Pyp Slo Grid

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NIS 2008 , PYP LA Committee
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Nanjing International School, China
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Acknowledgements
This curriculum document was developed in teamwork over the 2007/2008 school year. Sincere thanks are extended to all committee members for their dedication and hard work in developing our first comprehensive grid of Student learning Outcomes, to aid in differentiation within the PYP Language Arts classroom. Rene Stewart Assistant Subject Area Coordinator Language Arts Committee Members Cindy van den Heuvel, Elizabeth Solomon, Emily Schoff, Jillian Walker, Khaled Milad, Niki Swart, and Vicki Rogers.
The contents of this document were researched and drawn from a large range of national, state, and organisational English language curricular. The following were of particular usefulness and we would like to acknowledge the excellent work contained within them and extend our thanks to their organisations and respective committees. IB Language A First Steps - AUS Michigan State - USA McREL Mid-Continent Research for Education and Learning - USA Montgomery County - USA National Curriculum - NZ National Literacy Strategy - UK New York State - USA Saskatchewan - CA Western Canada - CA
NIS 2008, PYP LA Committee
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Written Language
Reading Pre K - Grade 1 Word Attack / Decoding Skills Building Vocabulary Reading Comprehension Rhythmic Devices in Poetry Reference Skills Reading Grade 2 - Grade 5 Word Attack / Decoding Skills Building Vocabulary Reading Comprehension Rhythmic Devices in Poetry Reference Skills Writing Pre K - Grade 1 Writing Process Pre-writing Writing Revising (Redrafting) Proofreading (Editing) Publishing Grammar Parts of speech Nouns Verbs Pronouns Adjectives Adverbs Conjunctions Prepositions 4 5 8 13 15 17 19 21 26 27 Sentence Structure Punctuation Spelling Spelling Lists Spelling Rules Spelling Strategies Writing Grade 2 - Grade 5 Writing Process Pre-writing Writing Revising (Redrafting) Editing (Proofreading) Publishing Grammar Parts of speech Nouns Verbs Pronouns Adjectives Adverbs Conjunctions Prepositions Sentence Structure Punctuation Spelling Spelling Lists Spelling Rules Spelling Strategies 42 43 46 47 51
Oral Language
Listening & Speaking Pre K - Grade 1 Active Listening 76 Mechanics of Speech 76 Auditory Perception and Phonological Awareness 77 Instrumental Language 78 Regulatory Language 78 Interactional Language 79 Personal Language 79 Heuristic Language 80 Imaginative Language 81 Representational Language 81 Diversionary Language 82 Listening & Speaking Grade 2-Grade 5 Active Listening 83 Mechanics of Speech 83 Auditory Perception and Phonological Awareness 84 Instrumental Language 85 Regulatory Language 85 Interactional Language 86 Personal Language 87 Heuristic Language 88 Imaginative Language 89 Representational Language 89 Diversionary Language 90
53 54 55 58 59 60 61 62 63 64 64 65 65 66 69 70 74
30 31 32 35 36 37 37 39 40 40 41 41
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Written Language - Reading
Pre K
I. Word Attack / Decoding Skills Alphabet Names
Recognises some personally significant alphabet letters.
K1
Names most alphabet letters, either upper, lower or a mixture of the cases. Makes the sound, with or without actions, of most alphabet letters, either upper, lower or a mixture of the cases. Can name things/words that start with a particular letter. Uses the initial consonant to help apply written labels to pictures and objects.
K2
Names all 26 letters of the alphabet in both cases.
Grade 1
Uses alphabet names to discuss reading and writing of words.
Alphabet Sounds
Makes the sound, with or without actions, of a few alphabet letters.
Matches alphabet letters to their predominant sound, for both upper & lower case letters. Can segment CVC, CCVC, & CVCC words into separate phoneme parts. Attends to the initial consonant when reading texts. Identifies differences in two similar words with different final consonants e.g. hit, his
Attends competently to lettersound relationships when reading. Uses chunking and word family knowledge (onset & rime) when decoding Attends to initial consonant when reading. Attends to final consonants when reading. Reads with confidence and fluency CVC, CCVC; and CVCC words. Uses skill of blending to tackle new and more difficult words.
Phonemic Awareness
Initial Consonants
Final Consonants
Short Vowel sounds
Sorts short vowel CVC words into sets according to their vowel. Blends the component parts of some CVC words to begin decoding.
Blending/Sounding out
Reads CVC words and identifies differences in two similar words with different short vowel sounds e.g. man, men. Uses letter sound knowledge to blend CVC, CCVC, CVCC words.
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Consonant Blends and Digraphs
Pre K
K1
Recognise the beginning consonants and the digraphs wh, th, ch, sh.
K2
Recognise beginning and end blends and consonant digraphs.
Grade 1
Uses beginning and end blends and consonant digraphs to assist in decoding text. Attends to the medial consonant when reading texts.
Medial Consonants
Recognizing Syllables
Clap syllables in their name
Clap the beat to syllables in words.
Distinguishes between 2 and 3 syllable words.
Long Vowel and Vowel Digraphs Sounds
Read long vowel sounds in the context of familiar word families, CVV, CVVC, CVCV.
Hard & Soft Sounds
Matches all long vowel and common vowel digraph grapheme sets with their sounds, with or without the aid of actions. Sorts words beginning with g and c into hard and soft sounds.
Stressed /Unstressed Syllables
II. Building Vocabulary Sight Recognition of Class Names
Recognises their own name.
Recognizes most of the class names.
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Unit/Program of Inquiry Vocab
Pre K
Oral use of unit vocabulary.
K1
Recognition of key nouns from the unit.
K2
Recognise and use unit words to write during unit activities.
Grade 1
Read unit vocabulary to skim and scan texts for relevance.
First 100 most frequent words
Begin to recognise some of these words.
Recognise some of these words; many will transfer from the ORT 1&2 lists.
Recognise rapidly on sight both in and out of context.
Second 100 most frequent words
Recognise on sight both in and out of context.
Third 100 most frequent words
Read with confidence, using the context as an aid.
Antonyms
Match words with opposite meanings.
Compound words
Split apart and create simple compound words.
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Suffixes
Pre K
K1
K2
Grade 1
Read words with suffixes; verb endings ed, ing, noun endings er, or adverb endings er, est
Prefixes
Collectives
Synonyms
Homonyms/Homophones
Multiple meaning words
Academic Word List
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III. Reading Comprehension Strategies and Tools Picture Clues Plot
Pre K
Name key nouns in pictures. Sort familiar photos or pictures of a story into order. Joins in with repetitive sentence structures in Big Books. When given two or more choices will predict what will happen next.
K1
Talk about a picture. Tell a simple summary of story, with picture clues.
K2
Use pictures as a cue for reading. Retell story with no picture prompts, including some detail. Uses repetitive sentence structures to read a text.
Grade 1
Make inference from pictures. Retell a story with a clear beginning, middle and an end. Sort the events of the story in order Uses repetitive sentence structures to read a text.
Repetitive sentence structure
Uses repetitive sentence structures introduce by the teacher to continue to read the text. Make predictions from the pictures
Predicting outcomes
Makes plausible predictions with some reasoning. Starts to re-read a word as a decoding strategy.
Predict possible solution to an identified problem. Goes back to the beginning of the line or word when are unsure. Self-correct with confidence.
Rereading
Self-correcting
Begin to self-correct.
Hear own errors in oral reading and try again.
Fiction and Non-fiction
Sort books into fiction and non-fiction.
Identify major feature differences e.g. heading and photos or stories and drawn pictures.
Know whether fiction or nonfiction will best serve their purpose.
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Characterization
Pre K
Recognizes the main characters of familiar stories.
K1
Names a quality of a main character and gives a reason. E.g. shy, because she is hiding behind her mum.
K2
Describes a character using multiple adjectives.
Grade 1
Discuss what makes each character different. Read simple cooking recipes.
Following Directions
Summarizing
Use key words to tell about what they have read.
Fact and Opinion
Use non-fiction books to search for facts.
Setting
Draw the setting of a narrative.
Describes the main setting of a narrative.
Problems and Solutions
Identify the problem and the solution in narrative texts.
Cause and Effect
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Conflict
Pre K
K1
K2
Grade 1
Comparisons/Contrasts
Compare and contrast similar stories from different cultures.
Main Idea
Analogy
Climax
Point of View
Idiom
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Mood
Pre K
K1
K2
Grade 1
Protagonist
Antagonist
Foreshadowing
Allusion
Satire/Irony
Soliloquy
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Aside
Pre K
K1
K2
Grade 1
Realism
Romanticism
Transcendentalism
Existentialism
Stream of Consciousness
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IV. Rhythmic Devices in Poetry Rhyme
Pre K
K1
Participate in discussions about rhyme in a Shared Reading session.
K2
Identify end rhymes in a Shared Reading session.
Grade 1
Identify end and internal rhymes in Shared and Guided Reading sessions.
Meter
Foot
Alliteration
Identify the common letters and sounds in alliterative alphabet sentences.
Consonance
Assonance
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Simile
Pre K
K1
K2
Grade 1
Metaphor
Personification
Onomatopoeia
Refrains and Echoes
V. Reference Skills Table of contents
Locate the table of contents in books.
Index
Use an index to locate a page number for research.
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Glossary
Pre K
K1
K2
Grade 1
Locate the glossary in a book.
Dictionary
Use alphabetical order of the first letter to search for words in a dictionary.
Thesaurus
Atlas
Library Catalogue
Internet research
Use 2-3 key words in combination on a kids search engine.
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Web quests
Pre K
K1
K2
Grade 1
Click on hypertext links to connect to specific web pages.
Electronic Encyclopaedia
Use key words in combination to search for information.
Electronic Catalogue
Almanac
Encyclopaedia
Use alphabetical order to select the correct encyclopaedia for research. Identify the highest and lowest data on a simple bar chart.
Charts and Graphs
MLA / APA Research Style (Referencing)
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Written Language - Reading
Grade 2
I. Word Attack / Decoding Skills Alphabet Names
Grade 3
Grade 4
Grade 5
Alphabet Sounds
Phonemic Awareness
Competently separate words into component parts for decoding.
Initial Consonants
Final Consonants
Short Vowel sounds
Differentiate clearly between short and long vowel sounds.
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Blending/Sounding out
Grade 2
Competently segment and blend sounds to decode new and difficult words. Use beginning, medial and end blends and consonant digraphs to decode texts. Explore the way double medial consonants alter the vowel sound in a word. Count out the syllables in a word with confidence.
Grade 3
Grade 4
Grade 5
Consonant Blends and Digraphs
Use beginning, medial and end blends and consonant digraphs to decode texts with increasing fluency.
Medial Consonants
Recognizing Syllables
Count out the syllables in a sentence with confidence.
Use the rules of syllabification to break up increasing complex words. Orally and visually competently sort words according to their long vowel sounds. Articulate and apply competently the rule for hard and soft c and g.
Competently use the rules of syllabification to break up increasing complex words.
Long Vowel and Vowel Digraphs Sounds
Match all long vowel and common vowel digraphs with their sounds. Decode new words with ge, gi gy cy ci ce combinations.
Orally and visually sort words according to their long vowel sounds. Use and articulate the rule for hard and soft c and g.
Hard & Soft Sounds
Stressed /Unstressed Syllables
Experiment with stresses in different places when decoding unknown words.
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II. Building Vocabulary Sight Recognition of Class Names Unit/Program of Inquiry Vocabulary
Grade 2
Grade 3
Grade 4
Grade 5
Read unit vocabulary to skim and scan texts for relevance.
Read unit words in correct context in more detailed texts and as an aid for student inquiry.
Read unit words in correct context in a variety of media to aid in independent student inquiry.
Read unit words in correct context in a variety of media to aid in independent student inquiry.
First 100 most frequent words
Second 100 most frequent words
Recognize rapidly on sight both in and out of context.
Third 100 most frequent words Antonyms
Recognize rapidly on sight both in and out of context. Match words with opposite meanings. List opposite sets of words. List opposite sets of words of increasing difficulty. List opposite sets of words of increasing difficulty.
Compound words
Split apart and create compound words within the 300 basic sight words.
Split apart and create compound words from class reading.
Identify and split compound words within a text.
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Suffixes
Grade 2
Use two different endings of a root word in different sentences. Add common endings to create opposites. i.e. un, dis. List and match commonly used collective nouns. e.g. herd, litter, team, army. List alternative words for commonly over used words.
Grade 3
Use multiple endings of a root word in different sentences.
Grade 4
Add endings to create adverbs.
Grade 5
