al,
wri
tten
and
vis
ual m
edia
iden
tify
fact
ors
that
•
influ
ence
per
sona
l rea
ctio
ns
to v
isua
l tex
ts; d
esig
n vi
sual
te
xts
wit
h th
e in
tent
ion
of
influ
enci
ng th
e w
ay p
eop
le
thin
k an
d fe
el
anal
yse
and
inte
rpre
t the
•
way
s in
whi
ch v
isua
l eff
ects
ar
e us
ed to
est
ablis
h co
ntex
t
Learning continuums
Language scope and sequence 13
obse
rve
visu
al c
ues
that
•
ind
icat
e co
ntex
t; sh
ow
und
erst
and
ing
by
mat
chin
g p
ictu
res
wit
h co
ntex
t
reco
gniz
e fa
mili
ar s
igns
, •
lab
els
and
log
os, f
or
exam
ple
, ped
estr
ian
wal
king
si
gn, e
mer
gen
cy e
xit s
ign,
no
dog
s al
low
ed; i
den
tify
si
mila
riti
es a
nd d
iffe
renc
es
mak
e p
erso
nal c
onne
ctio
ns
•to
vis
ual t
exts
, for
exa
mp
le, a
p
ictu
re b
ook
abou
t chi
ldre
n m
akin
g fr
iend
s in
a n
ew
situ
atio
n
use
bod
y la
ngua
ge
to
•co
mm
unic
ate
and
to c
onve
y un
der
stan
din
g, fo
r exa
mp
le,
poi
ntin
g, g
estu
ring
, fac
ial
exp
ress
ions
sele
ct a
nd in
corp
orat
e •
colo
urs,
sha
pes
, sym
bol
s an
d im
ages
into
vis
ual
pre
sent
atio
ns
show
ap
pre
ciat
ion
of
•ill
ustr
atio
ns in
pic
ture
boo
ks
by
sele
ctin
g an
d re
read
ing
fam
iliar
boo
ks, f
ocus
ing
on
favo
urite
pag
es
loca
te a
nd u
se a
pp
rop
riat
e •
ICT
icon
ogra
phy
to a
ctiv
ate
dif
fere
nt d
evic
es, f
or
exam
ple
, com
put
er g
ames
, C
D p
laye
r, te
levi
sion
loca
te fa
mili
ar v
isua
l tex
ts
•in
mag
azin
es, a
dve
rtis
ing
cata
logu
es, a
nd c
onne
ct
them
wit
h as
soci
ated
p
rodu
cts
show
thei
r und
erst
and
ing
•th
at v
isua
l mes
sag
es
influ
ence
our
beh
avio
ur
conn
ect v
isua
l inf
orm
atio
n •
wit
h th
eir o
wn
exp
erie
nces
to
con
stru
ct th
eir o
wn
mea
ning
, for
exa
mp
le, w
hen
taki
ng a
trip
use
bod
y la
ngua
ge
in
•m
ime
and
role
pla
y to
co
mm
unic
ate
idea
s an
d fe
elin
gs v
isua
lly
real
ize
that
sha
pes
, sym
bol
s •
and
colo
urs
have
mea
ning
an
d in
clud
e th
em in
p
rese
ntat
ions
use
a va
riet
y of
imp
lem
ents
•
to p
ract
ise
and
dev
elop
ha
ndw
riti
ng a
nd
pre
sent
atio
n sk
ills
obse
rve
and
dis
cuss
•
illus
trat
ions
in p
ictu
re
boo
ks a
nd s
imp
le re
fere
nce
boo
ks, c
omm
enti
ng o
n th
e in
form
atio
n b
eing
con
veye
d
reco
gniz
e IC
T ic
onog
rap
hy
•an
d fo
llow
pro
mp
ts to
acc
ess
pro
gram
s or
act
ivat
e d
evic
es
reco
gniz
e an
d na
me
fam
iliar
•
visu
al te
xts,
for e
xam
ple
, ad
vert
isin
g, lo
gos
, lab
els,
si
gns,
ICT
icon
ogra
phy
obse
rve
and
dis
cuss
fam
iliar
•
and
unfa
mili
ar v
isua
l m
essa
ges
; mak
e ju
dgm
ents
ab
out e
ffec
tive
ness
dis
cuss
per
sona
l exp
erie
nces
•
that
con
nect
wit
h vi
sual
im
ages
use
acti
ons
and
bod
y •
lang
uag
e to
rein
forc
e an
d ad
d m
eani
ng to
ora
l p
rese
ntat
ions
sele
ct a
nd u
se s
uita
ble
•
shap
es, c
olou
rs, s
ymb
ols
and
layo
ut fo
r pre
sent
atio
ns;
pra
ctis
e an
d d
evel
op w
riti
ng/
calli
grap
hy s
tyle
s
real
ize
that
text
and
•
illus
trat
ions
in re
fere
nce
mat
eria
ls w
ork
tog
ethe
r to
conv
ey in
form
atio
n, a
nd c
an
exp
lain
how
this
enh
ance
s un
der
stan
din
g
wit
h gu
idan
ce, u
se th
e •
inte
rnet
to a
cces
s re
leva
nt
info
rmat
ion;
pro
cess
and
p
rese
nt in
form
atio
n in
w
ays
that
are
per
sona
lly
mea
ning
ful
use
app
rop
riat
e te
rmin
olog
y •
to d
iscu
ss v
isua
l tex
ts,
for e
xam
ple
, log
os, f
ont,
fore
grou
nd, b
ackg
roun
d,
imp
act
reco
gniz
e an
d na
me
fam
iliar
•
visu
al te
xts
and
exp
lain
why
th
ey a
re o
r are
not
eff
ecti
ve,
for e
xam
ple
, ad
vert
isin
g,
log
os, l
abel
s, s
igns
, b
illb
oard
s
inte
rpre
t vis
ual c
ues
in
•or
der
to a
naly
se a
nd m
ake
infe
renc
es a
bou
t the
in
tent
ion
of th
e m
essa
ge
exp
lain
how
• re
leva
nt
per
sona
l exp
erie
nces
can
add
to
the
mea
ning
of a
sel
ecte
d fil
m/m
ovie
; writ
e an
d ill
ustr
ate
a p
erso
nal r
esp
onse
iden
tify
asp
ects
of b
ody
•la
ngua
ge
in a
dra
mat
ic
pre
sent
atio
n an
d ex
pla
in
how
they
are
use
d to
con
vey
the
moo
d an
d p
erso
nal t
rait
s of
cha
ract
ers
des
ign
pos
ters
and
cha
rts,
•
usin
g sh
apes
, col
ours
, sy
mb
ols,
layo
ut a
nd fo
nts,
to
ach
ieve
par
ticu
lar e
ffec
ts;
exp
lain
how
the
des
ired
effe
ct is
ach
ieve
d
dis
cuss
a n
ewsp
aper
rep
ort
•an
d te
ll ho
w th
e w
ords
and
p
ictu
res
wor
k to
get
her t
o co
nvey
a p
arti
cula
r mes
sag
e
pre
par
e, in
div
idua
lly o
r •
in c
olla
bor
atio
n, v
isua
l p
rese
ntat
ions
usi
ng a
