language curriculum 2011

7/31/2019 Language Curriculum 2011

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LANGUAGE PHILOSOPHY

Language is the way in which we communicate our ideas and thoughts. It allows us to

connect with one another and express our understanding and views. It is both rich and

diverse, constantly evolving to reflect the world we live in and its many inhabitants.Language enables us to express ideas, feelings, emotions and opinions and informs and

reflects the culture and society in which we live.

At St Dominic’s International School we believe that language is fundamental to social,

emotional and cognitive development. It underpins all areas of the curriculum facilitating

understanding and the acquisition of knowledge. We aim to develop confident and skilled

language users through meaningful, inquiry-based instruction that encourages and supports

the use of English. We also aim to support host country language development through in

class instruction.

Language is fluid and constantly changing, and as such, we recognise that our language

program and outcomes should be regularly reviewed, assessed and modified so as to meet

the ongoing needs of the students and the community.



ASSESSMENT

Assessment: What does the IB say?

“Assessment involves the gathering and analysis of information about student performanceand is designed to inform practice. It identifies what students know, understand, can do,

and feel at different stages in the learning process. Students and teachers should be actively

engaged in assessing the students’ progress as part of the development of their wider

critical-thinking and self-assessment skills.

Teachers need to be mindful of the particular learning outcomes on which they intend to

report, prior to selecting or designing the method of assessment. They need to employ

techniques for assessing students’ work that take into account the diverse, complicated and

sophisticated ways that individual students use to understand experience. Additionally, the

PYP stresses the importance of both student and teacher self-assessment and reflection.”

Making the PYP Happen

How Will We Know What We Have Learned? The Assessed Curriculum, pg.44

Assessment of Language Arts at SDIS

The assessment of language is an on-going analysis that continually informs and focuses

language instruction in the classroom. It is a cycle that involves pre-, formative andsummative assessment.

Pre-assessment

At the beginning of each unit of work, teachers and assistants involved will discuss and

identify the main language concepts and skills to be taught during the unit. Such discussions

could include, for example, the genre to be focussed on and the specific structure and

language features that are to be taught. The choice of language concepts and skills that are

to be targeted in each unit of work should be linked directly to the unit of inquiry and the

daily language experiences of the students throughout the unit. In addition, teachers needto be mindful of specific ‘stand alone’ language concepts and skills that fall outside the

scope of their unit work and plan for the targeted instruction of these concepts and skills

throughout the year. All Language objectives taught in a unit should be recorded clearly on

the Unit overview. Teachers should use their yearly overview to ensure that all objectives

are covered sometime during the year.

During the pre-assessment stage, evidence of the student’s understanding and knowledge

of these language concepts and skills should be recorded (using a sample of the assessment

strategies and tools below) and used as a basis to inform and refine the language program

for the remainder of the unit and year.



Formative and Summative Assessment

Formative assessment occurs during the process of instruction as a means to check student

understanding of taught concepts and skills. Summative assessment takes place at the end

of a unit of work and informs teachers of a student’s overall development and

understanding of the concepts and skills taught over the life of a unit.

There are a variety of formative and summative assessment strategies and tools that can be

used throughout a unit of work to assess a student’s language progress.

Assessment strategies can include:

a) Observations (either individual or whole class);

b) Performance assessments (goal directed tasks with established criteria);c) Process-focussed assessments (recorded observations and note-taking of specific

knowledge and skills);

d) Selected responses (single occasion, one-dimensional exercises, eg. tests and

quizzes);

e) Open-ended tasks (via the use of a stimulus/scenario to encourage discussion,

written responses, etc.); and

f) Conferencing (individual or small group discussions with the teacher to ascertain

student knowledge and understanding).

Assessment tools can include:

a) Rubrics;

b) Exemplars (the use of selected samples that are used as a reference/guide to judge

and compare other samples);

c) Checklists;

d) Anecdotal records;

e) Continuums; and

f) Portfolios.

A wide variety of assessment strategies and tools should be used to collect the required

evidence and data needed to inform students, teachers and parents of a child’s language

progress. Importantly, the choice of strategy and/or tool chosen should allow students the

opportunity to share what they know or have learnt. The choice of a particular assessment

strategy, particularly during the summative assessment stage, should be familiar to the

student so as to reflect their true understanding of the language content rather than their

understanding of the strategy itself.

Who will assess?

Classroom teachers, with the support of teaching assistants, are responsible for assessing

the progress of their students and modifying their language program as needed. At the



same time, students with support and direction from their teachers, should be actively

involved in developing and scoring assessment tasks based on agreed and shared criteria,

eg. rubrics, checklists, exemplars, etc. Student self and peer assessment are key

components of an effective language program and inform students of their learning and

understanding from a variety of sources and encourage individual and group reflection.

Differentiation

Given the diversity of our student population and their mixed language experiences, it is

important that the assessment strategies and tools chosen cater to the needs of all our

students. The assessment of a student’s understanding of particular language concepts and

skills should incorporate a variety of strategies and tools and cater to different learning

styles. In addition, the assessment strategies and tools chosen should not be so rigid and

few in number that students are limited in sharing their true knowledge and understanding.

Assessment tasks should include a variety of mixed- and same-ability groupings as well as

allow students the opportunity to work as individuals or in small groups. Where necessary,

assessment tasks should be modified to cater to the needs of EAL students, students with

Special Educational Needs (according to Individual Education Plans) or to extend Gifted and

Talented students.