Investigate a variey of root words and the changes their suffixes make. Investigate a variety of root words and the changes their prefixes make. Research the meaning and origin of lesser known collective nouns. Use a thesaurus to find words of the same or similar meaning. Research larger family sets of gender and diminutive words e.g stallion, mare, gelding, yearling, colt, filly & foal. Recognize and differentiate meanings of more varied and challenging homophones. Know the difference between homonyms and homophones and give more complex examples of each.
Prefixes
Add more endings to create opposites. i.e. anti, non. Investigate more collective nouns for animals and everyday items. Use a thesaurus to find words of the same or similar meaning. Match commonly used gender words and diminutives.
Recognize the meaning of more difficult prefixes. i.e. mal, im, in, deca Identify collective nouns within a text. Use a thesaurus to find words of the same or similar meaning. Match less commonly used gender words and diminutives.
Collectives
Synonyms
Gender Words and Diminutives
Homophones
Recognize and differentiate meanings of homophones connected to the 300 basic sight words. Give examples of common multiple meaning words.
Recognize and differentiate meanings of more varied and challenging homophones. Know the difference between homonyms and homophones and give examples of each.
Multiple meaning words/Homonyms
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Academic Word List
Grade 2
Grade 3
Grade 4
Grade 5
III. Reading Comprehension Strategies and Tools Picture Clues Plot
Make inferences about feelings and emotions from pictures. Retell the story in chronological order, including more detail of the main events. Retell the story with the main events in sequence, and including details of setting and character. Retell the story in written form, summarizing the plot in simple terms. Illustrate or graph the plot of a story.
Repetitive sentence structure
Predicting outcomes
Predict a variety of plausible outcomes.
Evaluate the plausibility of possible outcomes.
Justify possible outcomes from personal experience.
Justify possible outcomes with evidence from the text and personal experience. Re-read whole texts by skimming and scanning first to elicit specific information.
Rereading
Re-read a paragraph to clarify meaning.
Re-read a paragraph to clarify meaning.
Re-read whole texts by skimming and scanning first to elicit specific information. Self correct without breaking fluidity of reading and their understanding.
Self-correcting
Self correct with confidence.
Self correct without breaking fluidity of reading and their understanding.
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Fiction and Non-fiction
Grade 2
Explain the difference between fiction and nonfiction. Compare and contrast the different characters in a story or across stories. Follow simple written directions to complete a task. Summarize a text identifying most significant events. Discuss the opinions of characters in texts.
Grade 3
Categorizes a variety of genres as fiction or nonfiction. Describe a characters appearance, behaviour and traits as well as possible motives and reasons to their actions. Follow a variety of basic written instructions including recipes and rules. Summarize a text identifying the main message.
Grade 4
Identify the main features of fiction and non-fiction texts.
Grade 5
Characterization
Begin to identify with the choices, feelings and actions of a character, using own life experiences. Follow a variety of more complex written instructions.
Begin to analyze a character actions and opinions by making direct reference to the text. Follow a variety of more complex written instructions.
Following Directions
Summarizing
Summarize a piece of text identifying two significant elements, either theme, character or plot. Debate the merit of a characters opinion or the accuracy of facts from texts. Identify the primary and secondary settings of a text.
Summarize a piece of text without dismissing significant elements of theme, character or plot. Analyze the merit of a characters opinion or the accuracy of facts from texts using references from the text. Recognize multiple settings as either primary, secondary or subordinate.
Fact and Opinion
Sort statements from texts into facts or opinions.
Setting
Use a wider base of adjectives to describe a setting in detail.
Draw multiple settings in sequence.
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Problems and Solutions
Grade 2
Identify more than one possible solution to the main problem in the text.
Grade 3
Identify more than one problem in a text and each solution.
Grade 4
Identify the primary problem and subordinate multiple problems in a story.
Grade 5
Begin to analyze the solutions and justify them from their own life experiences.
Cause and Effect
In discussion, make links between cause and effect in literature.
Predict possible multiple consequences in a storyline or from a statement in nonfiction text.
Plot backwards through a text to identify causation.
Conflict
Comparisons/Contrasts
Compare or contrast an element of two stories.
Begin to study texts within a genre to identify common elements. Bullet point a paragraph into main idea and supporting statements with teacher support.
Study texts several genre to identify common elements.
Discuss the conflict of a character in terms of their states of being e.g. emotional, social, spiritual, physical, and intellectual. In comparing and contrasting texts, make reference to those texts to support their ideas. Independently de-construct a non-fiction text into an outline plan of bullet points. Read, sort and discuss common analogies.
Main Idea
Underline the main idea in a paragraph.
Begin to de-construct a nonfiction text into an outline plan of bullet points.
Analogy
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Climax
Grade 2
Grade 3
Grade 4
Record in writing, graphs or illustrations the levels of tension as a story progresses.
Grade 5
Compare a story with a climactic ending to one with an anti-climax. Discuss the possible assumptions of character has that are informing their viewpoint of events. Identify common idioms within a shared text.
Point of View
Participate in a discussion of an alternate viewpoint of two characters in a story.
Orally present an event in a story from a different characters viewpoint.
Idiom
Mood
Protagonist
Antagonist
Foreshadowing
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Allusion
Grade 2
Grade 3
Grade 4
Grade 5
Satire/Irony
Soliloquy
Aside
Realism
Romanticism
Transcendentalism
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Existentialism
Grade 2
Grade 3
Grade 4
Grade 5
Stream of Consciousness
IV. Rhythmic Devices in Poetry Rhyme
Independently identify end rhymes in poetry.
Independently identify end and internal rhymes in poetry.
Meter
Foot
Alliteration
Identify the common letters and sounds in tongue twisters.
Identify the common alliterative letters and sounds in poetry.
Identify the common alliterative sounds and sounds in poetry.
Identify the common alliterative sounds and sounds in poetry.
Consonance
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Assonance
Grade 2
Grade 3
Grade 4
Grade 5
Simile
Discuss common similes as they occur in shared texts.
Complete common similes.
Discuss and translate the meanings of literary similes.
Metaphor
Discuss the meaning of metaphors as they occur in shared texts. Discuss personification as they occur in shared texts.
Differentiate between similes and metaphors in texts.
Transcribe a simile into a metaphor and vice versa.
Personification
Identify personification as they occur in shared texts.
Discuss the authors choice of allocating specific human traits to animals or objects. Create new onomatopoeia to replace or add to words in a text. Discuss the possible reasons for an author to place a refrain or echo in a text.
Onomatopoeia
Discuss onomatopoeia as they occur in shared texts.
List alternative onomatopoeia for a text
Refrains and Echoes
V. Reference Skills Table of contents
Start to use a table of contents with teacher direction.
Locate and use a table of contents to find the right section of a book.
Locate and use a table of contents to effectively find information.
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Index
Grade 2
Locate the index in a book.
Grade 3
Use the index to locate a specific page in the book when the key word is generated with the teachers assistance. Begin to use a glossary for new vocabulary.
Grade 4
Use the index to locate a specific page in the book.
Grade 5
Competently use the index to locate a specific pages for research and inquiry. Build a glossary for a text.
Glossary
Discuss why a glossary may be needed in some books.
Use a glossary for new vocabulary.
Dictionary
Use alphabetical order to the second letter to locate words in a dictionary. Start to use a simple thesaurus to research alternatives to over used words.
Use alphabetical order to the third and subsequent letter to locate words in a dictionary. Use a thesaurus to build a word wall of interesting alternatives to over used words. Use the index of an atlas to locate continents, countries, cities and capitals by page number. Begin to use an electronic library catalogue to search for book by author, title or subject.
Use a dictionary to research syllabification and pronunciation of words. . Use a thesaurus to alter a given text.
Use a dictionary to research the etymology of words.
Thesaurus
Use a thesaurus as a reference in daily reading and writing.
Atlas
Use the index of an atlas to locate political and geographical features by page number and coordinates. Become more competent at using an electronic library catalogue to search for book by author, title or subject. Begin to analyze a search engine list and discarding irrelevant sites.
Competently use an atlas when researching geographical information. Independently use an electronic library catalogue to search for book by author, title or subject. Be able to quickly scan a search engine list to locate the most relevant sites.
Library Catalogue
Internet research
Use 2-3 key words in combination on a kids search engine.
Use several key words including question words in combination on a kids search engine. e.g. how pyramids built
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Webquests
Grade 2
Use relevant links within a web page to explore deeper.
Grade 3
Use knowledge of title, headings, sidebars and subheadings to locate information quickly on a web page. Use several key words in combination on a childrens electronic encyclopedia.
Grade 4
Click on hypertext links to connect to specific web pages.
Grade 5
Scan & skim web pages for relevant information.
Electronic Encyclopedia
Use 2-3 key words in combination on a childrens electronic encyclopedia.
Use key words and names to locate information on an online encyclopedia.
Use key words and names to locate information on an online encyclopedia.
Electronic Catalogue
Almanac
Encyclopedia
Use alphabetical order to the second letter to search for information in a childrens encyclopedia. Competently read and draw conclusions from bar graphs and picto graphs.
Use alphabetical order to the third and subsequent letter to search for information in a childrens encyclopedia. Read and draw conclusions from a variety of graphs and charts including bar, line & picto.
Scan and skim through subheadings to find appropriate section of encyclopedia entry. Read and draw conclusions from a variety of graphs and charts including bar, line & picto.
Scan and skim read an encyclopedia article to check for relevancy for their inquiry question. Read and draw conclusions from a variety of graphs and charts including bar, line, picto & pie. Compare referencing of the two styles (MLA/APA) to define the key non-negotiables of referencing.
Charts and Graphs
MLA / APA Research Style (Referencing)
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Written Language - Writing
Pre K
I. Writing Process A. Pre-writing Brainstorming, Mind Mapping Beginning Middle End Plan
K1
Begin to participate in whole class modelling of brainstorming activities.
K2
Contributes ideas in whole class modelling of brainstorming activities.
Grade 1
Works with a group to brainstorm literature elements, with teacher guidance.
Illustrate the beginning, middle and end of a known story for retelling.
Follow an outline for various genres in modelling writing sessions.
Follow an outline skeleton for various genres in guided writing times.
Point Plan (Outline)
Plot Line or Story Map
Plan a problem and a solution for narrative stories.
Identifying audience and purpose
Identify an audience for a modelled writing piece.
Identify the audience in a piece of personal writing.
Characterization plan
Identify and describe hero and a villain for a fictional piece.
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Setting plan
Pre K
K1
K2
Grade 1
B. Writing Fast first draft Write as they speak or think. Fluid thought. Automatic capitalization and punctuation Automatic paragraphing
Begin to verbalise a sentence before attempting to write it.
Verbalise each sentence before and as they are writing it. Extend to multiple sentences i.e. paragraph. Direct the teacher to add capitals and full stops in interactive writing sessions.
Write as they would speak, naturally, without editing. Some children may still need to vocalise or sub-vocalise as they write. Begin to use capital letters and full stops with some consistency in their own writing.
In guided and modelled writing the student responds to teacher prompts.
Topic sentences
Paragraph Structure
Use a three paragraph structure of beginning, middle and end in writing recounts and narratives.
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Essay Structure
Pre K
K1
K2
Grade 1
Thesis statement
C. Revising (Redrafting) Eliminating redundancies and repetitions Eliminating long sentences
Varying sentence types, length and patterns
Choosing descriptive words and phrases
Add adjectives and adverbs to a descriptive piece using a work bank as an aid.
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Adding words or phrases to create a certain mood Expanding sentences to include detail
Pre K
K1
K2
Grade 1
Rearranging words within sentences for clarity Making a strong ending (conclusion)
Creating a clear beginning (introduction)