ra
nge
of m
edia
, inc
lud
ing
com
put
er a
nd w
eb-b
ased
ap
plic
atio
ns
iden
tify
ele
men
ts a
nd
•te
chni
ques
that
mak
e ad
vert
isem
ents
, log
os a
nd
sym
bol
s ef
fect
ive
and
dra
w
on th
is k
now
led
ge
to c
reat
e th
eir o
wn
visu
al e
ffec
ts
real
ize
that
cul
tura
l inf
luen
ces
•af
fect
the
way
we
resp
ond
to
visu
al e
ffec
ts a
nd e
xpla
in h
ow
this
aff
ects
our
inte
rpre
tatio
n,
for e
xam
ple,
the
use
of
part
icul
ar c
olou
rs o
r sym
bol
s
real
ize
that
ind
ivid
uals
•
inte
rpre
t vis
ual i
nfor
mat
ion
acco
rdin
g to
thei
r per
sona
l ex
per
ienc
es a
nd d
iffe
rent
p
ersp
ecti
ves
show
how
bod
y la
ngua
ge, f
or
•ex
amp
le, f
acia
l exp
ress
ion,
ge
stur
e an
d m
ovem
ent,
pos
ture
and
ori
enta
tion,
eye
co
ntac
t and
touc
h, c
an b
e us
ed to
ach
ieve
eff
ects
and
in
fluen
ce m
eani
ng
app
ly k
now
led
ge
of
•p
rese
ntat
ion
tech
niqu
es in
or
igin
al a
nd in
nova
tive
way
s;
exp
lain
thei
r ow
n id
eas
for
achi
evin
g d
esire
d ef
fect
s
exam
ine
and
anal
yse
text
•
and
illus
trat
ions
in re
fere
nce
mat
eria
l, in
clud
ing
onlin
e te
xt, e
xpla
inin
g ho
w v
isua
l an
d w
ritt
en in
form
atio
n w
ork
tog
ethe
r to
rein
forc
e ea
ch o
ther
and
mak
e m
eani
ng m
ore
exp
licit
Learning continuums
Language scope and sequence14
liste
n to
term
inol
ogy
•as
soci
ated
wit
h vi
sual
text
s an
d un
der
stan
d te
rms
such
as
col
our,
shap
e, s
ize.
thro
ugh
teac
her m
odel
ling,
•
bec
ome
awar
e of
te
rmin
olog
y us
ed to
tell
abou
t vis
ual e
ffec
ts, f
or
exam
ple
, fea
ture
s, la
yout
, b
ord
er, f
ram
e
view
dif
fere
nt v
ersi
ons
of
•th
e sa
me
stor
y an
d d
iscu
ss
the
effe
ctiv
enes
s of
the
dif
fere
nt w
ays
of te
lling
the
sam
e st
ory,
for e
xam
ple
, the
p
ictu
re b
ook
vers
ion
and
the
film
/mov
ie v
ersi
on o
f a s
tory
bec
ome
awar
e of
the
use
•an
d or
gani
zati
on o
f vis
ual
effe
cts
to c
reat
e a
par
ticu
lar
imp
act,
for e
xam
ple
, d
omin
ant i
mag
es s
how
wha
t is
imp
orta
nt in
a s
tory
obse
rve
visu
al im
ages
and
•
beg
in to
ap
pre
ciat
e, a
nd b
e ab
le to
exp
ress
, tha
t the
y ha
ve b
een
crea
ted
to a
chie
ve
par
ticu
lar p
urp
oses
.
view
a ra
nge
of v
isua
l •
lang
uag
e fo
rmat
s an
d d
iscu
ss th
eir e
ffec
tive
ness
, fo
r exa
mp
le, f
ilm/v
ideo
, p
oste
rs, d
ram
a
real
ize
that
eff
ects
hav
e b
een
•se
lect
ed a
nd a
rran
ged
to
achi
eve
a ce
rtai
n im
pac
t, fo
r ex
amp
le, t
he w
ay in
whi
ch
colo
ur, l
ight
ing,
mus
ic a
nd
mov
emen
t wor
k to
get
her i
n a
per
form
ance
obse
rve
and
dis
cuss
vis
ual
•p
rese
ntat
ions
; mak
e su
gg
esti
ons
abou
t why
they
ha
ve b
een
crea
ted
and
wha
t th
e cr
eato
r has
bee
n ai
min
g to
ach
ieve
.
dis
cuss
and
exp
lain
vis
ual
•im
ages
and
eff
ects
usi
ng
app
rop
riat
e te
rmin
olog
y,
for e
xam
ple
, im
age,
sy
mb
ol, g
rap
hics
, bal
ance
, te
chni
ques
, com
pos
itio
n
exp
erie
nce
a ra
nge
of
•d
iffe
rent
vis
ual l
angu
age
form
ats;
ap
pre
ciat
e an
d d
escr
ibe
why
par
ticu
lar
form
ats
are
sele
cted
to
achi
eve
par
ticu
lar e
ffec
ts
obse
rve
and
dis
cuss
the
•ch
oice
and
com
pos
itio
n of
vi
sual
pre
sent
atio
ns a
nd
exp
lain
how
they
con
trib
ute
to m
eani
ng a
nd im
pac
t, fo
r ex
amp
le, f
acia
l exp
ress
ions
, sp
eech
bub
ble
s, w
ord
imag
es to
con
vey
soun
d ef
fect
s
real
ize
that
vis
ual
•p
rese
ntat
ions
hav
e b
een
crea
ted
to re
ach
out t
o a
par
ticu
lar a
udie
nce
and
influ
ence
the
aud
ienc
e in
so
me
way
; dis
cuss
the
effe
cts
used
and
how
they
mig
ht
influ
ence
the
aud
ienc
e.
navi
gate
the
inte
rnet
•
in re
spon
se to
ver
bal
an
d vi
sual
pro
mp
ts w
ith
conf
iden
ce a
nd fa
mili
arit
y;
use
ICT
to p
rep
are
thei
r ow
n p
rese
ntat
ions
use
app
rop
riat
e te
rmin
olog
y •
to id
enti
fy a
rang
e of
vis
ual
effe
cts/
form
ats
and
crit
ical
ly
anal
yse
thei
r eff
ecti
vene
ss,
for e
xam
ple
, moo
d, m
edia
, ju
xtap
osit
ion,
pro
por
tion
anal
yse
the
sele
ctio
n an
d •
com
pos
itio
n of
vis
ual
pre
sent
atio
ns; s
elec
t ex
amp
les
to e
xpla
in h
ow
they
ach
ieve
a p
arti
cula
r im
pac
t, fo
r exa
mp
le,
dom
inan
t im
ages
, use
of
colo
ur, t
extu
re, s
ymb
olis
m
iden
tify
the
inte
nded
•
aud
ienc
e an
d p
urp
ose
of a
vis
ual p
rese
ntat
ion;
id
enti
fy o
vert
and
sub
limin
al
mes
sag
es
refl
ect o
n w
ays
in w
hich
•
und
erst
and
ing
the
inte
ntio
n of
a v
isua
l mes
sag
e ca
n in
fluen
ce p
erso
nal
resp
onse
s.
