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Language Arts Overview


Campus des Nations, through the implementation of the Primary Years Programme (PYP), recognises that language, our major means of thinking and communicating, is fundamental to learning, underpinning and permeating the whole curriculum.


It is not only learning language but also learning about language and through language and we should nurture an appreciation of the richness of language, including a love of literature.


Language traditionally has been treated in a fragmented way, with separation of the strands within language from other areas of the curriculum. The PYP approach to language seeks to lessen this fragmentation. While the four communication strands of oral, reading, writing and visual communication can be observed separately, they are interrelated and interactive, with learning in one area supporting learning in another. This is of particular relevance for international schools, where every teacher is a language teacher.


The PYP considers language from the points of view of class teachers, teachers of the language of instruction (often EAL/ESL), teachers of other languages (often the host country language) and teachers of mother tongue languages. The student outcomes identified by the PYP apply to each student in every language taught, although the means and pace of teaching them will differ in different contexts.
Language does much more than promote cognitive growth: the PYP believes that mother tongue language development is crucial for maintaining cultural identity and emotional stability and that acquisition of more than one language enriches personal growth and helps facilitate international understanding. International schools have a special responsibility to recognise and support each and every aspect of language development.


Oral Communication:
Listening and Speaking

Visual Communication:
Viewing and Presenting

Oral communication encompasses all aspects of listening and speaking, skills that are essential for language development, for learning, and for relating to others.
Listening involves listening to people and to texts for general and precise meaning. Students need to learn how to listen attentively, to understand and evaluate what they hear, to think about both literal and inferred meanings, and to respond appropriately.
Speaking involves the pronunciation, intonation and stress of speech; vocabulary development; communicative competence; the use of grammar; and the speaker’s fluency and accuracy. Oral language is used to communicate, reflect, gather, process and present information. Talk in the classroom is fundamental to promoting language learning. It also provides immediate feedback, enabling students to reflect on and evaluate their present level of understanding.
Respect for differences between languages and between dialects is an important part of oral development in this increasingly global world.

Acquiring skills related to advanced technology and media is necessary because of their persuasive influence in society. It is important to learn how media images construct reality by influencing meaning and producing powerful associations that influence the way we think and feel.
Learning to understand and use different media expands the sources of information and expressive abilities of students.

   
Written Communication:
Reading

Written Communication:
Writing

We read for enjoyment, instruction and information. Reading helps us to understand and clarify our ideas, feelings, thoughts and opinions.
Literature in particular offers us a means of understanding ourselves and others and has the power to influence and structure thinking. Students in Class One will be introduced to a wide range of fiction and non-fiction texts, and have opportunities to read for their own interest, pleasure and for information. Reading is gaining meaning from text. The process of reading is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, and the text itself.
The beginner reader must learn about direction, spacing, punctuation cues and about the general features of text. Students in Class One will be introduced to the integration and application of semantic cues (meaning), syntactic cues (structure), and graphophonic cues (sound-symbol relationships) to establish effective reading strategies (eg. using picture cues, context cues, prediction, phonics, sight vocabulary, punctuation, syntax) to help them become independent readers.
Class One students will also learn how to understand, interpret and respond to the ideas, attitudes and feelings expressed in various texts; to think critically about what they read; and to be able to make predictions and inferences based on information that is both explicit and implicit in a text.

 

Writing helps us make sense of the world. It is a powerful means by which to remember, develop, organize, gain self-knowledge and communicate ideas, feelings, and information. Purpose and audience contribute to the form and substance of writing as well as to its style and tone.
Learning to write is a developmental process and students need to be able to focus at first on meaning rather than accuracy. Grammar, spelling, handwriting, punctuation and paragraphing are taught gradually through writing practice.
The writing process relies on an environment where students are encouraged to take risks and work co-operatively to achieve written products for a variety of purposes. The written product can be formal, informal, personal or reflective.

These are the expectations for each year group in Language Arts

Jump to the expectations for Early Childhood    Year 1    Year 2    Year 3    Year 4     Year 5     Year 6

Oral Communication:
Listening and Speaking

Visual Communication:
Viewing and Presenting

Written Communication:
Reading

Written Communication:
Writing

The students in

Early childhood

will:

Begin to listen in small or large groups for increasing periods of time


Speak clearly in order to be understood


Appreciate and relate to different voice tones


Realize the power language has to fulfil their needs, gain information, express feelings etc.