Strengthening and varying transitions
Using examples and figures of speech
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Adding stronger words to convince
Pre K
K1
K2
Grade 1
Adapting content and form to fit the audience Rearranging ideas to change the outcome
Fixing sentence fragments and run-ons
Adding dialogue
Add dialogue and thoughts through speech bubbles in illustrations, comic strips and story boards.
Using metaphors and similes
Altering passive verbs to active verbs
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D. Proofreading (Editing) Check for correct punctuation and capitalization Check for correct spelling
Pre K
K1
Search for capitalization faults in guided, modelled and interactive writing times.
K2
Search for and correct faults in guided, modelled and interactive writing times.
Grade 1
Correct end punctuation and capitalisation errors in independent writing where the teacher has indicated them. Immediately underline all invented spellings as they write the first draft.
Check for misrelation within sentences
Maintaining person
Maintaining tense
Examining pieces for bias
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Examining pieces for clarity
Pre K
K1
K2
Grade 1
Examining pieces for effectiveness
Examining pieces for reader appeal
E. Publishing Producing error free final copies Appropriate layout (Visual element)
Draw a picture to match their sentence. Draw a picture to match their writing.
Publish writing using the teachers corrections from the first draft. Add their name at the bottom of the written piece. Matching pictures should be bold and fully coloured Add a title in larger print in a prominent place.
Creating appropriate titles.
Identifying sources; bibliographies & references.
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Identify sources with inline citations.
Pre K
K1
K2
Grade 1
Grammar
I. Parts of Speech
Assist in naming and labelling objects in the class.
Identifyy nouns in shared reading and modelled writing.
Identify nouns in spelling lists and own independent writing.
A. Nouns Singular and Plural Common and Proper Nouns
Assist in naming and labelling objects in the class.
Identifyy nouns in shared reading and modelled writing.
Sort nouns into common and proper using the capital letter as a clue.
Possessive Nouns
Abstract and Concrete Nouns
B. Verbs Present and Past tense
Complete oral sentences starting with Today and Yesterday.
Write verb families for spelling words.
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Irregular Verbs
Pre K
K1
K2
Grade 1
Complete oral sentences for common irregular action verbs, starting with Today... & Yesterday...
Agreement of Verb and Subject
Future tense
Helping Verbs
Participle parts
Transitive & Intransitive
Perfect and Progressive tense
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Principal parts
Pre K
K1
K2
Grade 1
Active & Passive voice
Verbal Phrases
Subjunctive and Indicative Mood
C. Pronouns Subject & Object Pronouns Pronouns as Adjectives
Point out examples of placement and use of I and me in shared reading texts.
Possessive Forms
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Pronoun /Antecedent Agreement
Pre K
K1
K2
Grade 1
Person and Number
D. Adjectives Comparative and Superlative Degrees Articles
Orally compare objects and each other in the classroom.
Make comparatives and superlatives from familiar adjectives.
Adjective phrases
Predicate Adjectives
E. Adverbs Comparatives and Superlative Degrees
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Negatives & Double Negatives
Pre K
K1
K2
Grade 1
Adverbial Phrases
F. Conjunctions Coordinating
Subordinating
Correlative Conjunctions
Conjunctive Adverbs
G. Prepositions Objects of Prepositions
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Prepositional phrases
Pre K
K1
K2
Grade 1
II. Sentence Structure
Sentences Types
In Interactive Writing identify whether a sentence would end in a full stop or a question mark. In Interactive writing, suggest a simple sentence for writing. In guided and independent writing, write a simple sentence to caption a picture.
Use the 5 Ws questions to form a variety of questions orally.
Simple sentence
In modelled and interactive writing divide a complex sentence into two simple sentences.
Compound sentence
Subject and predicate of a sentence
Complex sentence
Complex compound sentence
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Parenthetical Expressions
Pre K
K1
K2
Grade 1
Appositive Phrases
Introductory Clauses & Phrases
Essential/Non-essential Clauses & Phrases
III. Punctuation
Capitalize at the beginning of all sentences Capitalize all proper nouns
Identify the capital letter letters and account for them in Shared Reading of Big Books.
Consistently use a capital letter at the start of their first sentence.
Correct capitalisation errors, where they have been indicated, when editing their independent writing. Capitalise personally significant names, I, and months when writing the date. Start adding a full stop after each idea.
Discuss and copy the names of students in the room. Capitalize I when in the beginning of a sentence. Identify the full stop in Shared Reading of Big Books.
Capitalise personally significant names and I.
Period (Full-stop) at the end of a sentence
Use a full stop consistently when writing one sentence.
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Exclamation mark
Pre K
K1
Identify the exclamation mark in Shared Reading of Big Books. Identify the question mark in Shared Reading of Big Books.
K2
Suggest the appropriate use of an exclamation mark in Interactive Writing time. Suggest the appropriate use of a question mark in Interactive Writing time.
Grade 1
Use exclamation marks during shared and interactive writing.
Question mark
Begin to use a question mark consistently when writing inquiry questions. Use commas to separate items during Interactive and Shared Writing tasks. Orally discuss and identify the missing phonemes in common contractions. Copy accurately from modelled titles.
Commas to separate items in a series
Apostrophe for contractions
Capital letters for book titles
Apostrophe for ownership
Full Stops in abbreviations
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Quotation marks (speech marks)
Pre K
K1
K2
Grade 1
Recognise speech marks and their function in Shared texts.
Colon to introduce a list
Hyphen
Commas to add a clause for further explanation
Commas to add an adverbial phrase
Commas to separate two subordinate clauses
Semi-colons to join sentences with two or more clauses
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Semi-colons to separate clauses containing commas
Pre K
K1
K2
Grade 1
Spelling
I. Spelling Lists
Match the first 100 words to themselves e.g. dad matches to dad
First 100 most frequent words Second 100 most frequent words
Follow the teachers modelling of the use of a classroom word wall to spell the first 100 words. Match words using a bingo card or concentration with flash cards. e.g. dad matches to dad
Start spelling the first 100 words correctly in their own individual writing.
Follow the teachers modelling of the use of a classroom word wall and desktop dictionary to spell these. Follow the teachers modelling of the use of a classroom word wall and desktop dictionary to spell these.
200 most frequently misspelled words
Next 300 most frequently misspelled words
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Academic Word List
Pre K
K1
K2
Grade 1
Word Families Onset & Rime
Participate in building word families in Interactive Writing session.
Participate in building word families in Interactive Writing session. Add personally significant words to personal dictionaries.
Generate word families of real and nonsense words by changing the onset. Include individualized spelling lists and journals as the child becomes an early writer on the First Steps developmental phase. Copy and use Inquiry words displayed in the classroom environment accurately. Begin personalised spelling journal when they become an Early Writer on the First Steps developmental phase.
Individualized lists generated from child's own writing Unit/Program of Inquiry words
Spelling Journal
II. Spelling Rules
Alphabet Names
Name some personally significant letters of the alphabet. Participate in classroom songs and rhymes about alphabet sounds.
Name many letters of the alphabet, either upper or lower case. Know the sounds or a word association for many letters of the alphabet.
Know the names of all the letters of the alphabet, both upper and lower case. Know the sounds and a word association for each letter of the alphabet.
Use the letter names to discuss spelling.
Alphabet Sounds
Use the alphabet sounds to encode and decode 3 and 4 letter words with regular spelling patterns.
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Initial Consonants
Pre K
K1
Begin to write using some initial consonants in inventive spelling.
K2
Write with consistent and accurate use of the initial consonant in inventive spelling. Participate in sounding out and adding medial consonants in Interactive and Shared Writing tasks.
Grade 1
Write with consistent and accurate use of the initial consonant in inventive spelling. Write larger words using correct medial consonants in inventive spelling. Write using final consonants with increasing accuracy in inventive spelling. Spell CVC words with increasing accuracy in their own writing. Sort CVC words aurally to show short vowel discrimination. Hear the component parts of consonant blends and use this knowledge to inform their inventive spelling. Begin adding ans for plurals in their own writing.
Medial Consonants
Final Consonants
Participate in sounding out and adding final consonants in Interactive and Shared Writing tasks. Sort CVC words visually into vowel families.
Begin to add final consonants in own writing in inventive spelling. In Guided Writing, identify the individual phonemes of CVC words to spell them. Know that the partner letters of the consonant digraphs make only one sound. Participate in adding plural ending in Interactive and Shared Writing tasks
Short Vowels C-V-C
Consonant blends and Digraphs
Forming plurals of words -regular
Long Vowel combinations - Digraphs
Begin to use common vowel digraphs in their own writing.
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Contractions
Pre K
K1
K2
Grade 1
Orally discuss and identify the missing phonemes in common contractions. Begin to use the magic e to create spellings in their own writing. Discuss their use and meaning of abbreviations in a modelled writing context. Use common verb endings -ed, ing, with accuracy in their own writing. Recognise some words that sound the same are sometimes spelt differently. e.g. to and two
Magic e
Abbreviations
Adding Suffixes
Spelling Homophones (Sound alike)
Spelling Homonyms (Sound and Spell alike)
Compound words
Orally break apart compound words that are part of the first 300 words list.
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Syllabification
Pre K
K1
K2
Grade 1
Silent consonants
Adding Prefixes
Spelling words with rcontrolled vowels (AR, IR, ER, UR) Soft & Hard G, C
Begin to hear the r and its effect on the vowels sound. Generate word families. Analyse the hard and soft g and c sounds and discuss their finding as they occur in their guided reading sessions.
When to change y to I before endings
When to use I before e
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Comparatives & Superlatives
Pre K
K1
K2
Grade 1
In interactive writing times generate comparatives and superlatives from their spelling words.
Root Words
Spelling words with the Schwa vowel
III. Spelling Strategies
Inventive Spelling
Participate in stretching out a word to identify the phonemes and symbols in Interactive Writing time. Participate in finding words on the class word wall and attempt to copying them in Interactive Writing.
Participate in adding underlining to inventive spelling in Interactive Writing sessions. Participate in finding words on the class word wall and copying them accurately in Interactive Writing sessions. Use measurement and position words to describe word shapes. E.g. A tall letter in the middle and one with a tail at the end.
Use word banks and word walls
Start using underlining in own writing as a tool to differentiate inventive spelling from known and copied conventional spellings. Become more confident and independent in using word banks and word walls for independent writing. Match and sort words into shape boxes.
Word shapes
Have-a-go-Book
Will have-a-go at writing on a daily basis, whether in the role play or the experimental .writing phase
Will have-a-go at writing on a daily basis in their journals or in other forms and media.
Will have-a-go at writing on a daily basis in their journals or draft writing book.
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Dictionary Use
Pre K
K1
K2
Begin to develop a dictionary of personally significant words to consult when writing.
Grade 1
Begin to use a junior dictionary to find words for spelling purposes.
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Written Language - Writing
Grade 2
I. Writing Process A. Pre-writing Brainstorming, Mind Mapping Beginning Middle End Plan
With teacher guidance, work with a group to brainstorm literature elements for writing. Cooperate with peers to build a BME (beginning, middle and end) plan. In guided writing create a point plan following a set skeleton. In interactive and guided writing participate in planning sequence with a plot line. Identify an intended audience for a piece of personal writing. In guided writing create 3 or 4 distinctly different characters for a narrative.
Grade 3
With minimal assistance work with a group to brainstorm literature elements for writing.
Grade 4
Independentlyy or with a group brainstorm literary elements for writing.
Grade 5
