| Show an awareness or response to co-active exploration of a range of familiar multisensory media. |
| Show intermittent reactions and emerging awareness of tactile and multi-sensory activities related to the theme of the text. |
| Begin to respond consistently to tastes, touch, sounds and smells related to the text. |
| Give attention to objects and sounds in a range of settings. |
| Demonstrate some observable positive or negative response to the telling of a new story or text. |
| Track familiar objects, people. |
| Track desired object left to right |
| Reach out and independently explore objects related to the text for short periods. |
| Anticipate known events/sounds in familiar text/songs. |
| Show an interest in text by turning pages, pointing at pictures etc. |
| Begin to show anticipation of text through vocalisation and/or gesture. |
| Recognise familiar people, events and objects. |
| Learn and respond to new words, signs and objects of reference and sensory cues through and related to shared texts and experiences. |
| Develop a concept of beginning and end. |
| Associate objects of reference with appropriate events in a text. |
| Show consistent responses to the co-active use of control devices and communication aids. |
| Demonstrate a preference for events or objects related to the text when presented with the choice. |
| Use hands to purposely reach out to use communication aids or control devices e.g. switches to impact on their environment and interact with a range of objects. |
| Repeat sounds immediately after co-active demonstrations and imitate simple sound patterns. |
| Begin to communicate preferences between familiar people using an intentional means of communicating. |
| Indicate a desire to prolong a story or song through vocalisation and body language. |
| Initiate communication in order to show a desire or preference for a particular story, song, object or activity. |
| Demonstrate learned responses to text joining in through favoured means. |
| Indicate recognition of familiar characters within the text by preferred means of communication. |
| Initiate communication of a preference for a desired text, song, event through the use of conventional means of communication e.g. signing, symbols, PECs etc. |
| Show an awareness of the pattern and or rhythm by continuing one that is modelled. |
| Listen to story being read, look at pictures, feel objects. |
| Match objects to pictures/photographs or symbols. |
| Choose a book or demonstrate the desire to hear a particular story. |
| Join in with actions, signs, movements that relate to familiar text, rhymes. |
| Recognize familiar environmental print. |
| Looks at books independently, displaying reading like behaviors. |
| Show some awareness that particular books, pictures, signs or symbols are associated with particular stories. |
| Indicates recognition of familiar texts by demonstrating consistent responses. |
| Begin to use single words from text in other contexts. |
| Anticipate and use key word phrases from text. |
| Identify specific items in a story on request. |
| Select appropriate objects, symbols, words to accompany text. |
| Select a few words, signs or symbols with which they are particularly familiar. |
| Show some understanding of how books work, for example, turning pages and holding the book the right way up. |
| Begin to show awareness of difference between picture and words. |
| Recognise a few symbols or pictures presented in a way familiar to them. |
| Watch adult point to text. |
| Repeat copy and imitate adult model of finger scanning pictures left to right in personal space. |
| Match picture to picture, symbol to symbol, or word to word. |
| Point to specific objects or characters in a story/picture. PECS stage 6. |
| Sequence two pictures/symbols to demonstrate understanding |
| Sequence pictures from left to right to demonstrate understanding of a text. |
| Follow or sequence pictures from narrative or their own experiences and tell the story. |
| Identify familiar texts. |
| Use words from text to retell story. |
| Show understanding or recognition of a familiar text by being able to complete the sentence correctly. |
| Communicate understanding of heard texts by answering comprehension questions about familiar texts (yes/no). |
| Participates in shared reading, joining in with rhymes, refrains and repeated texts. |
| Read with support showing changes of pace or emphasis. |
| Show awareness of pictures telling one story. |
| Use information gathered from the text to draw/write about key characters/objects. |
| Relate the events in the story to their own experiences. |
| Begin to match sounds to letters or groups of letters. |
| Differentiate between letters/symbols (text) and pictures. |
| Link a picture to a word/symbol/letter in simple matching games. |
| Follow words left to right in a range of contexts, moving finger along text left to right either as self or adult reads. |
| Demonstrate understanding of the conventions of reading e.g. following text left to right, top to bottom and page following page. |
| Order three given key-words to make a sentence. |
| Use picture cues to predict unknown words within a text being read to them or read by them. |
| Recognize when the order is incorrect and make changes. |
| Starts to show an awareness of rhyme. |
| Know that books tell stories, poems or give information. |
| Order story events, correctly placing beginning, middle and end. |
| Demonstrate understanding of order of key events in a familiar story by retelling a simple story in the correct sequence. |
| Read labels within the classroom. |
| Read familiar, simple stories and poems independently, to point while reading and make correspondence between words said and read. |
| Show confidence when retelling main elements of story to a group, emphasising beginning, middle and end. |
| Locate and select a range of non-fiction books linked to topic or interest. |
| Understands information can be retrieved from a text. |
| Have favourite books and can say what they like about them e.g. it's funny, it's scary etc. |
| Describe story settings and relate them to own experience and that of others. |
| Show an awareness that print and illustrations can combine to tell a story. |
| Talk about the ways different people or characters are represented in texts. |
| Begin to discuss the main idea or message in a story. |
| Identifies letters in both upper and lower case. |
| Reads the letters of the alphabet by name and sound. |
| Recognizes the difference between a letter and a word, identifying that words have space on either side. |
| Select correct short word from text when they hear initial word sound. |
| Read on sight 30-50 words from the High Frequency words list. |
| Read words with initial consonant clusters bl, cr, tr, str. |
| Read consistently high interest words and common nouns e.g. days of the week and colours. |
| Read words with ff, ll, ss, ck, ng. |
| Recognize initial sounds ch, sh, th. |
| Recognize language patterns and repeated words and phrases in a text. |
| Identify first and last sounds when shown an unfamiliar word. |
| Expect written text to make sense and check for sense if it does not. |
| Make predictions about what might happen next in a text. |
| Use a range of strategies (phonological, contextual, grammatical, and graphic) to work out, predict and check the meaning of unfamiliar words and to make sense of what they have read. |
IB Phase 1 |
First Steps Role Play Phase |
Conceptual Understandings IB1 |
| Listen to and join in with stories and poems, one to one and also in small groups. |
| Look at books independently. |
| Enjoy an increasing range of books. |
| Know that information can be retrieved from books and computers. |
| Display reading-like behaviour, e.g. showing an understanding of how a book works, for example, cover, beginning, directional movement, end, holds book right way up, clicks mouse to see new window |
| Listen to stories with increasing attention and recall |
| Make links to own experience when listening to or 'reading' texts, e.g. points to illustrations saying "I had a party." |
| Describe main story settings, events and principal characters |
| Distinguish between pictures and written text |
| Know repetitive patterns in very familiar stories |
| Recognise own name or part of it, in print |
| Join in with repeated refrains and anticipates key events and phrases in rhymes and stories |
| Enjoy rhyming and rhythmic activities |
| Recognise rhythm in spoken words. |
