Gaas Language Ss Kg-Grade5

Language Scope & Sequence
Oral Language: Blending PYP, Virginia Standards (& Creative Curriculum)

Learning continuum for Oral languagelistening and speaking Oral language encompasses all aspects of listening and speakingskills that are essential for ongoing language development, for learning and for relating to others. Listening (the receptive mode) and speaking (the expressive mode) work together in a transactional process between listeners and speakers. A balanced program will provide meaningful and well-planned opportunities for learners to participate as listeners as well as speakers. Listening involves more than just hearing sounds. It requires active and conscious attention in order to make sense of what is heard. Purposeful talk enables learners to articulate thoughts as they construct and reconstruct meaning to understand the world around them. Oral language involves recognizing and using certain types of language according to the audience and purposes (for example, the language used at home, the language of the classroom, the language of play, the language of inquiry, conversations with peers, giving instructions, interpreting creative texts, the language of fantasy, the language of different generations, of different times and places. In an inquiry-based learning environment, oral language exposes the thinking of the learner. It is a means by which inner speech (Vygotsky 1999) can be communicated and shared to negotiate and construct meaning and develop deeper levels of understanding.
Overall Expectations - listening and speaking Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listeners perception of what they hear is unique. They are compiling rules about the use of different aspects of language. Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable; for negotiating understanding; and for negotiating the social dimension. Learners are able to understand the difference between literal and figurative language; how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning.
Learning Continuum for Oral Language: Listening & Speaking Conceptual Learning outcomes Understanding
Overall Expectations for KG - listening and speaking Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds are associated with objects, or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire. Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses. Spoken words connect us K Learners with others. respond appropriately to specific vocabulary and simple statements, questions, and stories G People listen and speak to begin to follow detailed, instructional, multistep directions 1 share thoughts and feelings. describe and tell the use of many familiar items
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is understood by most people; may mispronounce new, long, or unusual words use complete, four- to six-word sentences begin to incorporate new, less-familiar, or technical words in everyday conversations tell stories about other times and places that have a logical order and that include major details engage in conversations of at least three exchanges use acceptable language and social rules while communicating with others; may need reminders
K G 2 4 4/5
Spoken words connect us with others. People listen and speak to share thoughts and feelings. People ask questions to learn from others People communicate using different languages. Everyone has the right to
Learners use gestures, actions, body language and/or words to communicate needs and to express ideas listen and respond to picture books, showing pleasure, and demonstrating their understanding through gestures, expression and/or words name classmates, teachers and familiar classroom and playground objects interact effectively with peers and adults in familiar social settings tell their own stories using words, gestures, and objects/ artifacts repeat/echo single words use single words and two- word phrases in context
speak and be listened to.
join in with poems, rhymes, songs and repeated phrases in shared books understand simple questions and respond with actions or words follow classroom directions and routines, using context cues realize that people speak different languages use the mother tongue (with translation, if necessary) to express needs and explain ideas
respond appropriately to complex statements, questions, vocabulary, and stories follow detailed, instructional, multistep directions begin to incorporate new, less- familiar, or technical words in everyday conversations begin to pronounce multisyllabic or unusual words correctly begin to use long, complex sentences and follow most grammatical rules tell elaborate stories that refer to other times and places begin to engage in complex, lengthy conversations (five or more exchanges) begin to use acceptable language and social rules during communication with others retell the plot of a story in sequence without prompting retell a familiar story in proper sequence, including major events and characters Virginia Standards for KG2-5oral language The kindergarten student will be immersed in a print-rich environment to develop oral language skills and phonological awareness, The kindergarten student will have the opportunity to use words that describe people, places, and events. Learners: Spoken words connect us K name classmates, teachers and familiar classroom and playground objects with others. G K.2 c) Use words to describe/name people, places, and things. People listen and speak to K.2 d) Use words to describe/name location, size, color, and shape. share thoughts and 2 K.2e) Use words to describe/name actions. feelings. listen and respond in small or large groups for increasing periods of time People ask questions to memorize and join in with poems, rhymes and songs 5 learn from others K.1 a) Listen to a variety of literary forms, including stories and poems. The sounds of language K.1 b) Participate in a variety of oral language activities including choral and echo speaking and are a symbolic way of 5/6 recitation of short poems, rhymes, songs, and stories with repeated word order patterns. representing ideas and tell their own stories using words, gestures, and objects/ artifacts objects. People communicate using K.1 e) Use complete sentences that include subject, verb, and object. different languages. understand simple questions and respond with actions or words Everyone has the right to K.3 h) Begin to ask how and why questions. speak and be listened to. distinguish beginning, medial and ending sounds of words with increasing accuracy K.7 d) Identify beginning consonant sounds in single-syllable words.
follow two-step directions K.3 g) Follow one- and two-step directions. talk about the stories, writing, pictures and models they have created K.3 a) Express ideas in complete sentences and express needs through direct requests. use own grammar style as part of the process of developing grammatical awareness K.12 b) Draw pictures and/or use letters and phonetically spelled words to write about experiences.
Virginia Standards for KG2-5oral language

K.1 The student will demonstrate growth in the use of oral language. c) Participate in oral generation of language experience narratives. d) Participate in creative dramatics. K.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies. b) Use number words. f) Ask about words not understood. g) Use vocabulary from other content areas. K.3 The student will build oral communication skills. b) Begin to initiate conversations. c) Begin to follow implicit rules for conversation, including taking turns and staying on topic. d) Listen and speak in informal conversations with peers and adults. e) Participate in group and partner discussions about various texts and topics. f) Begin to use voice level, phrasing, and intonation appropriate for various language situations. K.4 The student will identify, say, segment, and blend various units of speech sounds. a) Begin to discriminate between spoken sentences, words, and syllables. b) Identify and produce words that rhyme. c) Blend and segment multisyllabic words at the syllable level. d) Segment one-syllable words into speech sound units including beginning phoneme(s) (onset) and ending (rimes). e) Identify words according to shared beginning and/or ending sounds. Virginia Standards for grade 1 oral language The student will use listening and speaking skills to participate in classroom discussions. The student will also demonstrate comprehension of fiction and nonfiction texts through classroom discussion. G The sounds of language are Learners:
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a symbolic way of representing ideas and objects.
People communicate using

different languages.
o o o o
Everyone has the right to

Spoken language varies

according to the purpose and the audience
o o o o o o o o o o
o o o o
listen and respond in small or large groups for increasing periods of time listen attentively and speak appropriately in small and large group interactions listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form memorize and join in with poems, rhymes and songs 1.1c) participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns follow classroom instructions, showing understanding describe personal experiences retell familiar stories in sequence 1.1b) retell familiar stories in sequence obtain simple information from accessible spoken texts distinguish beginning, medial and ending sounds of words with increasing accuracy follow two-step directions 1.3d) follow simple two-step oral directions predict likely outcomes when listening to texts read aloud ask questions to gain information and respond to inquiries directed to themselves or to the class 1.2b) Begin to ask for clarification and explanation of words and ideas. use language to address their needs, express feelings and opinions use oral language to communicate during classroom activities, conversations and imaginative play 1.3a) Initiate conversation with peers and adults. 1.3b) Follow rules for conversation using appropriate voice level in small-group settings. talk about the stories, writing, pictures and models they have created begin to communicate in more than one language use grammatical rules of the language(s) of instruction (learners may over-generalize at this stage). hear and appreciate differences between languages 1.1 The student will continue to demonstrate growth in the use of oral language. 1.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies. 1.3 The student will adapt or change oral language to fit the situation. e) Give simple two-step oral directions. 1.4 The student will orally identify, produce, and manipulate various units of speech sounds within words. a) Create rhyming words. b) Count phonemes (sounds) in one-syllable words. c) Blend sounds to make one-syllable words. d) Segment one-syllable words into individual speech sounds (phonemes). e) Add or delete phonemes (sounds) to make new words.
Virginia Standards for Grade 2oral language
The student will expand vocabulary by speaking and listening effectively in classroom discussions, use a combination of strategies when reading, and read familiar selections with fluency and expression. The student will be asked to identify main ideas, to make and confirm predictions, and to formulate questions about learning in all subjects, with emphasis on materials that reflect the Standards of Learning in mathematics, science, and history and social science. G The sounds of language are Learners: o listen attentively and speak appropriately in small and large group interactions a symbolic way of r o listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with representing ideas and increasing confidence and detail a objects. 2.1b) Create and participate in oral dramatic activities. d People communicate using o pick out main events and relevant points in oral texts different languages. e o describe personal experiences Everyone has the right to o follow multi-step directions 2 speak and be listened to. 2.3e) Follow three- and four-step directions. 2.3f) Give three- and four-step directions. Spoken language varies 7/8 o retell familiar stories in sequence according to the purpose 2.3d) Retell information shared by others. and audience. o describe personal experiences Spoken communication is 2.1a) Create oral stories to share with others. different from written o use language to address their needs, express feelings and opinions communicationit has its 2.2c) Clarify and explain words and ideas orally. own set of rules. o ask questions to gain information and respond to inquiries directed to themselves or to the class 2.3a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond. o express thoughts, ideas, and opinions and discuss them, respecting contributions from others 2.3b) Share stories or information orally with an audience. o use oral language to communicate during classroom activities, conversations and imaginative play o use grammatical rules of the language(s) of instruction (learners may over-generalize at this stage). 2.1c) Use correct verb tenses in oral communication. 2.4a) Count phonemes (sounds) within one-syllable words. 2.4b) Blend sounds to make one-syllable words. 2.4c) Segment one-syllable words into individual speech sounds (phonemes). 2.4d) Add or delete phonemes (sounds) to make words. 2.4e) Blend and segment multisyllabic words at the syllable level. Virginia Standards: 2.1 The student will demonstrate an understanding of oral language structure. c) Use correct verb tenses in oral communication. d) Use increasingly complex sentence structures in oral communication. e) Begin to self-correct errors in language use.
2.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies. b) Use words that reflect a growing range of interests and knowledge. d) Identify and use synonyms and antonyms. e) Use vocabulary from other content areas. 2.3 The student will use oral communication skills. c) Participate as a contributor and leader in a group. 2.4 The student will orally identify, produce, and manipulate various units of speech sounds within words. Virginia Standards for Grade 3oral language The student will use effective communication skills in group activities and will present brief oral reports. G The sounds of language are Learners:
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a symbolic way of representing ideas and objects.
o o
People communicate using