Use language to connect new experiences to what they already know


Use language in imaginative and dramatic play, discussions and conversations


Listen to and respond to stories, poems, rhymes, questions and explanations


Begin to anticipate and predict when listening to texts read aloud


Talk about their stories, poems, rhymes, songs, instructions and explanations


Listen effectively in order to retell, sequence events and describe past events


Listen effectively in order to follow instructions
Ask questions and give appropriate answers


Distinguish between sounds they hear in their immediate environment


Begin to identify differences in letter sounds


Begin to distinguish the beginning and ending sounds of words


Use appropriate word order in simple sentences

Play, experiment, talk about and relate to different media materials


Use media to make sense of their world


Recognize, name and label a range of familiar media (e.g. advertising, logos, labels, signs)


View and react to simple messages or factual information and describe what the see.


Compare media representations to real and/or story versions by drawing on personal experience or knowledge


Tell the difference between real and animated objects or images

 

 

reading in the Library at Pregny

 

 

 

 

 

Reading in class

Understand that print has meaning


Begin to discriminate between letters, numbers, symbols and words


Read familiar print from their immediate environment


Recognize their own and other familiar names


Participate in shared reading, guided reading and read-aloud situations


Read simple, familiar texts


Demonstrate awareness of some conventions of written text (e.g. spaces between words, directionality)


Demonstrate conventional book handling skills


Select and reread favourite texts for enjoyment


Use a variety of strategies to unlock text (e.g. prior knowledge, visual, contextual and memory cues)


Recognize the beginning, middle and end of a story


Retell a story or experience


Make predictions at the beginning, during and at the end of texts


Make links between personal experiences and storybook characters


Begin to show an awareness and understanding of sound-symbol relationships


Recognize and name some of the letters of the alphabet and their sounds


Begin to match spoken word(s) to written word(s)


Begin to recognize the beginning and end sounds or letters in familiar words


Begin to recognize a basic list of common sight words (e.g. is, and, big, dog, love)

Show interest and curiosity in different models or forms of written text


Write their name


Experiment with print


Differentiate between numbers, letters, symbols and drawings


Show knowledge of the names or sounds of the letters of the alphabet


Attempt to use familiar letters and/or sounds to write a message


Write letters and words and give them meaning


Create illustrations to match their own text


Use simple sentence structures


Demonstrate an awareness of directionality


Attempt to form letters conventionally and legibly


Respond to conventional pencil grip

 

Book written in French class Early Childhood

Oral Communication:
Listening and Speaking

Visual Communication:
Viewing and Presenting

Written Communication:
Reading

Written Communication:
Writing

The students in

Year 1

will:

Listen attentively and considerately and respond in small-and large-group situations


Use talk to establish relationships with others and for a variety of personal purposes


Begin to understand that language is influenced by purpose and audience


Hear and accept differences between languages


Participate in imaginative play, storytelling, role play and dramatization of stories and poems


Listen to and talk about stories, poems, rhymes, questions, explanations and instructions with increasing confidence and detail


Be able to anticipate and predict when listening to texts read aloud


Express thoughts, feelings, ideas and opinions and be able to discuss them, respecting contributions from others


Retell, relate and sequence events and stories with increasing detail


Ask questions and give appropriate answers


Hear the beginning, middle and end of words


Use simple and compound sentences, with appropriate word order

 

reading together

Understand that communication involves visual as well as verbal features


Understand that signs, symbols and icons carry meaning


Begin to make discerning choices about what they see


Begin to interpret visual cues in order to analyse and make inferences


Begin to understand the role of familiar media in their own and their family’s daily life


Begin to make inferences about what a character could be like by observing body language, facial expressions, gestures, clothing, and the way other characters respond to them

 

 

sharing writing in Year 1

 

 

 

 

 

 

 

 

 

 

 

 

 

writing

Enjoy reading and being read to


Read for a variety of purposes and respond to what is read


Participate in paired, group or class reading activities


Read and retell simple, familiar books independently with confidence and will be willing to take risks


Read silently with a degree of independence


Use a variety of reading strategies to make meaning of text


Recognize that a story has a beginning, middle and end


Predict what may happen next in a story and revise or confirm predictions


Identify with a character or a situation


Recall the plot and characters of a story


Understand and respond to the ideas and feelings expressed in various reading materials


Recognize and talk about a range of different text types (e.g. letters, lists, recipes, stories, poetry, plays)


Start to develop personal preferences in reading


Understand the role of an author or illustrator


Begin to recognize and use the different parts of a book (title page, contents page, page numbers, index)


Know the difference between fiction and non-fiction


Begin to use reference books, dictionaries, and computers with some independence and confidence


Read simple text aloud with expression and with regard to punctuation


Understand sound-symbol relationships and recognize and name all letters and sounds


Know the alphabet and be able to use simple alphabetical order.

