Raha Learning Outcomes
Learning Outcomes Grade 4
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Listening and Speaking Scope and Sequence
In an inquiry-based learning environment, oral language exposes the thinking of the learner. Oral language encompasses all aspects of listening and speaking. Listening (the receptive mode) and speaking (the expressive mode) work together in a transactional process between listeners and speakers. A balanced programme will provide meaningful and well-planned opportunities for learners to participate as listeners as well as speakers. Listening involves more than just hearing sounds. It requires active and conscious attention in order to make sense of what is heard. Purposeful talk enables learners to articulate thoughts as they construct and reconstruct meaning to understand the world around them. Oral language involves recognising and using certain types of language according to the audience and purposes.
Phase 1 Learners show an understanding of the value of speaking and listening to communicate. They recognise that sounds are associated with objects, or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.
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Listening and Speaking Scope and Sequence Phase 2 Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognisant about the high degree of variability of language and its uses.
Phase 3 Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language.
Phase 4 Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable; for negotiating understanding; and for negotiating the social dimension.
Phase 5 Learners can understand the difference between literal and figurative language; how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning.
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Raha Viewing and Presenting Scope and Sequence The receptive processes (viewing) and expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. It is important to provide a balanced programme with opportunities for students to experience both viewing and presenting. These processes involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. They allow students to understand the ways in which images and language interact to convey ideas, values and beliefs. Acquiring skills related to information and communication technology (ICT) and visual texts is significant because of their persuasive influence in society. It is important to learn how visual images influence meaning and produce powerful associations that shape the way we think and feel.
Phase 1 Learners show an understanding that the world around them is full of visual language that conveys meaning. They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways.
Phase 2 Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes.
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Viewing and Presenting Scope and Sequence Phase 3 Learners show an understanding that visual text may represent reality or fantasy. They recognise that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organise and represent information.
Phase 4 Learners show an open-mindedness about the use of a range of visual text resources to access information. They think critically and are articulate about the use of visual text to influence the viewer. They can use visual imagery to present factual information, or to tell a story.
Phase 5 Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position.
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Reading Scope and Sequence Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, and the text itself. It begins to happen when the young learner realises that print conveys meaning and becomes concerned with trying to make sense of the marks on the page. The most significant contribution parents and teachers can make to success in reading is to provide a captivating range of picture books and other illustrated materials to share with beginning readers. Enthusiasm and curiosity are essential ingredients in promoting the desire to read. Children of all ages need to experience and enjoy a wide variety of interesting, informative, intriguing and creative reading materials. Reading helps us to clarify our ideas, feelings, thoughts and opinions. Literature offers us a means of understanding ourselves and others, and has the power to influence and structure thinking. Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure, interest, and information, experiencing an extensive range of quality fiction and nonfiction texts. As learners engage with interesting and appealing texts, appropriate to their experiences and developmental phase, they acquire the skills, strategies and conceptual understanding necessary to become competent, motivated, independent readers.
Phase 1 Learners show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge and pleasure; that it can be a social activity or an individual activity. They have a concept of a “book”, and an awareness of some of its structural elements. They use visual cues to recall sounds and the words they are “reading” to construct meaning.
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Reading Scope and Sequence Phase 2 Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognize them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys meaning.
Phase 3 Learners show an understanding that text is used to convey meaning in different ways and for different purposes—they are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of text conveys meaning.
Phase 4 Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both real and imagined, and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading.
Phase 5 Learners show an understanding of the strategies authors use to engage them. They have their favourite authors and can articulate reasons for their choices. Reading provides a sense of accomplishment, not only in the process, but in the access it provides them to further knowledge about, and understanding of, the world.
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Writing Scope and Sequence
Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of young learners to the expression of mature writers, it allows us to organise and communicate thoughts, ideas and information in a visible and tangible way. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express themselves and reveal their own “voice”, writing is a genuine expression of the individual. The quality of expression lies in the authenticity of the message and the desire to communicate. If the writer has shared his or her message in such a way that others can appreciate it, the writer’s intention has been achieved. Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness. However, the writer’s ability to communicate his or her intention and share meaning takes precedence over accuracy and the application of skills. Accuracy and skills grow out of the process of producing meaningful communication. Children learn to write by writing. Acquiring a set of isolated skills will not turn them into writers. It is only in the process of sharing their ideas in written form that skills are developed, applied and refined to produce increasingly effective written communication.
Phase 1 Learners show an understanding that writing is a form of expression to be enjoyed. They know that how you write and what you write conveys meaning; that writing is a purposeful act, with both individual and collaborative aspects.
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Writing Scope and Sequence Phase 2 Learners show an understanding that writing is a means of recording, remembering and communicating. They know that writing involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. They know that writing can describe the factual or the imagined world.
Phase 3 Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing.
Phase 4 Learners show an understanding of the role of the author and are able to take on the responsibilities of authorship. They demonstrate an understanding of story structure and are able to make critical judgments about their writing, and the writing of others. They are able to rewrite to improve the quality of their writing.
Phase 5 Learners show an understanding of the conventions pertaining to writing, in its different forms, that are widely accepted. In addition, they demonstrate a high level of integration of the strands of language in order to create meaning in a manner that suits their learning styles. They can analyse the writing of others and identify common or recurring themes or issues. They accept feedback from others.
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Learning Outcomes Grade 4 Listening and Speaking
Phase Four Conceptual Understanding • •
Spoken language varies according to the purpose and audience. 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.