different languages.
Everyone has the right to

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Spoken language varies

according to the purpose and audience.
People interpret
messages according to their unique experiences and ways of understanding.
Spoken communication is
different from written communicationit has its own set of rules.
listen and respond in small or large groups for increasing periods of time listen attentively and speak appropriately in small and large group interactions 3.1a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said. o pick out main events and relevant points in oral texts o retell familiar stories in sequence 3.2a) Speak clearly. 3.2b) Use appropriate volume and pitch. 3.2c) Speak at an understandable rate. 3.2d) Organize ideas sequentially or around major points of information. o describe personal experiences o express thoughts, ideas, and opinions and discuss them, respecting contributions from others 3.2e) Use contextually appropriate language and specific vocabulary to communicate ideas. o predict likely outcomes when listening to texts read aloud o use language to explain, inquire, and compare 3.1b) Ask and respond to questions from teachers and other group members. 3.1c) Explain what has been learned. o ask questions to gain information and respond to inquiries directed to themselves or to the class o begin to communicate in more than one language o recognize patterns in language(s) of instruction and use increasingly accurate grammar o begin to understand that language use is influenced by its purpose and the audience o understand and use specific vocabulary to suit different purposes 3.1d) Use language appropriate for context. 3.1e) Increase listening and speaking vocabularies. Virginia Standards: 3.1 The student will use effective communication skills in group activities.
3.2 The student will present brief oral reports using visual media. Virginia Standards for Grade 4oral language In fourth grade, the student will continue to increase communication skills in large- and small-group settings. The introduction of media messages will begin in fourth grade and continue in fifth grade. Learners G Taking time to reflect on o listen appreciatively and responsively, presenting their own point of view and respecting the views of what we hear and say r others helps us to make informed 4.1c) Seek ideas and opinions of others. a judgments and form new o identify and expand on main ideas in familiar oral texts opinions. d o participate appropriately as listener and speaker, in discussions, conversations, debates and group Thinking about the e presentations perspective of our 4.1b) Contribute to group discussions across content areas. 4 audience helps us to o infer meanings, draw conclusions and make judgments about oral presentations communicate more 4.1d) Use evidence to support opinions. effectively and 9/10 o argue persuasively and justify a point of view appropriately. 4.1d) Use evidence to support opinions. Spoken language can be o show open-minded attitudes when listening to other points of view used to persuade and 4.1g) Demonstrate the ability to collaborate with diverse teams. influence people. o begin to paraphrase and summarize 4.2d) Use language and style appropriate to the audience, topic, and purpose. People draw on what they o verbalize their thinking and explain their reasoning already know in order to 4.1f) Communicate new ideas to others. infer new meaning from
what they hear
Virginia Standards: 4.1 The student will use effective oral communication skills in a variety of settings.
Virginia Standards for Grade 5oral language In fifth grade. the student will continue to increase communication skills used in learning activities. The student will use oral communication skills to describe key concepts and information contained in the mathematics, science, and history and social science Standards of Learning. Learners G Taking time to reflect on o participate appropriately as listener and speaker, in discussions, conversations, debates and group what we hear and say r presentations helps us to make informed 5.1a) Participate in and contribute to discussions across content areas. a judgments and form new 5.1b) Organize information to present in reports of group activities. opinions. d 5.1c) Summarize information gathered in group activities. Thinking about the e o generate, develop and modify ideas and opinions through discussion perspective of our
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audience helps us to communicate more effectively and appropriately.
o o o o o o o o o o o o
The grammatical
structures of a language enable members of a language community to communicate with each other.
Spoken language can be

used to persuade and influence people.
Metaphorical language
creates strong visual images in our imagination.
Listeners identify key ideas

in spoken language and synthesize them to create their own understanding.
5.1e) Demonstrate the ability to collaborate with diverse teams. listen and respond appropriately to instructions, questions and explanations 5.1a) Participate in and contribute to discussions across content areas. infer meanings, draw conclusions and make judgments about oral presentations use an increasing vocabulary and more complex sentence structures with a high level of specificity argue persuasively and defend a point of view paraphrase and summarize when communicating orally 5.2g) Summarize main points as they relate to main idea or supporting details. understand and use figurative language such as simile, personification and metaphor use standard grammatical structures competently in appropriate situations use oral language appropriately, confidently and with increasing accuracy 5.2e) Determine appropriate content for audience. use register, tone, voice level and intonation to enhance meaning 5.2c) Use facial expressions to support and dramatize verbal message. appreciate that people speak and respond according to personal and cultural perspectives 5.2i) Use language and style appropriate to the audience, topic, and purpose. use speech responsibly to inform, entertain and influence others 5.2b) Use gestures to support, accentuate, and dramatize verbal message. reflect on communication to monitor and assess their own learning.
People draw on what they

already know in order to infer new meaning from what they hear
Standalone: 5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities. d) Communicate new ideas to others. f) Demonstrate the ability to work independently.

Visual Language in general: Blending PYP, Virginia Standards (& Creative Curriculum)
Learning continuum for visual languageviewing and presenting Viewing and presenting are fundamental processes that are historically and universally powerful and significant. The receptive processes
(viewing) and expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. It is important to provide a balanced program with opportunities for students to experience both viewing and presenting. These processes involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access to data. Examples of visual texts are: advertisements, brochures, computer games and programs, websites, movies, posters, signs, logos, flags, maps, charts, graphs, diagrams, illustrations, graphic organizers, cartoons and comics. Learning to interpret this data, and to understand and use different media, are invaluable life skills. Acquiring skills related to information and communication technology (ICT) and visual texts is significant because of their persuasive influence in society. It is important to learn how visual images influence meaning and produce powerful associations that shape the way we think and feel. Opportunities that invite students to explore the function and construction of images facilitate the process of critically analyzing a range of visual texts. Learning to understand and use different visual texts expands the sources of information and expressive abilities of students Overall Expectations viewing and presenting Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information. Learners show an open-mindedness about the use of a range of visual text resources to access information. They think critically, and are articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story. Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position.
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Learning Continuum for Visual Language: Viewing & Presenting Conceptual Learning outcomes Understanding
Overall Expectations KG viewing and presenting Learners show an understanding that the world around them is full of visual language that conveys meaning. They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways. Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes. We can enjoy and learn Learners K from visual language act out familiar or imaginary scenarios; may use props to stand for something else G The pictures, images, and symbols in our 1 environment have meaning.
3/4 K G 2 4 4/5
Visual language is all around us The pictures, images, and symbols in our environment have meaning. We can enjoy and learn from visual language Visual texts can immediately gain our attention.
Learners attend to visual information showing understanding through play, gestures, facial expression reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise attend to visual information showing understanding through discussion, role play, illustrations talk about their own feelings in response to visual messages; show empathy for the way others might feel relate to different contexts presented in visual texts according to their own experiences, for example, That looks like my uncles farm. observe visual cues that indicate context; show understanding by matching pictures with context recognize familiar signs, labels and logos, for example, pedestrian walking sign, emergency exit sign, no dogs allowed; identify similarities and differences make personal connections to visual texts, for example, a picture book about children making friends in a new situation use body language to communicate and to convey understanding, for example, pointing, gesturing, facial expressions select and incorporate colours, shapes, symbols and images into visual presentations show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favourite pages locate and use appropriate ICT iconography to activate different devices, for example, computer games,
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K G 2 5 5/6
Visual language is all around us The pictures, images, and symbols in our environment have meaning. We can enjoy and learn from visual language People use static and moving images to communicate ideas and information. Visual texts can immediately gain our attention. Viewing and talking about the images others have created helps us to
CD player, television locate familiar visual texts in magazines, advertising catalogues, and connect them with associated products show their understanding that visual messages influence our behaviour connect visual information with their own experiences to construct their own meaning, for example, when taking a trip use body language in mime and role play to communicate ideas and feelings visually realize that shapes, symbols and colours have meaning and include them in presentations use a variety of implements to practise and develop handwriting and presentation skills observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed recognize ICT iconography and follow prompts to access programs or activate devices listen to terminology associated with visual texts and understand terms such as colour, shape, size. through teacher modelling, become aware of terminology used to tell about visual effects, for example, features, layout, border, frame view different versions of the same story and discuss the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie version of a story become aware of the use and organization of visual effects to create a particular impact, for example, dominant images show what is important in a story observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular purposes. Learners: attend to visual information showing understanding through play, gestures, facial expression reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise attend to visual information showing understanding through discussion, role play, illustrations talk about their own feelings in response to visual messages; show empathy for the way others might feel relate to different contexts presented in visual texts according to their o wn experiences, for example, That looks like my uncles farm. observe visual cues that indicate context; show understanding by matching pictures with context recognize familiar signs, labels and logos make personal connections to visual texts, for example, a picture book about children making friends in a new situation use body language to communicate and to convey understanding, for example, pointing, gesturing, facial expressions select and incorporate colours, shapes, symbols and images into visual presentations show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favourite pages locate and use appropriate ICT iconography to activate different devices, for example, computer games,
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understand and create our own presentations.
G r a d e 1 6/7
People use static and