Show confidence and a positive attitude to writing
Write about a range of topics that are personally significant


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


Use some simple literary forms and structures


Show some knowledge of, and a willingness to use an appropriate writing process (planning, drafting, editing, producing)


Respond orally to the work of others


Present writing appropriately with correct directionality and spacing


Begin to use capital letters, full stops and question marks appropriately


Accurately spell some high-frequency words


Use phonetic spelling


Begin to use some common spelling patterns


Use simple and compound sentences


Write legible upper- and lower-case letters in a consistent style 

 

reading together Year 1

 

 

 

reading together

Oral Communication:
Listening and Speaking

Visual Communication:
Viewing and Presenting

Written Communication:
Reading

Written Communication:
Writing

The students in

Year 2

will:

Use a variety of oral language appropriately with increasing confidence


Express their own thoughts, feelings, ideas and opinions and be able to
discuss them, respecting contributions from others


Speak clearly and use tone, volume and intonation to enhance meaning


Use talk to establish relationships with others and for a variety of
personal purposes


Give instructions, directions and messages and respond to the
instructions of others


Ask questions and give appropriate answers


Work in groups and discuss ideas


Retell, relate and sequence events and stories with increasing detail


Begin to understand that language is influenced by purpose and audience


Begin to develop specific vocabulary to suit different purposes, (e.g. descriptive, comparative or persuasive vocabulary)


Hear and use rhyming words


Use simple and compound sentences


Listen to and talk about stories, poems, rhymes, questions,
explanations and instructions with increasing confidence and detail


Appreciate that listening is important in both large and small groups


Listen attentively and considerately and respond in small and large
group activities


Appreciate and relate to different voice tones
Increase their ability to anticipate and predict when listening to
texts read aloud


Pick out the main events and relevant points in oral texts
Hear and accept differences in other languages


Hear the beginning, middle and end of words, including blends and
digraphs  

Understand that communication involves visual as well as verbal
features


Begin to read a range of signs in the environment and understand that
signs and symbols carry meaning


Read and use texts with different types of layout


Begin to understand information presented using a range of visual forms (e.g. computer, television, videos, theatre, etc.)


Search for, record and present information using a variety of media


Begin to make choices about what is relevant and useful to them


Begin to use a range of appropriate technology (i.e. computer, C.D. Rom, internet, etc.)


Make inferences about what a character could be like by observing body language, facial expressions, gestures, clothing and the way other characters respond to them


Begin to interpret information provided in advertisements


Begin to understand the role of familiar media in their family’s daily life  

 

 

writing

Enjoy reading and being read to


Read simple texts at their level with confidence, pleasure and
increasing fluency


Start to develop a personal preference in reading


Read simple texts aloud with expression and with regard to punctuation


Participate in daily reading for independent and instructional purposes


Use a variety of strategies to decode words


Use a variety of strategies to make meaning of text


Discuss stories heard and read and demonstrate an awareness of
character and plot


Understand and respond to ideas and feelings expressed in a text


Begin to use reference books, dictionaries and computers with some
independence


Recognize that a story has a beginning, middle and end


Predict what may happen next in a story


Recognize and talk about a range of text types (e.g. stories, letters,
lists, etc.)


Know the difference between fiction and non-fiction


Understand the role of the author and illustrator


Recognize and use the different parts of a book (title page, contents
page, page numbers, index etc.)


Begin reading silently with some degree of independence


Know the alphabet and be able to use simple alphabetical order

Show confidence and a positive attitude to writing
Write about a range of topics that are personally significant


Write simple sequenced stories with a beginning, middle and end


Begin to spell high frequency words accurately


Show some knowledge of and a willingness to use an appropriate writing
process (planning, drafting, editing, producing)


Present writing appropriately using correct directionality and spacing


Use capital letters, full stops (periods), and question marks


Accurately spell some high frequency words
Use phonetic spelling


Begin using common spelling patterns


Begin using a simple dictionary or word list to help in spelling some
high frequency words


Use simple sentences and begin using compound sentences


Write legible letters and recognize the difference between upper and
lower case letters 

 

 

writing in a  journal

 

 

journal writing

Oral Communication:
Listening and Speaking

Visual Communication:
Viewing and Presenting

Written Communication:
Reading

Written Communication:
Writing

The students in

Year 3

will:

