Updated December, 2014 LANGUAGE ARTS SCOPE AND SEQUENCE OVERVIEW

Transcription

1 LANGUAGE ARTS SCOPE AND SEQUENCE OVERVIEW PHASE A Begin to experiment with writing using different writing implements and media Uses their own experience as a stimulus when drawing with assistance Begin to pretend to write own name Begin to listen attentively to stories read aloud Begin to enjoy listening to stories Begin to choose and read picture books for pleasure Begin to show curiosity and ask questions about pictures Begin to participate in shared reading, joining in with rhymes, refrains and repeated text Begin to join in with chants, poems, songs, word games and clapping games Begin to handle books, showing an understanding of how a book works Begin to use gestures, actions, body language and words to express ideas Begin to listen and respond to picture books, showing pleasure Begin to name classmates, teachers and familiar classroom and playground objects Begin to follow single step classroom instructions using context cues Begin to understand simple questions and respond with action or words Begin to interact with peers and adults in familiar social setting Begin to tell own stories using gestures, objects/artifacts and words Begin to repeat and echo single words Begin to realize recognize that people speak different languages Use the mother tongue to express needs and explain ideas Use own grammar style as part of the process of developing grammatical awareness Begin to attend to visual information showing understanding through play, gestures, facial expressions Begin to reveal own feelings in response to visual presentations (i.e. showing amusement, curiosity, surprise) Begin to observe visual cues that indicate context; begin to show understanding by matching pictures with context Begin to make personal connections to visual texts (i.e. a picture book about children making friends in a new situation) Begin to use body language to communicate and to convey understanding Select colours and shapes into visual presentations Begin to show appreciation of illustrations in pictures books

2 PHASE B Begin to experiment with writing using different writing implements and media Begin to choose to write as play or in informal situations Begin to differentiate between illustrations and written text Begin to use their own experience as a stimulus when drawing and writing Begin to show curiosity and ask questions about written language Begin to trace own name with finger and begin to copy it with assistance Listen attentively to stories read aloud Enjoy listening to stories Choose and read picture books for pleasure Begin to locate and respond to aspects of interest in texts Show curiosity and ask questions about pictures or text Participate in shared reading, joining in with rhymes, refrains and repeated text Join in with chants, poems, songs, word games and clapping games Begin to make connections to their own experience when listening to or reading texts Begin to recognize their own first name Begin to express opinions about the meaning of a story Begin to indicate printed text where the teacher should start reading Handle books, showing an understanding of how a book works Begin to use gestures, actions, body language and words to express ideas Listen and respond to picture books, showing pleasure and demonstrating understanding through gestures, expression and words Begin to name classmates, teachers and familiar classroom and playground objects Follow single step classroom instructions using context cues Understand simple questions and respond with action or words Interact with peers and adults in familiar social setting Tell own stories using gestures, objects/artifacts and words Begins to use single and two word phrases in context Recognizes that people speak different languages Use own grammar style as part of the process of developing grammatical awareness Begin to talk about the stories, writing, pictures and models they have created

3 Attend to visual information showing understanding though play, gestures, facial expressions Reveals own feelings in response to visual presentations (i.e. showing amusement, curiosity, surprise) Observe visual cues that indicate context; show understanding by matching pictures with context Begin to recognize familiar signs, labels and logos Make personal connections to visual texts (i.e. a picture book about children making friends in a new situation) Use body language to communicate and to convey understanding Select and incorporate colours, shapes, symbols and images into visual presentations Show appreciation of illustrations in pictures books by selecting and rereading familiar books

4 PHASE C Experiment with writing using different writing implements and media Begin to enjoy writing and value their own efforts Choose to write as play or in informal situations Differentiate between illustrations and written text Use their own experience as a stimulus when drawing and writing Show curiosity and ask questions about written language Begin to participate in shared and guided writing, observing the teacher s writing and making suggestions Begin to discriminate between letters, numbers and symbols Begin to show an awareness of sound-symbol relationships and recognize the way that familiar sounds can be recorded Write own name independently Begin to form letters conventionally and legibly Begin to listen attentively and respond to stories read aloud Begin to select and reread favorite texts for enjoyment Begin to understand that print is permanent (i.e. when listening to familiar stories, notices when the reader leaves out or changes parts) Locate and respond to aspects of interest in texts Begin to participate in shared reading, posing and responding to questions and joining in the refrains Make connections to their own experience when listening to or reading texts Express opinions about the meaning of a story Begin to show empathy for characters in a story Recognize their own first name Begin to discriminate between visual representations such as symbols, numbers, ICT iconography, letters and words Indicate printed text where the teacher should start reading Use gestures, actions, body language and words to express ideas Begin to listen to, respond and show understanding to read aloud in small or large groups for increasing periods of time Name classmates, teachers and familiar classroom and playground objects Begin to join in with poems, rhymes, songs and repeated phrases in shared books Begin to follow multi-step classroom instructions Begin to describe personal experiences Obtain simple information from accessible spoken texts Begin to predict likely outcomes when listening to texts read aloud Begin to retell familiar stories Use language to address needs, express feelings and opinions Begin to ask questions to gain information and respond to inquiries directed to