Learning continuums
Language scope and sequence 15
Written language—readingReading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, and the text itself. It begins to happen when the young learner realizes that print conveys meaning and becomes concerned with trying to make sense of the marks on the page. The most significant contribution parents and teachers can make to success in reading is to provide a captivating range of picture books and other illustrated materials to share with beginning readers. Enthusiasm and curiosity are essential ingredients in promoting the desire to read. Children of all ages need to experience and enjoy a wide variety of interesting, informative, intriguing and creative reading materials.
Reading helps us to clarify our ideas, feelings, thoughts and opinions. Literature offers us a means of understanding ourselves and others, and has the power to influence and structure thinking. Well-written fiction provides opportunities for learners to imagine themselves in another’s situation, reflecting on feelings and actions, and developing empathy. The ability to read and comprehend non-fiction is essential for the process of inquiry. As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text. Teachers should provide a balance between fiction and non-fiction, to meet the range of learning needs and interests of their students.
Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure, interest, and information, experiencing an extensive range of quality fiction and non-fiction texts. As learners engage with interesting and appealing texts, appropriate to their experiences and developmental phase, they acquire the skills, strategies and conceptual understanding necessary to become competent, motivated, independent readers.
Overall expectationsPhase 1Learners show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge and pleasure; that it can be a social activity or an individual activity. They have a concept of a “book”, and an awareness of some of its structural elements. They use visual cues to recall sounds and the words they are “reading” to construct meaning.
Phase 2Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognize them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys meaning.
Phase 3Learners show an understanding that text is used to convey meaning in different ways and for different purposes—they are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of text conveys meaning.
Phase 4Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both real and imagined, and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading.
Phase 5Learners show an understanding of the strategies authors use to engage them. They have their favourite authors and can articulate reasons for their choices. Reading provides a sense of accomplishment, not only in the process, but in the access it provides them to further knowledge about, and understanding of, the world.
Learning continuums
Language scope and sequence16
Lear
nin
g c
on
tin
uu
m fo
r w
ritt
en la
ng
uag
e—re
adin
g
Ph
ase
1 P
has
e 2
Ph
ase
3 P
has
e 4
Ph
ase
5
Co
nce
ptu
al u
nd
erst
and
ing
sIll
ustr
atio
ns c
onve
y m
eani
ng.
Prin
t con
veys
mea
ning
.
Peop
le re
ad fo
r ple
asur
e.
Stor
ies
can
tell
abou
t im
agin
ed
wor
lds.
Prin
ted
info
rmat
ion
can
tell
abou
t the
real
wor
ld.
Ther
e ar
e es
tab
lishe
d w
ays
of
sett
ing
out p
rint
and
org
aniz
ing
boo
ks.
Co
nce
ptu
al u
nd
erst
and
ing
sTh
e so
unds
of s
pok
en la
ngua
ge
can
be
rep
rese
nted
vis
ually
.
Wri
tten
lang
uag
e w
orks
d
iffe
rent
ly fr
om s
pok
en
lang
uag
e.
Con
sist
ent w
ays
of re
cord
ing
wor
ds o
r id
eas
enab
le m
emb
ers
of a
lang
uag
e co
mm
unit
y to
co
mm
unic
ate.
Peop
le re
ad to
lear
n.
The
wor
ds w
e se
e an
d he
ar
enab
le u
s to
cre
ate
pic
ture
s in
ou
r min
ds.
Co
nce
ptu
al u
nd
erst
and
ing
sD
iffe
rent
typ
es o
f tex
ts s
erve
d
iffe
rent
pur
pos
es.
Wha
t we
alre
ady
know
ena
ble
s us
to u
nder
stan
d w
hat w
e re
ad.
Ap
ply
ing
a ra
nge
of s
trat
egie
s he
lps
us to
read
and
und
erst
and
new
text
s.
Won
der
ing
abou
t tex
ts a
nd
aski
ng q
uest
ions
hel
ps
us to
un
der
stan
d th
e m
eani
ng.
The
stru
ctur
e an
d or
gani
zati
on
of w
ritt
en la
ngua
ge
influ
ence
s an
d co
nvey
s m
eani
ng.
Co
nce
ptu
al u
nd
erst
and
ing
sRe
adin
g an
d th
inki
ng w
ork
tog
ethe
r to
enab
le u
s to
mak
e m
eani
ng.
Che
ckin
g, re
read
ing
and
corr
ecti
ng o
ur o
wn
read
ing
as
we
go
enab
le u
s to
read
new
and
m
ore
com
ple
x te
xts.
Iden
tify
ing
the
mai
n id
eas
in th
e te
xt h
elp
s us
to u
nder
stan
d w
hat
is im
por
tant
.
Know
ing
wha
t we
aim
to
achi
eve
help
s us
to s
elec
t use
ful
refe
renc
e m
ater
ial t
o co
nduc
t re
sear
ch.
Co
nce
ptu
al u
nd
erst
and
ing
sA
utho
rs s
truc
ture
sto
ries
aro
und
sign
ifica
nt th
emes
.
Effe
ctiv
e st
orie
s ha
ve a
str
uctu
re,
pur
pos
e an
d se
quen
ce o
f eve
nts
(plo
t) th
at h
elp
to m
ake
the
auth
or’s
inte
ntio
n cl
ear.
Synt
hesi
zing
idea
s an
d in
form
atio
n fr
om te
xts
lead
s to
ne
w id
eas
and
und
erst
and
ing.
Read
ing
open
s ou
r min
ds to
m
ulti
ple
per
spec
tive
s an
d he
lps
us to
und
erst
and
how
peo
ple
th
ink,
feel
and
act
.