Essential Language Assessment Agreements

The following expectations and statements are agreed to by all Junior School staff:

1) At the beginning of each unit of inquiry, teachers and assistants involved will meet to

determine the language concepts and skills to be taught throughout the unit and

document this information as part of their unit and program planning;

2) Overall student progress against the specific expectations for writing, reading,

speaking, listening and drama, as contained in this document, will be communicated

to parents in term reports, and three-way conferences;

3) Student portfolios will be used to document each child’s language progress

throughout the year and will include samples of work chosen by both teachers and

students;

4) Students will be given the opportunity (where appropriate) to communicate and

share in agreed language outcomes and skills prior to beginning each summative

assessment task;



NURSERY LANGUAGE OBJECTIVES

Major focus (consistently reinforced throughout the year)

To experiment with written symbols

To respond to questions, simple instructions and requests

Writing

Handwriting

Attempt to colour in a picture

Move from scribbling to drawing pictures

Reading

Comprehension Understand simple events in a story

Attitude

Actively listen to shared stories

Speaking & Listening


use a continually expanding range of vocabulary

respond to questions, simple instructions and requests

greet, introduce and farewell

join in songs, poems and chants

Drama

Use language to imagine and recreate roles and experiences




Speaking

Enjoy listening to and using spoken and written language and readily turn to itin play and learning

Use talk to organise, sequence and clarify thinking, ideas, feelings and events


Speak clearly and audibly with confidence and control and show awareness of

the listener

Extend their vocabulary, exploring the meanings and sounds of new words

Listening and responding

Listen with enjoyment and respond to stories, songs and other music, rhymes

and poems and make up their own stories, songs, rhymes and poems

Sustain attentive listening, responding to what they have heard by relevant

comments, questions or actions Extend their vocabulary, exploring meanings and sounds of new words

Group discussion and interaction

Interact with others and learn to take turns in conversation

Use talk to organise, sequence and clarify thinking, ideas, feelings and events

Drama




efficient pencil grip

Write with spaces between words accurately

Reading

Text and Print Orientation

Understand that there is a difference between written and oral language, i.e.

words of written text stay the same but words in an oral story may change

Demonstrate understanding of one-to-one correspondence between spoken

and written words, e.g. tracks words being read using a finger

Read print from left to right and top to bottom of a page

Recognise that spaces separate words

Identify and predict the subject matter of a text through the use of titles and

images using age appropriate books

Phonemic and Phonological Awareness (OBJECTIVES TO FOLLOW LETTERLAND

SCHEME) Recognise all letter sounds

Distinguish numbers, letters and words

Recognise all vowels and is able to name their short vowel sounds

Recognise consonants and is able to name their sounds

Understand that the sequence of letters in a CVC written word represents the

sequence of sounds

Isolate beginning phoneme in a word, e.g. /b/ in ‘book’, /h/ in ‘hook’

Segment and blends individual phonemes in simple one-syllable/CVC words,

e.g. /b/-/a/-/g/

Isolate individual phonemes in a word, e.g. /e/ is in bed

Recognise like phonemes in different words, e.g. /a/ in bag sounds like /a/ in

cat

Recognise words with unlike phonemes, e.g. /i/ in big is not like /a/ in bag

Demonstrate knowledge of letter –sound relationships represented by the

initial letter

Can rhyme simple CVC words

Blend or segments the phonemes of most one-syllable/CVC words

Recognise and use rhyming words and common sound patterns to decode

words

Add, delete or change beginning or end sounds to change words, e.g. /c/ow to

/h/ow, ca/t/ to ca/n/

Add, delete or change middle sounds to change words, e.g. p/a/t to p/u/t

Use initial letter sounds to predict words in texts

Read common two-letter word groups/families, e.g. -or, -at, -id, -en, -an, -ag, -

am, -ug, etc.

Vocabulary

Read familiar and repetitive texts, e.g. songs, chants and rhymes, picture books

Match some spoken words with written words when reading a book or

environmental print

Read familiar signs and symbols in their environment

Recognise year-level sight words in and out of context (based on the following

sight word lists) Correctly read first 50 sight words



Explain their views to others in a small group, decide how to report the group's

views to the class

Drama

Explore familiar themes and characters through improvisation and role-play

Act out their own and well-known stories, using voices for characters

Discuss why they like a performance



GRADE 1 LANGUAGE OBJECTIVES


To develop and refine decoding and comprehension strategies

To express ideas in complete sentences. To develop basic (literal) comprehension skills

Writing

Writing Process

Begin to write simple sentences with connectives and adjectives, eg. ‘I have a

big dog.’

Participate in editing with teacher

Write a simple recount of personal events

Use planning to establish clear sections for writing

Use appropriate language to make sections hang together

Genres

Narrative

Recount

Spelling

Recognise and write long vowel sounds – name, shine, scene, stone

Recognise and write long vowel sounds made by vowel-vowel combination,

e.g. stream, seen, say, pie, main, boat

Recognise and write common consonant digraphs sh, th, ch, wh

Recognise and write Initial consonant blends (two letter), e.g. sl-, fr-, gr-, tr-, st-

, cr-, etc.

Recognise and write end consonant blends (two letter), e.g. –ft, -ld, -lp, -lt, -

mp, -nk, etc.

