PYP Language scope and sequence of ISÄ (Reading)

PYP Language scope and sequence of ISÄ (Reading)

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5

 Manipulate sounds in blue level words

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 Segment phonemes in blue level words

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 Blend phonemes to read blue level words

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 Manipulate sounds in purple and yellow level words

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 Segment phonemes in purple and yellow level words

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 Blend phonemes to read purple and yellow level words

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 Manipulate sounds in purple and yellow level words

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 Use sound picture knowledge to attempt unknown words

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 Identify syllables and chunk them in order to read multi syllable words

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 Recognize common prefixes and suffixes and regular verb endings to construct the meaning of

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the words in context

 Retells simple familiar books independently with confidence

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 Identify setting and characters in a story.

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 Enjoys reading and being read too.

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 Recognizes and uses the different parts of the book.

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 Recognize the main idea of a story

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 Compare stories,

identifying common themes and characters, and

contribute to discussions.

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 Understand differences between fiction and non- fiction, and make

predictions based on title, cover, blurb, etc.

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 Use an understanding of the structure of recounts, reports and instructions to be predictions (non-fictions)

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 Use an understanding of incidents, characters and settings to make

predictions.(fictions)

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 Relates characters or situations to their own personal experience

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 Shows comprehension of written materials

    Use the internet

responsibly and

knowledgeably, appreciating its uses and limitations.

 Read level 3 books fluently

  Read aloud with

information and expression.

  Secure the skills of

skimming, scanning and efficient reading so that research is fast and affective.

 Uses letter sound

associations, word parts and context to identify new words.

  Recognize the full range

of vowel digraphs and consonant digraphs.

  Consistently and

confidently use a range of resources to find

information and support their inquiries.

 Identifies some words by sight

  Read chapter books

confidently.

  Distinguish between fact

and opinion, and reach their own conclusions about what represents valid

information.

 Understands

sound/symbols relationships and recognizes and names all letters and sounds.

 Reads simple text aloud with expression and with regard to punctuation.

 Sustain silent reading to include longer, more complex texts.

  Locate, organize and

synthesize information from a variety of sources

including the library/media Centre, the internet, and people in the school, family, the immediate community or the global community.

 Participate in learning engagements involving reading aloud- taking roles and reading dialogues, repeating refrains from familiar stories, reciting poems.

 Knows the alphabet and is able to use simple

alphabetical order.

 Uses word identification strategies appropriately and automatically when

encountering unknown words.

 Recognize and understand figurative language (e.g. Smiles, metaphors, idioms)

 Take part in peer group discussion and be prepared to widen reading experience based on recommendation.

 Use meaning , visual contextual and memory

 Read and understand familiar print from the

 understand sound–

symbol relationships and

 Shows appreciation to different writing styles.

 Understand that authors use words and imagery to

cues, and cross check cues against each other, when necessary (teachers monitor miscues to identify

strategies used and

strategies to be developed)

immediate environment, for example, sign

advertisement, logos, ICT iconography.

apply reliable phonetic strategies when decoding print

evoke mental images

 Listens attentively and respond actively to

readaloud situations; make predictions, anticipate possible outcomes.

 Make connections between personal

experience and story book characters.

 recognize and use the different parts of a book, for example, title page,

contents, index

 Read to skim and scan in order to find specific

information quickly.

( Independently select the appropriate reading strategy for the purpose of the activity e.g. Scanning, skimming, reading)

 Identify and describe the styles of the individual writers and poets.

 Reads CVC (consonant – vowel- consonant) words.

 Understand sound- symbol relationships and recognize familiar

sounds/symbols/words of language community.

 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.

 Access information from a variety of texts both in print and online, for example newspaper,

magazines, journals, comics, graphic books, e-books, blogs and wikis

 Analyze how messages, moods, feelings and attitudes are conveyed in poetry and prose using inference and deduction and making reference to the text.

 Reads common words and patterns

 Recognize an increasing bank of high frequency and high- interest words, characters or symbols.

 recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles

 Make connections between personal

experience and story book characters.