Lear
nin
g o
utc
om
esLe
arne
rs:
enjo
y lis
teni
ng to
sto
ries
•
choo
se a
nd “r
ead
” p
ictu
re
•b
ooks
for p
leas
ure
loca
te a
nd re
spon
d to
•
asp
ects
of i
nter
est i
n se
lf-se
lect
ed te
xts
(poi
ntin
g,
exam
inin
g p
ictu
res
clos
ely,
co
mm
enti
ng)
show
cur
iosi
ty a
nd a
sk
•qu
esti
ons
abou
t pic
ture
s or
te
xt
Lear
nin
g o
utc
om
esLe
arne
rs:
sele
ct a
nd re
read
favo
urite
•
text
s fo
r enj
oym
ent
und
erst
and
that
pri
nt is
•
per
man
ent,
for e
xam
ple
, w
hen
liste
ning
to fa
mili
ar
stor
ies,
not
ices
whe
n th
e re
ader
leav
es o
ut o
r cha
nges
p
arts
par
tici
pat
e in
sha
red
read
ing,
•
pos
ing
and
resp
ond
ing
to
ques
tion
s an
d jo
inin
g in
the
refr
ains
Lear
nin
g o
utc
om
esLe
arne
rs:
dev
elop
per
sona
l •
pre
fere
nces
, sel
ecti
ng b
ooks
fo
r ple
asur
e an
d in
form
atio
n
read
text
s at
an
app
rop
riat
e •
leve
l, in
dep
end
entl
y,
conf
iden
tly
and
wit
h g
ood
und
erst
and
ing
reco
gniz
e a
rang
e of
•
dif
fere
nt te
xt t
ypes
, for
ex
amp
le, l
ette
rs, p
oetr
y,
pla
ys, s
tori
es, n
ovel
s, re
por
ts,
arti
cles
Lear
nin
g o
utc
om
esLe
arne
rs:
read
a v
arie
ty o
f boo
ks fo
r •
ple
asur
e, in
stru
ctio
n an
d in
form
atio
n; re
flec
t reg
ular
ly
on re
adin
g an
d se
t fut
ure
goa
ls
dis
ting
uish
bet
wee
n fic
tion
•
and
non
-fic
tion
and
sel
ect
boo
ks a
pp
rop
riat
e to
sp
ecifi
c p
urp
oses
und
erst
and
and
resp
ond
•to
the
idea
s, fe
elin
gs a
nd
atti
tud
es e
xpre
ssed
in
vari
ous
text
s, s
how
ing
emp
athy
for c
hara
cter
s
Lear
nin
g o
utc
om
esLe
arne
rs:
read
a w
ide
rang
e of
text
s •
conf
iden
tly,
ind
epen
den
tly
and
wit
h un
der
stan
din
g
wor
k in
coo
per
ativ
e gr
oup
s •
to lo
cate
and
sel
ect t
exts
ap
pro
pri
ate
to p
urp
ose
and
aud
ienc
e
par
ticip
ate
in c
lass
, gro
up
•or
indi
vidu
al a
utho
r stu
dies
, ga
inin
g an
in-d
epth
un
ders
tand
ing
of th
e w
ork
and
styl
e of
a p
artic
ular
au
thor
and
app
reci
atin
g w
hat
it m
eans
to b
e an
aut
hor
Learning continuums
Language scope and sequence 17
liste
n at
tent
ivel
y an
d •
resp
ond
to s
tori
es re
ad a
loud
par
tici
pat
e in
sha
red
read
ing,
•
join
ing
in w
ith
rhym
es,
refr
ains
and
rep
eate
d te
xt a
s th
ey g
ain
fam
iliar
ity
mak
e co
nnec
tion
s to
thei
r •
own
exp
erie
nce
whe
n lis
teni
ng to
or “
read
ing
” te
xts
beg
in to
dis
crim
inat
e •
bet
wee
n vi
sual
re
pre
sent
atio
ns s
uch
as
sym
bol
s, n
umb
ers,
ICT
icon
ogra
phy
, let
ters
and
w
ords
reco
gniz
e th
eir o
wn
first
•
nam
e
exp
ress
op
inio
ns a
bou
t the
•
mea
ning
of a
sto
ry
show
em
pat
hy fo
r cha
ract
ers
•in
a s
tory
dis
ting
uish
bet
wee
n •
pic
ture
s an
d w
ritt
en te
xt,
for e
xam
ple
, can
poi
nt to
a
pic
ture
whe
n as
ked
ind
icat
e p
rint
ed te
xt w
here
•
the
teac
her s
houl
d st
art
read
ing
hand
le b
ooks
, sho
win
g an
•
und
erst
and
ing
of h
ow a
b
ook
wor
ks, f
or e
xam
ple
, co
ver,
beg
inni
ng, d
irect
iona
l m
ovem
ent,
end
par
tici
pat
e in
gui
ded
read
ing
•si
tuat
ions
, ob
serv
ing
and
app
lyin
g re
adin
g b
ehav
iour
s an
d in
tera
ctin
g ef
fect
ivel
y w
ith
the
grou
p
liste
n at
tent
ivel
y an
d •
resp
ond
acti
vely
to re
ad-
alou
d si
tuat
ions
; mak
e p
red
icti
ons,
ant
icip
ate
pos
sib
le o
utco
mes
read
and
und
erst
and
the
•m
eani
ng o
f sel
f-se
lect
ed a
nd
teac
her-
sele
cted
text
s at
an
app
rop
riat
e le
vel
use
mea
ning
, vis
ual,
•co
ntex
tual
and
mem
ory
cues
, and
cro
ss-c
heck
cue
s ag
ains
t eac
h ot
her,
whe
n ne
cess
ary
(tea
cher
mon
itors
m
iscu
es to
iden
tify
str
ateg
ies
used
and
str
ateg
ies
to b
e d
evel
oped
)
read
and
und
erst
and
fam
iliar
•
pri
nt fr
om th
e im
med
iate
en
viro
nmen
t, fo
r exa
mp
le,
sign
s, a
dve
rtis
emen
ts, l
ogos
, IC
T ic
onog
rap
hy
mak
e co
nnec
tion
s b
etw
een
•p
erso
nal e
xper
ienc
e an
d st
oryb
ook
char
acte
rs
und
erst
and
soun
d–s
ymb
ol
•re
lati
onsh
ips
and
reco
gniz
e fa
mili
ar s
ound
s/sy
mb
ols/
wor
ds o
f the
lang
uag
e co
mm
unit
y
iden
tify
and
exp
lain
the
•b
asic
str
uctu
re o
f a s
tory
—b
egin
ning
, mid
dle
and
end
; m
ay u
se s
tory
boa
rds
or
com
ic s
trip
s to
com
mun
icat
e el
emen
ts
mak
e p
red
icti
ons
abou
t a
•st
ory,
bas
ed o
n th
eir o
wn
know
led
ge
and
exp
erie
nce;
re
vise
or c
onfir
m p
red
icti
ons
as th
e st
ory
pro
gres
ses
real
ize
that
ther
e is
a
•d
iffe
renc
e b
etw
een
ficti
on
and
non
-fic
tion
and
us
e b
ooks
for p
arti