Recognise and write simple word families, e.g. all, ell, ill, oll, ull

Write capital letters for proper nouns

Write capital letters for titles and headings

Write word endings -ed, -ing (without final double consonant)

Use syllables to spell common high frequency words, e.g. to – day

Use alphabetical order to the first and second letter

Correctly spell first 100 sight words

Punctuation Recognise and write sentences ending in a ‘question mark’ that ask for

information

Use question marks, and use commas to separate items in a list

Grammar

Recognise and use proper nouns

Recognise and use collective nouns

Recognise and use abstract nouns (not every child ready for this)

Recognise and use pronouns

Recognise and use articles to precede a noun, e.g. the, a, an

Recognise and use ‘doing’ words (simple verbs)

Recognise and use adjectives, e.g. I have a big dog

Handwriting

http://nationalstrategies.standards.dcsf.gov.uk/steps_in_learning/34758/34267/110207/110238




Write legibly, using upper and lower case letters appropriately within words,

and observing correct spacing within and between words

Form and use the four basic handwriting joins

Reading

Phonemic and Phonological Awareness

Recognise and use alternative ways of spelling the phonemes already taught,

for example that the /ae/ sound can be spelt with 'ai', 'ay' or 'a-e'; that the /ee/

sound can also be spelt as 'ea' and 'e'; and begin to know which words contain

which spelling alternatives

Demonstrate phonemic awareness by rhyming, clapping syllables

Identify sounds in common two letter consonant blends, e.g. bl-, br-, -ft, -ld, -

lp, etc. and digraphs, eg. th, wh, sh, ch, etc.

Listen and identify the number of syllables in a word

Segment and blend phonemes incorporating two-letter consonant blends, e.g./dr/ -/o/-/p/

Look for known chunks or small words to attempt to decode an unknown

word, e.g. /s/-/and/

Recognise long vowel sounds – name, shine, scene, stone

Read common three-letter word groups/families, e.g. -all, -ell, -ill, -oll, -ull, etc.

Vocabulary

Correctly reads first 100 sight words

Comprehension

Use syntax and context when reading for meaning

Make thoughtful and reasoned predictions showing an understanding of ideas,

events and characters

Give some reasons why things happen or characters change

Explain organisational features of texts, including alphabetical order, layout,

diagrams, captions, hyperlinks and bullet points

Locates information within a text to answer factual questions

Locates information within a text to answer basic ‘inferential’ questions, e.g.

why is the third pig the smartest pig?

Engaging and responding to texts

Read whole books on their own, choosing and justifying selections

Engage with books through exploring and enacting interpretations

Explain their reactions to texts, commenting on important aspects Research/Inquiry

Begin to use picture dictionaries


Speaking

Speak with clarity and use appropriate intonation when reading and reciting

texts

Tell real and imagined stories using the conventions of familiar story language

(e.g. ‘Once upon a time…’) Explain ideas and processes using imaginative and adventurous vocabulary and





To develop basic (literal) comprehension skills

To understand and use basic forms of punctuation (full-stop, question mark, comma,apostrophe)

To ask and answer questions and express own ideas.

Writing

Writing Process

Use beginning, middle and end to write narratives in which events are

sequenced logically and conflicts resolved

Signal sequence, place and time to give coherence

Group related material into paragraphs

Write basic compound sentences using simple conjunctions and time

connectives, eg. ‘I have a big dog and he is black.’

Begin to use some information text structures, eg. recipes, factual descriptions

Experiment with words drawn from language activities, eg. brainstorms,

literature, media, etc.

Use titles and main-headings in own writing

Show relationships of time and reason

Genres

Poetry

Information report

Procedure

Narrative

Recount

Spelling

Use spelling strategy ‘Look’, ‘Say’, ‘Cover’, ‘Write’ and ‘Check’


Recognise and write initial consonant blends (three letter), e.g. str- spl-, spr-,

shr-, thr-

Recognise and write word clusters, e.g. –and, -end, -ind, -ond, -ank, -onk

Recognize long vowel sounds eg. a-e, ay, ai

Recognise and write final long vowel sounds, e.g.-ay (day), -ew (stew), -ow

(low) Recognise and write word endings -s, -es (plurals) and (irregular plurals)

Recognise and write common word endings, e.g. –en, -est, -er, -y, -tion, -sion

Recognise and write contractions, e.g. I’m, don’t, haven’t

Recognise and write common homophones, e.g. ‘there’ and ‘their’, ‘no’ and

‘know’, ‘where’ and ‘wear’ ‘were’

Use alphabetical order in dictionaries and indexes

Use syllables to begin to spell more difficult words, e.g. dis-co-ver

Punctuation

Recognise and uses apostrophes in contractions, e.g. I’m

Use exclamation marks to show emotion/feeling

Start using quotation marks when using direct speech

Grammar





Recognise and uses adjectives, e.g. I have a big dog

Recognise and uses correct verb tense – past, present, future

Recognise and uses regular verbs, e.g. walk and walked

Recognise and uses irregular verbs, e.g. drink and drank

Start to recognise and uses adverbs, e.g. he ran quickly through

Start to recognise and uses conjunctions/connectives Pauses at appropriate end points, e.g. commas, full-stops

Identify nouns, adjectives and verbs in a sentence

Handwriting

Write with consistency in the size and proportion of letters and spacing within

and between words, using the correct formation of handwriting joins

Reading

Text and Print Orientation Distinguish between fiction and non-fiction texts

Identify the author and title of a book

Identify the illustrator of a book


Recognise long vowel sounds made by vowel-vowel combinations – stream,

seen, say, pie

Decode regular multi-syllable words and parts of words, e.g. ca-pi-tal

Decode unknown words using basic graphophonic analysis

Decode unknown words using semantic/context cues

Decode unknown words using syntactic cues

Vocabulary


Comprehension

Identify how different texts are organised, including reference texts, magazines

and leaflets, on paper and on screen

Identify key words in a sentence

Make notes of the main points of section(s) of text

Infer characters' thoughts & feelings

Use knowledge of semantic reading cues (meaning) to make sense of new

words

Use knowledge of syntactic reading cues (grammar and language) to makemeaning

Use knowledge of visual and graphophonic reading cues (visuals, sound-

symbol, format, punctuation, etc.) to make meaning

Offer personal responses to texts that are considered and logical

Offer good predictions of words omitted in a sentence

Retell stories identifying characters, setting, events, problem and resolution

Engaging and responding to texts

Share and compare reasons for reading preferences, extending the range of

books read

Empathise with characters and debate moral dilemmas portrayed in texts

Identify features that writers use to provoke readers' reactions



Research/Inquiry

Use parts of a book to locate information, including table of contents, index,

etc.