| Recognise familiar words and signs such as own name and advertising logos. |
| Rely upon knowledge of topic and text organisation such as pictures when ‘reading' |
| Listens to and joins in when sharing information books, stories, rhymes and poems one to one and also in small groups. |
| Demonstrates a developing understanding of how books work by handling books appropriately, starting at the beginning and turning the pages one by one. |
| Makes connections between books and their own, real life, experiences. |
| Recognises their own name in print. |
| Recognises the difference between pictures and written text. |
| Uses picture cues to tell a story. |
| Shows awareness of rhyme and alliteration. |
| Recognises rhythm in spoken words. |
IB Phase 1 |
First Steps Role Play Phase |
Conceptual Understandings IB1 |
| Listen to and join in with stories and poems, one to one and also in small groups. |
| Look at books independently. |
| Enjoy an increasing range of books. |
| Know that information can be retrieved from books and computers. |
| Listen to and demonstrate comprehension by talking about significant ideas in a text |
| Know that print carries a message but may ‘read' their own writing and unfamiliar texts differently each time |
| Identify and talk about familiar characters or people from texts |
| Describes main story settings, events and principal characters. |
| Begin to discriminate between visual representations such as symbols, numbers, ICT iconography, letters and words |
| Knows that print, in English, is read from left to right and top to bottom |
| Join in with repeated refrains and anticipates key events and phrases in rhymes and stories |
| Enjoy rhyming and rhythmic activities |
| Recognise rhythm in spoken words |
| Recognise familiar words and sign such as own name and advertising logos |
| Rely on the strategy of connecting to comprehend e.g. connects text to self |
| Hear and say the initial sound in words. |
| Segment the sounds in simple words and blend them together and knows which letters represent some of them. |
| Link sounds to letters, naming and sounding the letters of the alphabet. |
| Begin to read words and simple sentences. |
| Continue a rhyming string. |
| Enjoys an increasing range of books and knows that they can be used to find out information. |
| Knows that writing carries a message. |
| Shows understanding of the main features of books they have listened to or read. |
| Recognises the difference between symbols, numbers, letters and words. |
| Hears and says the initial sound in words. |
| Links sounds to letters, naming and sounding the letters of the alphabet. |
| Uses the letter sounds they know to read simple words. |
| Begins to read words and simple sentences. |
IB Phase 1 | IB Phase 2 |
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. | 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 recognise them in new contexts. They understand that reading is a vehiicle for learning, and that the combination of codes conveys meaning. |
First Steps Role Play Phase | First Steps Experimental Phase |
Readers in this phase display reading-like behaviours when interacting with texts such as picture books, traditional tales and simple informational texts. They rely heavily on topic knowledge, pictures and memorisation when ‘reading' texts previously heard. Although Role Play readers may begin to identify their own name or parts of it, they are yet to match spoken and written words. | In this phase, readers use memory of familiar, predictable texts and their developing sound- symbol knowledge to match some spoken words with written words. Experimental readers are focused on understanding and conveying the meaning of these texts rather than reading all words accurately. They read and comprehend texts with repetitive, limited and known vocabulary and supportive illustrations. |
Conceptual Understandings IB1 | Conceptual Understandings IB2 |
Illustrations convey meaning. Print conveys meaning. People read for pleasure. Stories can tell about imagined worlds. Printed information can tell about the real world. There are established ways of setting out print and organizing books. | The sounds of spoken language can be represented visually. Written language works differently from spoken language. Consistent ways of recording words/ideas enable member of a language community to communicate. People read to learn. The words we see and hear enable us to create pictures in our mind. |
| Read and demonstrate comprehension of texts by, recalling some ideas explicit in a text, identifying the topic of a text and responding to questions |
| Demonstrate that print remains constant, e.g. when listening to familiar stories, notice when the reader leaves out or changes parts, transfer knowledge of familar words from one context to another |
| Maintain the storyline when 'reading' familiar texts |
| With assistance, locate and select texts appropriate to purpose or interest |
| Participate in shared reading, joining in with rhymes, refrains and repeated texts |
| Read texts at an age appropriate level with understanding |
| Express opinions about the meaning of a story |
| Talk about the ways different people or characters are represented in texts |
| Demonstrate that print and illustrations combine to carry the message |
| Identify the role of the author and illustrator of a text |
| Identify the letters of the alphabet by name and sound |
| Recognise a word as a unit of print with space on either side |
| Demonstrate understanding of the concepts and conventions of print, e.g. left to right, top to bottom, spacing, capital letters and full stops |
| Read and understand familiar print from the immediate environment, e.g. signs, advertisements, logos, ICT iconography |
| Recognise a small bank of known words in different contexts, e.g. high frequency and high interest words |
| Identify and generate rhyming words when listening to a text |
| Determine unknown words by using a small range of word-identification strategies e.g. sounding out, predicting using beginning letters and/or pictures. |
| Begin to draw upon a small knowledge base to comprehend, e.g. topic knowledge, sentence patterns and sound-symbol relationships |
| Use a small range of strategies to comprehend, e.g. prediction, connection |
| Participate in shared reading, joining in with rhymes, refrains and repeated texts |
| Read texts at an age appropriate level with understanding |
| Express opinions about the meaning of a story |
| Demonstrate that print and illustrations combine to carry the message |
| Identify the letters of the alphabet by name and sound |
| Identify and generate rhyming words when listenng to a text |
| Recognise a small bank of known words in different contexts, e.g. high frequency and high interest words |
| Determine unknown words by some word-identification strategies, e.g. sounding out, predicting using beginning letters and/or pictures |
| Use some knowledge and strategies to comprehend, e.g. topic knowledge, sentence patterns, sound-symbol relationships, prediction, connection |
IB Phase 2 | IB Phase 3 |
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. | 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. |
First Steps Experimental Phase | First Steps Early Phase |
In this phase, readers use memory of familiar, predictable texts and their developing sound- symbol knowledge to match some spoken words with written words. Experimental readers are focused on understanding and conveying the meaning of these texts rather than reading all words accurately. They read and comprehend texts with repetitive, limited and known vocabulary and supportive illustrations. | Early readers recognise a bank of frequently used words and use a small range of strategies to comprehend texts. These include short literary texts and structured informational texts that have familiar vocabulary and are supported by illustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on reading exactly what is on the page, using sounding out as a primary word-identification strategy. |
Conceptual Understandings IB2 | Conceptual Understandings IB3 |
The sounds of spoken language can be represented visually. Written language works differently from spoken language. Consistent ways of recording words or ideas enable members of a language community to communicate. People read to learn. The words we see and hear enable us to create pictures in our minds. | Different types of texts serve different purposes. What we already know enables us to understand what we read. Applying a range of strategies helps us to read and understand new texts. Wondering about texts and asking questions helps us to understand the meaning. The structure and organisation of written language influences and conveys meaning. |