cula
r p
urp
oses
, wit
h te
ache
r gu
idan
ce
reco
gniz
e an
d us
e th
e •
dif
fere
nt p
arts
of a
boo
k, fo
r ex
amp
le, t
itle
pag
e, c
onte
nts,
in
dex
und
erst
and
soun
d–s
ymb
ol
•re
lati
onsh
ips
and
app
ly
relia
ble
pho
neti
c st
rate
gies
w
hen
dec
odin
g p
rint
use
a ra
nge
of s
trat
egie
s to
•
self-
mon
itor a
nd s
elf-
corr
ect,
for e
xam
ple
, mea
ning
, co
ntex
t, re
read
ing,
read
ing
on, c
ross
-che
ckin
g on
e cu
e so
urce
aga
inst
ano
ther
dis
cuss
per
sona
lity
and
•b
ehav
iour
of s
tory
boo
k ch
arac
ters
, com
men
ting
on
reas
ons
why
they
mig
ht re
act
in p
arti
cula
r way
s
reco
gniz
e th
e au
thor
’s
•p
urp
ose,
for e
xam
ple
, to
info
rm, e
nter
tain
, per
suad
e,
inst
ruct
und
erst
and
that
sto
ries
hav
e •
a p
lot;
iden
tify
the
mai
n id
ea; d
iscu
ss a
nd o
utlin
e th
e se
quen
ce o
f eve
nts
lead
ing
to th
e fin
al o
utco
me
app
reci
ate
that
wri
ters
pla
n •
and
stru
ctur
e th
eir s
tori
es
to a
chie
ve p
arti
cula
r eff
ects
; id
enti
fy fe
atur
es th
at c
an b
e re
plic
ated
whe
n p
lann
ing
thei
r ow
n st
orie
s
use
refe
renc
e b
ooks
, •
dic
tion
arie
s, a
nd
com
put
er a
nd w
eb-b
ased
ap
plic
atio
ns w
ith
incr
easi
ng
ind
epen
den
ce a
nd
resp
onsi
bili
ty
know
how
to s
kim
and
sca
n •
text
s to
dec
ide
whe
ther
th
ey w
ill b
e us
eful
, bef
ore
atte
mp
ting
to re
ad in
det
ail
as p
art o
f the
inqu
iry
•p
roce
ss, w
ork
coop
erat
ivel
y w
ith
othe
rs to
acc
ess,
read
, in
terp
ret,
and
eval
uate
a
rang
e of
sou
rce
mat
eria
ls
iden
tify
rele
vant
, rel
iab
le
•an
d us
eful
info
rmat
ion
and
dec
ide
on a
pp
rop
riat
e w
ays
to u
se it
iden
tify
gen
re (i
nclu
din
g •
fant
asy,
bio
grap
hy, s
cien
ce
ficti
on, m
yste
ry, h
isto
rica
l no
vel)
and
exp
lain
ele
men
ts
and
liter
ary
form
s th
at a
re
asso
ciat
ed w
ith
dif
fere
nt
gen
res
app
reci
ate
stru
ctur
al a
nd
•st
ylis
tic
dif
fere
nces
bet
wee
n fic
tion
and
non
-fic
tion
; sh
ow u
nder
stan
din
g of
this
d
isti
ncti
on w
hen
stru
ctur
ing
thei
r ow
n w
riti
ng
app
reci
ate
auth
ors’
use
•
of la
ngua
ge
and
inte
rpre
t m
eani
ng b
eyon
d th
e lit
eral
und
erst
and
that
aut
hors
use
•
wor
ds a
nd li
tera
ry d
evic
es to
ev
oke
men
tal i
mag
es
reco
gniz
e an
d un
der
stan
d •
figur
ativ
e la
ngua
ge,
for
exam
ple
, sim
iles,
met
apho
rs,
idio
ms
mak
e in
fere
nces
and
be
able
•
to ju
stif
y th
em
iden
tify
and
des
crib
e •
elem
ents
of a
sto
ry—
plo
t, se
ttin
g, c
hara
cter
s,
them
e—an
d ex
pla
in h
ow
they
con
trib
ute
to it
s ef
fect
iven
ess
com
par
e an
d co
ntra
st th
e •
plo
ts o
f tw
o d
iffe
rent
but
si
mila
r nov
els,
com
men
ting
on
eff
ecti
vene
ss a
nd im
pac
t
Learning continuums
Language scope and sequence18
real
ize
that
the
orga
niza
tion
•
of o
n-s
cree
n te
xt is
dif
fere
nt
from
how
text
is o
rgan
ized
in
a b
ook
join
in w
ith
chan
ts, p
oem
s,
•so
ngs,
wor
d ga
mes
and
cl
app
ing
gam
es, g
aini
ng
fam
iliar
ity
wit
h th
e so
unds
an
d p
atte
rns
of th
e la
ngua
ge
of in
stru
ctio
n.
inst
antl
y re
cogn
ize
an
•in
crea
sing
ban
k of
hig
h-
freq
uenc
y an
d hi
gh-in
tere
st
wor
ds, c
hara
cter
s or
sym
bol
s
have
a s
ecur
e kn
owle
dg
e of
•
the
bas
ic c
onve
ntio
ns o
f the
la
ngua
ge(
s) o
f ins
truc
tion
in
pri
nted
text
, for
exa
mp
le,
orie
ntat
ion,
dire
ctio
nal
mov
emen
t, la
yout
, sp
acin
g,
pun
ctua
tion
par
tici
pat
e in
lear
ning
•
enga
gem
ents
invo
lvin
g re
adin
g al
oud
—ta
king
ro
les
and
read
ing
dia
logu
e,
rep
eati
ng re
frai
ns fr
om
fam
iliar
sto
ries
, rec
itin
g p
oem
s.
dis
cuss
thei
r ow
n •
exp
erie
nces
and
rela
te th
em
to fi
ctio
n an
d no
n-f
icti
on
text
s
par
tici
pat
e in
col
lab
orat
ive
•le
arni
ng e
xper
ienc
es,
ackn
owle
dgi
ng th
at p
eop
le
see
thin
gs d
iffe
rent
ly a
nd
are
enti
tled
to e
xpre
ss th
eir
poi
nt o
f vie
w
won
der
ab
out t
exts
and
•
ask
ques
tion
s to
try
to
und
erst
and
wha
t the
aut
hor
is s
ayin
g to
the
read
er.
acce
ss in
form
atio
n fr
om a
•
vari
ety
of te
xts
bot
h in
pri
nt
and
onlin
e, fo
r exa
mp
le,
new
spap
ers,
mag
azin
es,
jour
nals
, com
ics,
gra
phi
c b
ooks
, e-b
ooks
, blo
gs, w
ikis
know
whe
n an
d ho
w to
use
•
the
inte
rnet
and
mul
tim
edia
re
sour
ces
for r
esea
rch
und
erst
and
that
the
inte
rnet
•
mus
t be
used
wit
h th
e ap
pro
val a
nd s
uper
visi
on
of a
par
ent o
r tea
cher
; rea
d,
und
erst
and
and
sign
the
scho
ol’s
cyb
er-s
afet
y p
olic
y.