Gather and collect information about a topic

Share information about a topic

Understand the use of the library and is able to access appropriate materials(with help)


Speaking

Explain process or present information, ensuring that items are clearly

sequenced, relevant details are included and accounts are ended effectively

Sustain conversation, explain or give reasons for their views or choices

provide some background information and supporting ideas e.g. facts, opinions use simple and compound sentences with appropriate word order.

describe, recount and report / summarize and explain

begin to argue persuasively and defend a point of view

begin to develop specific vocabulary to suit different purposes, e.g. descriptive,

comparative or persuasive vocabulary

Listening

Follow up others' points and show whether they agree or disagree in whole-

class discussion

participate in imaginative play, storytelling, role play and dramatization of

stories and poems

anticipate and predict when listening to texts read aloud




Use talk to organize roles and action

Actively include and respond to all members of the group

investigate and reflect on feelings, behaviour or relationships

Drama

Present events and characters through dialogue to engage the interest of an

audience

Use some drama strategies to explore stories or issues

Identify and discuss qualities of others' performances, including gesture, action

and costume





To write complete sentences and parts of speech

To summarise ideas in own words To develop basic comprehension skills

Writing

Writing Process

Write complex sentences, e.g. A minha mãe deu-me um livro novo porque

recebi um prémio na escola.

Use basic sentence structure as varies sentences beginnings.

Talk with others to plan and revise own writing.

Begin to edit own writing for misspelt words, capital letters, full stops and

question marks.

Genres Introduced

Information report.

Procedures.

Explanation

Description

Spelling

Recognise and write complex word groups, e.g. –ace, -ice, -age, -air, -eight, -

alk, -ould, -dge, -ure

Recognise and write double consonants, e.g. ss, ll, ff, etc.

Recognise and write silent letters, e.g. climb, knock, etc. Recognise and write antonyms – ‘hot’ and ‘cold’

Develop a range of personal strategies for learning new and irregular words

Correctly spell first 300 sight words (see attached glossary)

Recognise and write more difficult suffixes and endings, e.g. –less, -ies, -ment, -

or, -ness, -ous, -some, -ward, etc.

Punctuation

Write capital letters for proper nouns.

Begin to use commas after yes or no, before but and in lists.

Grammar

Recognise the difference between sentences and paragraphs.

Recognise elements of a sentence: subject, complemento directo,

indirecto,circunstancial de tempo e lugar.

Recognise types and forms of sentences (declarative, imperative, interrogative

and exclamative); affirmative and negative forms.

Acentos.

Separate names into syllables.

Identify common, collective and proper nouns.

Use of adjectives: gender and number (grau normal e comparative).

Verbs conjugation: future and imperfect.

Personal pronouns

Write in different tenses (past, present, future).





Handwriting

Write consistently with neat, legible and joined handwriting

Reading


Distinguish between paragraphs, chapters, headings and sub-headings in

written texts

Identify and locate the contents, index and glossary pages in non-fiction texts


Demonstrate understanding of all sound-symbol relationships, including all

phonemes (e.g. blends, digraphs and dipthongs)

Vocabulary


Comprehension

Reads-on to confirm meaning of individual words and text Skims and scans texts to locate information and key words in reading

Self-monitors and re-reads text in order to clarify meaning

Identifies the main topic of a fiction text and supplies some supporting

information

Deduce characters' reasons for behaviour from their actions and explain how

ideas are developed in non-fiction texts

Use knowledge of different organisational features of texts to find information

effectively

Attitude

Read extensively favourite authors or genres and experiment with other types

of text

Explore why and how writers write

Research/Inquiry

Uses alphabetical order to access information

Begin to take notes and summarise texts.


Speaking

Make oral presentations containing factual information using own words.

Offer reasons and evidence for their views

Tell stories effectively and convey information coherently for listeners

Listening and Responding

Listen appropriately for a sustained period and for a variety of purposes (e.g. to

seek information, to gain knowledge, for instructions, for enjoyment).

Respond appropriately to the contributions of others

Listen to a speaker and make notes on the talk

Identify how talk varies with age, familiarity, gender and purpose

Group Discussion and Interaction

Take on different roles in groups

Use time, resources and group members efficiently by distributing tasks



Drama

Create roles showing how behaviour can be interpreted from different

viewpoints

Develop scripts based on improvisation

Comment constructively on plays and performances





To structure writing into meaningful paragraphs

To identify and discuss the main ideas contained in a text To develop more advanced comprehension skills

Writing

Writing Process

Begin to use more complex text forms to suit purpose and audience, e.g.

narratives, information reports, persuasion, procedures, expositions, etc.

Consider context, purpose and audience in choosing writing genre

Use a variety of simple, compound and complex sentences

Use dialogue to enhance character development

Organise paragraphs logically to form a cohesive text (with the support of

writing plans and templates)

Use proof-reading guide or checklist to edit own or peers’ writing

Plan writing using some simple pre-writing strategies such as brainstorming,

mind-mapping, group discussions, etc.

