PYP4 (Grade 4) 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 (Securing phase 3 and starting phase 4)

  • verbalize their thinking and explain their reasoning
  • listen appreciatively and responsively, presenting their own point of view and respecting the views of others
  • listen for a specific purpose in a variety of situations
  • understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations
  • argue persuasively and defend a point of view
  • organize thoughts and feelings before speaking
  • appreciate that language is not always used literally; understand and use the figurative language of their own culture.
  • understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations
  • explain and discuss their own writing with peers and adults
  • begin to paraphrase and summarize
  • use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context
  • realize that grammatical structures can be irregular and begin to use them appropriately and consistently

Viewing and presenting (Securing phase 3 and starting phase 4)

  • with guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful
  • observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve.
  • realize that visual information reflects and contributes to the understanding of context
  • discuss personal experiences that connect with visual images
  • 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.
  • describe personal reactions to visual messages; reflect on why others may perceive the images differently
  • recognize and name familiar visual texts and explain why they are or are not effective, for example, advertising, logos, labels, signs, billboards
  • design posters and charts, using shapes, colours, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is achieved
  • 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

Reading (Securing phase 3 and starting phase 4)

  • read a variety of books for pleasure, instruction and information; reflect regularly on reading and set future goals
  • distinguish between fiction and non-fiction and select books appropriate to specific purposes
  • recognize the author’s purpose, for example, to inform, entertain, persuade, instruct
  • use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility
  • access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis
  • 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;
  • use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility
  • know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail
  • as part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials
  • identify relevant, reliable and useful information and decide on appropriate ways to use it

Writing (Securing phase 3 and starting phase 4)

  • organize ideas in a logical sequence
  • reread, edit and revise to improve their own writing, for example, content, language, organization
  • respond to the writing of others sensitively
  • use appropriate punctuation to support meaning
  • check punctuation, variety of sentence starters, spelling, presentation
  • 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
  • write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing
  • work independently, to produce written work that is legible and well-presented, written either by hand or in digital format.
  • use a range of strategies to record words/ideas of increasing complexity
  • work independently, to produce written work that is legible and well-presented, written either by hand or in digital format.
  • Use increasingly accurate grammatical constructs