International Baccalaureate (IB) Phase 3

Reading
Writing
Oral Language
Visual Language

Written Language - Reading


Conceptual understandings:

  • Different types of texts serve different purposes.
  • What we already know enables us to understand what we read.
  • Applying a range of strategies helps us to read and understand new texts.
  • Wondering about texts and asking questions helps us to understand the meaning.
  • The structure and organization of written language influences and conveys meaning.

Learning Outcomes:

Related Ziptales Materials:

Learners:

  • develop personal preferences, selecting books for pleasure and information

View the Specialised English Lessons Reading Module Stories I Like to discuss learners’ personal reading preferences.


  • read texts at an appropriate level, independently, confidently and with good understanding

Use the Timeless Tales Multiple Choice questions to enable learners to demonstrate understanding of texts.


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

Guide a discussion about different text types using the Puppet Plays, Rhyme Time poems, Timeless Tales stories and Happy Schools articles.


  • identify and explain the basic structure of a story—beginning, middle and end; may use storyboards or comic strips to communicate elements

Use Tell the Story (Puzzle Palace), The Sea Monster Activity 1 (Puppet Plays) and Worksheet 2 for Pinocchio, Peter Pan & Snow White (Timeless Tales) to study story structure.


  • make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses

View the Timeless Tales, Storytime stories and Puppet Plays to prompt learners to make predictions as the stories progress.


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

Use the Happy Schools texts to identify the difference between fiction (e.g. Is This Bullying?) and non-fiction texts (e.g. How to make our school a happy school).


  • recognize and use the different parts of a book, for example, title page, contents, index

Study the Specialised English Lessons Reading Module Reading Non-Fiction Books to assist learners to recognize the different parts of a non-fiction book.


  • understand sound–symbol relationships and apply reliable phonetic strategies when decoding print

Learners use decoding strategies to complete Worksheet 1 for each of the Timeless Tales.


  • 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

Study the Specialised English Lessons Reading Module Becoming a Better Reader to promote effective reading strategies.


  • discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways.

View the Specialised English Lessons Reading Module Reading for Meaning to explore the personality and behaviour of storybook characters.


  • discuss their own experiences and relate them to fiction and non-fiction texts

Learners relate their own experiences to those of the characters in the Happy Schools videos.


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

Encourage learners to express opinions by collaboratively completing Helping Bob Change Worksheet 3 (Happy Schools) and Worksheets 1 & 2 for A Poison Tree and The Wind (Rhyme Time).


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

Use the Puppet Plays and Timeless Tales to guide a discussion about the message that the author is trying to convey in each story.


Written Language - Writing


Conceptual understandings

  • 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.
  • When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.

Learning Outcomes:

Related Ziptales Materials:

Learners:

  • engage confidently with the process of writing

Use Story Machine to inspire engagement with the writing process.


  • write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading

Study the Specialised English Lessons Writing Module What Are Texts? to develop an awareness of the different purposes of texts.


  • use graphic organizers to plan writing, for example, Mind Maps®, storyboards

Learners use a graphic organizer to plan ideas for Task 1 of the Specialised English Lessons Writing Module Create a Digital Text.


  • organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end

View the Specialised English Lessons Writing Module What’s in a Story? to study the structure of narratives.

Organise ideas in a logical sequence using Worksheet 2 for The Owl and the Pussycat (Rhyme Time).


  • use appropriate writing conventions, for example, word order, as required by the language(s) of instruction

  • use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high-frequency words, high-interest words

Assist learners to develop an awareness of spelling patterns using the Specialised English Lessons Writing Module Which Way is it Spelled? and the Easy Readers phonics-based stories and worksheets.


  • use increasingly accurate grammatical constructs

Study the Specialised English Lessons Reading Modules What is Grammar?, What are Verbs?, What are Nouns For? & Getting Together (Conjunctions) to build learners’ understanding of grammatical constructs.


  • write legibly, and in a consistent style

Use relevant Storytime worksheets e.g. Goldilocks (4) & Three Billy Goats Gruff (3) to practise handwriting skills.


  • proofread their own writing and make some corrections and improvements
  • 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

View the Specialised English Lessons Reading Module Check Your Writing to:

  • assist with proofreading skills
  • get feedback from others
  • promote dictionary use

  • keep a log of ideas to write about

Use Story Machine to inspire ideas for writing.


  • 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; self-monitor and take responsibility for improvement

Complete the tasks from the Specialised English Lessons Writing Module How are Texts Organised? to provide opportunities for learners to create examples of different types of texts. Use these texts to participate in teacher conferences in order to set new learning goals in writing


  • with teacher guidance, publish written work, in handwritten form or in digital format

Use the Specialised English Lessons Writing Module Create a Digital Text to publish a text in digital format.



Oral Language - Listening and Speaking


Conceptual understandings

  • 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 communication—it has its own set of rules.

Learning Outcomes:

Related Ziptales Materials:

Learners:

  • listen attentively and speak appropriately in small and large group interactions

View Specialised English Lessons Spoken Language Module Working Together develop listening and speaking skills.


  • listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail

Listen to the stories in Storytime, Timeless Tales & Puppet Plays; the rhymes from the Easy Readers; and the poems from Rhyme Time and respond by completing the worksheets provided for each oral presentation.


  • pick out main events and relevant points in oral texts

Study Specialised English Lessons Reading Module Reading For Meaning and answer the questions after listening to the story The Sad Monkey.


  • follow multi-step directions

Provide opportunities for learners to follow multi-step directions using the Puzzle Palace activities.


  • retell familiar stories in sequence

Complete Puppet Plays Worksheet Activity 1 (Part B) for the The Sea Monster and Worksheet 2 for Peter Pan, Snow White and Pinocchio (Timeless Tales) to prompt an oral sequential retelling of these stories.


  • anticipate and predict when listening to text read aloud

Anticipate and predict what might happen next whilst listening to the oral texts from Storytime, Timeless Tales and Puppet Plays.


  • use language for a variety of personal purposes, for example, invitations

Share with others the personal information generated from the What’s Good About Me? worksheets in Happy Schools.


  • express thoughts, ideas and opinions and discuss them, respecting contributions from others

Study Specialised English Lessons Spoken Language Module What Do You Think? to explore how to express thoughts, ideas and opinions and how to show respect for the opinions of others.


  • participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems

Dramatize the Timeless Tales using the scripts supplied in the Worksheets section.

Create the finger puppets from Make and Do and perform a puppet play.


  • use language to explain, inquire and compare

Use the Specialised English Lessons Spoken Language Modules Learning to Speak to an Audience and Types of Questions to study how to use oral language to explain and inquire.


  • recognize patterns in language(s) of instruction and use increasingly accurate grammar

Listen to the Make and Do instructional texts to improve recognition of the language of instruction.


  • begin to understand that language use is influenced by its purpose and the audience

Improve understanding of how language use is influenced by purpose and audience by comparing the Storytime and Timeless Tales imaginative texts and the Happy Schools persuasive / informative texts.


  • understand and use specific vocabulary to suit different purposes

View Specialised English Lessons Spoken Language Module Talking to Others to develop awareness of using specific vocabulary to suit different purposes.


  • hear and appreciate differences between languages.


Visual Language - Viewing and Presenting


Conceptual understandings

  • 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.

Learning Outcomes:

Related Ziptales Materials:

Learners:

  • view visual information and show understanding by asking relevant questions and discussing possible meaning

View Specialised English Lessons Reading Module Words and Pictures to discuss how visual information reflects meaning.


  • discuss their own feelings in response to visual messages; listen to other responses, realizing that people react differently

Study the visual messages in the Timeless Tales to encourage learners to discuss their own feelings about the information being conveyed and listen to other opinions.


  • realize that visual information reflects and contributes to the understanding of context

Use the Tell the Story activities in Puzzle Palace to develop an understanding of how visual information contributes to the understanding of context.


  • recognize and name familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography

Explore the iconography used to classify the visual texts on the Ziptales website. Discuss possible reasons for the selection of the images to assist recognition.


  • observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness

Encourage learners to make judgments about the effectiveness of the visual messages in the Timeless Tales illustrations e.g. the three images showing Captain Hook falling in Peter Pan.


  • discuss personal experiences that connect with visual images

Study Specialised English Lessons Spoken Language Module What Do you Think? to explore facial expressions that connect with personal experiences.


  • use actions and body language to reinforce and add meaning to oral presentations

Use actions and body language to add meaning to an oral presentation using the task from Specialised English Lessons Spoken Language Module Learning to Speak to an Audience.


  • select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/calligraphy styles

Provide opportunities for learners to design presentations using the following Rhyme Time worksheets: The Owl and the Pussycat (1), The Rainbow (1 & 2) & The Wind (1).


  • realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding

View Specialised English Lessons Reading Module Reading Non-Fiction Books. Use Task 3 to help learners realize that text and illustrations work together to convey meaning.


  • with guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful

Learners use the internet to locate images to illustrate the ‘Favourite Things’ category for Task 2 of the Specialised English Lessons Reading Module Create a Digital Text.


  • use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact

Encourage learners to use appropriate terminology whilst discussing the visual features of the Ziptales website e.g. logo, fonts, foreground images, background colours etc.


  • view a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama

Discuss the effectiveness of the visual texts on the Ziptales website e.g. Timeless Tales, Make and Do, Rhyme Time, Story Machine, Happy Schools, Joke in a Box, Puzzle Palace & Write Time.


  • realize that effects have been selected and arranged to achieve a certain impact, for example, the way in which colour, lighting, music and movement work together in a performance

Use the Puppet Plays to discuss how colour, lighting, music and movement work together to create a performance.

View the Behind the Scenes digital documentary to explore further about how to put on a puppet play.


  • observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.

Compare the Timeless Tales visual presentations to those in Make and Do and Happy Schools and suggest reasons for their creation (e.g. to entertain, instruct, inform, persuade).



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