PYP1 (Grade 1) English Language

English is our shared language of instruction and communication. In a PYP school the focus is not just on learning language in isolation, but also on the application of language skills across the subject areas and throughout the Programme of Inquiry. Some language is taught as ‘stand-alone’, while other aspects of language are taught in the context of our Units of Inquiry. We believe students learn best when they have opportunities to learn within meaningful contexts, and when the teaching is in response to students’ needs, interests and previous experiences. Students at OurPlanet come from a wide range of language and cultural backgrounds, which we view as a major asset to our learning community.

Students develop skills in the following strands of language learning:

  • Oral Language: Listening and Speaking
  • Visual Language: Viewing and Presenting
  • Written Language: Reading and Writing

What will students will be working on this year?

Listening and Speaking (Phase 2)

  • describe personal experiences
  • use language to address their needs, express feelings and opinions
  • use oral language to communicate during classroom activities, conversations and imaginative play
  • listen and respond in small or large groups for increasing periods of time
  • listen to and enjoy stories read aloud; show understanding by responding in oral, written or visual form
  • talk about the stories, writing, pictures and models they have created
  • obtain simple information from accessible spoken texts
  • ask questions to gain information and respond to inquiries directed to themselves or the class
  • memorize and join in with poems, rhymes and songs

Viewing and Presenting (Phase 2)

  • talk about their own feelings in response to visual messages; show empathy for the way others might feel
  • observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed (social
  • attend to visual information showing understanding through discussion, role play, illustrations
  • realize that shapes, symbols and colours have meaning and include them in presentations
  • connect visual information with their own experiences to construct their own meaning, for example, when taking a trip
  • observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular purposes.
  • use a variety of implements to practise and develop handwriting and presentation skills

Reading (Phase 2)

  • listen attentively and respond actively to read- aloud situations; make predictions, anticipate possible outcomes
  • make connections between personal experience and storybook characters
  • understand sound-symbol relationships and recognize familiar sounds/symbols/words of the language community
  • read and understand the meaning of self-selected and teacher-selected texts at an appropriate level
  • participate in learning engagements involving reading aloud – taking roles and reading dialogue, repeating refrains from familiar stories, reciting poems.
  • instantly recognize an increasing bank of high-frequency and high-interest words, characters or symbols
  • have a secure knowledge of the basic conventions of the language(s) of instruction in printed text, for example, orientation, directional movement, layout, spacing, punctuation

Writing (Phase 2)

  • form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community
  • read their own writing to the teacher and to classmates, realizing that what they have written remains unchanged
  • participate in shared and guided writing, observing the teacher’s model, asking questions and offering suggestions
  • write informally about their own ideas, experiences and feelings in a personal journal or diary, initially using simple sentence structures, for example, “I like …”, “I can …” , “I went to …”, “I am going to …”
  • create illustrations to match their own written text
  • demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality
  • connect written codes with the sounds of spoken language and reflect this understanding when recording ideas
  • write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story
  • have a secure knowledge of the basic conventions of the language(s) of instruction in printed text, for example, orientation, directional movement, layout, spacing, punctuation