Spelling

Know and use less common prefixes and suffixes such as im-, ir-, -cian

Recognise and write less common homophones, e.g. ‘saw’ and ‘sore’, ‘through’

and ‘threw’

Correctly spells first 400 sight words Correctly uses a dictionary to spell the middle and latter parts of a word

Punctuation

Use commas to separate words in a sentence that give further explanation and

to separate clauses in a sentence

Use speech marks to indicate spoken words in text

Use hyphens to join parts of compound words, e.g. well-balanced, and to join a

group of words to form an expression

Use abbreviation – e.g. (for example), int. (international)

Recognise and use acronyms – SOS (Save Our Souls)

Grammar

Use specific and technical vocabulary including a variety of descriptive wordssuch as nouns, verbs, adverbs and adjectives to develop ideas

Handwriting


Reading


Compare different types of narrative and information texts and identify how

they are structured

Phonemic and Phonological Awareness Know sounds for a range of prefixes and suffixes, e.g. re-, ex-, -ment, -tion



Vocabulary

Correctly read first 400 sight words

Comprehension

Able to identify the purpose, structure and language features of a particular

text/genre

Identify the main topic of non-fiction texts with some supporting information Identify key themes, meaning and information in a chapter

Offer personal opinion when responding to advertisements, ideas and

information from visual and written texts

Demonstrate understanding that all texts, both narrative and informational,

are written by authors who are expressing their own ideas

Attitude

Read a range of age appropriate texts including chapter books, easy series

fiction, poetry and song lyrics, information texts, junior reference material,

children’s magazines, electronic and media texts, science fiction, science

fiction, etc.

Reflect on reading habits and preferences and plan personal reading goals Research/Inquiry

Distinguish between fact and opinion statements in conducting research

Make notes on and use evidence from across a text to explain events or ideas

Use key words to conduct an effective and considered research inquiry

Access information in research from a variety of sources, including written

texts, e-books, blogs, internet



Tell a story using notes

Present a spoken argument, sequencing points logically, defending views with

evidence and making use of persuasive language

Identify different question types and evaluate their impact on the audience

Identify some aspects of talk that vary between formal and informal occasions

Analyse the use of persuasive language


Plan and manage a group task over time using different levels of planning

Understand different ways to take the lead and support others in groups

Understand the process of decision making

Drama

Reflect on how working in role helps to explore complex issues

Perform a scripted scene making use of dramatic conventions





To take notes from a text and transfer into own words

To develop advanced comprehension skills To write with structure and purpose

Writing

Writing Process

Explain why some text forms may be more appropriate than others to achieve

a specific purpose

Use simple graphic organisers and thinking strategies to brainstorm ideas,

organise information and collate information collected from a number of

sources, e.g. writing templates Write a topic sentence and include relevant information to develop a cohesive

paragraph

Group information into paragraphs that focuses on similar ideas

Include supportive statements and facts from research/surveys to support

point of view

Apply specific and technical vocabulary appropriate to the subject

matter/genre, e.g. introduction, conclusion, procedure, etc.

Edit own writing for correct sentence structure and paragraphing

Perform all aspects of the writing process independently: pre-writing, drafting,

responding to feedback and revising, proofreading and publishing.

Spelling


Spell familiar words correctly and employ a range of strategies to spell difficult

and unfamiliar words

Use a range of appropriate strategies to edit, proofread and correct spelling in

their own work, on paper and on screen

Punctuation

Use a colon to introduce a list

Use a semi-colon to join sentences with two or more clauses

Use quotation marks to indicate titles of books, songs, plays, movies

Use many types of punctuation to clarify meaning in complex sentences

Grammar

Handwriting


Reading





Vocabulary


Comprehension

Appraise a text quickly, deciding on its value, quality or usefulness

Understand underlying themes, causes and points of view

Identifies key themes, meaning and information in a book/text Discusses and compares a range of age appropriate texts including chapter

books, easy series fiction, poetry and song lyrics, information texts, junior

reference material, children’s magazines, electronic and media texts, science

fiction, science fiction, etc.

Attitude

Read extensively and discuss personal reading with others, including in reading

groups

Research/Inquiry

Able to interpret and critically evaluate research material as to its authenticity,

bias, timeliness, etc.



participate in complex discussions, conversations, meetings, debates and group

presentations.

argue persuasively and practise debating skills, presenting a point of view that

is not necessarily their own.

infer meanings, draw conclusions and make judgments.

prepare and deliver an individual presentation for a variety of purposes (to

entertain, to inform, to persuade, to direct)

give complex instructions, directions and messages and respond appropriately

to those of others.

Group Discussion & Interaction

Consider examples of conflict and resolution, exploring the language used

Understand and use a variety of ways to criticise constructively and respond to

criticism

Drama

Improvise using a range of drama strategies

Devise a performance considering how to adapt the performance for a specific

audience

Consider the overall impact of a live or recorded performance



Focus Genres

New Genres Introduced Non-Fiction

Genres Expanded upon at a

deeper level

Fiction Genres

Expanded upon at a

deeper level

Grade

1

Narrative

Procedure

Grade

2

Information report

Poetry

Recount

Procedure Narrative

Grade

3

Explanation

Description

Information report

Recount

Narrative

Poetry

Grade

4

Exposition

(Persuasion) Response

Explanation

Description Information report

Narrative

Poetry

Grade

5

Discussion Exposition

(Persuasion)

Response

Explanation

Information report

Narrative

Poetry



Exposition

Examples include

Public speaking,

advertisements,editorials, critical

reviews.

To present a point

of view with

supporting

evidence.

Often used to

influence opinion or

sell something.

Follows the basic

structure of:

position

arguments summing up

Strongest

arguments

presented first.

personal and/or

general nouns

simple present

tense verbs

emotive words

words that link

arguments, e.g.