dis
ting
uish
bet
wee
n fa
ct
•an
d op
inio
n, a
nd re
ach
thei
r ow
n co
nclu
sion
s ab
out w
hat
rep
rese
nts
valid
info
rmat
ion
use
a ra
nge
of s
trat
egie
s •
to s
olve
com
pre
hens
ion
pro
ble
ms
and
dee
pen
thei
r un
der
stan
din
g of
a te
xt
cons
iste
ntly
and
con
fiden
tly
•us
e a
rang
e of
reso
urce
s to
fin
d in
form
atio
n an
d su
pp
ort
thei
r inq
uiri
es
par
tici
pat
e in
col
lab
orat
ive
•le
arni
ng, c
onsi
der
ing
mul
tip
le p
ersp
ecti
ves
and
wor
king
wit
h p
eers
to
co
-con
stru
ct n
ew
und
erst
and
ing
use
the
inte
rnet
resp
onsi
bly
•
and
know
led
gea
bly
, ap
pre
ciat
ing
its
uses
and
lim
itat
ions
loca
te, o
rgan
ize
and
•sy
nthe
size
info
rmat
ion
from
a
vari
ety
of s
ourc
es in
clud
ing
the
libra
ry/m
edia
cen
tre,
th
e in
tern
et, p
eop
le in
the
scho
ol, f
amily
, the
imm
edia
te
com
mun
ity
or th
e gl
obal
co
mm
unit
y.
Learning continuums
Language scope and sequence 19
Written language—writingWriting is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of young learners to the expression of mature writers, it allows us to organize and communicate thoughts, ideas and information in a visible and tangible way. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express themselves and reveal their own “voice”, writing is a genuine expression of the individual. The quality of expression lies in the authenticity of the message and the desire to communicate. If the writer has shared his or her message in such a way that others can appreciate it, the writer’s intention has been achieved. Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness. However, the writer’s ability to communicate his or her intention and share meaning takes precedence over accuracy and the application of skills. Accuracy and skills grow out of the process of producing meaningful communication. Children learn to write by writing. Acquiring a set of isolated skills will not turn them into writers. It is only in the process of sharing their ideas in written form that skills are developed, applied and refined to produce increasingly effective written communication.
Overall expectationsPhase 1Learners show an understanding that writing is a form of expression to be enjoyed. They know that how you write and what you write conveys meaning; that writing is a purposeful act, with both individual and collaborative aspects.
Phase 2Learners show an understanding that writing is a means of recording, remembering and communicating. They know that writing involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. They know that writing can describe the factual or the imagined world.
Phase 3Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing.
Phase 4Learners show an understanding of the role of the author and are able to take on the responsibilities of authorship. They demonstrate an understanding of story structure and are able to make critical judgments about their writing, and the writing of others. They are able to rewrite to improve the quality of their writing.
Phase 5Learners show an understanding of the conventions pertaining to writing, in its different forms, that are widely accepted. In addition, they demonstrate a high level of integration of the strands of language in order to create meaning in a manner that suits their learning styles. They can analyse the writing of others and identify common or recurring themes or issues. They accept feedback from others.
Learning continuums
Language scope and sequence20
Lear
nin
g c
on
tin
uu
m fo
r w
ritt
en la
ng
uag
e—w
riti
ng
Ph
ase
1P
has
e 2
Ph
ase
3P
has
e 4
Ph
ase
5
Co
nce
ptu
al u
nd
erst
and
ing
sW
riti
ng c
onve
ys m
eani
ng.
Peop
le w
rite
to te
ll ab
out t
heir
exp
erie
nces
, id
eas
and
feel
ings
.
Ever
yone
can
exp
ress
th
emse
lves
in w
riti
ng.
Talk
ing
abou
t our
sto
ries
and
p
ictu
res
help
s ot
her p
eop
le to
un
der
stan
d an
d en
joy
them
.
Co
nce
ptu
al u
nd
erst
and
ing
sPe
ople
wri
te to
com
mun
icat
e.
The
soun
ds o
f sp
oken
lang
uag
e ca
n b
e re
pre
sent
ed v
isua
lly
(lett
ers,
sym
bol
s, c
hara
cter
s).
Con
sist
ent w
ays
of re
cord
ing
wor
ds o
r id
eas
enab
le m
emb
ers
of a
lang
uag
e co
mm
unit
y to
un
der
stan
d ea
ch o
ther
’s w
riti
ng.
Wri
tten
lang
uag
e w
orks
d
iffe
rent
ly fr
om s
pok
en
lang
uag
e.
Co
nce
ptu
al u
nd
erst
and
ing
sW
e w
rite
in d
iffe
rent
way
s fo
r d
iffe
rent
pur
pos
es.
The
stru
ctur
e of
dif
fere
nt t
ypes
of
text
s in
clud
es id
enti
fiab
le
feat
ures
.
Ap
ply
ing
a ra
nge
of s
trat
egie
s he
lps
us to
exp
ress
our
selv
es s
o th
at o
ther
s ca
n en
joy
our w
riti
ng.
Thin
king
ab
out s
tory
boo
k ch
arac
ters
and
peo
ple
in re
al li
fe
help
s us
to d
evel
op c
hara
cter
s in
ou
r ow
n st
orie
s.
Whe
n w
riti
ng, t
he w
ords
we
choo
se a
nd h
ow w
e ch
oose
to
use
them
ena
ble
us
to s
hare
our
im
agin
ings
and
idea
s.
Co
nce
ptu
al u
nd
erst
and
ing
sW
riti
ng a
nd th
inki
ng w
ork
tog
ethe
r to
enab
le u
s to
exp
ress
id
eas
and
conv
ey m
eani
ng.
Ask
ing
ques
tion
s of
our
selv
es
and
othe
rs h
elp
s to
mak
e ou
r w
riti
ng m
ore
focu
sed
and
pur
pos
eful
.
The
way
we
stru
ctur
e an
d or
gani
ze o
ur w
riti
ng h
elp
s ot
hers
to
und
erst
and
and
app
reci
ate
it.
Rere
adin
g an
d ed
itin
g ou
r ow
n w
riti
ng e
nab
les
us to
exp
ress
w
hat w
e w
ant t
o sa
y m
ore
clea
rly.
Co
nce
ptu
al u
nd
erst
and
ing
s St
orie
s th
at p
eop
le w
ant t
o re
ad a
re b
uilt
aro
und
them
es
to w
hich
they
can
mak
e co
nnec
tion
s.
Effe
ctiv
e st
orie
s ha
ve a
pur
pos
e an
d st
ruct
ure
that
hel
p to
mak
e th
e au
thor
’s in
tent
ion
clea
r.
Synt
hesi
zing
idea
s en
able
s us
to
bui
ld o
n w
hat w
e kn
ow, r
efle
ct
on d
iffe
rent
per
spec
tive
s, a
nd
exp
ress
new
idea
s.
Know
ing
wha
t we
aim
to a
chie
ve
help
s us
to p
lan
and
dev
elop
d
iffe
rent
form
s of
wri
ting
.
Thro
ugh
the
pro
cess
of
pla
nnin
g, d
raft
ing,
ed
itin
g an
d re
visi
ng, o
ur w
riti
ng im
pro
ves
over
tim
e.
