International Baccalaureate (IB) Phase 4

Reading
Writing
Oral Language
Visual Language

Written Language - Reading


Conceptual understandings:

  • Reading and thinking work together to enable us to make meaning.
  • Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts.
  • Identifying the main ideas in the text helps us to understand what is important.
  • Knowing what we aim to achieve helps us to select useful reference material to conduct research.

Learning Outcomes:

Related Ziptales Materials:

Learners:

  • read a variety of books for pleasure, instruction and information; reflect regularly on reading and set future goals

Read the Extending Literacy Reading Library stories for pleasure, the Make and Do texts for instruction and the Skill Builders for information.

Study the Specialised English Lessons Reading Modules Developing Reading Skills and Enjoying Texts.


  • distinguish between fiction and non-fiction and select books appropriate to specific purposes

Compare features of fictional Extending Literacy Reading Library texts (e.g. Fantasy) to the non-fiction texts in True Tales.

View Specialised English Lessons Writing Module Types of Texts to explore how books have specific purposes.


  • understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters

Use the multiple choice questions at the end of each of the Extending Literacy Reading Library and Graphic Classics Worksheets Aladdin (1 & 3) and Beauty and the Beast (1) to improve understanding.


  • recognize the author’s purpose, for example, to inform, entertain, persuade, instruct

Explore author’s purpose using the Graphic Classics e.g. The History of Comics (inform), Aladdin (entertain) and Worksheet 2 for Beauty and the Beast (following instructions) and King Arthur (creating a persuasive text).


  • understand that stories have a plot; identify the main idea; discuss and outline the sequence of events leading to the final outcome

Study the Specialised English Lessons Reading Module Understanding Texts to explore the meaning of a ‘main idea’. Use Graphic Classics Worksheet 3 for Beauty and the Beast to assist learners with sequencing events.


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

View the Specialised English Lessons Reading Modules Capturing Readers, Describing a Setting and Nonsense Devices to study the devices that authors use to achieve particular effects.


  • use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility

Use a dictionary to complete Graphic Classics Worksheets Aladdin (1 & 4) and Beauty and the Beast (2).

Explore computer-based applications using Specialised English Lessons Reading Module Digital Texts.


  • know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail

Study Specialised English Lessons Reading Module Finding Facts to explore skimming and scanning techniques.


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

Learners work co-operatively with others to complete the Graphic Classics Worksheets The Happy Prince (1 & 3) and King Arthur (2) and Activity 1 for Specialised English Lessons Reading Module Finding Out.


  • identify relevant, reliable and useful information and decide on appropriate ways to use it

View the Specialised English Lessons Reading Module Graphic Organisers to study how to organise information


  • access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis

Use the following worksheets provide an opportunity for learners to access information from the online graphic books Graphic Classics: The Happy Prince (2), Beauty and the Beast (3) and Aladdin (1 & 4).


  • know when and how to use the internet and multimedia resources for research
  • understand that the internet must be used with the approval and supervision of a parent or teacher; read, understand and sign the school’s cyber-safety policy.

Follow the guidelines according to the school’s cyber-safe policy to access internet resources to complete worksheets for Graphic Classics Beauty and the Beast (4) and King Arthur (1) and True Tales stories Titanic (4) No Second Chances (2), Snake (3) and Blast Off (1).


Written Language - Writing


Conceptual understandings

  • Writing and thinking work 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.
  • 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.

Learning Outcomes:

Related Ziptales Materials:

Learners:

  • write independently and with confidence, demonstrating a personal voice as a writer

Use Task 2 from the Specialised English Lessons Writing Module Who is Telling the Story? to practise using personal voice to write a narrative in 1st person point of view.


  • write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing

View Specialised English Lessons Writing Modules What’s in a Text? (Part A) & Types of Texts to study the structures of different text types.


  • show awareness of different audiences and adapt writing appropriately

Use Tasks 2 & 3 from the Specialised English Lessons Reading Module Imaginative Texts to practise adapting writing to suit a particular audience e.g. in big book format for young children/in digital format for a school assembly.