Independently build a BME (beginning, middle and end) plan. Begin to develop point plans independently following a set skeleton. In guided writing time plan sequence and a clear climax with a plot line. In discussion define the intended purpose of a modelled or interactive piece of writing. Clearly describe each character, including personality, likes, dislikes, and family connections. Begin to devise own outline to meet their own needs and purposes for writing. In independent planning use a plot line to show the anticipated sequence and climax. Plan a piece independently choosing a genre for a specified audience and purpose. Begin to create characters with clear motives and with consistent illustrative behaviour patterns. Devise own outline to meet their needs and purposes for writing. In independent planning use a plot line to show the anticipated sequence, climax, and anticlimax. Plan a piece independently choosing the audience and purpose and most appropriate genre. Create characters with clear motives and with consistent illustrative behaviour patterns.
Point Plan (Outline)
Plot Line
Identifying audience and purpose
Characterization plan
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Setting plan
Grade 2
Draw the opening setting.
Grade 3
Draw opening and closing settings.
Grade 4
Develop a storyboard to show setting changes.
Grade 5
Develop a storyboard to show setting changes.
B. Writing Fast first draft Write as they speak or think. Automatic capitalization and punctuation Automatic paragraphing
Write a first draft with increasing fluency.
Competently complete a 1-1! page first draft within a 30 minute time period.
Competently complete a 2 page first draft within a 30 minute time period.
Competently complete a 2-2! page first draft within a 30 minute time period.
Use automatic capitalization and end punctuation with increasing consistency in own writing. Begin to indent or skip a line to start a new paragraph when following a simple plan. In modelled and interactive writing of reports, state the topic of the paragraph in the first sentence. Check that all paragraphs are at least 3 sentences long.
Competently use automatic capitalization and end punctuation in their writing. Begin to automatically skip a line or indent for a new paragraph when there has been a time lapse or scene change. In interactive and guided writing of reports, state the topic of the paragraph in the first sentence. Build length and depth of content in paragraphs. Automatically skip a line or indent for a new paragraph when there has been a time lapse or scene change. In guided writing of reports and persuasive writing, state the topic of the paragraph in the first sentence. Begin to add supporting detail to the topic sentence of a paragraph. Begin to automatically skip a line or indent for a new paragraph when using a different main idea in report writing. In independent writing of reports and persuasive writing, state the topic of the paragraph in the first sentence. Add supporting detail to the topic sentence of a paragraph.
Topic sentences /Main Idea
Paragraph Structure
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Essay Structure
Grade 2
Grade 3
Grade 4
Grade 5
Thesis statement
C. Revising (Redrafting) Eliminating redundancies and repetitions Eliminating long sentences
Begin to check work for redundant use of and then, and replace with a full stop.
Check writing for overused words; nice, said, and the connective then.
Replace repetitive name use with the appropriate pronoun and vice versa.
Replace repetitious vocabulary with alternatives from the thesaurus.
In interactive and modelled writing identify long sentences that would be better separated. In modelled writing explore and experiment with misrelation within a sentence.
Begin to split long sentences independently in own writing.
Become more competent at splitting long sentences independently in own writing. In guided writing rearrange sentences in own writing that contain misrelations.
Independently identify long sentences and split them into separate sentences. Independently rearrange sentences for clarity, where the teacher has indicated a misrelation. Experiment with length of sentences to affect a mood.
Rearranging sentences for clarity and sequence Varying sentence types, length and patterns
In modelled and interactive writing explore and experiment with misrelation within a sentence.
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Choosing descriptive words and phrases
Grade 2
In guided writing add adjectives and adverbs to a descriptive piece with or without using a work bank as an aid.
Grade 3
Begin to independently add adjectives and adverbs in response to a teacher prompt. In interactive or guided writing build mood with the aid of a word bank.
Grade 4
Independently add adjectives and adverbs to enhance their writing. In guided writing build mood with the aid of a word bank.
Grade 5
Independently add adjectives and adverbs to enhance their writing.
Adding words or phrases to create a certain mood Expanding sentences to include detail
Check their own and each others writing for potency of mood.
Making a strong ending (conclusion)
Write an ending paragraph rather than only a sentence.
Place a clear resolution or statement that marks the end.
Begin with teacher assistance to connect their ending to their beginning. Experiment with alternative beginning structures i.e. gerunds, dialogue, or one word alone.
Creating a clear beginning (introduction)
In modelled and interactive writing reference their setting and character plans in creating a beginning.
Begin to reference their setting and character plans in creating a beginning.
Reference their setting and character plans in creating a beginning.
Strengthening and varying transitions
Using examples and figures of speech
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Adding stronger words to convince
Grade 2
Grade 3
Grade 4
Grade 5
Adapting content and form to fit the audience Rearranging ideas to change the outcome
Re-write the ending of a story to change the outcome. Experiment with rearranging the elements of the plot to change the outcome of a story. Be able to check their sentences for basic subject-verb-object structure. In guided and independent writing add dialogue with speech marks. Use similes in descriptive and poetic writing. Re-write the ending of a story to change the outcome.
Fixing sentence fragments and run-ons
Begin to check that all sentences they write have a subject. Add dialogue to their own writing and illustrations through the effective use of speech bubbles. In modelled and interactive writing add dialogue with speech marks.
Check both basic and more creative sentence structures for a clear verb and a subject, either explicit or implied. Begin to consistently start a new speaker on a new line when writing dialogue with speech marks. Distinguish between metaphors and similes in their own descriptive and poetic writing.
Adding dialogue
Using metaphors and similes
Altering passive verbs to active verbs
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D. Proofreading (Editing) Check for correct punctuation and capitalization Check for correct spelling
Grade 2
Peer check for capitalization and punctuation errors.
Grade 3
Begin effectively selfcorrecting capitalization and end punctuation errors.
Grade 4
Become more competent at effectively self-correcting capitalization and end punctuation errors. In guided and independent writing use a school dictionary t check for correct spelling.
Grade 5
Self-correct all capitalization and end punctuation errors in their own work.
Make effective use of word walls to check for correct spelling.
In guided and interactive writing use junior dictionaries to check for correct spelling.
Begin peer checking spelling by using a variety of dictionaries and on-line resources.
Check for misrelation within sentences
Maintaining person
With teacher guidance, in modelled and interactive writing, check a shared text for consistency of voice. In modelled and interactive writing, check a shared text for consistent tense. With teacher guidance, check that a factual report restricts opinions to the first and last paragraphs.
In guided writing check own texts for consistent use of person. In guided writing check own texts for consistent use of tense.
With a peer, check own text for consistent use of person.
Maintaining tense
With a peer, check own text for consistent use of tense.
Examining pieces for bias
In guided report writing check that opinion and facts are clearly separated by paragraphs.
Check with a peer that opinion and facts are not confused in report writing.
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Examining pieces for clarity
Grade 2
Grade 3
In modelled and interactive writing, check a piece of writing for logical sequence.
Grade 4
With a peer, check a piece of writing for logical sequence and clarity. With a peer, use a rubric to rate a piece of writing for effectiveness.
Grade 5
Check that there is sufficient evidence to support each statement. Use a rubric to rate a piece of writing for effectiveness, giving clear justifications.
Examining pieces for effectiveness
Participate in a class rating of written work for effectiveness.
With teacher guidance, use a rubric to rate a piece of writing for effectiveness.
Examining pieces for reader appeal
E. Publishing Producing error free final copies Appropriate layout (Visual element)
Attempt to produce error free final copies from teacher corrections of drafts. Include a title that is enlarged, centred, and underlined. Brainstorm in a group possible titles for a shared written piece.
Produce error free final copies from teacher corrections of drafts. Follow a template for various genres in determining layout for publication. Create several possible titles for a written piece and then choose one.
Attempt to produce error free final copies from peer and teacher corrections of drafts. Begin to independently use an appropriate layout for familiar genres when publishing. Explore the use a phrase rather than a full sentence for a title.
Produce error free final copies from peer and teacher corrections of drafts. Independently use an appropriate layout for familiar genres when publishing. Use a phrase rather than a full sentence for a title.
Creating appropriate titles.
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Identifying sources; bibliographies & references. Identify sources with inline citations.
Grade 2
Grade 3
Cite the author and title of the text, when retelling a story or using a text as a source of information.
Grade 4
Cite the author, title, and date of publication, when retelling a story or using a text as a source of information.
Grade 5
Begin to use APA referencing when using a text as a source of information.
Grammar
I. Parts of Speech
Differentiate nouns as either singular or plural.
Explore common collective nouns for use in their writing.
Investigate less common plural and collective nouns.
Investigate irregular plural nouns.
A. Nouns Singular and Plural Common & Proper Nouns
Sort proper nouns into groups of days, months, & peoples names. Use the apostrophe as a clue to identify the possessive noun in a sentence.
Define common and proper nouns.
Possessive Nouns
Develop competence in using the apostrophe to show possession.
Effectively use the apostrophe to show possession.
Abstract and Concrete Nouns
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B. Verbs Present and Past tense
Grade 2
Consistently use the past tense in recounts.
Grade 3
Alter a sentence from present tense to past tense and vice versa. Begin to use common irregular action verbs accurately in their own writing. In interactive writing use who and what questioning to connect the verb to the subject of the sentence. Orally complete sentences in the future tense, Tomorrow, I will. Identify helping verbs in shared reading sessions.
Grade 4
Explore altering a text from present tense to past tense and vice versa. Use a dictionary to investigate irregular verbs.
Grade 5
Alter a passage or short story from present tense to past tense or vice versa. Use a dictionary to investigate uncommon irregular verbs.
Irregular Verbs
In interactive and guided writing participate in discussions about irregular verb tenses.
Agreement of Verb and Subject
Begin to independently use the correct form of the verb according to the subject of the sentence. In guided and interactive writing explore the future tense in a longer written piece. Re-write a sentence from the positive to the negative by altering the helping verb.
Accurately use the correct form of the verb according to the subject of the sentence. Use future tense consistently and accurately in writing personal goals. Analyse irregular language patterns for incorrect helping verb usage. i.e. I might could do that
Future tense
Helping Verbs
Participle parts
Transitive & Intransitive
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Perfect and Progressive tense
Grade 2
Grade 3
Grade 4
Grade 5
Principal parts
Active & Passive voice
Verbal Phrases
Subjunctive and Indicative Mood
C. Pronouns Subject & Object Pronouns Pronouns as Adjectives
Point out examples of placement and use of youyou, I-me, she-her, theythem, he-him in shared reading texts.
Identify the subject and object of a simple sentence.
Define the subject of a sentence according to function.
Define the subject and object of a sentence according to function.
In interactive and guided writing highlight pronouns that form part of an adjective phrase e.g. His brown dog.
Highlight possessive pronouns and link them to the connecting noun.
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Possessive Forms
Grade 2
Grade 3
Grade 4
In interactive and guided writing highlight possessive pronouns and link them to the connecting noun.
Grade 5
Highlight possessive pronouns and link them to the connecting noun.
Pronoun /Antecedent Agreement
Person and Number
D. Adjectives Comparative and Superlative Degrees Articles
Sort adjectives into degrees.
Write sentences to show comparative and superlative adjectives. Discuss the reasons for usage of an rather than a as an article.
Consistently use than when writing comparative sentences. Discuss the reasons for differing pronunciations and usage of the.
End a comparative or superlative sentence with a defining statement rather than stopping with an adjective or adverb. Explore objects as definite or indefinite to determine correct article use. Identify adjective phrases in interactive and guided writing.
Adjective phrases
Predicate Adjectives
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E. Adverbs Comparatives and Superlative Degrees Negatives & Double Negatives
Grade 2