‘therefore’, ‘as a

result’, ‘due to’,

etc.

Description

Examples include

Stories, reports,

biographies,

poems.

To describe the

characteristics of a

particular thing.

Often used in other

genres.

Follows the basic

structure of:

introduction

details

conclusion

(optional)

impersonal

(‘second-‘ or

‘third-person’)

adjectives

simple present

tense verbs

Discussion

Examples include

Essays, debates,

interviews,

conversations.

To present both

sides of an

argument or issue.

Outlines arguments

for and against the

topic.

Follows the basic

structure of:

issue

arguments for

arguments

against

conclusion

impersonal

(‘second-‘ or

‘third-person’)

present or past

tense verbs

emotive words

words that link

arguments, e.g.

‘therefore’, ‘as a

result’, ‘due to’,

etc

Response

Examples include

Reviews,

feedback.

To describes

personal reactions

to a particular

subject.

Follows the basic

structure of:

orientation to

subject

details of

subject

personal

response

conclusion

personal (‘first-

person’)

descriptive words

evaluative words,

e.g. excellent,

terrible, etc.

typically past and

present verbs but

may include

future verbs



500 Sight words

1. the

2. of

3. and

4. a

5. to

6. in

7. is

8. you

9. that

10. it

11. he

12. for

13. was

14. on15. are

16. as

17. with

18. his

19. they

20. at

21. be

22. this

23. from

24. I25. have

26. or

27. by

28. one

29. had

30. not

31. but

32. what

33. all

34. were

35. when

36. we

37. there

38. can

39. an40. your

41. which

42. their

43. said

44. if

45. do

46. will

47. each

48. about

49. how50. up

51. out

52. them

53. then

54. she

55. many

56. some

57. so

58. these

59. would

60. other

61. into

62. has

63. more

64. her65. two

66. like

67. him

68. see

69. time

70. could

71. no

72. make

73. than

74. first75. been

76. its

77. who

78. now

79. people

80. my

81. made

82. over

83. did

84. down

85. only

86. way

87. find

88. use

89. may90. water

91. long

92. little

93. very

94. after

95. words

96. called

97. just

98. where

99. most100. know



101. get

102. through

103. back

104. much

105. go

106. good

107. new

108. write

109. our

110. me

111. man

112. too

113. any

114. day

115. same

116. right117. look

118. think

119. also

120. around

121. another

122. came

123. come

124. work

125. three

126. must

127. because

128. does

129. part

130. even

131. place

132. well

133. such

134. here

135. take

136. why

137. help

138. put

139. different

140. away

141. again142. off

143. went

144. old

145. number

146. great

147. tell

148. men

149. say

150. small

151. every

152. found

153. still

154. between

155. mane

156. should

157. home

158. big

159. give

160. air

161. line

162. set

163. own

164. under

165. read

166. last167. never

168. us

169. left

170. end

171. along

172. while

173. might

174. next

175. sound

176. below

177. saw

178. something

179. thought

180. both

181. few

182. those

183. always

184. show

185. large

186. often

187. together

188. asked

189. house

190. don't

191. world192. going

193. want

194. school

195. important

196. until

197. form

198. food

199. keep

200. children



201. feet

202. land

203. side

204. without

205. boy206. once

207. animal

208. life

209. enough

210. took

211. four

212. head

213. above

214. kind

215. began

216. almost

217. live

218. page

219. got

220. earth

221. need

222. far

223. hand

224. high

225. year

226. mother

227. light

228. country

229. father

230. let231. night

232. picture

233. being

234. study

235. second

236. soon

237. story

238. since

239. white

240. ever

241. paper

242. hard

243. near

244. sentence

245. better

246. best

247. across

248. during

249. today

250. however

251. sure

252. knew

253. it's

254. try

255. told256. young

257. sun

258. thing

259. whole

260. hear

261. example

262. heard

263. several

264. change

265. answer

266. room

267. sea

268. against

269. top

270. turned

271. learn

272. point

273. city

274. play

275. toward

276. five

277. himself

278. usually

279. money

280. seen281. didn't

282. car

283. morning

284. I'm

285. body

286. upon

287. family

288. later

289. turn

290. move

291. face

292. door

293. cut

294. done

295. group

296. true

297. half

298. red

299. fish

300. plants



401. round

402. dark

403. past

404. ball

405. girl

406. road

407. blue

408. instead

409. either

410. held

411. already

412. warm

413. gone

414. finally

415. summer

416. understand

417. moon

418. animals

419. mind

420. outside

421. power

422. problem

423. longer

424. winter

425. deep

426. heavy

427. carefully

428. follow

429. beautiful

430. everyone

431. leave

432. everything

433. game

434. system

435. bring

436. watch

437. shell

438. dry

439. within

440. floor

441. ice

442. ship

443. themselves

444. begin

445. fact

446. third

447. quite

448. carry

449. distance

450. although

451. sat

452. possible

453. heart

454. real

455. simple

456. snow

457. rain

458. suddenly

459. easy

460. leaves

461. lay

462. size

463. wild

464. weather

465. miss

466. pattern

467. sky

468. walked

469. main

470. someone

471. centre

472. field

473. stay

474. itself

475. boat

476. question

477. wide

478. least

479. tiny

480. hour

481. happened

482. foot

483. care

484. low

485. else

486. gold

487. build

488. glass

489. rock

490. tall

491. alone

492. bottom

493. check

494. reading

495. fall

496. poor

497. map

498. friend

499. language

500. job



GRADE 1 Portuguese A Language Objectives

Writing

Writing Process

Read and reread own writing Dictate text to a scribe

Use approximation of letters to represent written language

Participate and share ideas in writing a group/class constructed text

Begin to write simple sentences with connectives and adjectives, eg. ‘tenho um

cão grande”