  • select vocabulary and supporting details to achieve desired effects

  • organize ideas in a logical sequence

View Specialised English Lessons Writing Module What is a Paragraph? to guide learners to organize ideas.


  • reread, edit and revise to improve their own writing, for example, content, language, organization

  • respond to the writing of others sensitively

Use the tasks from Specialised English Lessons Writing Module What’s In a Text (B) to develop skills in sensitively responding to the writing of others.


  • use appropriate punctuation to support meaning

Study Specialised English Lessons Writing Module What is Punctuation? and the Punctuation modules and worksheets from Skill Builders to improve punctuation skills.


  • use knowledge of written code patterns to accurately spell high-frequency and familiar words

View the Spelling modules in Skill Builders and complete associated worksheets to build knowledge of written code patterns.


  • use a range of strategies to record words/ideas of increasing complexity

Use the Specialised English Lessons Reading Modules Words For Texts & School and Community Words to provide opportunities for learners to record complex words/ideas.


  • realize that writers ask questions of themselves and identify ways to improve their writing, for example, “Is this what I meant to say?”, “Is it interesting/relevant?”

Study Specialised English Lessons Writing Module Looking Below the Words to develop understanding of the different ways that writers improve their writing e.g. effective plot development and the use of characterization.


  • check punctuation, variety of sentence starters, spelling, presentation

View the Spelling, Punctuation and Grammar - Sentences modules in Skill Builders to assist with text review.


  • use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing

  • work cooperatively with a partner to discuss and improve each other’s work, taking the roles of authors and editors

Complete Task 1 from Specialised English Lessons Writing Module How Do Speech and Writing Differ? then encourage partners to edit each other’s work.


  • work independently, to produce written work that is legible and well-presented, written either by hand or in digital format.

Use the tasks from the Specialised English Lessons Writing Modules Imaginative Texts, Better Writing and Making Digital Texts to produce work in digital format.



Oral Language - Listening and Speaking


Conceptual understandings

  • Taking time to reflect on what we hear and say helps us to make informed judgments and form new opinions.
  • Thinking about the perspective of our audience helps us to communicate more effectively and appropriately.
  • The grammatical structures of a language enable members of a language community to communicate with each other.

Learning Outcomes:

Related Ziptales Materials:

Learners:

  • listen appreciatively and responsively, presenting their own point of view and respecting the views of others

View Specialised English Lessons Spoken Language Module Conversations Parts A and Part B to develop an awareness of how to listen appreciatively and responsively to others.


  • listen for a specific purpose in a variety of situations

Use the verbal instructions in Make and Do to create a variety of objects.


  • identify and expand on main ideas in familiar oral texts

Listen to the familiar oral texts in Fairy Tales and work in pairs or small group to identify the main ideas from the stories.


  • listen reflectively to stories read aloud in order to identify story structures and ideas

View stories from the same genre (e.g. Mystery or Fantasy) to identify similarities in the story structures and ideas within the narrative.


  • understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations

Use Specialised English Lessons Spoken Language Module Group Work to provide an opportunity for learners to generate ideas and opinions through talk and work in a group to develop an oral presentation.


  • argue persuasively and defend a point of view

View Specialised English Lessons Spoken Language Module Opinions to develop an understanding of how to argue persuasively and defend a point of view.


  • explain and discuss their own writing with peers and adults

  • begin to paraphrase and summarize

Use Specialised English Lessons Spoken Language Module Listening Well to introduce to learners how to paraphrase and summarize oral texts.


  • organize thoughts and feelings before speaking

Study Specialised English Lessons Spoken Language Module Giving a Speech to promote the process of organizing thoughts and feelings before speaking.


  • use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context

View Specialised English Lessons Spoken Language Module Did You? Didn’t You? to discuss how specific vocabulary can be used in different situations.