Identify adverbs in interactive and modelled writing.
Grade 3
Identify and add common adverbs into independent writing.
Grade 4
Add comparative and superlative adverbs into interactive and guided writing.
Grade 5
Add comparative and superlative adverbs into guided and independent writing.
Adverbial Phrases
Explore essential phrase elements of adverbial phrases e.g. more slowly than, the slowest of, Check own work to ensure that common conjunctions, and, but, are in the centre of the sentence. Use a variety of connectives in modelled and interactive writing with the aid of a word bank. Use a variety of connectives in interactive and guided writing. Check that each side of a coordinating conjunction can stand alone as a complete sentence.
F. Conjunctions Coordinating
Subordinating
Correlative Conjunctions
Conjunctive Adverbs
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G. Prepositions Objects of Prepositions
Grade 2
Grade 3
Grade 4
Grade 5
Identify objects of prepositions in shared and interactive texts. e.g. over the moon.
Prepositional phrases
Identify common prepositions in interactive and guided texts.
Identify prepositional phrases in shared and interactive texts.
II. Sentence Structure
Sentences Types
Categorize sentence types according to end punctuation.
Use correct end punctuation according to the sentence type when writing. Create two or more simple sentences from a complex sentence. In interactive and shared writing identify a sentence in their writing as compound.
Identify the implied subject of imperative sentences.
Use the root words of the sentence types to define them. Declarative, Interrogative, Exclamatory, Imperative. Define a simple sentence as having only one idea.
Simple sentence
Use who and what questioning to identify when a simple sentence stops. Write simple compound sentences in their independent writing.
Define a simple sentence as having one verb and one subject. In guided writing identify a sentence in their writing as compound. In modelled and guided writing, split sentences into subject and predicate.
Compound sentence
Identify a sentence in their writing as compound.
Subject and predicate of a sentence
Independently split sentences into subject and predicate.
Complex sentence
In modelled and interactive writing create a variety of complex sentences.
In guided and independent writing create a variety of complex sentences.
Define a complex sentence as having more than one idea.
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Complex compound sentence
Grade 2
Grade 3
Grade 4
Grade 5
Parenthetical Expressions
Appositive Phrases
Introductory Clauses & Phrases
Essential/Non-essential Clauses & Phrases
III. Punctuation
Capitalize at the beginning of all sentences Capitalize all proper nouns
Consistently use a capital at the start of every sentence.
Use automatic capitalization at the start of every sentence.
Capitalize the proper nouns of days of the week, months, I and personal names.
Capitalize the proper nouns of days of the week, months, countries, towns, I and personal names.
Review the capitalization of all proper nouns.
Accurately capitalize all proper nouns in their writing.
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Period (Full-stop) at the end of a sentence
Grade 2
Consistently use a full stop at the end of every sentence.
Grade 3
Automatically use a full stop at the end of every sentence.
Grade 4
Grade 5
Exclamation mark
Begin to use the exclamation mark in guided and independent writing. Begin to use the question mark in guided and independent writing. Use commas to separate items in a series of three or more objects. Learn to spell a bank of basic contraction words that are part of the first 300 words. Discuss which words in titles are capitalized and which arent.
Competently use the exclamation mark in guided and independent writing. Competently use the question mark in guided and independent writing. Use commas to separate items in a series of three or more objects. Identify the missing phonemes in common contractions. Use commas to separate items in a series of three or more objects with the use of and before the last item. Expand common contractions and vice versa. Use commas to separate the months and the year in the written date.
Question mark
Commas to separate items in a series
Apostrophe for contractions
Capital letters for book titles
Begin to capitalize titles for their own writing appropriately.
Competently capitalize titles for their own writing appropriately.
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Apostrophe for ownership
Grade 2
In modelled and interactive writing use the apostrophe to show ownership.
Grade 3
In guided and independent writing begin to use the apostrophe to show ownership . In modelled and interactive writing use full stops in a variety of common abbreviations, including initials. In guided and independent writing begin to use speech marks for speech.
Grade 4
Competently use the apostrophe to show ownership.
Grade 5
Use the apostrophe to show ownership of plural nouns.
Full Stops in abbreviations
Quotation marks (speech marks)
In modelled and interactive writing use speech marks for speech.
In guided and independent writing begin to use full stops in a variety of common abbreviations, including initials. Explore the correct capitalization and punctuation of text in speech marks. In modelled and interactive writing use a colon to introduce a list.
In guided and independent writing competently use full stops in a variety of common abbreviations, including initials. Use a comma to introduce speech marks mid sentence.
Colon to introduce a list
In guided and independent writing use a colon to introduce a list. Use a hyphen to split a word by a syllable, when writing at the end of a line. In guided and independent writing begin to use a comma to add a clause for further explanation. In modelled and interactive writing use a comma to add an adverbial phrase.
Hyphen
Begin to use a hyphen to write fractions or larger numbers.
Use a hyphen to write fractions or larger numbers.
Commas to add a clause for further explanation
In modelled and interactive writing use a comma to add a clause for further explanation.
Commas to add an adverbial phrase
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Commas to separate two subordinate clauses
Grade 2
Grade 3
Grade 4
Grade 5
Semi-colons to join sentences with two or more clauses Semi-colons to separate clauses containing commas
Competently spell the first 100 most frequent words in their own writing.
Spelling
I. Spelling Lists
First 100 most frequent words Second 100 most frequent words
Start spelling the second 100 most frequent words in their own writing. Start spelling the third 300 most frequent words in their own writing.
Competently spell the second 100 most frequent words in their own writing. Competently spell the third 100 most frequent words in their own writing.
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200 most frequently misspelled words
Grade 2
Grade 3
Begin to use a list of the first 200 most frequently misspelled words for peer editing and to self correct common mistakes.
Grade 4
Discuss and analyse the common misspelling from the list of first 200 most frequently misspelled words.
Grade 5
Competently spell words from the list of first 200 most frequently misspelled words.
Next 300 most frequently misspelled words
Academic Word List
Word Families (Onset and Rime)
Generate long vowel words families.
Generate word families from spelling patterns and unit vocabulary. Use a variety of strategies to learn individualized words generated from their own writing. Choose unit words to incorporate into their individualized spelling lists.
Generate word families from spelling patterns and unit vocabulary. Extend the variety of strategies used to learn individualized words generated from their own writing. Choose unit words to incorporate into their individualized spelling lists.
Generate word families from spelling patterns and unit vocabulary. Conduct spelling investigations into the pronunciation, function, meanings, origins, and makeup of words. Choose unit words to incorporate into their individualized spelling lists and investigations.
Individualized lists generated from child's own writing Unit/Program of Inquiry words
Learn individualized words generated from own writing using the Look, Say, Cover, Write method. Choose unit words to incorporate into their individualized spelling lists.
II. Spelling Rules
Alphabet Names
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Alphabet Sounds
Grade 2
Review the short vowel sounds.
Grade 3
Grade 4
Grade 5
Initial Consonants
Medial Consonants
Write increasingly larger words using many correct medial consonants in inventive spelling. Write using final consonants with increasing accuracy in inventive spelling. Sort CVC words aurally to show short vowel discrimination. Split the component parts of consonant blends when sounding out words for inventive spelling. Double a medial consonant CVCCV when spelling to retain the short vowel sound. i.e. puppy Investigate the use of the CVCC combination inside larger words, along with the doubling of an internal consonant. Investigate the use of short vowels inside larger words, along with the doubling of an end consonant before adding a suffix.
Final Consonants
Short Vowels C-V-C
Consonant blends and Digraphs
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Forming plurals of words
Grade 2
Add an s for plurals in their own writing.
Grade 3
Investigate the use of -s, -es, ies, oes and for plurals and what happens when a word ends in a y. Investigate the sound sets of the common vowel digraphs, e.g. au-aw-or-ore-oor Expand and contract common spelling contractions.
Grade 4
Spell common irregular nouns and collective nouns.
Grade 5
Spell common irregular nouns and collective nouns.
Long Vowel combinations
Review the common vowel digraphs and group them into like sounding sets. Investigate the expansion and contraction of common spelling contractions. Use the magic e to create spellings in their own writing.
Investigate the sound sets of the common vowel digraphs, e.g. au-aw-or-ore-oor Competently expand and contract common spelling contractions. Explore the use of the magic e when used internally in larger words. Use a dictionary to explore less common abbreviations and modern acronyms. Identify the suffixes on spelling and vocabulary words and investigate their meaning. Use less common homophone pairs in sentences to show accurate meaning.
Distinguish and sort words from related vowel digraph sets using memorization and visualization. e.g. au-aw-or-ore-oor
Contractions
Magic e
Use the magic e accurately with the correct forms of the words. e.g. gate not gait, in a fence. Identify and use common abbreviations in guided and independent writing. Use common endings -ed, ing, er, est, ly, tion, sion, ment in their own writing. Use common homophone pairs in sentences to show accurate meaning.
Explore when to retain or drop the magic e before adding a suffix. Use a dictionary to explore less common abbreviations and modern acronyms. Identify the suffixes on spelling and vocabulary words and investigate their meaning. Use appropriate use of common homophones in independent writing.
Abbreviations
Identify and use common abbreviations in an interactive and guided writing context. Use common endings -ed, ing, er, est, ly with accuracy in their own writing.
Adding Suffixes
Spelling Homophones (Sound alike)
Generate lists of homophones from their own reading and writing for discussion and referral.
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Spelling Homonyms (Sound and Spell alike)
Grade 2
Grade 3
Grade 4
Explore the multiple meanings of common homonyms.
Grade 5
Explore the multiple meanings of common homonyms and use them accurately in sentences.
Compound words
Write and break apart compound words that are part of the first 300 words list. Break their spelling words into syllables.
Use compound words accurately in their own writing.
Syllabification
Divide unit words and specialized vocabulary into syllables. Spell common words containing silent consonants accurately. Use prefixes to alter the meanings of a root word: im, in, un, mis, dis, re, pre.
Use their knowledge of syllables to construct spellings of larger and more complex words.
Use their knowledge of syllables to construct spellings of larger and more complex words.
Silent consonants
Identify the silent consonants in their spelling list words.
Adding Prefixes
Use common prefixes to alter the meanings of a root word: de, ab, ac, ad, ex, ante, anti. Spell common words with r controlled vowels accurately.
Investigate a variety of prefixes, their meanings and use them to create viable new words. Spell words with r controlled vowels accurately.
Spelling words with rcontrolled vowels (AR, IR, ER, UR)
Generate word families of simple r controlled vowels.
Begin to hear and discuss the effect an r has on neighbouring vowel sounds.
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Soft & Hard G, C
Grade 2
Experiment with both the soft and hard g and c sound during guided reading sessions. Discuss changing y to an i when adding a common suffix during modelled and interactive writing.
Grade 3
Learn the rule about soft c and g preceding an e, i and usually a y Learn the rule about changing y endings to an i before adding a suffix that starts with a vowel.
Grade 4
Generate lists of soft and hard c and g for comparison.
Grade 5
Spell words with a soft c or a soft g.
When to change y to I before endings
Spell words with suffixes where the y has been changed to an i first. Learn the rule: Use i before e except after c.
Consistent spell accurately words with suffixes where the y has been changed to an i first. Explore the exceptions to the rule: Use i before e except after c.
When to use I before e
Comparatives & Superlatives
Independently generate comparatives and superlatives from their spelling words. Identify and use the root words for dictionary work, by removing the ed and ing endings first.
Accurately spell comparatives and superlatives in their own writing. Identify and use the root words for dictionary work, by removing common endings. Identify the root word by removing all prefixes and suffixes. Use the root word to search for complex variations in a dictionary.