Participate in editing with teacher

Genres

Narrative

Recount

Punctuation

Recognize and write sentences ending in a ‘question mark’

Use question marks

Recognize and write sentences ending in a ‘full stop’

Reading

Identify and predict the subject matter of a text through the use of titles and

images using age appropriate books

Recognize vowels and consonants

Recognize the difference between single and double consonants (r/rr, s/ss

Recognize the sounds of ch, nh, lh

Recognize oral and nasal diphthongs

Comprehension

Read and understand simple sentences

Research/Inquiry

Begin to use picture dictionaries


Speaking

Speak with clarity and use appropriate intonation

Tell real and imagined stories using the conventions of familiar story language

(e.g. ‘Era uma vez…’)

Explain ideas and processes using imaginative and adventurous vocabulary and

non-verbal gestures to support communication

Listening & Responding

Listen to others in class, ask relevant questions and follow instructions

Listen to talk by an adult, remember some specific points and identify what

they have learned Respond to presentations by describing characters, repeating some highlights




Writing

Writing Process

Begin to write simple sentences; Begin to write a simple recount narrative or description;

Use titles.

Genres

Poetry

Narrative

Spelling

Revise and consolidate single and double consonants (r/rr, s/ss)

Revise and consolidate the sounds lh, nh, ch

Recognise the sounds of l, m, n, r s and z preceded by a vowel

Recognise the sound of c/ç followed by different vowels

Recognise the sound of g followed by different vowels (ie ge, gi, gue, gui)

Recognise consonant blends (ie pl. br etc)

Punctuation

Begin to use full stops, exclamation marks and question marks.

Use capital letters

Grammar

Recognise and uses adjectives (gender and number);

Recognise and uses simple verbs – past, present, future;

Recognise and use proper, common and collective nouns;

Recognise and use personal pronouns; Recognise and use definite and indefinite articles;

Separate words into syllabls;

Recognize different accents (agudo, grave, circunflexo e agudo);

Identify nouns, adjectives and verbs in a sentence

Campo Lexical:

a) Recognize and write synonyms and antonyms;

b) Campo lexical vs família de palavras.

Reading


Distinguish between fiction and non-fiction texts

Comprehension

Use knowledge of semantic reading cues (meaning) to make sense of new

words

Use knowledge of syntactic reading cues (grammar and language) to make

meaning

Use knowledge of visual and graphophonic reading cues (visuals, sound-

symbol, format, punctuation, etc.) to make meaning

Offer personal responses to texts Offer good predictions of words omitted in a sentence



Retell stories identifying characters, setting, events, problem and resolution

Pause at appropriate points eg. commas, full stops.

Research/Inquiry

Use parts of a book to locate information, including table of contents, index,

etc.


Speaking

Explain process or present information, ensuring that items are clearly

sequenced, relevant details are included and accounts are ended effectively

Sustain conversation, explain or give reasons for their views or choices

provide some background information and supporting ideas e.g. facts, opinions

use simple and compound sentences with appropriate word order.

describe, recount and report / summarize and explain begin to argue persuasively and defend a point of view



Listening

Follow up others' points and show whether they agree or disagree in whole-

class discussion

participate in imaginative play, storytelling, role play and dramatization of

stories and poems

anticipate and predict when listening to texts read aloud




Use talk to organize roles and action

Actively include and respond to all members of the group

investigate and reflect on feelings, behaviour or relationships

Drama

Present events and characters through dialogue to engage the interest of an

audience

Use some drama strategies to explore stories or issues

Identify and discuss qualities of others' performances, including gesture, action

and costume




Writing

Writing Process

Write complex sentences, e.g. A minha mãe deu-me um livro novo porquerecebi um prémio na escola.

Use basic sentence structure as varies sentences beginnings.

Talk with others to plan and revise own writing.

Begin to edit own writing for misspelt words, capital letters, full stops and

question marks.

Genres Introduced

Information report.

Procedures.

Explanation

Description

Spelling

Revise and consolidate spelling conventions taught in previous years

Recognise the difference between s and z

Recognise the difference between ç and x

Recognise the difference between à and há

Identify homophones

Identify homonyms

Identify homographs

Punctuation

Write capital letters for proper nouns.

Begin to use commas after yes or no, before but and in lists.

Grammar

Recognise the difference between sentences and paragraphs.

Recognise elements of a sentence: subject, complemento directo,

indirecto,circunstancial de tempo e lugar.

Recognise types and forms of sentences (declarative, imperative, interrogative

and exclamative); affirmative and negative forms.

Acentos.

Separate names into syllables.

Identify common, collective and proper nouns.

Use of adjectives: gender and number (grau normal e comparative).

Verbs conjugation: future and imperfect.

Personal pronouns

Write in different tenses (past, present, future).

Reading


Distinguish between paragraphs, chapters, headings and sub-headings in

written texts

Identify and locate the contents, index and glossary pages in non-fiction texts

Comprehension

Reads-on to confirm meaning of individual words and text Skims and scans texts to locate information and key words in reading





Self-monitors and re-reads text in order to clarify meaning

Identifies the main topic of a fiction text and supplies some supporting

information

Deduce characters' reasons for behaviour from their actions and explain how

ideas are developed in non-fiction texts

Use knowledge of different organisational features of texts to find informationeffectively

Research/Inquiry

Uses alphabetical order to access information

Begin to take notes and summarise texts.


Speaking

Make oral presentations containing factual information using own words.