| Read and demonstrate comprehension of texts by: recalling ideas explicit in a text |
| Read and demonstrate comprehension of texts by: selecting a small number of explicit events to retell a text. |
| Read and demonstrate comprehension of texts by:linking two ideas explicit in a text, e.g. an action and its result. |
| Participate in shared reading, posing and responding to questions |
| Begin to locate and select texts appropriate to purpose, interest and readability, e.g. use library systems, skim contents page |
| Realise that there is a difference between fiction and non-fiction texts |
| Read texts at an appropriate level with understanding |
| Express an opinion about a text, but may not always be able to justify it |
| Make connections between personal experience and storybook characters |
| Wonder about texts and ask questions to try to understand what the author is saying to the reader |
| Recognise all letters by name, and their regular sounds |
| Demonstrate understanding of the concepts and conventions of print, e.g. layout and punctuation |
| Recognise a bank of known words in different contexts, e.g. high frequency and high interest words |
| Determine unknown words by using a small range of word-identification strategies, e.g. sounding out, semantics |
| Draw upon a small knowledge base to comprehend, e.g. topic knowledge, sentence patterns and sound-symbol relationships |
| Use some strategies to comprehend, e.g. comparing, predicting, connecting |
| Begin to locate and select texts appropriate to purpose, interest and readability, e.g. use library systems, skim contents page |
| Read texts at an age appropriate level with understanding. |
| Make connections between personal experience and texts |
| Ask questions to understand what the author is saying to the reader |
| Recognise all letters by name and their regular sounds |
| Use punctuation when reading |
| Recognise a bank of known words in different contexts, e.g. high frequency and high interest words |
| Determine unknown words by using a range of word-identification strategies, e.g. sounding out, vocabulary knowledge |
| Use some knowledge and strategies to comprehend, e.g. sentence patterns, comparing, predicting, connecting |
IB Phase 2 | IB Phase 3 |
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. | 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 recognise that the structure and organisation of text conveys meaning. |
First Steps Early Phase |
Conceptual Understandings IB2 | Conceptual Understandings IB3 |
The sounds of spoken language can be represented visually. Written language works differently from spoken language. Consistent ways of recording words/ideas enable member of a language community to communicate. People read to learn The words we see and hear enable us to create pictures in our mind. | Different types of texts serve different purposes. What we already know enables us to understand what we read. Applying a range of strategies helps us to read and understand new texts. Wondering about texts and asking questions helps us to understand the meaning. The structure and organisation of written language influences and conveys meaning. |
| Read and demonstrate comprehension of texts by: recalling key information explicit in a text. |
| Read and demonstrate comprehension of texts by: identifying main ideas explicit in simple texts |
| Read and demonstrate comprehension of texts by: selecting events to retell a text, sometimes including unnecessary events or information |
| Read and demonstrate comprehension of texts by: linking explicit ideas in a text, e.g. comparing a character at different points in a story |
| Locate and select texts appropriate to purpose, interest and readability, e.g. use library systems, skim contents page |
| Recognise a range of different text types, e.g. letters, poetry, plays, stories, novels, reports, articles |
| Read texts at an age appropriate level with understanding |
| Express and justify personal responses to texts, e.g. "I didn't like ... because..." |
| Recognise how characters, people and events are represented and offer suggestions for alternatives |
| Discuss the author's and illustrator's purpose in creating a text |
| Explain how a small range of text forms vary by stating: purpose, e.g. to instruct |
| Explain how a small range of text forms vary by stating: some elements of organization, e.g. procedures have headings |
| Explain how a small range of text forms vary by stating: some elements of structure, e.g. procedures list materials and steps |
| Recognise a bank of frequently used words in different contexts, e.g. high frequency and high interest words |
| Determine unknown words by using a range of word-identification strategies, e.g. chunking, re-reading |
| Draw upon a small knowledge base to comprehend, e.g. sight vocabulary, concept and text structure knowledge |
| Use a small range of strategies to comprehend, e.g. self-questioning, adjusting reading rate |
| Make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses |
| Reflect regularly on reading and set future goals |
| Locate and select texts appropriate to purpose, interest and readability, e.g. use library systems, skim contents page |
| Read texts at an age appropriate level with understanding |
| Express and justify personal responses to texts, e.g. "I didn't like ... because..." |
| Discuss the author's and illustrator's purpose in creating a text |
| Explain how a small range of text forms vary by stating: purpose, e.g. to instruct |
| Explain how a small range of text forms vary by stating: some elements of organization, e.g. procedures have headings |
| Explain how a small range of text forms vary by stating: some elements of structure, e.g. procedures list materials and steps |
| Recognise a bank of frequently used words in different contexts, e.g. high frequency and high interest words |
| Determine unknown words by using a range of word-identification strategies, e.g. chunking, re-reading |
| Use a range of knowledge and strategies to comprehend, e.g. sight vocabulary, text structure, self-questioning, adjusting reading rate |
IB Phase 3 | IB Phase 4 |
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 recognise that the structure and organisation of text conveys meaning. | 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. |
First Steps Early Phase | First Steps Transitional Phase |
Early readers recognise a bank of frequently used words and use a small range of strategies to comprehend texts. These include short literary texts and structured informational texts that have familiar vocabulary and are supported by illustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on reading exactly what is on the page, using sounding out as a primary word-identification strategy. | In this phase, readers are beginning to integrate strategies to identify unknown words and to comprehend text. These strategies, combined with an increasing bank of sight words, enable readers to read texts such as novels, newspapers and websites with familiar content, fluently and with expression. Transitional readers reflect on strategies used and are beginning to discuss their effectiveness. |
Conceptual Understandings IB3 | Conceptual Understandings IB4 |
Explain how text and illustrations in reference materials work together. Identify the intended audience and purpose of a visual presentation. Use appropriate terminology to discuss visual texts, e.g. logo, font, foreground. Use a small range of visual techniques to present work (i.e. show understanding of the meaning of some colours, shapes and symbols). | 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. |
| Read and demonstrate comprehension of texts by: recalling key information explicit in an increasing range of texts |
| Read and demonstrate comprehension of texts by: identifying main ideas explicit in a range of texts |
| Read and demonstrate comprehension of texts by: linking ideas, both explicit and implicit, in a small range of texts |
| Read and demonstrate comprehension of texts by: selecting events to retell a text |
| Recognise and use the different parts of a book, e.g. contents, index, glossary |
| Locate and select texts both in print and online to suit purpose, e.g. newspapers, magazines, journals, comics, graphic books, e-books, blogs, wikis |