Lear
nin
g o
utc
om
esLe
arne
rs:
exp
erim
ent w
ith
wri
ting
•
usin
g d
iffe
rent
wri
ting
im
ple
men
ts a
nd m
edia
choo
se to
wri
te a
s p
lay,
or
•in
info
rmal
sit
uati
ons,
for
exam
ple
, fill
ing
in fo
rms
in a
p
rete
nd p
ost o
ffic
e, w
riti
ng a
m
enu
or w
ish
list f
or a
par
ty
dif
fere
ntia
te b
etw
een
•ill
ustr
atio
ns a
nd w
ritt
en te
xt
Lear
nin
g o
utc
om
esLe
arne
rs:
enjo
y w
riti
ng a
nd v
alue
thei
r •
own
effo
rts
wri
te in
form
ally
ab
out t
heir
•ow
n id
eas,
exp
erie
nces
and
fe
elin
gs in
a p
erso
nal j
ourn
al
or d
iary
, ini
tial
ly u
sing
sim
ple
se
nten
ce s
truc
ture
s, fo
r ex
amp
le, “
I lik
e …
”, “I
can
…”
, “I w
ent t
o …
”, “I
am
goi
ng
to …
”
Lear
nin
g o
utc
om
esLe
arne
rs:
enga
ge
conf
iden
tly
wit
h th
e •
pro
cess
of w
riti
ng
wri
te a
bou
t a ra
nge
of to
pic
s •
for a
var
iety
of p
urp
oses
, us
ing
liter
ary
form
s an
d st
ruct
ures
mod
elle
d b
y th
e te
ache
r and
/or e
ncou
nter
ed
in re
adin
g
use
grap
hic
orga
nize
rs to
•
pla
n w
riti
ng, f
or e
xam
ple
, M
ind
Map
s®, s
tory
boa
rds
Lear
nin
g o
utc
om
esLe
arne
rs:
wri
te in
dep
end
entl
y •
and
wit
h co
nfid
ence
, d
emon
stra
ting
a p
erso
nal
voic
e as
a w
rite
r
wri
te fo
r a ra
nge
of
•p
urp
oses
, bot
h cr
eati
ve a
nd
info
rmat
ive,
usi
ng d
iffe
rent
ty
pes
of s
truc
ture
s an
d st
yles
ac
cord
ing
to th
e p
urp
ose
of
the
wri
ting
Lear
nin
g o
utc
om
esLe
arne
rs:
wri
te in
dep
end
entl
y an
d •
wit
h co
nfid
ence
, sho
win
g th
e d
evel
opm
ent o
f the
ir ow
n vo
ice
and
styl
e
wri
te u
sing
a ra
nge
of
•te
xt t
ypes
in o
rder
to
com
mun
icat
e ef
fect
ivel
y,
for e
xam
ple
, nar
rati
ve,
inst
ruct
iona
l, p
ersu
asiv
e
Learning continuums
Language scope and sequence 21
use
thei
r ow
n ex
per
ienc
e as
•
a st
imul
us w
hen
dra
win
g an
d “w
riti
ng”
show
cur
iosi
ty a
nd a
sk
•qu
esti
ons
abou
t wri
tten
la
ngua
ge
par
tici
pat
e in
sha
red
•w
riti
ng, o
bse
rvin
g th
e te
ache
r’s w
riti
ng a
nd m
akin
g su
gg
esti
ons
liste
n an
d re
spon
d to
sha
red
•b
ooks
(enl
arg
ed te
xts)
, ob
serv
ing
conv
enti
ons
of p
rint
, acc
ord
ing
to th
e la
ngua
ge(
s) o
f ins
truc
tion
beg
in to
dis
crim
inat
e •
bet
wee
n le
tter
s/ch
arac
ters
, nu
mb
ers
and
sym
bol
s
show
an
awar
enes
s of
•
soun
d–s
ymb
ol re
lati
onsh
ips
and
beg
in to
reco
gniz
e th
e w
ay th
at s
ome
fam
iliar
so
unds
can
be
reco
rded
wri
te th
eir o
wn
nam
e •
ind
epen
den
tly.
read
thei
r ow
n w
riti
ng to
the
•te
ache
r and
to c
lass
mat
es,
real
izin
g th
at w
hat t
hey
have
w
ritt
en re
mai
ns u
ncha
nged
par
tici
pat
e in
sha
red
and
•gu
ided
wri
ting
, ob
serv
ing
the
teac
her’s
mod
el, a
skin
g qu
esti
ons
and
offe
ring
su
gg
esti
ons
wri
te to
com
mun
icat
e a
•m
essa
ge
to a
par
ticu
lar
aud
ienc
e, fo
r exa
mp
le, a
ne
ws
stor
y, in
stru
ctio
ns, a
fa
ntas
y st
ory
crea
te il
lust
rati
ons
to m
atch
•
thei
r ow
n w
ritt
en te
xt
dem
onst
rate
an
awar
enes
s •
of th
e co
nven
tion
s of
wri
tten
te
xt, f
or e
xam
ple
, seq
uenc
e,
spac
ing,
dire
ctio
nalit
y
conn
ect w
ritt
en c
odes
•
wit
h th
e so
unds
of s
pok
en
lang
uag
e an
d re
flec
t thi
s un
der
stan
din
g w
hen
reco
rdin
g id
eas
form
lett
ers/
char
acte
rs
•co
nven
tion
ally
and
legi
bly
, w
ith
an u
nder
stan
din
g as
to
why
this
is im
por
tant
wit
hin
a la
ngua
ge
com
mun
ity
dis
crim
inat
e b
etw
een
typ
es
•of
cod
e, fo
r exa
mp
le, l
ette
rs,
num
ber
s, s
ymb
ols,
wor
ds/
char
acte
rs
orga
nize
idea
s in
a lo
gica
l •
sequ
ence
, for
exa
mp
le, w
rite
si
mp
le n
arra
tive
s w
ith
a b
egin
ning
, mid
dle
and
end
use
app
rop
riat
e w
riti
ng
•co
nven
tion
s, fo
r exa
mp
le,
wor
d or
der
, as
requ
ired
by
the
lang
uag
e(s)
of i
nstr
ucti
on
use
fam
iliar
asp
ects
of
•w
ritt
en la
ngua
ge
wit
h in
crea
sing
con
fiden
ce a
nd
accu
racy
, for
exa
mp
le,
spel
ling
pat
tern
s, h
igh
-fr
eque
ncy
wor
ds, h
igh
-in
tere
st w
ords
use
incr
easi
ngly
acc
urat
e •
gram
mat
ical
con
stru
cts
wri
te le
gib
ly, a
nd in
a
•co
nsis
tent
sty
le
pro
ofre
ad th
eir o
wn
wri
ting
•
and
mak
e so
me
corr
ecti
ons
and
imp
rove
men
ts
use
feed
bac
k fr
om te
ache
rs
•an
d ot
her s
tud
ents
to
imp
rove
thei
r wri
ting
use
a d
icti
onar
y, a
thes
auru
s •
and
wor
d b
anks
to e
xten
d th
eir u
se o
f lan
guag
e
keep
a lo
g of
idea
s to
wri
te
•ab
out
over
tim
e, c
reat
e ex
amp
les
•of
dif
fere
nt t
ypes
of w
riti
ng
and
stor
e th
em in
thei
r ow
n w
riti
ng fo
lder
show
aw
aren
ess
of d
iffe
rent
•
aud
ienc
es a
nd a
dap
t wri
ting
ap
pro
pri
atel
y
sele
ct v
ocab
ular
y an
d •
sup
por
ting
det
ails
to a
chie
ve
des
ired
effe
cts
orga
nize
idea
s in
a lo
gica
l •
sequ
ence
rere
ad, e
dit
and
revi
se to
•
imp
rove
thei
r ow
n w
riti
ng,
for e
xam
ple
, con
tent
, la
ngua
ge,
org
aniz
atio
n
resp
ond
to th
e w
riti
ng o
f •
othe
rs s
ensi
tive
ly
use
app
rop
riat
e p
unct
uati
on
•to
sup
por
t mea
ning
use
know
led
ge
of w
ritt
en
•co
de
pat
tern
s to
acc
urat
ely
spel
l hig
h-f
requ
ency
and
fa
mili
ar w
ords
use
a ra
nge
of s
trat
egie
s •
to re
cord
wor
ds/i
dea
s of
in
crea
sing
com
ple
xity
real
ize
that
wri
ters
ask
•
ques
tion
s of
them
selv
es a
nd
iden
tify
way
s to
imp
rove
th
eir w
riti
ng, f
or e
xam
ple
, “Is
th
is w
hat I
mea
nt to
say
?”, “
Is
it in
tere
stin
g/r
elev
ant?