moving images to communicate ideas and information.
Visual texts can

immediately gain our attention.
Viewing and talking about

the images others have created helps us to understand and create our own presentations
CD player, television locate familiar visual texts in magazines, advertising catalogues, and connect them with associated products show their understanding that visual messages influence our behaviour connect visual information with their own experiences to construct their own meaning, for example, when taking a trip use body language in mime and role play to communicate ideas and feelings visually realize that shapes, symbols and colours have meaning and include them in presentations use a variety of implements to practise and develop handwriting and presentation skills observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed recognize ICT iconography and follow prompts to access programs or activate devices listen to terminology associated with visual texts and understand terms such as colour, shape, size. through teacher modelling, become aware of terminology used to tell about visual effects, for example, features, layout, border, frame view different versions of the same story and discuss the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie version of a story become aware of the use and organization of visual effects to create a particular impact, for example, dominant images show what is important in a story observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular purposes. Learners: o attend to visual information showing understanding through discussion, role play, illustrations o talk about their own feelings in response to visual messages; show empathy for the way others might feel o relate to different contents presented in visual texts according to their own experi ences, for example, That looks like my uncles farm. o realize that visual information reflects and contributes to the understanding of content o locate familiar visual texts in magazines, advertising catalogues, and connect them with associated products o show their understanding that visual messages influence our behavior o connect visual information with their own experiences to construct their own meaning, for example, when taking a trip o use body language in mime and role play to communicate ideas and feelings visually 1.1d) Participate in a creative dramatics. o realize that shapes, symbols and colours have meaning and include them in presentations o use a variety of implements to practice and develop presentation skills o observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed o recognize ICT iconography and follow prompts to access programs or activate devices
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o o o o
through teacher modeling, become aware of terminology used to tell about visual effects, for example, features, layout, border, frame view different versions of the same story and discuss the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie version of a story become aware of the use and organization of visual effects to create a particular impact, for example, dominant images show what is important in a story observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular purposes.
G r a d e 2 7/8

Visual texts can


Learners: o recognize and name familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography o use a variety of implements to practice and develop handwriting and presentation skills 2.11 The student will maintain legible printing and begin to make the transition to cursive. o use a variety of implements to practice and develop presentation skills o recognize ICT iconography and follow prompts to access programs or activate devices o through teacher modeling, become aware of terminology used to tell about visual effects, for example, features, layout, border, frame
Visual texts can expand

our database of sources of information.
Visual texts provide

alternative means to develop new levels of understanding.
G r a d e 3

Learners:
o o o
Visual texts can

observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness connect visual information with their own experiences to construct their own meaning, for example, when taking a trip discuss personal experiences that connect with visual images 3.2 The student will present brief oral reports using visual media. a) Speak clearly. b) Use appropriate volume and pitch.
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Visual texts can expand

our database of sources of information.
Visual texts provide

alternative means to develop new levels of understanding.
Selecting the most suitable

forms of visual presentation enhances our ability to express ideas and images.
Different visual techniques

produce different effects and are used to present different types of information.
c) Speak at an understandable rate. d) Organize ideas sequentially or around major points of information. e) Use contextually appropriate language and specific vocabulary to communicate ideas. o use actions and body language to reinforce and add meaning to oral presentations o select and use suitable shapes, colours, symbols and layout for presentations; practice and develop writing/ calligraphy styles o use a variety of implements to practice and develop handwriting and presentation skills o realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding 3.1 The student will use effective communication skills in group activities. a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said. b) Ask and respond to questions from teachers and other group members. c) Explain what has been learned. d) Use language appropriate for context. e) Increase listening and speaking vocabularies. o with guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful o view a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama 3.2 The student will present brief oral reports using visual media. o view different versions of the same story and discuss the effectiveness of the different ways of telling the same story, for example, the picture book version and the film/movie version of a story o observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve. Learners o view, respond to and describe visual information, communicating understanding in oral, written and visual form 4.1b) Listen to and record information. 4.1c) Organize information for clarity. o design posters and charts, using shapes, colours, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is achieved 4.3b) Identify the characteristics of various media messages. o prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications 4.9b) Collect information from multiple resources including online, print, and media. 4.9c) Use technology as a tool to organize, evaluate, and communicate information.
G r a d e 4 9/10
Visual texts have the

power to influence thinking and behavior.
Interpreting visual texts

involves making an informed judgment about the intention of the message.
To enhance learning we
need to be efficient and constructive users of the
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internet.
Individuals respond
differently to visual texts, according to their previous experiences, preferences and perspectives. o
realize that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss the effects used and how they might influence the audience. 4.3a) Differentiate between auditory, visual, and written media messages. 4.7a) Identify intended audience. navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own presentations 4.9c) Use technology as a tool to organize, evaluate, and communicate information.
Virginia Standards for Grade 4viewing and presenting 4.2 The student will make and listen to oral presentations and reports. d) Use language and style appropriate to the audience, topic, and purpose. 4.3 The student will learn how media messages are constructed and for what purposes.
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Visual texts have the

power to influence thinking and behavior.
The aim of commercial

media is to influence and persuade viewers
Interpreting visual texts

involves making an informed judgment about the intention of the message.
To enhance learning we
need to be efficient and constructive users of the internet.
Individuals respond
differently to visual texts, according to their previous experiences, preferences and perspectives.
Knowing about the
Learners o view and critically analyse a range of visual texts, communicating understanding through oral, written and visual media 5.3a) Differentiate between auditory, visual, and written media messages. o describe personal reactions to visual messages; reflect on why others may perceive the images differently o analyse and interpret the ways in which visual effects are used to establish context o identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects 5.2h) Incorporate visual media to support the presentation. o realize that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation, for example, the use of particular colours or symbol 5.3b) Identify the characteristics and effectiveness of a variety of media messages. o show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning 5.2a) Maintain eye contact with listeners. 5.2d) Use posture appropriate for communication setting. o navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own presentations o analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of colour, texture, symbolism 5.2f) Organize content sequentially around major ideas. o identify the intended audience and purpose of a visual presentation identify overt and subliminal messages
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techniques used in visual texts helps us to interpret presentations and create our own visual effects.
reflect on ways in which understanding the intention of a visual message can influence personal responses. Virginia Standards for Grade 5viewing and presenting 5.2 The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations. b) Use gestures to support, accentuate, and dramatize verbal message. 5.3 The student will learn how media messages are constructed and for what purposes.
Synthesizing information
from visual texts is dependent upon personal interpretation and leads to new understanding