| Read texts at an age appropriate level with understanding |
| Recognise own interpretation may differ from that of other readers or the author/s |
| Discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways |
| Understand that authors and illustrators select information to suit a purpose and audience |
| Explain how known text forms vary by using knowledge of: purpose, e.g. to report |
| Explain how known text forms vary by using knowledge of: text organisation, e.g. headings, subheadings, an index, glossary |
| Explain how known text forms vary by using knowledge of: language features, e.g. timeless tense |
| Recognise an increasing bank of words in different contexts, e.g. grammatical knowledge, subject specific words, less common words |
| Determine unknown words by using a range of word-identification strategies, e.g. reading on, adjusting reading rate |
| Draw upon an increasing knowledge base to comprehend, e.g. sight vocabulary, concept and text structure knowledge |
| Use an increasing range of strategies to comprehend, e.g. inferring, creating images |
| Know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail |
| Reflect regularly on reading and set future goals |
| Locate and select texts both in print and online to suit purpose, e.g. newspapers, magazines, journals, comics, e-books, blogs |
| Recognise and use the different parts of a book, e.g. contents, index, glossary |
| Read texts at an age appropriate level with understanding |
| Understand that authors and illustrators select information to suit a purpose and audience |
| Explain how known text forms vary by using knowledge of: purpose, e.g. to report |
| Explain how known text forms vary by using knowledge of: text organisation, e.g. headings, subheadings, an index, glossary |
| Explain how known text forms vary by using knowledge of: language features, e.g. timeless tense |
| Recognise an increasing bank of words in different contexts, e.g. subject specific words, less common words |
| Determine unknown words by using a range of word-identification strategies, e.g. reading on, adjusting reading rate |
| Skim and scan texts to decide whether they will be useful, before attempting to read in detail |
| Use an increasing range of knowledge and strategies to comprehend, e.g. grammatical knowledge, inferring, creating images |
IB Phase 4 |
First Steps Transitional Phase |
Conceptual Understandings IB4 |
| Read and demonstrate comprehension of texts by: identifying the main idea(s) citing supporting detail |
| Read and demonstrate comprehension of texts by: selecting events from a text to suit a specific purpose |
| Read and demonstrate comprehension of texts by: linking ideas, both explicit and implicit, in a text, e.g. cause and effect |
| Use reference books, dictionaries, and computer and web-based applications with increasing independence |
| Locate and select texts appropriate to purpose and audience, e.g. use search engines, check currency of information |
| Read texts at an age appropriate level with understanding |
| Understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters |
| Recognise that authors and illustrators attempt to position readers |
| Recognise devices that authors and illustrators use to influence construction of meaning, e.g. visual clues, layout, omissions |
| Distinguish between fact and opinion, and reach their own conclusions about what represents valid information |
| Explain how a range of text forms vary by using knowledge of: purpose, e.g. to persuade |
| Explain how a range of text forms vary by using knowledge of: text structure, e.g. problem and solution |
| Explain how a range of text forms vary by using knowledge of: language features, e.g. conjunctions |
| Recognise an increasing bank of words in different contexts, e.g. subject specific words |
| Determine unknown words by using word-identification strategies, e.g. analogy |
| Draw upon a wide knowledge base to comprehend, e.g. text structure and organisation, grammar, vocabulary |
| Identify relevant and reliable information and decide on appropriate ways to use it |
| Use an increasing range of strategies to comprehend, e.g. determining importance, summarising |
| Reflect regularly on reading and set future goals |
| Use reference books, dictionaries, and computer and web-based applications with increasing independence |
| Locate and select texts appropriate to purpose and audience, e.g. use search engines, check currency of information |
| Read texts at an age appropriate level with understanding |
| Distinguish between fact and opinion, and reach conclusions about what represents valid information |
| Recognise techniques that authors and illustrators use to influence construction of meaning, e.g. visual clues, layout |
| Explain how a range of text forms vary by using knowledge of: purpose, e.g. to persuade |
| Explain how a range of text forms vary by using knowledge of: text structure, e.g. problem and solution |
| Explain how a range of text forms vary by using knowledge of: language features, e.g. conjunctions |
| Recognise an increasing bank of words in different contexts, e.g. subject specific words |
| Determine unknown words by using word-identification strategies, e.g. analogy |
| Use an increasing range of knowledge and strategies to comprehend, e.g. text structure and organisation, determining importance, summarizing |
| Identify relevant and reliable information |
IB Phase 5 |
First Steps Transitional Phase |
Conceptual Understandings IB5 |
| Read and demonstrate comprehension of a wide range of texts independently and with understanding |
| Appreciate authors' use of language and interpret meaning beyond the literal |
| Locate, organise and synthesise information from a variety of sources, including the library/media centre, the internet, people in the school, family, the immediate or the global community |
| Use the internet responsibly and knowledgeably, appreciating its uses and limitations |
| Read texts at an age appropriate level with understanding |
| Discuss and justify own interpretation of a text |
| Recognise and explain how authors and illustrators attempt to position readers |
| Recognise and explain devices that authors and illustrators use to influence construction of meaning, e.g. visual clues, omissions |
| Recognise how characters or people, facts and events are represented and can speculated about the author's choices |
| Identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genre |
| Recognise and understand figurative language, e.g. similes, metaphors, idioms |
| Determine unknown words by using word-identification strategies |
| Draw upon a wider knowledge base to comprehend, e.g. text structure and organisation, grammar, vocabulary |
| Use a range of strategies to solve comprehension problems and deepen their understanding of a text |
| Make inferences and be able to justify them |
| Reflect regularly on reading and set future goals |
| Locate, organise and synthesise information from a variety of sources |
| Use the internet responsibly and knowledgeably, appreciating its uses and limitations |
| Read texts at an age appropriate level with understanding |
| Discuss and justify own interpretation of a text. |
| Recognise and explain techniques that authors and illustrators use to influence construction of meaning, e.g. visual clues, layout |
| Identify and explain the features of a range of genre, e.g. fantasy, biography, science fiction, mystery, historical novel, graphic novel |
| Recognise and understand figurative language, e.g. similes, metaphors, idioms |
| Determine unknown words by using word-identification strategies |
| Use a range of knowledge and strategies to solve comprehension problems and deepen their understanding of a text. |
| Make inferences and justify them |
| Encounter and passively accept a range of sounds. |
| Show intermittent reactions and emerging awareness of sounds and particularly familiar voices. |
| Respond and react to different and familiar sounds in their environment and related to texts. |
| Respond consistently to sounds |
| Begin to sustain interest in mark making activities for short periods. |
| Recognise that random movements can have an effect on the media which is presented. |
| Use mark making media with intention and interest. |
| Make marks next to work/photo. |
| Understand their marks and symbols convey meaning. |
| Copy over/under captions or labels linked to text. |
| Produce some meaningful print, signs or symbols associated with, actions, images or events, for example, contributing to records of their own experiences. |