Speak clearly and audibly


Listen responsively and respectfully


Ask appropriate questions to gain information and to maintain or clarify understanding and respond to the questions of others


Paraphrase and summarize information shared orally by others


Contribute to group discussions


Begin to negotiate to develop a group plan to resolve conflicts and misunderstandings


Use increasingly complex sentence structures and vocabulary in oral communication


Give and follow oral directions with three or four steps


Participate in choral reading and recite poems, rhymes, songs, and stories


Listen appreciatively to stories and poetry and respond to them


Be sensitive to others’ use of language

Experience a wide variety of visual media


Begin to respond to viewing experiences orally and in writing


Begin to explore and use visual communication in order to express their own ideas and interpret the ideas of others


Begin to demonstrate an awareness of the presence of the media in their daily lives


Begin to recognise the power of the visual media to influence thinking and behaviour


Demonstrate an understanding of the basic elements of a poster


Begin to make informed choices about their personal viewing experiences


Begin to use a variety of media to plan and create projects


Begin to use electronic media to search for information 

Read a variety of fiction and non-fiction books with increasing confidence, fluency and independence


Select books appropriate to their reading level and for specific purposes


Be interested in and show appreciation for variety of literary styles


Understand to ideas, feelings and opinions expressed in reading material


Use reference materials including information technology with increasing independence


Read for pleasure daily and for sustained periods 

 

writing in a graphic organizer

instructions for the fish

Write more and more independently, with growing confidence and fluency


Use a growing and increasingly vivid vocabulary


Begin to understand constraints of sentence structure, grammar and punctuation


Write for a range of purposes both creative and informational


Begin to plan edit and review their own writing


Spell high frequency words correctly and use a range of strategies when spelling more complex words


Write in a consistent legible style

write for this fairy tale person

making a poster

Oral Communication:
Listening and Speaking

Visual Communication:
Viewing and Presenting

Written Communication:
Reading

Written Communication:
Writing

 The students in

Year 4

will:

Use oral communication for listening and speaking in a variety of learning and social situations


Listen attentively to people and to texts for meaning, evaluate what the hear and respond appropriately


Use correct pronunciation and intonation for vocabulary development, communication of ideas, grammar and fluency


Use oral communication for gathering information, asking questions,
relating and retelling information in discussion in a range of formal and informal situations


Explain and discuss their own ideas and written work with peers and adults


Begin to communicate in more than one language


Use language that is appropriate to the audience and the purpose in formal and informal situations


Use proper conventions and grammatical structures for oral presentation and discussion


Begin to argue persuasively to defend a point of view


Begin to paraphrase and summarize information for different purposes


Use more sophisticated storytelling skills that show an awareness of
structure and expression  

girl writing

Demonstrate an awareness of the media in the daily life of most people


Demonstrate the basic elements of a poster


Study and interpret a still representation of a landscape (photograph, painting, model) and identify what is seen, describe the elements and analyze the representation


Use strategies to identify appropriate resources and find information in
visual media


Use critical and analytical skills to respond to communication media


Search for, record and present information from a variety of media and texts


Explore and use visual communication in order to express their own ideas and interpret the ideas of others


View, analyze and discuss a wide variety of media works and relate them to their own experiences


Use a range of technologies to create media works of many types which
combine text and pictures to show a summary of a topic (e.g. cartoons, designs, video, film animation, web pages, diagrams)


Begin to select the appropriate presentation format for their work


Appreciate form and quality of presentation

Read independently, fluently, accurately and with understanding


Engage in daily individual silent reading with concentration


Use reading for pleasure, instruction and information


Use a wide range of fiction and non-fiction texts and genre


Understand and respond to the ideas, feelings and attitudes in a variety of texts


Begin to understand the author's purpose to inform, persuade, entertain or instruct


Make inferences and justify them in oral and written situations


Identify and describe the elements of a story: setting, plot, characters, theme


Recognize more complex story structure


Read to skim and scan in order to find specific information quickly


Respond to text by identifying the main idea, recognizing cause and effect,


Distinguishing between fact and opinion, questioning, and drawing conclusions


Read text aloud with fluency, expression, and with regard to punctuation


Locate, select and use reference books, dictionaries and ICT to find accurate and relevant information  

writing together

Experience and appreciate different types of writing structures and styles


Use appropriate punctuation to support meaning


Demonstrate an increasing understanding of how and why grammar works


Accurately spell high-frequency and familiar words, use spelling patterns and a range of strategies to spell words of increasing complexity