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Phase Five Conceptual Understanding • • •
Spoken language can be used to persuade and influence people. Metaphorical language creates strong visual images in our imagination. Listeners identify key ideas in spoken language and synthesise them to create their own understanding. People draw on what they already know in order to infer new meaning from what they hear.
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By the end of Grade 4 children should be able to: Outcomes • • • • • • •
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Listen for a specific purpose in a variety of situations. Identify and expand on main ideas in oral texts. Understand that ideas and opinions can be generated, developed and presented through talk. Work in pairs and groups to develop and present oral presentations. Argue persuasively and defend a point of view. Begin to paraphrase and summarise. Realise that grammatical structures can be irregular and begin to use them appropriately and consistently. Verbalise thinking and explain reasoning. Recognise that different forms of grammar are used in different contexts. Appreciate that language is not always used literally. Understand and use the figurative language of own culture. Participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations. Listen and respond appropriately to instructions, questions and explanations. Show open-minded attitudes when listening to other points of view. Use volume, pace and expression to enhance meaning.
Learning Outcomes Grade 4 Viewing and Presenting Phase Four Conceptual Understanding • • •
Visual texts have the power to influence thinking and behavior. Interpreting visual texts involves making an informed judgement about the intentions of the message. To enhance learning we need to be efficient and constructive users of the internet.
Phase Five Conceptual Understanding • • • •
The aim of commercial media is to influence and persuade viewers. Individuals respond differently to visuals texts, according to their previous experiences, preferences and perspectives. Knowing about techniques used in visual texts help us to interpret presentations and create our own visual effects. Synthesising information from visual texts is dependent upon personal interpretation and leads to new understanding.
By the end of Grade 4 children should be able to:
Outcomes
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Interpret visual cues in order to analyse and make inferences about the intention of the message. Explain how relevant personal experiences can add to the meaning of a selected film/movie; write and illustrate a personal response. Prepare, individually or in collaboration, visual presentations using a range of media, including computer and web-based applications. Discuss and explain visual images and effects using appropriate terminology, for example, image, symbol, graphics, balance, techniques, composition. 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 and critically analyse a range of visual texts, communicating understanding through oral, written and visual media. Identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects. Realise that individuals interpret visual information according to their personal experiences and different perspectives. Navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own presentations. Use Powerpoint or iMovies to demonstrate knowledge or present work.
Learning Outcomes Grade 4 PYP Scope and Sequence: Phase Four 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.
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Reading End of year expectation – Probe 2 Set 12 Fiction
By the end of Grade 4, children should be able to:
Self-Monitoring and Fluency • • •
Monitor reading for accuracy and sense. Adjust reading when they encounter difficulties. Compare similarities and differences in the ideas and information when looking at non-fiction texts.
Non-fiction • •
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Make predictions about the text purpose by skimming and scanning using the layout of the text. Locate and summarise ideas by using skimming and scanning, keywords, topic sentences, key questions, contents page, glossaries, and subheadings. Use topic specific vocabulary to help understand and explain texts. Evaluate the effectiveness of different sources of information using in both digital and print text. Distinguish between fact and opinion by identifying relevant language features (I think..., In my opinion..., I believe...). Know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail. Identify relevant, reliable and useful information and decide on appropriate ways to use it Access information from a variety of texts both in print and online, e.g. newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis. Know when and how to use online resources for research.
Learning Outcomes Grade 4 Comprehension skills • •
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Know that sentences can have more than one idea and can be used to sequence events. Use knowledge of narrative features, language, plot structure, and dialogue between character to help predict and understand the text. Understand figurative and literal meanings and use this to make inferences. Make connections to prior knowledge, events and characters to help understand the story. Use a range of strategies to solve comprehension problems and deepen their understanding of a text. Read a wide range of increasing complex texts confidently, independently and with understanding. Reflect regularly on reading and set future goals. Compare similarities and differences in the ideas and information when looking at fiction texts. Use knowledge of word structures and punctuation to work out unknown words and to support understanding.
Learning Outcomes Grade 4 Writing By the end of Grade 4, children should be able to:
PYP Scope and Sequence: Phase Four Conceptual Understandings:
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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 organise 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.
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Ideas • • • •
Choose relevant content, vocabulary, and language features in an attempt to influence the reader. Choose vocabulary from a variety of sources that suits the topic and the purpose of the writing. Write independently and with confidence, demonstrating a personal voice as a writer. Portray characters through physical descriptions, dialogue and actions in order to create a mental image.
Purpose •
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Writes for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing. Clearly states point of view and includes some supporting reasons, evidence and detail in order to influence others. Show awareness of different audiences and adapt writing accordingly.
Learning Outcomes Grade 4 Organisation • Organise related ideas into paragraphs and link them together E.g. using flowcharts. • Use interesting sentence beginnings E.g. using adverbs or adjectives. • Change the length of sentences using simple, compound and some complex sentences. • Use dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing. • Work independently to produce written work that is legible and wellpresented, written either by hand or on digital format.
Punctuation and Spelling • • • •
Use some complex punctuation E.g. apostrophes. Use appropriate punctuation to support meaning. Use commas correctly. Spell and use most words correctly including high frequency and topic words.
Editing • • • • •
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Proofread to correct most spelling, punctuation and grammar using a dictionary and other sources. Recraft ideas for meaning and impact. Use a thesaurus to find new words. Respond to others writing sensitively. Work cooperatively with a partner to discuss and improve each other’s writing, taking the roles of authors and editors.