| To combine two key-words, symbols or signs to label pictures from a text. |
| Use photos/pictures/symbols to create text for a given purpose. |
| Make marks about picture or photograph telling adult what they have written |
| Match the letters of their name. |
| Make marks or symbols. |
| Use writing implements with a pincer grip. |
| Overwrite and copy under or over a model making horizontal, vertical lines |
| Make left to right and top to bottom tracking marks, with increasing control and co |
| Create picture or patterns using lines and circles with support. |
| Produce the first letter of their name using pencil, stamp, flashcard, computer |
| With visual support mark make about what they’ve done (eg label photo of a recent experience) |
| Develop their mark making skills by accepting co-active movements with an adult. |
| Co-operate to record information. |
| Generate symbols from a selection on a computer/IPad. |
| Choose a photograph to write about. |
| Use ICT and with support find/input some letters of their name. |
| *Label some pictures in text using symbols. |
| Convey simple meaning by assembling own writing. |
| Produce a drawing to accompany text. |
| Copy writing with support, e.g. labels and/or captions for pictures or for displays. |
| Verbally give a complete sentence as a caption for an object or picture. |
| Order symbols or words in a list form down the page. |
| Demonstrate understanding that writing can be used for a range of purposes. |
| Write simple sentences in a variety of contexts and with a variety of media. |
| Add ideas as words, photos or symbols to a diagram. |
| Use photos/pictures/symbols to make instructions. |
| Write and explain their writing. |
| Use a pincer grip and preferred hand to hold writing implement. |
| Manipulates tools and equipment with increasing control. |
| Order and use three key-words to make a sentence or phrase. |
| Produce or write recognisable letters or symbols related to a few familiar words including their name. |
| Appropriate use of symbols, words, letters and numbers. |
| Begin to group letters to form words and leave spaces between them. |
| Use upper case letter of initial letter of own name. |
| Begin to use a capital letter and full stop with verbal prompting. |
| Write a limited range of familiar words, including own name independently from memory. |
| Sentence build left to right using more than three key |
| Recognise some letters of the alphabet and know which letters represent some of the sounds. |
| Write a simple sentence with support. |
| With support, write their name using a keyboard or touch screen program such as ‘Switch It’/IPad APPs. |
| With verbal support spell their name and a few familiar words. |
| Order sets of pictures/lists of words/symbols. |
| Copy print from the environment. |
| Hears and says the initial sounds in words when writing. |
| Attempt writing for different purposes, using features of different forms such as lists, stories and instructions. |
| Write their own name and labels and captions, and begin to form simple sentences, sometimes using punctuation. |
| Choose to write as play or in informal situations. |
| Write and record for different purposes. |
| State the purpose or audience for own writing e.g. this is a card for Daddy. |
| Create illustrations to match their own written text. |
| Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. |
| Match upper case letters to lower case letters. |
| Produce a few recognisable words independently to make a simple sentence. |
| Ordered words to make a sentence including words such as ‘the’, ‘a’, ‘and’. |
| Use capital letter when writing own name and at the beginning of a sentence. |
| Recognise the letters of the alphabet by shape, name and sound. |
| Read back their writing pointing to each word. |
| Writes using simple language structures i.e. I like, I see. |
| To write with growing confidence by using the strategy of experimenting and ‘having a go’. |
| Hears and says the initial and final sounds in words when writing. |
| Can segment the sounds in simple words and blend them together when writing. |
| Rely upon personal experiences as a stimulus for ‘writing’. |
IB Phase 1 |
First Steps Role Play Phase |
Conceptual Understandings IB1 |
| Distinguish between different marks they make |
| Sometimes give meanings to marks as they draw, write and paint |
| Choose to write as play, or in informal situations, for example, filling in forms in a pretend post office, writing a menu or wishlist for a party. |
| Demonstrate awareness that writing and drawing are different |
| Know that print carries a message, but may read writing differently each time |
| Make random marks on paper or screen. |
| Make horizontal, circular or linear scribbles with some breaks |
| Write their own name independently |
| State purpose or audience for own writing e.g. this is a card for Dad |
| Experiment with writing using different writing implements and media |
| Differentiate between illustrations and written text |
| Write letters randomly or as strings on the page |
| Draw lines and circles using gross motor movements |
| Begin to show some control in use of tools and equipment |
| Use one handed tools and equipment |
| Manipulate objects with increasing control |
| Begin to use anti-clockwise movements and re-trace vertical lines |
| Begin to form recognisable letters |
| Copy print from the environment |
| Ask questions about printed words, signs and messages |
| Use letters from own name to generate writing |
| Independently makes marks and can say what they written. |
| Writes their own name independently using a capital letter for the first letter of their name. |
| Makes marks and talks about who or what the writing is for. |
| Shows increasing control when using a writing tool to make marks. |
| Begins to form recognisable letters |
| Writes letters randomly or as strings on the page |
| Copies print from the environment |
| Uses letters from their own name to generate writing |
IB Phase 1 |
First Steps Role Play Phase |
Conceptual Understandings IB1 |
| Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. |
| Writes own name and other things such as labels, captions with increasing accuracy. |
| Create illustrations to match their own written text. |
| Identify and talk about characters from literary texts |
| Attempts to write short sentences in meaningful contexts. |
| Begin to demonstrate an awareness of directionality |
| Use known letters or approximations of letters to represent writing |
| Write using simple language structures i.e. I like... I see... |
| Demonstrate one to one correspondence between written and spoken word e.g. word pointing when reading back their own writing. |
| Begin to break the flow of speech into words. |
| Voice thoughts before "writing" |
| Segment the sounds in simple words and blend them together when writing |
| Uses some sounds correctly and in sequence when writing. |
| Uses some clearly identifiable letters in their writing. |
| Experiments with familiar forms of writing e.g. lists, captions, recounts, books |
| Attempts to write short sentences. |
| Draws pictures to accompany their mark making |
| Forms lowercase letters accurately |
| Reads back their writing, pointing to each word. |
| Writes using simple language structures. |
| Talks about what they are going to write, before they write. |
| Writes simple words using the sounds they can hear. |
IB Phase 1 | IB Phase 2 |
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 purposeful act, with both individual and collaborative aspects. | 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. |
First Steps Role Play Phase | First Steps Experimental Phase |
In this phase, writers emulate adult writing by experimenting with marks to represent written language. Role play writers are beginning to understand that writing is used to convey meaning or messages; however, as understandings about sound-symbol relationships are yet to develop, their messages are not readable by others. Role play writers rely heavily on topic knowledge to generate text. | In this phase, writers are aware that speech can be written down. Experimental writers rely on familiar topics to generate a variety of texts such as greeting cards, lists and letters. They demonstrate an understanding of one-to-one correspondence by representing most spoken words in their written text. These words may consist of one, two or three letters, and reflect their developing sound-symbol relationship.