Written Language in general: Blending PYP, Virginia Standards (& Creative Curriculum)
Learning continuum for written languagereading Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the readers purpose for reading, the readers prior knowledge and experience, and the text itself. It begins to happen when the young learner realizes that print conveys meaning and becomes concerned with trying to make sense of the marks on the page. The most significant contribution parents and teachers can make to success in reading is to provide a captivating range of picture books and other illustrated materials to share with beginning readers. Enthusiasm and curiosity are essential ingredients in promoting the desire to read. Children of all ages need to experience and enjoy a wide variety of interesting, informative, intriguing and creative reading materials. Reading helps us to clarify our ideas, feelings, thoughts and opinions. Literature offers us a means of understanding ourselves and others, and has the power to influence and structure thinking. Well-written fiction provides opportunities for learners to imagine themselves in anothers situation, reflecting on feelings and actions, and developing empathy. The ability to read and comprehend non-fiction is essential for the process of inquiry. As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text. Teachers should provide a balance between fiction and non-fiction, to meet the range of learning needs and interests of their students. Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended periods of time to read for
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pleasure, interest, and information, experiencing an extensive range of quality fiction and non-fiction texts. As learners engage with interesting and appealing texts, appropriate to their experiences and developmental phase, they acquire the skills, strategies and conceptual understanding necessary to become competent, motivated, independent readers. Overall Expectations - reading Learners show an understanding that text is used to convey meaning in different ways and for different purposesthey are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of text conveys meaning. Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both real and imagined, and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading. Learners show an understanding of the strategies authors use to engage them. They have their favourite authors and can articulate reasons for their choices. Reading provides a sense of accomplishment, not only in the process, but in the access it provides them to further knowledge about, and understanding of, the world.
Learning Continuum for Written Language: Reading Conceptual Learning outcomes Understanding
Overall Expectations KG - reading Learners show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge and pleasure; that it can be a social activity or an individual activity. They have a concept of a book, and an awareness of some of its struc tural elements. They use visual cues to recall sounds and the words they are reading to construct meaning. Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognize them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys meaning. There are established ways Learners K of setting out print and
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G 1 3/4
organizing books. The sounds of spoken language can be represented visually.
begin to decide whether two words rhyme begin to show awareness that some words begin the same way begin to notice and show awareness of separate syllables in words recognize as many as 10 letters, especially those in own name identify the sounds of a few letters begin to indicate where to start reading and the direction to follow ask and answer questions about the text refer to pictures begin to pretend to read, using some of the language from the text begin to describe the action across pages, using pictures to order the events; may need prompts from adult retell familiar stories, using pictures or props as prompts Learners enjoy listening to stories choose and read picture books for pleasure locate and respond to aspects of interest in self- selected texts (pointing, examining pictures closely, commenting) show curiosity and ask questions about pictures or text listen attentively and respond to stories read aloud participate in shared reading, joining in with rhymes, refrains and repeated text as they gain familiarity make connections to their own experience when listening to or reading texts recognize their own first name express opinions about the meaning of a story show empathy for characters in a story distinguish between pictures and written text, for example, can point to a picture when asked indicate printed text where the teacher should start reading
K G 2 4 4/5
Illustrations convey meaning. Print conveys meaning. People read for pleasure. Stories can tell about imagined worlds. Printed information can tell about the real world. Written language works differently from spoken language.. The words we see and hear enable us to create pictures in our minds.
decide whether two words rhyme match beginning sounds of some words notice and shows awareness of separate words in syllables notice and shows awareness of separate syllables in words begin to verbally separate and blend onset and rime begin to identify and name 1120 upper- and 1120 lowercase letters when presented in random order show understanding that a sequence of letters represents a sequence of spoken sounds
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begin to use various types of books for their intended purposes begin to know some features of a book (title, author, illustrator) begin to connect specific books to authors show awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation identify story-related problems, events, and resolutions during conversations with an adult pretend to read, reciting language that closely matches the text on each page using reading-like intonation Virginia Standards for KG2-5- reading The kindergarten student will be immersed in a print-rich environment to develop phonological awareness, print awareness, vocabulary, comprehension, and an appreciation for literature. The reading of fiction and nonfiction texts will enable students to develop an awareness of print materials as sources of information and enjoyment. Illustrations convey Learners K meaning. Print conveys locate and respond to aspects of interest in self- selected texts (pointing, examining pictures closely, G meaning. People read for commenting) pleasure. K.5 b) Identify the front cover, back cover, and title page of a book. 2 Stories can tell about K.5 d) Follow words from left to right and from top to bottom on a printed page. imagined worlds. show curiosity and ask questions about pictures or text Printed information can 5 K.5 c) Distinguish between print and pictures. tell about the real world. listen attentively and respond to stories read aloud There are established K.5 e) Use story language in discussions and retellings. 5/6 ways of setting out print K.5 f) Retell familiar stories, using beginning, middle, and end. and organizing books. make connections to their own experience when listening to or reading texts The sounds of spoken K.6 c) Read and explain own writing and drawings. language can be begin to discriminate between visual representations such as symbols, numbers, ICT iconography, represented visually. letters and words Written language works K.6 a) Identify common signs and logos. differently from spoken recognize their own first name language. K.6 d) Read his/her name and read fifteen meaningful, concrete words. Consistent ways of express opinions about the meaning of a story recording words or ideas K.9 e) Use story language in discussions and retellings. enable members of a show empathy for characters in a story language community to K.9 g) Discuss characters, setting, and events. communicate. distinguish between pictures and written text, for example, can point to a picture when asked People read to learn. K.5 c) Distinguish between print and pictures. The words we see and indicate printed text where the teacher should start reading hear enable us to create K.5 The student will understand how print is organized and read. pictures in our minds. handle books, showing an understanding of how a book works, for example, cover, beginning, directional movement, end
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K.5 a) Hold print materials in the correct position. participate in guided reading situations, observing and applying reading behaviours and interacting effectively with the group K.5 a) Hold print materials in the correct position. K.5 b) Identify the front cover, back cover, and title page of a book. K.5 c) Distinguish between print and pictures. K.5 d) Follow words from left to right and from top to bottom on a printed page. K.7 c) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable. understand soundsymbol relationships and recognize familiar sounds/symbols/ words of the language community K.7 b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters.
Virginia Standards for KG2-5reading