Use content-specific vocabulary related to different subjects and specific


units of inquiry
Write a descriptive, narrative or information paragraph


Write for a range of purposes, both creative and informational, for themselves and others


Write in a consistent, legible style


Use word processing to compose written pieces
Write independently with confidence, demonstrating an increasing


Development of an individual 'voice'
Respond to the writing of others with sensitivity and respect


Compose using a range of written structures and styles to reflect the
particular purpose of the writing


Reread their work in order to make revisions and improve their writing


Begin to use literary devices such as similes, onomatopoeia, and
alliteration


Experiment with composing using different forms of poetry, including free verse and a variety of poetic structures  

Oral Communication:
Listening and Speaking

Visual Communication:
Viewing and Presenting

Written Communication:
Reading

Written Communication:
Writing

 The students in

Year 5

will:

Use different forms of appropriate language to communicate to a variety of audiences


Participate appropriately in complex discussions, conversations, class and group meetings and group presentations


Listen attentively and considerately to others
enhance meaning using expression, tone and volume


Use an increasing vocabulary and more complex sentence structure


Understand and use a variety of literacy devices


Prepare and deliver personal presentations for a variety of purposes


Prepare and present a point of view, arguing persuasively and begin to develop debating skills


Participate in role play, story telling, dramatization of stories and poems


Use appropriate language around school 

View appropriately  a wide range of visual materials


Identify appropriate resources and find information in visual media


Use a range of methods to create  many types of visual material (e.g.
posters, cartoons, designs, diagrams, maps)


Begin to select appropriate format for the presentation of work


Explore and use visual communication in order to express our own ideas and to interpret the ideas of others


View,  analyse and discuss a wide variety of visual materials and relate them to own experiences


Show an awareness of the effects of the media in our daily lives  

Select books appropriate to their reading level and for a specific purpose


Read a wide range of texts confidently, with understanding and accuracy


Be interested in or show an appreciation of a variety of literary styles


Respond to ideas feelings and attitudes expressed in written text


Be able to reflect on and analyse details of character and plot


Begin to appreciate authors use of language


Locate and use a variety of reference materials to guide research


Read daily for sustained periods

Begin to write fluently in a range of styles


Use a wide and vivid vocabulary


Begin to match different styles and structures to the task


Write for a range of purposes both creative and informational


Plan, edit and review their own writing


Spell high frequency words accurately and use a range of strategies to spell complex words


Begin to develop their own voice and style
Write in a consistent legible style 

Oral Communication:
Listening and Speaking

Visual Communication:
Viewing and Presenting

Written Communication:
Reading

Written Communication:
Writing

The students in

Year 6

will:

Have an increased awareness of the power of oral communication and how it helps them construct meaning and connect with others


Begin to use speech responsibly to inform, entertain and influence others


Understand that oral language is a medium for learning as well as for individual enjoyment


Begin to use a wide variety of linguistic structures and features of spoken language to develop and present ideas and information


Adapt their speaking and listening strategies to the context, purpose and audience


Reflect upon communication to monitor and assess their own learning 

Demonstrate appropriate viewing behaviour for a range of visual materials


Respond to viewing experiences orally and in writing, using specific vocabulary and terminology


Identify stereotypes


Work with a variety of materials to plan and carry out different projects


Recognize the implications of commercial media


Begin to make informed judgments about television, film and video productions 

Read a wide range of texts with understanding and accuracy


Begin to recognize and appreciate various literary styles, forms and structures


Appreciate structural and stylistic differences between fiction and non-fiction


Be able to reflect upon and analyse details of character and plot


Begin to appreciate authors’ use of language and begin to recognize meaning beyond the literal


Locate and use a range of reference materials to find information and guide research


Read daily for enjoyment and information, for sustained periods

Write fluently and effectively in a range of styles


Match different styles and structures of writing to the task


Show an awareness of audience


Use relevant and appropriate supporting details and effective vocabulary


Vary sentence structure and length


Use an appropriate writing process independently and confidently


Develop their own voice and style 

boy writing

5concepts

Demonstrations of deeper learning in responsible behaviour through positive action and service; a manifestation in practice of the other essential elements

Powerful ideas which have relevance within and across the disciplines and which students must explore and re-explore in order to develop understanding

Significant, relevant, subject matter which students are expected to explore and know about

Click here to find out more about the 6 themes

Click here to find out more about the 6 subject areas


Those things which the students need to be able to do to succeed in a changing, challenging world

Dispositions which are expressions of fundamental values, beliefs and feelings about learning, the environment and people


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updated 15 fÈvrier, 2007