|
Conceptual Understandings IB1 | Conceptual Understandings IB2 |
Writing conveys meaning. People write to tell about their experiences, feelings and ideas. Everyone can express themselves in writing. Talking about stories and pictures helps other people to understand and enjoy them. | People write to communicate. The sounds of spoken language can be represented visually (letters, symbols, characters). Consistent ways of recording words or ideas enable members of a language community to understand each other's writing. Written language works differently from spoken language. |
| Read their own writing to others, realizing that what have written remain unchanged |
| Choose to write as play, or informal situations, e.g. filling in forms in a pretend post office, writing a menu or wish list for a party |
| Begin to write informally about their own ideas, experiences and feelings using simple sentence structures, e.g. I like, I can |
| Contribute to shared writing, observing the teacher's writing and making suggestion |
| Provide reasons why people write, e.g. remember to say thank you |
| Show curiosity and ask questions about written language |
| Talk about how characters and events are represented in texts |
| Discriminate between letters/ characters, numbers, symbols and words |
| Demonstrate one-to-one correspondence between written and spoken words, e.g. word-pointing when reading back own writing |
| Know all letters by name and their common sound |
| Use vocabulary drawn from their own oral language or encountered in their reading and other classroom activities |
| Form all upper-case and lower-case letters and numerals correctly |
| Voice thoughts before and during writing |
| Begin to draw upon semantic, graphophonic and syntactic knowledge when writing, e.g. topic knowledge, sound-symbol relationships |
| Use a limited range of strategies to spell, e.g. sounding out, sight words |
| Use writing to communicate a message |
| Experiment with familiar forms of writing, e.g. lists, captions, retells |
| Provide reasons why people write, e.g. remember to say thank you |
| Create illustrations to match with their own written text |
| Know all letters by name and their common sound |
| Form all upper-case and lower-case letters and numerals correctly |
| Compose simple sentence |
| Use their own experience as a stimulus when drawing and writing |
| Use sounding out and sight words as strategies to spell |
IB Phase 2 | IB Phase 3 |
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. | 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. |
First Steps Experimental Phase | First Steps Early Phase |
In this phase, writers are aware that speech can be written down. Experimental writers rely on familiar topics to generate a variety of texts such as greeting cards, lists and letters. They demonstrate an understanding of one-to-one correspondence by representing most spoken words in their written texts. These words may consist of one, two or three letters, and reflect their developing understanding of sound-symbol relationships. | Early writers produce a range of texts that exhibit some of the conventions of writing. Texts such as retells, reports and emails are composed to share experiences, information or feelings. Early writers have a small bank of frequently used words they spell correctly. When writing unknown words, they choose letters on the basis of sound, without regard for conventional spelling patterns. |
Conceptual Understandings IB2 | Conceptual Understandings IB3 |
People write to communicate. The sounds of spoken language can be represented visually (letters, symbols, characters). Consistent ways of recording words or ideas enable members of a language community to understand each other's writing. Written language works differently from spoken language. | We write in different ways for different purposes. The structure of different types of texts includes identifiable features. Applying a range of strategies helps us to express ourselves so that others can enjoy our writing. Thinking about storybook characters and people in real life helps us to develop characters in our own stories. When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas. |
| Contribute to shared writing, observing the teacher's model, asking questions and offering suggestions |
| Begin to explain the purpose of a piece of writing and the ideas that need to be included |
| Talk about how characters or people and events and ideas are represented in texts |
| Draw upon semantic, graphophonic and syntactic knowledge when writing, e.g. topic knowledge, sound-symbol relationships |
| Use a limited range of strategies to spell, e.g. sounding out, sight words, visual memory |
| Attempt to write a small range of familiar texts |
| Begin to explain the purpose and ideas in a piece of personal writing |
| Use vocabulary drawn from classroom activities when writing |
| Use a range of strategies throughout the writing process, e.g. connecting |
| Use a range of strategies to spell, e.g. sounding out, sight words, visual memory |
IB Phase 3 |
First Steps Early Phase |
Conceptual Understandings IB2 | Conceptual Understandings IB3 |
People write to communicate. The sounds of spoken language can be represented visually (letters, symbols, characters). Consistent ways of recording words or ideas enable members of a language community to understand each other's writing. Written language works differently from spoken language. | We write in different ways for different purposes. The structure of different types of texts includes identifiable features. Applying a range of strategies helps us to express ourselves so that others can enjoy our writing. Thinking about storybook characters and people in real life helps us to develop characters in our own stories. When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas. |
| Write a small range of familiar texts, either teacher-directed or self-selected |
| Explain the purpose of a small range of familiar text forms, e.g. advertisements are to persuade, jokes are to entertain |
| Discuss alternatives about how to represent characters or people, events and ideas in familiar texts |
| Spell and use a bank of known words correctly, e.g. spelling patterns, high-frequency words, high-interest words |
| Experiment with words drawn from a variety of sources, e.g. literature, media, oral language of peers |
| Draw upon semantic, graphophonic and syntactic knowledge when writing, e.g. text organisation, word order |
| Use a dictionary and word banks to self-correct spelling errors and to extend their use of language |
| Write a small range of familiar texts, e.g. Narrative, Recount, Instructions |
| Record information by drawing or writing key words |
| Organise ideas in a logical sequence, e.g. write simple narratives with an orientation, problem and resolution |
| Explain the purpose of a small range of familiar text forms, e.g. advertisements are to persuade |
| Use spelling patterns to spell words |
| Use a dictionary, and word banks to self-correct spelling errors and extend their vocabulary |
IB Phase 3 | IB Phase 4 |
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. | 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. |
First Steps Early Phase | First Steps Transitional Phase |
Early writers produce a range of texts that exhibit some of the conventions of writing. Texts such as retells, reports and emails are composed to share experiences, information or feelings. Early writers have a small bank of frequently used words they spell correctly. When writing unknown words, they choose letters on the basis of sound, without regard for conventional spelling patterns. | Transitional writers show increasing control over the conventions of writing such as punctuation, spelling and text organisation. They consider audience and purpose when selecting ideas and information to be included in texts. They compose a range of texts, including explanations, narratives, brochures and electronic presentations. Writing shows evidence of a bank of known words that are spelt correctly. Transitional writers are moving away from a heavy reliance on sounding out and are beginning to integrate visual and meaning-based strategies to spell unknown words. |
Conceptual Understandings IB3 | Conceptual Understandings IB4 |
We write in different ways for different purposes. The structure of different types of texts includes identifiable features. Applying a range of strategies helps us to express ourselves so that others can enjoy our writing. Thinking about storybook characters and people in real life helps us to develop characters in our own stories. When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas. | 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. |
| Write range of texts for a variety of purposes, using forms and structures modelled by the teacher and/or encountered in reading |
| Explain why characters, people, events and ideas are represented in a particular way when composing texts |
| Use their knowledge of diverse phoneme-grapheme relationships, e.g. ship, chef, ocean, station, special |
| Use mainly simple and compound sentences, along with some complex sentences, that vary in their beginnings, structures and lengths and are mostly grammatically correct |
| Use increasingly accurate grammatical constructs, e.g. subject/verb agreement |
| Draw upon semantic, graphophonic and syntactic knowledge when writing, e.g. vocabulary knowledge, text-structure knowledge |
| Use a range of appropriate spelling strategies, e.g. memory aids and rules |
| Write a range of texts for a variety of purposes using appropriate structure and features, e.g. headings, diagrams, correct tense |
| Spell personal vocabulary and high frequency words correctly |
| Use speech marks, commas and apostrophes |