 Comment critically on the overall impact of poetry and prose with reference to a range of features, e.g. use of language, development of themes.

 Blend 2- 4 phonemes into recognizable words.

 Have a secure knowledge of the basic conventions of the

languages of instruction in printed text, for example, orientation, directional movements, layout, spacing,

 identify and explain the basic structure of a story—

beginning, middle and end;

may use storyboards or comic strips to

communicate elements

 Listens attentively and respond actively to read aloud situations; make predictions, anticipate possible outcomes.

 Recognize and understand figurative language, for examples similes, metaphors, idioms.

(Be able to identify and understand similes, metaphors, idioms,

punctuation. personification,

onomatopoeia as forms of creating imagery)

 Create and state a series of rhyming words.

 Participate in learning engagements involving reading aloud – taking roles and reading dialogue, repeating refrains from familiar stories, reciting poems

 make predictions about a story, based on their own knowledge and experience;

revise or confirm predictions as the story progresses

 Participate in guided reading situations, observing and applying reading behaviors and interacting

 Appreciate structural and stylistic differences between fiction and nonfiction; show understanding of this distinction when structuring their own writing. (identify the different language and features of fiction and nonfiction text)

 Recognize that vowel sounds can be represented by different letters (ae/ei)

 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)

 realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance

 As part of the inquiry process, work cooperatively with others to access, read, interpret and evaluate a range of source materials.

(self-edit, Peer assessed)

 Recognize a range of genres by their key features.

Identify and describe elements of the story- plot, setting, characters, and theme.

 Reads for a variety of purposes and responds to what is read.

 Read and understand meaning of self - selected and teacher- selected texts at an appropriate level.

 wonder about texts and ask questions to try to understand what the author is saying to the reader

 Use reference books, dictionaries, and computer and web based applications with increasing

independence and responsibility.

 Make inferential

understanding and be able to justify them.

 Express opinions about the meaning of a story

 Listen attentively and respond actively to read aloud situations, make predictions, anticipate possible outcomes.

 participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view

 Read and understand the meaning of self-selected and teacher selected texts at an appropriate level.

 Articulate personal responses to literature identifying how and why the text affects the reader.

Appraise a text quickly and effectively and evaluate its value.

 Handle books, showing an understanding of how a book works, for example, cover, beginning, directional movements, end realize that the organization of on screen text is different from how text is organized in a book.

 Participate in shared reading, posing and

responding to questions and joining in the refrains.

 Discuss their own experi- ences and relate them to fiction and non-fiction texts

 Appreciate that writers plan and structure their stories to achieve particular effects; identify features that can be replicated when planning their own stories

 Read fluently,

understanding and using more sophisticated punctuation marks, e.g.

colon, semi–colon, parenthetic commas, dashes, brackets.

 Join in with chants, poems, songs, word games and clapping games, gaining familiarity with the sounds and patterns of the

language of instruction.

 Participate in guided reading situations, observing and applying reading behaviors and interacting effectively with the groups. Reads level 7 books fluently

 Discuss personality and behavior of storybook characters, commenting on reasons why they might react in particular ways.

 Recognize the author’s purpose, for example, to inform, entertain, persuade, instruct.

 Read aloud with

intonation and expression, taking account of the punctuation, e.g. speech marks and exclamation marks.

 Indicate printed text where the teachers should start reading

 Understand that print is permanent, for example, when listening to familiar stories, notices when the reader leaves out or changes parts.

 Read texts at an appropriate level,

independently, confidently and good understanding.

 As part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a Range of source materials.

(use information from a text to decide what will most likely happen next)

 Read a wide range of texts confidently,

independently and with understanding

 Make connections to their own experience when listening to or ”reading” text

 Select and reread favorite text for enjoyment

 Develop personal

preferences, selecting books for pleasure and

information.

 Identify relevant, reliable and useful information and decide on appropriate ways to use it.

 Read important and familiar words.