  • realise that grammatical structures can be irregular and begin to use them appropriately and consistently

Use the Nouns and Adjectives modules in the Grammar section of Skill Builders to explore irregular nouns and adjectives.


  • use oral language appropriately, confidently and with increasing accuracy

Learners refine their oral language skills by completing selected Extending Literacy Reading Library worksheets in pairs or small group.


  • verbalize their thinking and explain their reasoning

Work in pairs to read the Choose Your Own Adventure stories to provide learners with an opportunity to explain their reasoning when making choices throughout the story.


  • recognize that different forms of grammar are used in different contexts

View Specialised English Lessons Spoken Language Module Ways of Speaking to study formal and informal language.


  • appreciate that language is not always used literally; understand and use the figurative language of their own culture.


Visual Language - Viewing and Presenting


Conceptual understandings

  • Visual texts have the power to influence thinking and behaviour.
  • 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.

Learning Outcomes:

Related Ziptales Materials:

Learners:

  • view, respond to and describe visual information, communicating understanding in oral, written and visual form

Study the Specialised English Lessons Reading Module The Grammar of Pictures to provide learners with an opportunity to view, respond to and describe visual information.


  • describe personal reactions to visual messages; reflect on why others may perceive the images differently

Discuss how certain images can be perceived differently by others using the pictures from Task 1 of Specialised English Lessons Reading Module The Grammar of Pictures.


  • understand and explain how visual effects can be used to reflect a particular context

Use the Specialised English Lessons Reading Module Describing a Setting to explore how the visual appearance of a story’s setting can reflect a particular context.


  • recognize and name familiar visual texts and explain why they are or are not effective, for example, advertising, logos, labels, signs, billboards

Explore the layout of the Ziptales website and discuss the effectiveness of the visual texts familiar to the learners.


  • interpret visual cues in order to analyse and makeinferences about the intention of the message

View Specialised English Lessons Reading Module Talking Pictures to study how images portray a message.


  • explain how relevant personal experiences can add to the meaning of a selected film/movie; write and illustrate a personal response

Use the Specialised English Lessons Reading Module Texts and Personal Experience to explore how personal experiences can add to the meaning of a text.


  • identify aspects of body language in a dramatic presentation and explain how they are used to convey the mood and personal traits of characters

View the Specialised English Lessons Writing Module Texts in Different Media and discuss how body language is a used in dramatic presentations to convey meaning.


  • design posters and charts, using shapes, colours, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is achieved

Use the following worksheets to inspire poster design activities: The Magic Arrow (3) - Fairy Tales and Snake! (3) -True Tales.


  • discuss a newspaper report and tell how the words and pictures work together to convey a particular message

Discuss newspaper reports then use the following worksheets to show understanding of word/picture connection: The Pirates’ Cave (3) - Adventure; Boris, Bonnie and Greedy (3) - Animal & The Great Houdini (2) - True Tales.


  • prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications

Use the following worksheets to inspire visual presentations: The Pied Piper (2) - Myths & Legends, Dr Wow (2) and Dr Wow in Atlantis (2) – Adventure.


  • discuss and explain visual images and effects using appropriate terminology, for example, image, symbol, graphics, balance, techniques, composition

Use the Specialised English Lessons Reading Module Film Language B to study the terminology used to describe special visual effects in movies.


  • experience a range of different visual language formats; appreciate and describe why particular formats are selected to achieve particular effects

Compare how the features of same story The Three Billy Goats Gruff in Storytime and Fairy Tales have been used to achieve particular effects e.g. the troll’s appearance is much scarier in the version for older children.


  • observe and discuss the choice and composition of visual presentations and explain how they contribute to meaning and impact, for example, facial expressions, speech bubbles, word images to convey sound effects

View the Specialised English Lessons Reading Module Film Language A to study how the choice and composition of visual presentations contribute to meaning and impact.


  • 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.

Discuss how the Ziptales visual presentations have been created to appeal to a particular audience and influence them with a ‘moral’ to the story e.g. Puppet Plays for younger children & Graphic Classics for older children.



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