| Write simple and compound sentences using accurate grammar |
| Use a range of appropriate spelling strategies, e.g. memory aids and rules |
IB Phase 4 |
First Steps Transitional Phase |
Conceptual Understandings IB5 |
| Write for a range of purposes, both creative and informative, using different types of strucures and styles acording to the purpose of the writing |
| Explain the purpose and audience of a range of familiar text forms |
| Discuss alternatives about how to represent characters or people, events and ideas when composing texts |
| Know less common letter patterns and the sounds they represent, e.g. tion, ph |
| Use knowledge of written code patterns to accurately spell high-frequency and familiar words |
| Use simple and compound sentences that are grammatically correct and have a variety of structures, beginnings and lengths and use some complex sentences that are mostly grammatically correct |
| Attempt to use passive voice |
| Draw upon semantic, graphophonic and syntactic knowledge when writing, e.g. vocabulary knowledge, text-structure knowledge |
| Use an increasing range of strategies to spell unknown words, e.g. using visual memory |
| Use a dictionary and thesaurus to check spelling accuracy, broaden vocabulary and enrich their writing |
| Realise that writers ask questions of themselves and identify ways to improve their writing, e.g. "Is this what I meant to say?" "Is it relevant?" |
| Work with a partner to discuss and improve each other's work, taking the roles of authors and editors |
| Explain the purpose and audience of a range of text forms |
| Produce written work that is legible and well-presented |
| Use punctuation correctly, e.g. when punctuating dialogue |
| Write simple, compound and complex sentences using accurate grammar |
| Use an increasing range of strategies to spell unknown words, e.g. using visual memory |
| Use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing |
| Edit punctuation, sentence structure and spelling accurately |
IB Phase 5 |
First Steps Transitional Phase |
Conceptual Understandings IB5 |
| Write using a range of text types in order to communicate, e.g. narrative, instructional, persuasive |
| Write independently, demonstrating their own voice and style |
| Explain the purpose and audience of a range of text forms |
| Recognise and use figurative language to enhance writing, e.g. similes, metaphors, idioms, alliteration |
| Use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood |
| Use appropriate punctuation to support meaning, e.g. hyphen colon, ellipsis |
| Consolidate use of simple and compound sentences that are grammatically correct and have a variety of structures, beginnings and lengths and use some complex sentences that are mostly grammatically correct |
| Select appropriate planning aids to plan and organise writing, e.g. cause and effect organiser, flow chart, fishbone |
| Select appropriate strategies to use throughout the writing process |
| Draw upon semantic, graphophonic and syntactic knowledge when writing, e.g. vocabulary knowledge, text-structure knowledge |
| Use a range of strategies to spell unknown words |
| Use a dictionary, thesaurus and/or spellchecker confidently and effectively to check accuracy, broaden vocabulary and enrich their writing. |
| Locate, organise and present written information obtained from a variety of sources and begin to cite sources |
| Use planning, drafting, editing and reviewing processes independently and with increasing competence |
| Critique the writing of peers and offer constructive suggestions |
| Use a range of tools and techniques to publish and present work effectively |
| Write using a range of text types, e.g. narrative, instructional, persuasive |
| Write independently, demonstrating their own voice and style |
| Explain the purpose and audience of a range of text types |
| Use appropriate resources to check spelling |
| Use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood |
| Use appropriate punctuation to support meaning, e.g. hyphen, colon, ellipsis |
| Develop paragraphs by writing a topic sentence and include supporting information |
| Select appropriate strategies to use throughout the writing process, e.g. analyzing, synthesising |
| Use a range of strategies to spell unknown words |
| Use a dictionary, thesaurus and/or spellchecker confidently and effectively to check accuracy, broaden vocabulary and enrich their writing. |
| Locate, organise and present written information obtained from a variety of sources |
| Use planning, drafting, editing and reviewing processes independently |
| Use a range of tools and techniques to publish work effectively |
| Show an awareness or response to co-active exploration of a range of familiar multisensory media. |
| Purposefully use hands to grasp, manipulate and explore a range of familiar multi-sensory media. |
| Recognise that random movements can have an effect on the media which is presented. |
| Begin to show anticipation of text through vocalisation and/or gesture. |
| Indicate recognition of familiar characters within the text by preferred means of communication. |
| Perform/copy some actions/signs (from the text) with or without adult or other learners to copy from. |
| Attempt to say key phrases in a well-known story/text. |
| Listen and respond to familiar songs and rhymes showing enjoyment. |
| Copy or imitate phrases from text. |
| Identify specific items in a story on request. |
| Answer questions using signs, symbols or speech about familiar text using two key-word, sign or symbol. |
| Use a core of five symbols/words in at least three different situations. |
| Show some anticipation of actions/signs within a text. |
| Demonstrate understanding of adult questions by responding appropriately to them. |
| Respond to questions using one word answers e.g. yes or no. |
| Listen with enjoyment and respond to stories, songs and other music, rhymes and poems. |
| Use single words or symbols to communicate about an event or feelings of likes/dislikes. |
| Answer frequently asked questions consistently, correctly using speech or signs. |
| Express two concepts: adjective + noun, verb + noun, noun + verb, noun + noun. |
| Use a vocabulary of up to 50 words. |
| Use single words, signs and symbols for familiar objects showing an understanding of their names. |
| Demonstrate to an adult the desire to hear a particular song, rhyme, story or part of a story, by any means. |
| Combine two words, signs or symbols when communicating. |
| Combine single words, signs or symbols to communicate meaning to a range of listeners. |
| Repeat, copy and imitate between 10 and 20 single words, signs or phrases. |
| Follow instructions containing two key-words i.e. ‘Give me …’‘Point to the …’‘Put the …’ ‘Where is …?’ |
| Communicate a favourite part of a text. |
| Make up their own stories, songs, rhymes and poems with support. |
| Describe a familiar/favourite event. |
| Use words and/or symbols from a text to retell story/previous experience. |
| Follow instructions with four key-words, signs or symbols. |
| Predict an increasing range of words, signs or symbols in familiar text by completing a phrase adult says from text. |
| Use words or symbols from text in different contexts. |
| Ask simple questions to obtain information. |
| Use phrases with up to three key-words, signs or symbols to communicate simple ideas or events or make a request. |
| Speak with clarity and use appropriate intonation when reading and reciting texts. |
| Tell real and imagined stories using the conventions of familiar story language with support. |
| Use conjunctions, for example, 'and' and ‘to’, to link ideas. |
| Use simple phrases and statements to communicate ideas about present events and experiences. |
| Name classmates, teachers and familiar classroom and playground objects. |
| Join in with poems, rhymes, songs, repeated phrases and shared reading experiences. |
| With support, attend to and answer questions from adults and their peers about experiences, events and stories. |
| Answer questions about familiar texts giving a simple synopsis using pictures, symbols or words to help them. |
| Listen to talk by an adult, remember some specific points and identify what they have learned. |
| Follow classroom instructions showing understanding. |
| Listen to others in class, ask and answer questions (who, what, where, when) supported by symbol clues. |
| Predict likely outcomes when listening to text read aloud. |
| Talk about the stories, writing, pictures and models they have created. |
| Read aloud with some variety in pace and emphasis, using appropriate intonation and facial expression. |
| Use possessive form accurately during oral interactions. |
| Use conjunctions to suggest cause with 'because/cos' |
| When responding to simple questions structure answers accurately using nouns, verbs and adjectives. |
| Use a growing vocabulary to convey meaning to the listener. |
| Link up to four key-words, signs or symbols in communicating about their own experiences and familiar stories in group and one to one situations. |
| Use a range of high frequency, topic specific and personal content words to create meaning. |
| Use scaffolds such as photographs, key words, phrases and props to support the sharing recent experiences. |
| Enjoy listening to and using spoken language and use it in play and learning. |
IB Phase 1 |
First Steps Beginning Phase |
Conceptual Understandings IB1 |
| Listen and respond to picture books demonstrating their understanding through gestures, expression and/or words |
| Understand simple questions and respond with actions or words |
| Follow classroom directions and routines, using context |
| Shows interest in playing with sounds, songs and rhymes. |
| Single channeled attention. Can shift to a different task if attention fully obtained – using child's name helps focus. |