K.5 The student will understand how print is organized and read. e) Match voice with print. (concept of word). K.6 The student will demonstrate an understanding that print conveys meaning. b) Explain that printed materials provide information. K.7 The student will develop an understanding of basic phonetic principles. a) Identify and name the uppercase and lowercase letters of the alphabet. K.8 The student will expand vocabulary a) Discuss meanings of words. b) Develop vocabulary by listening to a variety of texts read aloud. K.9 The student will demonstrate comprehension of fictional texts. a) Identify what an author does and what an illustrator does. b) Relate previous experiences to what is read. c) Use pictures to make predictions. d) Begin to ask and answer questions about what is read. f) Retell familiar stories, using beginning, middle, and end. K.10 The student will demonstrate comprehension of nonfiction texts. a) Use pictures to identify topic and make predictions. b) Identify text features specific to the topic, such as titles, headings, and pictures.
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Virginia Standards for Grade 1 - reading Reading is the priority in first grade. The student will be immersed in a print-rich environment to develop oral language skills, phonetic skills, vocabulary, comprehension, and an awareness of print materials as sources of information and enjoyment. The student will use a variety of strategies to read new words. The student will continue to develop an understanding of character, setting, main idea, and story sequence in a variety of texts. The student will increase vocabulary and comprehension strategies by reading across the curriculum, with emphasis on materials that reflect the Standards of Learning in mathematics, science, and history and social science. The student will also demonstrate comprehension of fiction and nonfiction texts. Learners: G The sounds of spoken o select and reread favorite texts for enjoyment language can be r 1.9i) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful represented visually. expression. a Written language works o understand that print is permanent, for example, when listening to familiar stories, notices when the reader d differently from spoken leaves out or changes parts language. e o participate in shared reading, posing and responding to questions and joining in the refrains Consistent ways of 1.9e) Ask and answer who, what, when, where, why, and how questions about what is read. 1 recording words or ideas o recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles enable members of a 1.7e) Use knowledge of story structure. 6/7 language community to o handle books, showing an understanding of how a book works, for example, cover, beginning, directional communicate. movement, end 1.5a) Read from left to right and from top to bottom. The words we see and o participate in guided reading situations, observing and applying reading behaviors and interacting effectively hear enable us to create with the group pictures in our minds o identify and explain the basic structure of a story beginning, middle and end; may use storyboards or Applying a range of comic strips to communicate elements strategies helps us to read o listen attentively and respond actively to read- aloud situations; make predictions, anticipate possible and understand new texts. outcomes Wondering about texts o make predictions about a story, based on their own knowledge and experience; revise or confirm predictions and asking questions helps as the story progresses us to understand the 1.9c) Relate previous experiences to what is read. meaning. 1.9d) Make and confirm predictions. o read and understand the meaning of self-selected and teacher-selected texts at an appropriate level o use meaning, visual, contextual and memory cues, and cross-check cues against each other, when necessary (teacher monitors miscues to identify strategies used and strategies to be developed) 1.7a) Use words phrases, and sentences. 1.7b) Use titles and pictures o make connections between personal experience and storybook characters 1.9c) Relate previous experiences to what is read. o understand soundsymbol relationships and recognize familiar sounds/symbols/ words of the language community
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o o
o o o
understand soundsymbol relationships and apply reliable phonetic strategies when decoding print 1.6a) Use beginning and ending consonants to decode and spell single-syllable words. 1.6b) Use two-letter consonant blends to decode and spell single-syllable words. 16c) Use beginning consonant digraphs to decode and spell single-syllable words. 16d) Use short vowel sounds to decode and spell single-syllable words. 16e) Blend beginning, middle, and ending sounds to recognize and read words. 16f) Use word patterns to decode unfamiliar words. 16g) Read and spell simple two-syllable compound words. 16h Read and spell commonly used sight words. use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another 1.7f) Reread and self-correct. instantly recognize an increasing bank of high- frequency and high-interest words, characters or symbols have a secure knowledge of the basic conventions of the language(s) of instruction in printed text, for example, orientation, directional movement, layout, spacing, punctuation 1.5a) Read from left to right and from top to bottom. 1.5b) Match spoken words with print. 1.5c) Identify letters, words, sentences, and ending punctuation. 1.5d) Read his/her own writing. participate in learning engagements involving reading aloudtaking roles and reading dialogue, repeating refrains from familiar stories, reciting poems. discuss their own experiences and relate them to fiction and non-fiction texts wonder about texts and ask questions to try to understand what the author is saying to the reader. 1.9e) Ask and answer who, what, when, where, why, and how questions about what is read.
Virginia Standards for Grade 1reading 1.5 The student will apply knowledge of how print is organized and read. 1.6 The student will apply phonetic principles to read and spell. 1.7 The student will use semantic clues and syntax to expand vocabulary when reading. c) Use information in the story to read words. d) Use knowledge of sentence structure. 1.8 The student will expand vocabulary. a) Discuss meanings of words in context. b) Develop vocabulary by listening to and reading a variety of texts. c) Ask for the meaning of unknown words and make connections to familiar words. d) Use text clues such as words or pictures to discern meanings of unknown words. e) Use vocabulary from other content areas. 1.9 The student will read and demonstrate comprehension of a variety of fictional texts.
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a) Preview the selection. b) Set a purpose for reading. f) Identify characters, setting, and important events. h) Identify the main idea or theme. 1.10 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Preview the selection. b) Use prior and background knowledge as context for new learning. c) Set a purpose for reading. d) Identify text features such as pictures, headings, charts, and captions. g) Identify the main idea. 1.11 The student will use simple reference materials. a) Use knowledge of alphabetical order by first letter. b) Use a picture dictionary to find meanings of unfamiliar words. Virginia Standards for grade 2reading Reading continues to be a priority in second grade. The student will be immersed in an environment filled with fiction and nonfiction texts, which relate to all areas of the curriculum and interest. The student will use a combination of strategies when reading. The student will learn comprehension strategies for fiction and nonfiction texts. The student will be asked to identify main ideas, to make and confirm predictions, and to formulate questions about learning in all subjects, with emphasis on materials that reflect the Standards of Learning in mathematics, science, and history and social science. Learners: G The sounds of spoken o recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles language can be r 2.7d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. represented visually. o identify and explain the basic structure of a story beginning, middle and end; may use storyboards or a Written language works comic strips to communicate elements d differently from spoken 2.8j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful language. e expression. Consistent ways of o make predictions about a story, based on their own knowledge and experience; revise or confirm predictions 2 recording words or ideas as the story progresses enable members of a 2.6c) Use knowledge of story structure and sequence. 7/8 language community to o realize that there is a difference between fiction and non-fiction and use books for particular purposes, with communicate. teacher guidance 2.9d) Set purpose for reading. The words we see and o instantly recognize an increasing bank of high- frequency and high-interest words, characters or symbols hear enable us to create 2.7d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. pictures in our minds 2.7e) Use vocabulary from other content areas. What we already know enables us to understand o discuss their own experiences and relate them to fiction and non-fiction texts what we read. 2.9c) Use prior and background knowledge as context for new learning.
Applying a range of
wonder about texts and ask questions to try to understand what the author is saying to the reader.
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strategies helps us to read and understand new texts.
2.9d) Set purpose for reading. Virginia Standards for Grade 2reading 2.5 The student will use phonetic strategies when reading and spelling. a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words. b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. c) Decode regular multisyllabic words. 2.6 The student will use semantic clues and syntax to expand vocabulary when reading. a) Use information in the story to read words. b) Use knowledge of sentence structure. d) Reread and self-correct. 2.7 The student will expand vocabulary when reading. a) Use knowledge of homophones. b) Use knowledge of prefixes and suffixes. c) Use knowledge of antonyms and synonyms. 2.8 The student will read and demonstrate comprehension of fictional texts.. a) Make and confirm predictions b) Relate previous experiences to the main idea. c) Ask and answer questions about what is read. d) Locate information to answer questions. e) Describe characters, setting, and important events in fiction and poetry. f) Identify the problem and solution. g) Identify the main idea. h) Summarize stories and events with beginning, middle, and end in the correct sequence. i) Draw conclusions based on the text. 2.9 The student will read and demonstrate comprehension of nonfiction texts. a) Preview the selection using text features. b) Make and confirm predictions about the main idea. e) Ask and answer questions about what is read. f) Locate information to answer questions. g) Identify the main idea. h) Read and reread familiar passages with fluency, accuracy, and meaningful expression. 2.10 The student will demonstrate comprehension of information in reference materials.
Wondering about texts

and asking questions helps us to understand the meaning.
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a) Use table of contents. b) Use pictures, captions, and charts. c) Use dictionaries, glossaries, and indices. d) Use online resources. Virginia Standards for Grade 3 reading Reading continues to be a priority in third grade. Emphasis is on learning about words, reading text with fluency and expression, and learning comprehension strategies. The student will read a variety of fiction and nonfiction texts, which relate to all areas of the curriculum. Reading comprehension strategies will be applied in all subjects, with emphasis on materials that reflect the Standards of Learning in mathematics, science, and history and social science. In addition, the student will gather and use information from print and electronic sources.
G r a d e 3 8/9
The sounds of spoken

language can be represented visually.
Learners:
o o o o o o o
Written language works

differently from spoken language.
Consistent ways of
recording words or ideas enable members of a language community to communicate.
People read to learn. The words we see and

hear enable us to create pictures in our minds
Different types of texts

serve different purposes.
o o o o o
What we already know

enables us to understand what we read.
Applying a range of
strategies helps us to read and understand new texts.
select and reread favorite texts understand that print is permanent, for example, when listening to familiar stories, notices when the reader leaves out or changes parts participate in shared reading, posing and responding to questions and joining in the refrains develop personal preferences, selecting books for pleasure and information 3.5b) Make connections between previous experiences and reading selections. read texts at an appropriate level, independently, confidently and with good understanding 3.5m) Read with fluency and accuracy. identify and explain the basic structure of a story beginning, middle and end; may use storyboards or comic strips to communicate elements make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses 3.5c) Make, confirm, or revise predictions. realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance 3.5l) Differentiate between fiction and nonfiction. use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another discuss personality and behavior of storybook characters, commenting on reasons why they might react in particular ways discuss their own experiences and relate them to fiction and non-fiction texts participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view wonder about texts and ask questions to try to understand what the author is saying to the reader.
Wondering about texts

and asking questions helps
Virginia Standards for Grade 3reading 3.3 The student will apply word-analysis skills when reading.
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us to understand the meaning.
a) Use knowledge of regular and irregular vowel patterns. b) Decode regular multisyllabic words. 3.4 The student will expand vocabulary when reading. a) Use knowledge of homophones. b) Use knowledge of roots, affixes, synonyms, and antonyms. c) Apply meaning clues, language structure, and phonetic strategies. d) Use context to clarify meaning of unfamiliar words. e) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. f) Use vocabulary from other content areas. g) Use word reference resources including the glossary, dictionary, and thesaurus. 3.5 The student will read and demonstrate comprehension of fictional text and poetry. a) Set a purpose for reading. d) Compare and contrast settings, characters, and events. f) Ask and answer questions about what is read. g) Draw conclusions about text. h) Identify the problem and solution. i) Identify the main idea. j) Identify supporting details. k) Use reading strategies to monitor comprehension throughout the reading process. 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts. a) Identify the authors purpose. b) Use prior and background knowledge as context for new learning. c) Preview and use text features. d) Ask and answer questions about what is read. e) Draw conclusions based on text. f) Summarize major points found in nonfiction texts. g) Identify the main idea. h) Identify supporting details. i) Compare and contrast the characteristics of biographies and autobiographies. j) Use reading strategies to monitor comprehension throughout the reading process. k) Identify new information gained from reading. l) Read with fluency and accuracy. 3.7 The student will demonstrate comprehension of information from a variety of print and electronic resources.
The structure and