Root Words
Spelling words with the Schwa vowel
III. Spelling Strategies
Inventive Spelling with underlining
Underline all inventive spelling in their personal writing.
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Use word banks and word walls
Grade 2
Independently use a word bank or word wall during independent writing. Match and sort words into shape boxes.
Grade 3
Use words banks and word walls as appropriate during independent writing. Create word shape boxes for unit words and use these to discuss the words spelling. Use a separate have-a-go book when writing in the early phase of the writing continuum. Use a junior dictionary to find meanings and spellings using guide words and alphabetical order to the 3rd and 4th letters.
Grade 4
Use words from words banks and word walls to generate more different forms. e.g. calculator - calculation
Grade 5
Use words from words banks and word walls to generate more complex forms. e.g. experiment experimentation
Word shapes
Have-a-go-Book
Use a separate have-a-go book when writing in the early phase of the writing continuum. Use a junior dictionary to find meanings and spellings using guide words and alphabetical order to the 2nd and 3rd letters.
Consistently use have-a-go as a first strategy for spelling unknown words in their own writing. Use a school dictionary to find meanings, spellings, pronunciation, and the grammatical form and function of a word. Use a reference dictionary and other online resources to find meanings, spellings, pronunciation, origins and grammatical forms and functions of words.
Dictionary Use
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Oral Language
PreK
A. Active Listening Orientate to the speaker and make eye contact.
K1
Orientate to the speaker and maintain eye contact for increasing lengths of time.
K2
Focus on a speaker and maintain eye contact for the bulk of a story or instruction.
Grade 1
Begin to demonstrate multitasking. Attend without distracting others.
Students will actively listen for purposes of personal comprehension and social etiquette.
B. Mechanics of speech
Students will show command over the mechanics and social conventions of speech. Experiment with the Become aware of intonation Experiment with intonation and articulation of words, and and voice projection. voice projection. sounds, using them in simple sentences and in play. Articulate clearly enough for Experiment with altering communication purposes. phoneme articulation by Show awareness of sound altering the position of the qualities like loud and soft. Experiment with sound tongue or lips. qualities like loud and soft. Use appropriate volume, differentiating inside and outside voices.
Recognize that oral language is adjusted according to the situation and audience. Experiment with different voices, tones, volumes and intonations for specific effects. Reflect on their ability to speak loudly enough for everyone to hear. Articulate accurately especially with the problematic phonemes of th, sh, s, v, w, l and r. Use differing and yet appropriate volumes for the inside voice, including the whisper.
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C. Auditory Perception and Phonological Awareness Word
PreK
K1
Jump to each word in a sentence.
K2
Jump to each word in a sentence and count the number of words. Begin to identify syllables by clapping.
Grade 1
Students will identify the sounds, segments, rhythms, and patterns of language.
Syllable
Identify syllables by clapping.
Rhyme
Beginning to identify rhyme in stories and songs.
Use word family patterns (onset & rime) to generate nonsense rhymes. Separate out the endings or middle sounds in spoken words. Hear and blend common rimes with various onsets. E.g. word families. Identify the sounds within a word by using clapping, clicking & elkonin squares.
Experiment with rhythms, rhymes and sounds in creating poetic sentences. Separate and sound out the sounds in spoken words.
Phoneme isolation
Begin to hear and repeat specific sounds in words i.e. beginning sounds: a, a apple.
Separate out the beginning sounds in spoken words.
Phoneme blending
Blend 2 or 3 separate sounds that are given into a word, real or nonsense. e.g. teacher, m, a child ma Begin to identify the sounds within a word by using clapping, clicking & elkonin squares.
Use the skill of phoneme blending in decoding as a reading cue. Segment a spoken word into its component sounds.
Phoneme segmentation
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Phoneme manipulation
PreK
K1
Play with generating nonsense rhymes by changing the beginning sound only in words.
K2
Begin to orally manipulate simple words structures by changing the beginning sound.
Grade 1
Orally manipulate word structures by changing a given phoneme.
A.
Instrumental Language Listening
Students will use oral language to communicate their essential needs and desires and to will follow instructions and directions to complete tasks. Follow simple repetitive Follow new instructions. Follow two step directions. Follow step-by-step directions. instructions.
Speaking
Use verbal and non-verbal language to communicate immediate needs.
Communicates their own thoughts and feelings.
Seek clarification of instructions. Understands and responds to simple questions.
Able to simple give instructions.
B.
Regulatory Language
Listening
Students will be aware how listening behaviour affects and influence others. They will use techniques of effective communication to engage in discussions and seek to influence others. Listen to and follow simple Follow class rules and Follow class rules about Listen for extended periods of classroom instructions about demonstrate appropriate listening and ask appropriate time and respond appropriately. routines. listening behaviour. questions. Use familiar language to express needs and desires. Begin to the take part in group discussions in an appropriate way. Takes part in group discussions by listening and taking turns Ask relevant and appropriate questions to extend the conversation further. Notice audience response to their speech and ideas.
Speaking
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C. Interactional Language
PreK
K1
K2
Grade 1
Listening
Students will use listening skills that facilitate communication and will effectively moderate their speech to get along with others. Listen to others in class. Be aware of appropriate ways Take turns when listening and Give non verbal encouragement of interacting in familiar speaking with others. to a speaker. situations. Reflect on own listening skills and strategies including listening quietly and taking turns. Ensure that everyone in the group can contribute. Begin to moderate their opinions to help negotiate a shared decision.
Speaking
Sometimes take turns when speaking with others.
Assume a shared background between speaker and listener.
Take turns sharing information and ideas in groups.
D. Personal Language Listening
Use talk to establish relationship with others. Students will listen to understand and reflect on different viewpoints, and will confidently and respectfully express their individuality. Listen to others in class. Understand spoken language Begin to recognize that others Be more aware of the viewpoints relating to personal and social may have different viewpoints. of others. interests. Can reflect on own ideas. Recount experiences using simple language and telegraphic sentences. Talk about own feelings and views. State opinions, feelings and recount experiences. Express own ideas clearly. Explain their views to others in a small group. Listen to others suggestions. Express thoughts, feelings and opinions and be able to discuss them.
Speaking
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E. Heuristic Language Listening
PreK
Students will use listening Recognize meaning from familiar language, tone of voice and facial expression in familiar situations. Hear differences between languages. Repeat short sentences with varying forms.
K1
K2
Grade 1
skills and speech that support personal learning and enhance auditory memory. Relate things heard to personal Answer questions from the Listen to feedback and answer experiences. audience. questions from the audience. Hear and accept differences between languages. Join and contribute to shared language experiences. Use talk to organize, sequence and clarify thinking, ideas, and feelings. Anticipate and predict when listening to texts read aloud. Join discussions about personal experiences, feelings, preferences and topics of interest. Talk about new learning. Make relevant comments and ask questions about topics of interest. Remember specific points and identify what they have learned. Tell what is learned by answering who, what, why, where and when questions. Make relevant comments and ask questions about topics under discussion. Speak with clarity and appropriate intonation and pace when reciting and reading texts. Retell, relate and sequence events and stories with increasing detail. Apply grammatical rules to spoken language even when it results in over generalizations.
Speaking
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F. Imaginative Language
PreK
K1
K2
Create a picture in response to an orally presented description or story. Incorporate words and phrases from books into their play.
Grade 1
Form sensory images while listening.
Listening
Speaking G. Representational Language
Students will use speech spontaneously and creatively personally and creatively to auditory messages. Appreciate and respond to Appreciate and relate to different voice tones when a different characters and events story is told or read aloud. when a story is told or read aloud. Engage in imaginative play Use language to imagine and talking to self and to others. recreate roles and experiences.
for imaginative purposes, and they will interact
Listening
Speaking
Adopt appropriate roles and consider alternative courses of action. Students will speak to communicate knowledge and information in both formal and informal settings. They will apply critical listening skills to auditory messages. Use personal experience as a Listen effectively in order to Appreciate that a word can Pick out main events and stimulus for listening. retell sequence and describe have various meanings. relevant points. past events. Compare and contrast ideas heard. Share about personal Show awareness of the listener Stay on topic when speaking. Choose to speak to and for experiences and ideas. when speaking. others when reporting for a Use simple and compound group. sentences, with appropriate word order. Tell key facts and ideas in own words. Ask questions to gather information from others.
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H. Diversionary Language Listening
PreK
K1
K2
Grade 1
Speaking
Students will use speech to entertain and to personally respond to and critically evaluate the presentations and performances of others. Distinguish between sounds Recognize a wide variety of Respond to a highlight in a Comment constructively about a they hear in their immediate environmental sounds. performance. peers presentation or environment. performance. Listen to stories, songs, and Listen to stories, songs, and Listen to stories, songs, and poems. poems. Listen to stories, songs, and poems. poems. Perform simple spontaneous Tell stories and describe Tell stories and describe Tell real and imagined stories acts. incidents from their own incidents from their own using the conventions of familiar experiences. experiences in an audible voice. story language. Retell stories and ordering events using language. Act out their own and wellknown stories, using voices for characters.
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Oral Language
Grade 2
A. Active Listening Tune out distractions, and maintain eye contact with speaker. Attend to increasingly longer performances without distracting others. Reflect on own listening skills and strategies.
Grade 3
Listen appreciatively and responsively for increasing lengths of time. Listen for a specific purpose in a variety of situations. Reflect on own listening skills and strategies.
Grade 4
Listen appropriately for a sustained period and for a variety of purposes. Start identifying main points in an oral presentation. Reflect on own listening skills and strategies.
Grade 5
Listen appropriately for a sustained period and for a variety of purposes. Competently complete listening comprehension activities. Reflect on own listening skills and strategies. Use oral cues (e.g. pauses, emphasis loudness) to construct and confirm meaning.
Students will actively listen for purposes of personal comprehension and social etiquette.
C. Mechanics of speech
Use oral cues (e.g. pauses, emphasis loudness) to construct and confirm meaning. Students will show command over the mechanics and social conventions of speech. Use tone and voice level appropriately and purposefully. Discuss differences between formal and informal speech, speaking with peers and speaking with a teacher or the director. Reflect on their own speaking skills and strategies, including speaking loudly enough for everyone to hear, and facing the audience. Use register, tone and voice level appropriately and purposefully. Reflect on the skills and strategies used to speak in front of an audience, including intonation, projection , eye contact, and body language. Set personal goals for improvement of oral presentation skills. Identify how talk varies with age, familiarity, gender and Discuss and identify the appropriate social conventions for respectful participation in both formal and informal occasions. Reflect on the skills and strategies used to speak in front of an audience, including intonation, projection , eye contact, and body language. Adjust volume, tone, and gestures to suit purposes.
Participate respectfully, using the appropriate social conventions, in a variety oral language experiences. Reflect on the skills and strategies used to speak in front of an audience, including intonation, projection , eye contact, and body language.
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Use differing and yet appropriate volumes for the inside voice, including the whisper.
purpose.

