PYP3 (Grade 3) 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 3)

  • use language to explain, inquire and compare
  • begin to understand that language use is influenced by its purpose and the audience
  • understand and use specific vocabulary to suit different purposes
  • listen attentively and speak appropriately in small and large group interactions
  • express thoughts, ideas and opinions and discuss them, respecting contributions from others
  • hear and appreciate differences between languages.
  • listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail
  • participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems

Viewing and presenting (Phase 3)

  • view visual information and show understanding by asking relevant questions and discussing possible meaning
  • realize that visual information reflects and contributes to the understanding of context
  • recognize and name familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography
  • observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness
  • discuss personal experiences that connect with visual images
  • use actions and body language to reinforce and add meaning to oral presentations
  • select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/calligraphy styles
  • realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding
  • with guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful
  • use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact
  • view a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama
  • 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
  • observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.

Reading (Phase 3)

  • develop personal preferences, selecting books for pleasure and information
  • read texts at an appropriate level, independently, confidently and with good understanding
  • recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles
  • identify and explain the basic structure of a story—beginning, middle and end; may use storyboards or comic strips to communicate elements
  • make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses
  • realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance
  • recognize and use the different parts of a book, for example, title page, contents, index
  • Read multisyllable words using letters and their phonemes
  • 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
  • discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways
  • discuss their own experiences and relate them to fiction and non- fiction texts
  • participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view
  • wonder about texts and ask questions to try to understand what the author is saying to the reader.

Writing (Phase 3)

  • 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
  • keep a log of ideas to write about
  • use graphic organizers to plan writing, for example, Mind Maps, storyboards
  • use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high frequency words, high- interest words
  • write legibly, and in a consistent style
  • 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
  • with teacher guidance, publish written work, in handwritten form or in digital format.
  • engage confidently with the process of writing • 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
  • organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end
  • use appropriate writing conventions, for example, word order, as required by the language(s) of instruction
  • use increasingly accurate grammatical constructs
  • proofread their own writing and make some corrections and improvements