organization of written language influences and conveys meaning.
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a) Use encyclopedias and other reference books, including online reference materials. b) Use table of contents, indices, and charts. Virginia Standards for Grade 4reading In fourth grade, reading skills support an increased emphasis on content-area learning and utilization of a variety of resources to locate and read primary sources of information. A significant percentage of reading material will relate to the study of mathematics, science, and history and social science. The student will read classic and contemporary literature selections by a variety of authors. The student will demonstrate comprehension of information resources to research a topic. G Reading and thinking work Learners o read a variety of books for pleasure, instruction and information; reflect regularly on reading and set future together to enable us to r goals make meaning. 4.6j) Identify new information gained from reading. a Checking, rereading and o distinguish between fiction and non-fiction and select books appropriate to specific purposes d correcting our own 4.5h) Draw conclusions/make inferences about text. reading as we go enable e 4.6f) Draw conclusions and make simple inferences using textual information as support. us to read new and more o recognize the authors purpose, for example, to inform, entertain, persuade, instruct 4 complex texts. 4.5a) Explain the authors purpose. Identifying the main ideas 4.5b) Describe how the choice of language, setting, characters, and information contributes to the 9/10 in the text helps us to authors purpose. understand what is 4.6c) Explain the authors purpose. important. o understand that stories have a plot; identify the main idea; discuss and outline the sequence of events leading to the final outcome Authors structure stories 4.5b) Describe how the choice of language, setting, characters, and information contributes to the around significant themes. authors purpose. Effective stories have a 4.5c) Identify the main idea. structure, purpose and 4.5d) Summarize supporting details. sequence of events (plot) 4.5e) Identify the problem and solution. that help to make the 4.5f) Describe the relationship between text and previously read materials. authors intention clear. 4.5i) Make, confirm, or revise predictions. Synthesizing ideas and 4.5j) Identify cause and effect relationships. information from texts 4.6d) Identify the main idea. leads to new ideas and 4.6e) Summarize supporting details. understanding. 4.6g) Distinguish between cause and effect. 4.6i) Use prior knowledge and build additional background knowledge as context for new learning. o use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility 4.5k) Use reading strategies throughout the reading process to monitor comprehension. o know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail
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4.5g) Identify sensory words. 4.5k) Use reading strategies throughout the reading process to monitor comprehension. 4.5l) Read with fluency and accuracy. 4.6k) Use reading strategies throughout the reading process to monitor comprehension. 4.6l) Read with fluency and accuracy. identify relevant, reliable and useful information and decide on appropriate ways to use it 4.4b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. 4.4e) Use vocabulary from other content areas. access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis 4.9c) Use technology as a tool to organize, evaluate, and communicate information. know when and how to use the internet and multimedia resources for research 4.5k) Use reading strategies throughout the reading process to monitor comprehension. 4.6a) Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. distinguish between fact and opinion, and reach their own conclusions about what represents valid information 4.6 b) Formulate questions that might be answered in the selection. 4.6 h) Distinguish between fact and opinion.
Virginia Standards for Grade 4reading 4.4 The student will expand vocabulary when reading.
4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. 4.6 The student will read and demonstrate comprehension of nonfiction texts. Virginia Standards for Grade 5reading In fifth grade, reading skills continue to support an increased emphasis on content- area learning and utilization of a variety of resources to locate and read primary sources of information. The student will read texts in all subjects and will acquire information to answer questions, generate hypotheses, make inferences, support opinions, confirm predictions, compare and contrast relationships, and formulate conclusions. The student will continue to develop an appreciation for literature by reading a variety of fiction and nonfiction selections. G Reading and thinking work Learners o read a wide range of texts confidently, independently and with understanding together to enable us to r 5.4b) Use context and sentence structure to determine meanings and differentiate among multiple
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a d e 5 10/11
make meaning.
Checking, rereading and

correcting our own reading as we go enable us to read new and more complex texts.
o o
Identifying the main ideas

in the text helps us to understand what is important. o
Knowing what we aim to

achieve helps us to select useful reference material to conduct research.
o o o
Authors structure stories

around significant themes.
Effective stories have a

structure, purpose and sequence of events (plot) that help to make the authors intention clear. o o
Synthesizing ideas and

information from texts leads to new ideas and understanding. o
Reading opens our minds

to multiple perspectives and helps us to understand how people think, feel and act. o o
o o
meanings of words. work in cooperative groups to locate and select texts appropriate to purpose and audience participate in class, group or individual author studies, gaining an in-depth understanding of the work and style of a particular author and appreciating what it means to be an author 5.5e) Describe how an authors choice of vocabulary contributes to the authors style. identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genres 5.4d) Identify an authors use of figurative language. appreciate structural and stylistic differences between fiction and non-fiction; show understanding of this distinction when structuring their own writing 5.6f) Identify structural patterns found in nonfiction. recognize and understand figurative language, for example, similes, metaphors, idioms 5.4d) Identify an authors use of figurative language. make inferences and be able to justify them 5.5i) Draw conclusions and make inferences from text. identify and describe elements of a storyplot, setting, characters, themeand explain how they contribute to its effectiveness 5.5c) Describe the development of plot and explain the resolution of conflict(s). 5.5g) Identify main idea. compare and contrast the plots of two different but similar novels, commenting on effectiveness and impact 5.6j) Identify, compare, and contrast relationships. distinguish between fact and opinion, and reach their own conclusions about what represents valid information 5.6i) Differentiate between fact and opinion. use a range of strategies to solve comprehension problems and deepen their understanding of a text 5.5l) Use reading strategies throughout the reading process to monitor comprehension. m) Read with fluency and accuracy. 5.6a) Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. consistently and confidently use a range of resources to find information and support their inquiries 5.6g) Locate information to support opinions, predictions, and conclusions. participate in collaborative learning, considering multiple perspectives and working with peers to coconstruct new understanding 5.6b) Use prior knowledge and build additional background knowledge as context for new learning. use the internet responsibly and knowledgeably, appreciating its uses and limitations locate, organize and synthesize information from a variety of sources including the library/media centre, the internet, people in the school, family, the immediate community or the global community.
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Virginia Standards for Grade 5reading 5.4 The student will expand vocabulary when reading. a) Use context to clarify meaning of unfamiliar words and phrases. c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. e) Use dictionary, glossary, thesaurus, and other word-reference materials. f) Develop vocabulary by listening to and reading a variety of texts. g) Study word meanings across content areas. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. a) Describe the relationship between text and previously read materials. b) Describe character development. d) Describe the characteristics of free verse, rhymed, and patterned poetry. f) Identify and ask questions that clarify various points of view. h) Summarize supporting details from text. j) Identify cause and effect relationships. k) Make, confirm, or revise predictions. 5.6 The student will read and demonstrate comprehension of nonfiction texts. c) Skim materials to develop a general overview of content and to locate specific information. d) Identify the main idea of nonfiction texts. e) Summarize supporting details in nonfiction texts. h) Identify cause and effect relationships following transition words signaling the pattern. k) Identify new information gained from reading. l) Use reading strategies throughout the reading process to monitor comprehension. m) Read with fluency and accuracy.

Paragraph Written Language in general: Blending PYP, Virginia Standards (& Creative Curriculum)
Learning continuum for written languagewriting Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of
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young learners to the expression of mature writers, it allows us to organize and communicate thoughts, ideas and information in a visible and tangible way. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express themselves and reveal their own voice, writing is a genuine expression of the individual. The quality of expression lies in the authenticity of the message and the desire to communicate. If the writer has shared his or her message in such a way that others can appreciate it, the writers intention has been achieved. Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness. However, the writers ability to communicate his or her intention and share meaning takes precedence over accuracy and the application of skills. Accuracy and skills grow out of the process of producing meaningful communication. Children learn to write by writing. Acquiring a set of isolated skills will not turn them into writers. It is only in the process of sharing their ideas in written form that skills are developed, applied and refined to produce increasingly effective written communication
Overall Expectations - writing Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing. Learners show an understanding of the role of the author and are able to take on the responsibilities of authorship. They demonstrate an understanding of story structure and are able to make critical judgments about their writing, and the writing of others. They are able to rewrite to improve the quality of their writing. Learners show an understanding of the conventions pertaining to writing, in its different forms, that are widely accepted. In addition, they demonstrate a high level of integration of the strands of language in order to create meaning in a manner that suits their learning styles. They can analyse the writing of others and identify common or recurring themes or issues. They accept feedback from others.
Learning Continuum for Written Language: Writing Conceptual Learning outcomes Understanding
Overall Expectations KG - writing Learners show an understanding that writing is a form of expression to be enjoyed. They know that how you write and what you write conveys meaning; that
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writing is a purposeful act, with both individual and collaborative aspects. Learners show an understanding that writing is a means of recording, remembering and communicating. They know that writing involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. They know that writing can describe the factual or the imagined world.
K G 1 3/4 K G 2 4 4/5
Everyone can express themselves in writing.
Learners draw or construct, and then identify what it is attempt to write name attempt to write to convey meaning
People write to tell about their experiences, ideas and feelings. Everyone can express themselves in writing. Talking about our stories and pictures helps other people to understand and enjoy them. People write to communicate. The sounds of spoken language can be represented visually (letters, symbols, characters). Consistent ways of recording words or ideas enable members of a language community to understand each others writing. Written language works differently from spoken language.
Learners experiment with writing using different writing implements and media choose to write as play, or in informal situations, for example, filling in forms in a pretend post office, writing a menu or wish list for a party use their own experience as a stimulus when drawing and writing participate in shared writing, observing the teachers writing and making suggestions listen and respond to shared books (enlarged texts), observing conventions of print, according to the language(s) of instruction begin to discriminate between letters/characters, numbers and symbols show an awareness of soundsymbol relationships and begin to recognize the way that some familiar sounds can be recorded write their own name independently.
write name accurately (may use a combination of upper- and lowercase letters) write to convey meaning using early invented spelling
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Virginia Standards for KG2-5 writing The student will recognize and print letters of the alphabet, use the basic phonetic principles of identifying and writing beginning sounds, identify story elements, and communicate ideas through pictures and writing. Writing conveys meaning. Learners K People write to tell about G differentiate between illustrations and written text their experiences, ideas K.12 a) Differentiate pictures from writing. 2 and feelings. listen and respond to shared books (enlarged texts), observing conventions of print, according to the Everyone can express language(s) of instruction themselves in writing. K.5 d) Follow words from left to right and from top to bottom on a printed page. 5 Talking about our stories begin to discriminate between letters/characters, numbers and symbols and pictures helps other K.12 c) Use letters and beginning consonant sounds to spell phonetically words to describe pictures people to understand and 5/6 or write about experiences. enjoy them. show an awareness of soundsymbol relationships and begin to recognize the way that some familiar People write to sounds can be recorded communicate. K.7 b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters. The sounds of spoken write their own name independently. language can be use a variety of implements to practice and develop handwriting skills represented visually K.11 b) Print his/her first and last names. (letters, symbols, create illustrations to match their own written text characters). K.12 b) Draw pictures and/or use letters and phonetically spelled words to write about experiences. Consistent ways of K.12 c) Use letters and beginning consonant sounds to spell phonetically words to describe pictures recording words or ideas or write about experiences. enable members of a demonstrate an awareness of the conventions of written text, for example, sequence, spacing, language community to directionality understand each others K.12 d) Write left to right and top to bottom. form letters/characters conventionally and legibly, with an understanding as to why this is important writing. within a language community Written language works K.11 a) Print uppercase and lowercase letters of the alphabet independently. differently from spoken language.
Virginia Standards for KG2-5writing