”
chec
k p
unct
uati
on, v
arie
ty
•of
sen
tenc
e st
arte
rs, s
pel
ling,
p
rese
ntat
ion
use
a d
icti
onar
y an
d •
thes
auru
s to
che
ck a
ccur
acy,
b
road
en v
ocab
ular
y an
d en
rich
thei
r wri
ting
adap
t wri
ting
acc
ord
ing
•to
the
aud
ienc
e an
d d
emon
stra
te th
e ab
ility
to
eng
age
and
sust
ain
the
inte
rest
of t
he re
ader
use
app
rop
riat
e •
par
agra
phi
ng to
org
aniz
e id
eas
use
a ra
nge
of v
ocab
ular
y •
and
rele
vant
sup
por
ting
d
etai
ls to
con
vey
mea
ning
an
d cr
eate
atm
osp
here
and
m
ood
use
pla
nnin
g, d
raft
ing,
•
edit
ing
and
revi
ewin
g p
roce
sses
ind
epen
den
tly
and
wit
h in
crea
sing
co
mp
eten
ce
crit
ique
the
wri
ting
of p
eers
•
sens
itiv
ely;
off
er c
onst
ruct
ive
sug
ges
tion
s
vary
sen
tenc
e st
ruct
ure
and
•le
ngth
dem
onst
rate
an
incr
easi
ng
•un
der
stan
din
g of
how
gr
amm
ar w
orks
use
stan
dar
d sp
ellin
g •
for m
ost w
ords
and
use
ap
pro
pri
ate
reso
urce
s to
ch
eck
spel
ling
use
a d
icti
onar
y, th
esau
rus,
•
spel
lche
cker
con
fiden
tly
and
effe
ctiv
ely
to c
heck
acc
urac
y,
bro
aden
voc
abul
ary
and
enri
ch th
eir w
riti
ng
Learning continuums
Language scope and sequence22
wri
te a
n in
crea
sing
num
ber
•
of fr
eque
ntly
use
d w
ords
or
idea
s in
dep
end
entl
y
illus
trat
e th
eir o
wn
wri
ting
•
and
cont
rib
ute
to a
cla
ss
boo
k or
col
lect
ion
of
pub
lishe
d w
riti
ng.
par
tici
pat
e in
teac
her
•co
nfer
ence
s w
ith
teac
hers
re
cord
ing
pro
gres
s an
d no
ting
new
lear
ning
g
oals
; sel
f-m
onito
r and
ta
ke re
spon
sib
ility
for
imp
rove
men
t
wit
h te
ache
r gui
dan
ce,
•p
ublis
h w
ritt
en w
ork,
in
hand
wri
tten
form
or i
n d
igit
al fo
rmat
.
wor
k co
oper
ativ
ely
wit
h •
a p
artn
er to
dis
cuss
and
im
pro
ve e
ach
othe
r’s w
ork,
ta
king
the
role
s of
aut
hors
an
d ed
itors
wor
k in
dep
end
entl
y, to
•
pro
duce
wri
tten
wor
k th
at is
le
gib
le a
nd w
ell-
pre
sent
ed,
wri
tten
eit
her b
y ha
nd o
r in
dig
ital
form
at.
choo
se to
pub
lish
wri
tten
•
wor
k in
han
dw
ritt
en
form
or i
n d
igit
al fo
rmat
in
dep
end
entl
y
use
wri
tten
lang
uag
e as
a
•m
eans
of r
efle
ctin
g on
thei
r ow
n le
arni
ng
reco
gniz
e an
d us
e fig
urat
ive
•la
ngua
ge
to e
nhan
ce
wri
ting
, for
exa
mp
le,
sim
iles,
met
apho
rs, i
dio
ms,
al
liter
atio
n
iden
tify
and
des
crib
e •
elem
ents
of a
sto
ry—
sett
ing,
p
lot,
char
acte
r, th
eme
loca
te, o
rgan
ize,
syn
thes
ize
•an
d p
rese
nt w
ritt
en
info
rmat
ion
obta
ined
from
a
vari
ety
of v
alid
sou
rces
use
a ra
nge
of to
ols
and
•te
chni
ques
to p
rodu
ce
wri
tten
wor
k th
at is
at
trac
tive
ly a
nd e
ffec
tive
ly
pre
sent
ed.
Language scope and sequence 23
References
Halliday, M. 1980. “Three aspects of children’s language development: Learning language, learning through language, learning about language”. In Goodman, Y, Haussler, MH and Strickland, D (eds). Oral and Written Language Development Research. Urbana, Illinois, USA. National Council of Teachers of English. Pp 7–19.
Vygotsky, L. 1999. Thought and Language. Cambridge, Massachusetts, USA. The MIT Press.
Language scope and sequence24
Samples
The IB is considering the possibility of providing examples of how schools are using the PYP planner to plan for language learning within the transdisciplinary programme of inquiry as well as in other areas of the curriculum. Such examples of planners, if they become available, will be included in the HTML version of the language scope and sequence on the online curriculum centre. If a school is interested in submitting planners that have been developed and trialled in the school, the PYP coordinator is requested to send the planners to [email protected].