C. Auditory Perception and Phonological Awareness Word
Grade 2
Grade 3
Grade 4
Grade 5
Students will identify the sounds, segments, rhythms, and patterns of language.
Syllable
Rhyme
Phoneme isolation
Phoneme blending
Phoneme segmentation
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Phoneme manipulation
Grade 2
Grade 3
Grade 4
Grade 5
D. Instrumental Language Listening
Students will use oral language to communicate their essential needs and desires and to will follow instructions and directions to complete tasks. Start to independently follow Independently follow multiFollow directions and Independently follow directions multi-step directions and step directions and instructions instructions to complete longer and instructions to complete instructions to complete to complete tasks. term projects. longer term projects. tasks. Give directions to a peer. Restate and clarify directions for a peer. Give directions to a group, adjusting and restating for clarity in response to the audiences understandings. Give complex instructions and directions that are able to be logically followed by another. will use techniques of Analyze and evaluate how speakers present ideas effectively through use of language and gesture. Moderate length, volume and number of sentences of reflective discussion that occurs during a performance to lessen disruption.
Speaking
E. Regulatory Language
Listening
Students will be aware how listening behaviour affects and influence others. They effective communication to engage in discussions and seek to influence others. Restrict reflective discussions Recognize the difference Analyze the use of persuasive about performances to times between opinion and verifiable language. of least disruption i.e. during fact. applause. Identify the main points of each Recognize how words and speaker of a debate and word combinations influence or compare their arguments as convey meaning. well as their presentation skills. Moderate length, volume and number of sentences during a performance to lessen disruption. Moderate length, volume and number of sentences of reflective discussion that occurs during a performance to lessen disruption.
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Speaking
Grade 2
Engage in group discussions and interactions. Discuss the power of language, its effect on others and the need to show sensitivity.
Grade 3
Begin to argue persuasively and to defend a point of view. Respect the power of language and its effect on others, showing sensitivity.
Grade 4
Present a formal persuasive speech, sequencing points logically, and defending views with evidence. Practice oral presentations before giving them.
Grade 5
Argue persuasively and practice respectful debating skills, presenting a point of view that is not necessarily their own. Prepare and deliver, using a range of oral techniques, a presentation to persuade.
F. Interactional Language
Listening
Practice respectful debating skills. Students will use listening skills that facilitate communication and will effectively moderate their speech to get along with others. Actively listen to and include Actively listen to, include and Listen to and reiterate for Consider examples of conflict all members of the group. respond to all members of the clarification the feelings and and resolution, exploring the group. perceptions of others when language used. Respond to others with discussing conflict. encouragement and tact. Organize their thoughts and feelings before speaking. Sustain conversation by explaining reasons for their views and choices. Use the language of possibility to reflect on feelings, behaviour or relationships. Use and reflect on some ground rules for sustaining talk and conversations. Use clear I statements to express personal feeling and perceptions when discussing conflict. Stay on topic and task in group discussions. Share ideas, observations, and experiences courteously during structured small and large group discussions.
Speaking
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G. Personal Language
Listening
Grade 2
Grade 3
Grade 4
Grade 5
Students will listen to understand and reflect on different viewpoints, and will confidently and respectfully express their individuality. Listen to others identifying Respond appropriately to the Identify and summarize Listen to, identify and reflect on those with similar or differing contributions of others in the different viewpoints presented. different viewpoints and ideas. viewpoints to their own. light of differing viewpoints. Listen courteously and respond Show respect for the speakers sensitively and thoughtfully to opinions and ideas through body others. language, providing polite feedback, and responding to the speakers gestures. Seek other viewpoints to build on personal understanding. Use discussion to generate, explore, develop, modify and ideas, topics or issues. Express and respond to opinions and ideas concisely and clearly. Support personal opinions, insights and conclusions with examples and evidence.
Speaking
Recount personal experiences and express thoughts & ideas. Follow up others points and show whether they agree or disagree during whole class discussion.
Through discussion in pairs and groups, form opinions and ideas. Offer reasons and ideas for their views, considering alternate opinions.
Use discussion to generate, develop, modify and present ideas. Explain a personal opinion and support it with reasons.
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H. Heuristic Language
Listening
Grade 2
Students will use listening Use listening skills to relate what they hear to personal experiences and answer questions. Listen responsively to stories read aloud in order to identify story structures and ideas. Recall several key ideas or events in the order that they occurred.
Grade 3
Grade 4
Grade 5
skills and speech that support personal learning and enhance auditory memory. Explore mnemonic devices and Start to take notes, identifying Take notes when listening for start to summarize the key main points and some relevant sustained periods. points of an oral presentation. supporting detail. Discuss how note-taking varies Listen responsively to auditory Listen responsively to auditory depending on context and stories to complete listening messages to complete listening purpose. comprehension tasks comprehension tasks identifying story structures and identifying main ideas and Listen responsively, identifying ideas. some supporting details. main ideas, supporting details and themes. Paraphrase and summarize Listen for key words and when retelling an auditory phrases. message.
Speaking
Ask questions to gain further understanding. Share ideas and information through group talk to extend understanding of topics. Formulate relevant questions for inquiry through investigation or interview.
Use discussions and questioning to create further understanding. Formulate relevant questions for inquiry through investigation or interview.
Seek clarification through questioning and discussion. Use visuals and auditory aids to enhance an oral presentation. Formulate relevant questions for inquiry through investigation or interview.
Seek clarification through questioning and discussion. Formulate general and specific questions to identify information needs. Use visuals and auditory aids to enhance an oral presentation.
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I. Imaginative Language
Listening
Grade 2
Grade 3
Grade 4
Identify words that form mental images and create mood in oral texts. Explore familiar characters and themes through improvisation and role play.
Grade 5
Identify words that form mental images and create mood in oral texts. Explore familiar characters and themes through improvisation and role play.
Students will use speech spontaneously and creatively personally and creatively to auditory messages. Form sensory images when Form sensory images when listening to oral texts and listening to oral texts and chapter books read aloud. chapter books read aloud. Adopt appropriate roles and consider alternative courses of action. Use talk to organize roles and action for group drama.
for imaginative purposes, and they will interact
Speaking
J. Representational Language
Listening
Students will speak to communicate knowledge and information in both formal and informal settings. They will apply critical listening skills to auditory messages. Listen to informative Identify the key presentational Assess usefulness of Infer meaning, make judgments broadcasting noting how features used in informative information given in and draw conclusions from oral language and sound signals broadcasting. informative presentations. presentations. changes or transitions of focus. Ask relevant questions about an Use and guide to determine and Use a variety of ways to criticize informative presentation to note main ideas and important constructively and to respond to Ask relevant questions about clarify meaning. details. criticism. an informative presentation. Record facts and ideas using a Check and confirm Try to determine a speakers Recall main ideas or key listening guide. understandings by asking points and organizational pattern. events of an informative questions. Gather and record information presentation Listen attentively and using a plan, organizer, or Acknowledge the speaking courteously to each other and to listening guide. achievements of others. guest speakers.
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Speaking
Grade 2
Restate information learned in an informative presentation in own words. Talk about how new ideas and information have added to their understanding.
Grade 3
Present information and ideas on a topic to engage a familiar audience. Use organizers and key words on a cue card to prepare and present an informative talk.
Grade 4
Use organizers and key words on a cue card to prepare and present an informative talk. Organize information in ways that clarify understanding.
Grade 5
Prepare and deliver a presentation to inform. Organize information in ways that shape and clarify understanding.
K. Diversionary Language
Listening
Organize information for Share and explain presentation using different information about topics of strategies e.g. webs, forms, interest to familiar audiences, sequences, charts. Organizers. and answer questions. Students will use speech to entertain and to personally respond to and critically evaluate the presentations and performances of others. Comment constructively Identify repeated sounds and Identify ways in which Comment constructively about a about a peers presentation or poetic effects that contribute to exaggeration and other devices presentation or performance. performance. listening enjoyment. are used to convey humor. Respond to humor in a variety Respond to humor in a of oral texts. Comment constructively about variety of oral texts. presentations or performances. Comment constructively about a presentation or performance.
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Speaking
Choose and prepare stories and poems for recitations and performance. Tell stories effectively and convey detailed information coherently for listeners. Read aloud informally and for an audience. Identify appropriate expression, tone, volume and use of voices and other sound effects for performances.
Use storytelling skills showing an increasing awareness of structure and expression. Choose and prepare stories and poems for recitation or performance. Read aloud informally and for an audience. Experiment with the use of expression, tone, volume, voices and other sound effects for performances.
Use expression, tone, volume, voices and other sound effects for performances. Tell a story using notes designed to cue for repetition, recap and humor. Participate in a variety of shared language experiences: dramatic dialogues, recitations, read-alouds, readers theatre, choral speaking and role play.
Prepare and deliver an engaging narrative using oral techniques of tone, expression, volume, voices and other sound effects. Experiment with dramatic elements to engage the audience. Participate in a variety of shared language experiences: dramatic dialogues, recitations, readalouds, readers theatre, choral speaking and role play.
Page 91