K.11 The student will print in manuscript. K.12 The student will write to communicate ideas for a variety of purposes.
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K.13 The student will use available technology for reading and writing. Virginia Standards for Grade 1 - writing The student will begin to communicate ideas in writing. Learners: G People write to o enjoy writing and value their own efforts communicate. r o engage confidently with the process of writing Consistent ways of o use a variety of implements to practice and develop handwriting skills a recording words or ideas o write informally about their own ideas, experiences and feelings in a personal journal or diary, initially d enable members of a using simple sentence structures, for example, I like , I can , I went to , I am going to language community to e o read their own writing to the teacher and to classmates, realizing that what they have written remains understand each others unchanged 1 writing. 1.5d) Read his/her own writing. o participate in shared and guided writing, observing the teachers model, asking questions and offering Written language works 6/7 suggestions differently from spoken 1.13g) Share writing with others. language o write to communicate a message to a particular audience, for example, a news story, instructions, a We write in different ways fantasy story for different purposes. o create illustrations to match their own written text Thinking about storybook o demonstrate an awareness of the conventions of written text, for example, sequence, spacing, characters and people in directionality real life helps us to 1.2b) Space words within sentences. develop characters in our o use increasingly accurate grammatical constructs own stories. 1.13d) Use complete sentences in final copies. 1.13e) Begin each sentence with a capital letter and use ending punctuation in final copies. 1.13f) Use correct spelling for commonly used sight words and phonetically regular words in final copies. o connect written codes with the sounds of spoken language and reflect this understanding when recording ideas 1.6 The student will apply phonetic principles to read and spell. a) Use beginning and ending consonants to decode and spell single-syllable words. b) Use two-letter consonant blends to decode and spell single-syllable words. c) Use beginning consonant digraphs to decode and spell single-syllable words. d) Use short vowel sounds to decode and spell single-syllable words. e) Blend beginning, middle, and ending sounds to recognize and read words. f) Use word patterns to decode unfamiliar words. g) Read and spell simple two-syllable compound words. h) Read and spell commonly used sight words. o form letters/characters conventionally and legibly, with an understanding as to why this is important
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o o o o o o
within a language community 1.12a) Form letters accurately. discriminate between types of code, for example, letters, numbers, symbols, words/ characters keep a log of ideas to write about over time, create examples of different types of writing and store them in their own writing folder write an increasing number of frequently used words or ideas independently illustrate their own writing and contribute to a class book or collection of published writing with teacher guidance, publish written work, in handwritten form or in digital format. 1.13g) Share writing with others.
Virginia Standards for Grade 1writing 1.12 The student will print legibly. c) Use the alphabetic code to write unknown words phonetically. 1.13 The student will write to communicate ideas for a variety of purposes. a) Generate ideas. b) Focus on one topic. c) Revise by adding descriptive words when writing about people, places, things, and events. 1.14 The student will use available technology for reading and writing. Virginia Standards for Grade 2 writing The student will write stories, letters, and simple explanations; apply simple grammatical principles to writing; and locate information in reference materials. Learners: G People write to o use graphic organizers to plan writing, for example, Mind Maps, storyboards communicate. r 2.12a) Generate ideas before writing. The sounds of spoken o organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end a language can be 2.12b) Organize writing to include a beginning, middle, and end for narrative and expository writing. d represented visually o use appropriate writing conventions, for example, word order, as required by the language(s) of instruction (letters, symbols, e 2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. characters). a) Recognize and use complete sentences. 2 b) Use and punctuate declarative, interrogative, and exclamatory sentences. Consistent ways of c) Capitalize all proper nouns and the word I. recording words or ideas 7/8 d) Use singular and plural nouns and pronouns. enable members of a e) Use apostrophes in contractions and possessives. language community to f) Use contractions and singular possessives. understand each others g) Use knowledge of simple abbreviations. writing. h) Use correct spelling for commonly used sight words, including compound words and regular plurals.
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differently from spoken language
o o o o
We write in different ways

for different purposes.
Applying a range of
strategies helps us to express ourselves so that others can enjoy our writing.
i) Use commas in the salutation and closing of a letter. j) Use verbs and adjectives correctly in sentences. form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community write legibly, and in a consistent style 2.11 The student will maintain legible printing and begin to make the transition to cursive. proofread their own writing and make some corrections and improvements 2.12d) Revise writing for clarity. with teacher guidance, publish written work, in handwritten form or in digital format. 2.14 The student will use available technology for reading and writing.
Thinking about storybook

characters and people in real life helps us to develop characters in our own stories.
Virginia Standards for Grade 2writing 2.11 The student will maintain legible printing and begin to make the transition to cursive. 2.12 The student will write stories, letters, and simple explanations. c) Expand writing to include descriptive detail. 2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. 2.14 The student will use available technology for reading and writing.
Virginia Standards for Grade 3 writing The student will plan, draft, revise, and edit stories, simple explanations, and short reports. The student also will write legibly in cursive. Learners: G People write to
r a d e 3 8/9
communicate.
The sounds of spoken

language can be represented visually (letters, symbols, characters).
Consistent ways of
recording words or ideas enable members of a language community to understand each others writing.
o o
write about a range of topics for a variety of purposes, using literary forms and structures modeled by the teacher and/or encountered in reading 3.9 The student will write for a variety of purposes. a) Identify the intended audience. b) Use a variety of prewriting strategies. c) Write a clear topic sentence focusing on the main idea. d) Write a paragraph on the same topic. e) Use strategies for organization of information and elaboration according to the type of writing. f) Include details that elaborate the main idea. g) Revise writing for clarity of content using specific vocabulary and information. read their own writing to the teacher and to classmates, realizing that what they have written remains unchanged participate in shared and guided writing, observing the teachers model, asking questions and offering
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differently from spoken language
o o o o o
We write in different ways

for different purposes.
The structure of different

types of texts includes identifiable features.
Applying a range of
strategies helps us to express ourselves so that others can enjoy our writing.
Thinking about storybook

characters and people in real life helps us to develop characters in our own stories.
o o o o o
When writing, the words