Offer reasons and evidence for their views Tell stories effectively and convey information coherently for listeners

Listening and Responding

Listen appropriately for a sustained period and for a variety of purposes (e.g. to

seek information, to gain knowledge, for instructions, for enjoyment).

Respond appropriately to the contributions of others

Listen to a speaker and make notes on the talk

Identify how talk varies with age, familiarity, gender and purpose

Group Discussion and Interaction

Take on different roles in groups

Use time, resources and group members efficiently by distributing tasks

Drama

Create roles showing how behaviour can be interpreted from different

viewpoints

Develop scripts based on improvisation

Comment constructively on plays and performances




Writing

Writing Process

Can include supportive statements and facts from research/surveys to supportpoint of view

Develops a cohesive paragraph including relevant information

Can explain why some text forms may be more appropriate than others to

achieve a specific purpose

Edits own writing for correct sentence structure and paragraphing

Performs all aspects of the writing process independently: pre-writing, drafting,

responding to feedback and revising, proofreading and publishing.

Genres Introduced

Poetry

Drama

Spelling

Revise and consolidate spelling conventions taught in previous years

Punctuation

Uses a colon to introduce a list

Uses quotation marks to indicate titles of books, songs, plays, movies

Grammar

Use specific vocabulary including a variety of descriptive words such as nouns,

verbs and adjectives to develop ideas

Reading

Comprehension

Identifies key themes, meaning and information in a book/text

Discusses and compares a range of age appropriate texts including chapter

books, easy series fiction, poetry and song lyrics and information texts

information texts

Research/Inquiry

Able to interpret and critically evaluate research material as to its authenticity,

bias, timeliness, etc.



participate in complex discussions, conversations, meetings, debates and group

presentations.

argue persuasively and practise debating skills, presenting a point of view that

is not necessarily their own.

infer meanings, draw conclusions and make judgments.

prepare and deliver an individual presentation for a variety of purposes (to

entertain, to inform, to persuade, to direct)

use a wide vocabulary and complex sentence structures with a high level of accuracy



Portuguese B Beginner 1 LANGUAGE OBJECTIVES

Speaking/Listening

Understand familiar words and very basic phrases concerning

self, family and immediate surroundings

Listen for specific words and phrases in a song, poem or story

Use simple sentences to describe oneself (eu sou..., eu tenho...)

Ask and answer simple questions (personal identification, where

things are, asking for things, asking for permission, weather)

Reading

Read short, simple sentences.

Recognise familiar words in a short text

Find specific information in simple everyday material such as

menus, timetables, identity cards, weather charts

Writing

Copy simple, familiar words using a model

Grammar

Verbs ter, ser/estar

Interrogative pronouns (onde, quem, o quê, quantos)

Definite and indefinite articles (gender and number)

Common nouns (gender and number)

Proper nouns

Prepositions of place

Vocabulary

Greetings

Body

Family

House/school

Everyday objects

Colours

Numbers (0-20) Times of the day

Days of the week/months

Food/meals

Weather

Countries/nationalities

Celebrations



Portuguese B Beginner 2 LANGUAGE OBJECTIVES

Speaking/Listening

Understand simple instructions

Ask and answer simple questions (asking where places are,

asking for things in shops, asking how much things cost, asking

and telling the time, likes and dislikes)

Talking about daily routine and hobbies

Describing people/animals/clothes

Respond to simple rhymes and songs

Reading

Read short, simple texts

Recognise familiar words in a short text

Find specific information in simple everyday material such as

menus, timetables, identity cards

Writing

Copy simple, familiar sentences using a model

Answer simple questions about a text

Grammar

Imperative sentences

Interrogative, affirmative and negative sentences

Present tense of verbs

Future (ir+infinitve)

Prepositions of time

Possessive pronouns

Vocabulary

Vocabulary related to immediate surroundings

Numbers (0-50)

Time

Habits/hobbies People

Animals

Clothes

Food

Jobs

Countries/nationalities



Portuguese B Intermediate LANGUAGE OBJECTIVES

Speaking/Listening

Understand the main points of a spoken passage about familiar topics

Describing objects and places

Ask and answer questions on several, familiar topics ( asking for travelinformation, giving directions, habits)

Making arrangements (inviting, accepting and refusing)

Stating preferences

Describing feelings

Talking about past and future events

Prepare and practise a simple conversation

Writing

Copy simple, familiar sentences using a model

Begin to write short sentences using familiar vocabulary

Answer simple questions about a text

Grammar

Adjectives

Interrogative, affirmative and negative sentences

Prepositions of place

Past tense of verbs

Future tense / Future (ir+infinitve)

Gender and number of nouns

Demonstrative pronouns

Vocabulary

Countries/ capitals Country/city

Transport/travel

Directions

Habits

Emotions

Numbers (0-100)

Ordinal numbers (1º-20º)



Portuguese B Advanced LANGUAGE OBJECTIVES

Speaking/Listening

Understand spoken language even when delivered at fast native

speed, as long as the accent is clear

Understand the main points and simple opinions in a story, songor spoken passage

Understand longer and more complex sentences

Perform to an audience

Speak clearly, audibly and confidently on a range of topics

Use spoken language confidently to initiate and sustain

conversations

Reading

Read and understand the main points and some detail from a

short written passage

Read short authentic texts for enjoyment and information

Writing

Write sentences on a range of topics using a model

Begin to write a simple narrative or description independently

Grammar

Imperfect /Imperfect versus Past tense/Imperfect of politeness

(Queria...)

Revision and consolidation of content taught previously

Vocabulary

Revising and extending vocabulary

language curriculum 2011

Documents