PYP 6 (Grade 6) 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 be working on this year?

Listening and speaking (Phase 5)

  • participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations
  • generate, develop and modify ideas and opinions through discussion
  • listen and respond appropriately to instructions, questions and explanations
  • infer meanings, draw conclusions and make judgments about oral presentations
  • use an increasing vocabulary and more complex sentence structures with a high level of specificity
  • argue persuasively and justify a point of view
  • show open-minded attitudes when listening to other points of view
  • paraphrase and summarize when communicating orally
  • understand and use figurative language such as simile, personification and metaphor
  • use oral language to formulate and communicate possibilities and theories
  • use standard grammatical structures competently in appropriate situations
  • use register, tone, voice level and intonation to enhance meaning
  • appreciate that people speak and respond according to personal and cultural perspectives
  • use speech responsibly to inform, entertain and influence others
  • reflect on communication to monitor and assess their own learning.

Viewing and presenting (Phase 5)

  • view and critically analyse a range of visual texts, communicating understanding through oral, written and visual media
  • identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel
  • analyse and interpret the ways in which visual effects are used to establish context
  • identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects
  • realize that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation, for example, the use of particular colours or symbols
  • realize that individuals interpret visual information according to their personal experiences and different perspectives
  • show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning
  • apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects
  • examine and analyse text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit
  • navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own presentations
  • use appropriate terminology to identify a range of visual effects/formats and critically analyse their effectiveness, for example, mood, media, juxtaposition, proportion
  • analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of colour, texture, symbolism
  • identify the intended audience and purpose of a visual presentation; identify overt and subliminal messages
  • reflect on ways in which understanding the intention of a visual message can influence personal responses.

Reading (Phase 5)

  • read a wide range of texts confidently, independently and with understanding
  • work in cooperative groups to locate and select texts appropriate to purpose and audience
  • participate in class, group or individual author studies, gaining an in-depth understanding of the work and style of a particular author and appreciating what it means to be an author
  • identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genres
  • appreciate structural and stylistic differences between fiction and non- fiction; show understanding of this distinction when structuring their own writing
  • appreciate authors’ use of language and interpret meaning beyond the literal
  • devices to evoke mental images
  • recognize and understand figurative language, for example, similes, metaphors, idioms
  • make inferences and be able to justify them
  • identify and describe elements of a story—plot, setting, characters, theme—and explain how they contribute to its effectiveness
  • compare and contrast the plots of two different but similar novels, commenting on effectiveness and impact
  • distinguish between fact and opinion, and reach their own conclusions about what represents valid information
  • use a range of strategies to solve comprehension problems and deepen their understanding of a text
  • consistently and confidently use a range of resources to find information and support their inquiries
  • participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding
  • use the internet responsibly and knowledgeably, appreciating its uses and limitations
  • locate, organize and synthesize information from a variety of sources including the library/media centre, the internet, people in the school, family, the immediate community or the global community.            

Writing (Phase 5)

  • write independently and with confidence, showing the development of their own voice and style
  • write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive
  • adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader
  • use appropriate paragraphing to organize ideas
  • develop note taking and summarizing skills.
  • use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood
  • use planning, drafting, editing and reviewing processes independently and with increasing competence
  • critique the writing of peers sensitively; offer constructive suggestions
  • Understand the difference between direct and reported speech.
  • Extend the use of punctuation – colon, semi colon, hyphens, brackets, direct speech
  • Recognize when and how to use standard English e.g formal situations
  • Identify active and passive voice and change sentences from the active to passive and vice versa. E.g. The mouse frightened the elephant(active) The elephant was frightened by the mouse (passive)
  • Identify and use in writing the different kind of noun, function of pronouns, agreement between nouns, pronouns and verbs
  • Explore further the range of prepositions and prepositional phrases.
  • Writes simple, compound and complex sentences accurately and investigate clauses through: identifying the main clause in a long sentence; sentences which contain more than one clause; understand how clauses are connected
  • Secure the use of the comma in embedding clauses within sentences
  • Investigate the conditional tense, using if…then, might, could, would and their uses for deduction, speculation, possibilities, hypotheses.
  • use a dictionary, thesaurus, spell checker confidently and effectively to check accuracy, broaden vocabulary and enrich their writing
  • use written language as a means of reflecting on their own learning
  • recognize and use figurative language to enhance writing, for example, similes, metaphors, idioms, alliteration
  • locate, organize, synthesize and present written information obtained from a variety of valid sources
  • develop a secure personal handwriting style which is legible.
  • use a range of tools and techniques to produce written work that is attractively and effectively presented.