we choose and how we choose to use them enable us to share our imaginings and ideas
suggestions write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story use graphic organizers to plan writing, for example, Mind Maps, storyboards organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end use appropriate writing conventions, for example, word order, as required by the language(s) of instruction 3.10a) Use complete sentences. use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high- frequency words, high- interest words 3.10j) Use correct spelling for frequently used sight words, including irregular plurals. use increasingly accurate grammatical constructs 3.10c) Use the word I in compound subjects. 3.10d) Use past and present verb tense. 3.10e) Use singular possessives. 3.10f) Use commas in a simple series. 3.10g) Use simple abbreviations. 3.10h) Use apostrophes in contractions with pronouns and in possessives. 3.10i) Use the articles a, an, and the correctly. use feedback from teachers and other students to improve their writing use a dictionary, a thesaurus and word banks to extend their use of language over time, create examples of different types of writing and store them in their own writing folder participate in teacher conferences with teachers recording progress and noting new learning goals; selfmonitor and take responsibility for improvement with teacher guidance, publish written work, in handwritten form or in digital format.
Virginia Standards for Grade 3writing 3.8 The student will write legibly in cursive. 3.9 The student will write for a variety of purposes. 3.10 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. b) Use transition words to vary sentence structure. 3.11 The student will write a short report. a) Construct questions about the topic. b) Identify appropriate resources. c) Collect and organize information about the topic into a short report. d) Understand the difference between plagiarism and using own words.
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3.12 The student will use available technology for reading and writing.
Virginia Standards for Grade 4writing In fourth grade, reading and writing skills support an increased emphasis on content-area learning and utilization of a variety of resources to locate and read primary sources of information. The student will use text organizers, summarize information, formulate questions, and draw conclusions to demonstrate reading comprehension. Additionally, the student will plan, draft, revise, and edit narratives and explanations. The student will routinely use word references while writing. The student will demonstrate comprehension of information resources to research a topic and understand the difference between plagiarism and using his/her own words. Learners G Writing and thinking work
r a d e 4
together to enable us to express ideas and convey meaning.
Asking questions of
ourselves and others helps to make our writing more focused and purposeful. o
9/10
The way we structure and

organize our writing helps others to understand and appreciate it.
Rereading and editing our

own writing enables us to express what we want to say more clearly.
Stories that people want

to read are built around themes to which they can make connections.
o o

purpose and structure that help to make the authors intention clear. o
Through the process of
adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader 4.1e) Use grammatically correct language and specific vocabulary to communicate ideas 4.2a) Use subject-related information and vocabulary. 4.7j) Revise writing for clarity of content using specific vocabulary and information. reread, edit and revise to improve their own writing, for example, content, language, organization 4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. a) Use subject-verb agreement. b) Include prepositional phrases. c) Eliminate double negatives. d) Use noun-pronoun agreement. e) Use commas in series, dates, and addresses. f) Incorporate adjectives and adverbs. g) Use correct spelling for frequently used words, including common homophones. h) Use singular possessives. use appropriate punctuation to support meaning 4.8e) Use commas in series, dates, and addresses. use appropriate paragraphing to organize ideas 4.7d) Organize writing to convey a central idea. 4.7e) Recognize different modes of writing have different patterns of organization. 4.7g) Write two or more related paragraphs on the same topic. 4.7k) Include supporting details that elaborate the main idea. use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood
39
planning, drafting, editing and revising, our writing improves over time. o
o o
o o o
4.7b) Focus on one aspect of a topic. 4.7c) Use a variety of pre-writing strategies. 4.7h) Use transition words for sentence variety. 4.7i) Utilize elements of style, including word choice and sentence variation. critique the writing of peers sensitively; offer constructive suggestions 4.1a) Present accurate directions to individuals and small groups. 4.4a) Use context to clarify meanings of unfamiliar words. 4.4d) Develop vocabulary by listening to and reading a variety of texts. 4.9a) Construct questions about a topic. use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing 4.4c) Use word-reference materials, including the glossary, dictionary, and thesaurus. work cooperatively with a partner to discuss and improve each others work, taking the roles of authors and editors 4.1g) Demonstrate the ability to collaborate with diverse teams. work independently, to produce written work that is legible and well-presented, written either by hand or in digital format. 4.1h) Demonstrate the ability to work independently. choose to publish written work in handwritten form or in digital format independently 4.7f) Write a clear topic sentence focusing on the main idea. identify and describe elements of a storysetting, plot, character, theme locate, organize, synthesize and present written information obtained from a variety of valid sources 4.7e) Recognize different modes of writing have different patterns of organization.
Virginia Standards for Grade 4writing 4.7 The student will write cohesively for a variety of purposes. 4.9 The student will demonstrate comprehension of information resources to research a topic. d) Give credit to sources used in research. e) Understand the difference between plagiarism and using own words. Virginia Standards for Grade 5writing In fifth grade writing skills continue to support an increased emphasis on content- area learning and utilization of a variety of resources to locate and read primary sources of information. The student will continue to increase communication skills used in learning activities and create a project using online, print, and media resources. The student will written communication skills to describe key concepts and information contained in the mathematics, science, and history and social science Standards of Learning. In addition, the student will plan, draft, revise, and edit writings to describe, to entertain, to explain, and to persuade. The student will define the meaning and consequences of plagiarism.
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G r a d e 5 10/11
Writing and thinking work

together to enable us to express ideas and convey meaning.
Learners o o write independently and with confidence, showing the development of their own voice and style 5.7a) Identify intended audience. write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader 5.7c) Organize information to convey a central idea. use appropriate paragraphing to organize ideas 5.7e) Write multi-paragraph compositions. use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood 5.7f) Use precise and descriptive vocabulary to create tone and voice. use planning, drafting, editing and reviewing processes independently and with increasing competence 5.7b) Use a variety of prewriting strategies. critique the writing of peers sensitively; offer constructive suggestions 5.7h) Revise for clarity of content using specific vocabulary and information. vary sentence structure and length 5.7g) Vary sentence structure by using transition words. demonstrate an increasing understanding of how grammar works 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. a) Use plural possessives. b) Use adjective and adverb comparisons. c) Identify and use interjections. d) Use apostrophes in contractions and possessives. e) Use quotation marks with dialogue. f) Use commas to indicate interrupters. g) Use a hyphen to divide words at the end of a line. h) Edit for fragments and run-on sentences. i) Eliminate double negatives. k) Identify and use conjunctions. use standard spelling for most words and use appropriate resources to check spelling 5.8j) Use correct spelling of commonly used words.
Asking questions of
ourselves and others helps to make our writing more focused and purposeful.
The way we structure and

organize our writing helps others to understand and appreciate it.
o o
Rereading and editing our

own writing enables us to express what we want to say more clearly.
o o o o
Stories that people want

to read are built around themes to which they can make connections.

purpose and structure that help to make the authors intention clear.
Synthesizing ideas enables

us to build on what we know, reflect on different perspectives, and express new ideas.
Knowing what we aim to

achieve helps us to plan and develop different forms of writing.
Through the process of

planning, drafting, editing
41
and revising, our writing improves over time.
o o o o o
use a dictionary, thesaurus, spellchecker confidently and effectively to check accuracy, broaden vocabulary and enrich their writing 5.9b) Collect information from multiple resources including online, print, and media. choose to publish written work in handwritten form or in digital format independently 5.9c) Use technology as a tool to research, organize, evaluate, and communicate information. use written language as a means of reflecting on their own learning recognize and use figurative language to enhance writing, for example, similes, metaphors, idioms, alliteration identify and describe elements of a storysetting, plot, character, theme locate, organize, synthesize and present written information obtained from a variety of valid sources 5.9e) Develop notes that include important concepts, summaries, and identification of information sources. use a range of tools and techniques to produce written work that is attractively and effectively presented. 5.9d) Organize information presented on charts, maps, and graphs.
Virginia Standards for Grade 5writing 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. d) Write a clear topic sentence focusing on the main idea. i) Include supporting details that elaborate the main idea. 5.9 The student will find, evaluate, and select appropriate resources for a research product. a) Construct questions about a topic. f) Give credit to sources used in research. g) Define the meaning and consequences of plagiarism.
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Gaas Language Ss Kg-Grade5

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Language Scope & Sequence

Oral Language: Blending PYP, Virginia Standards (& Creative Curriculum)

speak and be listened to.

Virginia Standards for KG2-5oral language

a symbolic way of representing ideas and objects.

People communicate using

Everyone has the right to

Spoken language varies

Virginia Standards for Grade 2oral language

a symbolic way of representing ideas and objects.

People communicate using

Everyone has the right to

Spoken language varies

what they hear

audience helps us to communicate more effectively and appropriately.

Spoken language can be

Listeners identify key ideas

People draw on what they

Language Scope & Sequence

understand and create our own presentations.

People use static and

Visual texts can

Viewing and talking about

People use static and

Visual texts can

Viewing and talking about

Visual texts can expand

Visual texts provide

People use static and

Visual texts can

Viewing and talking about

Visual texts can expand

Visual texts provide

Selecting the most suitable

Different visual techniques

Visual texts have the

Interpreting visual texts

Visual texts have the

The aim of commercial

Interpreting visual texts

Knowing about the

Language Scope & Sequence

organizing books. The sounds of spoken language can be represented visually.

Virginia Standards for KG2-5reading

strategies helps us to read and understand new texts.

Wondering about texts

The sounds of spoken

Written language works

People read to learn. The words we see and

Different types of texts

What we already know

Wondering about texts

us to understand the meaning.

The structure and

Checking, rereading and

Identifying the main ideas

Knowing what we aim to

Authors structure stories

Effective stories have a

Synthesizing ideas and

Reading opens our minds

Language Scope & Sequence

Everyone can express themselves in writing.