5 themselves or to the class Begin to use grammatical rules of the language of instruction Begin to distinguish beginning and ending sounds of words Talk about the stories, writing, pictures and models they have created Begin to attend to visual information showing understanding through discussion, role play, illustrations Begin to talk about own feelings in response to visual messages; begins to show empathy for the way others might feel Begin to relate to different contexts presented in visual texts according to own experiences (i.e. That looks like my uncle s farm ) Recognize familiar signs, labels and logos Begin to connect visual information with their own experiences to construct their own meaning (i.e. when taking a trip) Begin to use body language in mime and role play to communicate ideas and feelings visually Begin to realize that shapes, symbols and colors have meaning and include them in presentations Show appreciation of illustrations in pictures books by selecting and rereading familiar books, focusing on favorite pages Begin to use a variety of implements to practice and develop handwriting and presentation skills

6 PHASE D Enjoy writing and value their own efforts Begin to write informally about their own ideas, experiences and feelings Begin to write to communicate a message to a particular audience Create illustrations to match their own written text Participate in shared and guided writing, observing the teacher s model, asking questions and offering suggestions Begin to listen and respond to shared books, observing conventions of print Begin to demonstrate the conventions of written text Discriminate between letters, numbers and symbols Show an awareness of sound-symbol relationships and recognize the way that familiar sounds can be recorded Begin to write some frequently used words or ideas independently Form letters conventionally and legibly Listen attentively and respond actively to read-aloud situations; make predictions, anticipate possible outcomes Select and reread favourite texts for enjoyment Understand that print is permanent (i.e. when listening to familiar stories, notices when the reader leaves out or changes parts) Show curiosity and ask questions about pictures and text Participate in shared reading, posing and responding to questions and joining in the refrains Make connections between personal experience and storybook characters Show empathy for characters in a story Read and understand familiar print from the immediate environment (i.e. signs, advertisements, logos, ICT iconography) Begin to use meaning, visual, contextual and memory cues and cross-check cues against each other Begin to recognize high-frequency and high-interest words, characters or symbols Listen and responds in small or large groups for increasing periods of time Listen to and enjoys stories read aloud, showing understanding by responding in oral, written or visual form Memorize and joins in with poems, rhymes, songs and repeated phrases in shared books Follow multi-step classroom instructions Describe personal experiences Predict with accuracy the likely outcomes when listening to texts read aloud Retell familiar stories in sequence Use language to address needs, express feelings and opinions Ask questions to gain information and respond to inquiries directed to themselves

7 or to the class Use age-appropriate grammatical rules of the language of instruction Distinguish beginning, medial and ending sounds of words with increasing accuracy Attend to visual information showing understanding through discussion, role play, illustrations Talk about own feelings in response to visual messages; begins to show empathy for the way others might feel Relate to different contexts presented in visual texts according to own experiences (i.e. That looks like my uncle s farm ) Begin to locate familiar visual texts in the immediate and real-life environment, magazines, advertising catalogues and make connections to own experiences Connect visual information with their own experiences to construct their own meaning (i.e. when taking a trip) Use body language in mime and role play to communicate ideas and feelings visually Realize that shapes, symbols and colors have meaning and include them in presentations Through teacher modelling, begin to be become aware of vocabulary used to tell about visual effects (i.e. features, layout, border, frame) Begin to observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed Begin to view different versions of the same story and discuss the effectiveness of the different ways of telling the same story Use a variety of implements to practice and develop handwriting and presentation skills *VIS Language Arts Scope and Sequence Phase 1 may be used for additional information/resource*