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NIS 2008 , PYP LA Committee

NIS 2008, PYP LA Committee

NIS 2008, PYP LA Committee

Written Language - Reading

Makes the sound, with or without actions, of a few alphabet letters.

Short Vowel sounds

NIS 2008, PYP LA Committee

Clap syllables in their name

Clap the beat to syllables in words.

Distinguishes between 2 and 3 syllable words.

Long Vowel and Vowel Digraphs Sounds

Hard & Soft Sounds

Stressed /Unstressed Syllables

II. Building Vocabulary Sight Recognition of Class Names

Recognises their own name.

Recognizes most of the class names.

NIS 2008, PYP LA Committee

First 100 most frequent words

Begin to recognise some of these words.

Recognise rapidly on sight both in and out of context.

Second 100 most frequent words

Recognise on sight both in and out of context.

Third 100 most frequent words

Read with confidence, using the context as an aid.

Match words with opposite meanings.

Split apart and create simple compound words.

NIS 2008, PYP LA Committee

Multiple meaning words

Academic Word List

NIS 2008, PYP LA Committee

Repetitive sentence structure

Hear own errors in oral reading and try again.

Fiction and Non-fiction

Sort books into fiction and non-fiction.

Know whether fiction or nonfiction will best serve their purpose.

NIS 2008, PYP LA Committee

Use key words to tell about what they have read.

Fact and Opinion

Use non-fiction books to search for facts.

Draw the setting of a narrative.

Describes the main setting of a narrative.

Problems and Solutions

Identify the problem and the solution in narrative texts.

Cause and Effect

NIS 2008, PYP LA Committee

Compare and contrast similar stories from different cultures.

NIS 2008, PYP LA Committee

NIS 2008, PYP LA Committee

NIS 2008, PYP LA Committee

Identify the common letters and sounds in alliterative alphabet sentences.

NIS 2008, PYP LA Committee

Refrains and Echoes

V. Reference Skills Table of contents

Locate the table of contents in books.

Use an index to locate a page number for research.

NIS 2008, PYP LA Committee

Use 2-3 key words in combination on a kids search engine.

NIS 2008, PYP LA Committee

Use key words in combination to search for information.

Charts and Graphs

MLA / APA Research Style (Referencing)

NIS 2008, PYP LA Committee