| Listens to others one to one or in small groups, when conversation interests them. |
| Develop understanding of simple concept (e.g. big/little) |
| Respond to simple instructions, e.g. to get or put away an object |
| Respond to instructions involving a two-part sequence |
| Maintain attention, concentrate and sit quietly during appropriate activity |
| Understand more complex sentences, e.g. 'Put your toys away and then we'll read a book.' |
| Understand 'who', 'what', 'where' in simple questions (e.g. who's that/can? What's that? Where is…?) |
| Understand the use of objects (e.g. 'What do we use to cut things?') |
| Use gestures, action, body language and/or words to communicate needs and to express ideas |
| Use single words and two word phrases in context |
| Interact effectively with peers and adults in familiar social settings |
| Use language to address their needs, express feelings and opinions |
| Use oral language to communicate during classroom activities, conversations and imaginative play |
| Use mother tongue to express needs and explain ideas |
| Listens and responds to others in a range of contexts and varied subject matters. |
| Realise that people speak different languages |
| Use a small range of vocabulary |
| Ask questions |
| Responds to spoken language in ways appropriate to home language or culture |
| Attends to spoken texts that are personally significant |
| Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts. |
| Holds a conversation, jumping from topic to topic. |
| Beginning to use more complex sentences to link thoughts (e.g. using and, because). |
| Builds up vocabulary that reflects the breadth of their experiences. |
| Experiment of a range of tenses (e.g. play, playing, will play, played) |
| Names classmates, teachers and familiar classroom and playground objects |
| Joins in with poems, rhymes, songs and repeated phrases in shared reading experiences |
| use own grammar style as part of the process of developing grammatical awareness |
| Use talk when pretending that objects stand for something else in play, e,g, ‘This box is my castle.' |
| Use gestures, sometimes with limited talk, e.g. reaches toward toy, saying ‘I have it'. |
| Use simple sentences (e.g.' Mummy gonna work.') |
| Uses language to imagine and recreate roles and experiences in play situations. |
| Questions why things happen and gives explanations. Asks e.g. who, what, when, how. |
| Begin to use word endings (going, cats) |
| Follows simple classroom directions and routines. |
| Listens to others one to one or in small groups, when conversation interests them. |
| Listens to stories with increasing attention and recall. |
| Beginning to understand ‘what' and ‘why' questions |
| Communicates needs to adults and friends. |
| Use words and simple phrases to communicate. |
| Uses complex sentences linking their thoughts with 'and' or 'because'. |
| Experiments with a range of tenses e.g. play, playing, will play, played |
| Uses please and thank you. |
| Name classmates, teachers and familiar classroom and playground objects |
| Joins in with poems, rhymes, songs and repeated phrases in shared reading experiences |
IB Phase 1 |
First Steps Beginning Phase |
Conceptual Understandings IB1 |
| Tell their own stories using words, gestures, and objects/artefacts |
| Understand more complex sentences, e.g. ‘Put your toys away and then we'll read a book.' |
| Understand ‘who', ‘what', ‘where' in simple questions (e.g. Who's that/can? What's that? Where is.?). |
| Developing understanding of simple concepts (e.g. big/little). |
| Understand use of objects (e.g. "What do we use to cut things?') |
| Show understanding of prepositions such as ‘under', ‘on top', ‘behind' by carrying out an action or selecting correct picture. |
| Respond to simple instructions, e.g. to get or put away an object. |
| Beginning to understand ‘why' and ‘how' questions. |
| Responds to instructions involving a two-part sequence. |
| Understands humour, e.g. nonsense rhymes, jokes. |
| Maintain attention, concentrate and sit quietly during appropriate activity |
| Two-channaled attention - can listen and do, for short span |
| Understand more complex sentences, e.g. 'Put your toys away and then we'll read a book.' |
| Understand 'who', 'what', 'where' in simple questions (e.g. who's that/can? What's that? Where is…?) |
| Use gestures, action, body language and/or words to communicate needs and to express ideas |
| Use single words and two word phrases in context |
| Interact effectively with peers and adults in familiar social settings |
| Use language to address their needs, express feelings and opinions |
| Use oral language to communicate during classroom activities, conversations and imaginative play |
| Use mother tongue to express needs and explain ideas |
| Listens and responds to others in a range of contexts and varied subject matters. |
| Realise that people speak different languages |
| Ask questions |
| Respond to spoken language in ways appropriate to home language or culture |
| Attend to spoken texts that are personally significant |
| Use language as a powerful means of widening contacts, sharing feelings, experiences and thoughts. |
| Builds up vocabulary that reflects the breadth of their experiences. |
| Maintain conversation in context |
| Extend vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words |
| Join in with poems, rhymes, songs and repeated phrases in shared reading experiences |
| Use own grammar style as part of the process of developing grammatical awareness |
| Retell a simple past event in correct order (e.g. went down slide, hurt finger). |
| Use talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. |
| Use talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.' |
| Use intonation, rhythm and phrasing to make the meaning clear to others. |
| Link statements and sticks to a main theme or intention. |
| Use talk to organise, sequence and clarify thinking, ideas,feelings and events. |
| Use language to imagine and recreate roles and experiences in play situations. |
| Question why things happen and gives explanations. Asks e.g. who, what, when, how. |
| Listens to what others say and responds appropriately. |
| Listens to stories, carefully, anticipates key events and responds with relevant comments. |
| Answers ‘how' and ‘why' questions about their experiences and in response to stories or key events |
| Communicates their ideas to small groups with increasing detail and awareness of the listener. |
| Listens and responds to others in conversation or discussion |
| Uses spoken language to express their feelings and opinions and explain their ideas. |
| Uses past, present and future forms accurately when talking about events that have happened or are to happen in the future. |
| Uses vocabulary appropriate to the situation and audience. |
| Develops their own narratives and explanations by connecting ideas or events. |
| Uses talk to connect ideas, explain what is happening, and anticipating what might happen next, recall and relive past experiences. |
IB Phase 1 | IB Phase 2 |
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. | 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. |
First Steps Beginning Phase | First Steps Early Phase |
In this phase, children use the language of the home and community to communicate with familiar others. They often rely on non-verbal cues to convey and comprehend spoken language. Their speech may be characterised by short utterances and they may require support in unfamiliar settings. | In this phase, students use their own variety of English Language to communicate needs, express ideas and ask questions. They understand spoken language relating to personal and social interest and respond in their own way. They are becoming aware of appropriate ways of interacting in familiar situations.
|
Conceptual Understandings IB1 | Conceptual Understandings IB2 |
Spoken words connect us with others. People listen and speak to share thoughts and feelings. People ask questions to learn from others. | The sounds of language are a symbolic way of representing ideas and objects. People communicate using different languages. Everyone has the right to speak and be listened to. |
| Listen to texts read aloud and show understanding by responding in oral, written or visual form |
| Memorise and join in with poems, rhymes and songs |
| Follow classroom instructions, showing understanding |
| Describe personal experiences |
| Obtain simple information from accessible spoken texts |
| Predict likely outcomes when listening to texts read aloud |
| Talk about the writing, pictures and models they have created |
| Distinguish beginning, medial and ending sounds of words with increasing accuracy |
| Interpret simple commands and questions |
| Use a range of high frequency, topic-specific and personal content words to create meaning |
| Use a limited range of processes and strategies when speaking, e.g. use repetition |
| Listen to texts read aloud and show understanding by responding in oral, written or visual form |
| Follow classroom directions and routines |
| Talk about own writing, pictures and models |
| Distinguish beginning, middle and ending sounds of words |
| Structure a simple sentence correctly |
| Use a range of high frequency and topic specific words |
IB Phase 2 | IB Phase 3 |
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. | 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. |
First Steps Early Phase | First Step Exploratory Phase |
In this phase, students use their own variety of English Language to communicate needs, express ideas and ask questions. They understand spoken language relatig to personal and social intersts and respond in their own way. They are becoming aware of appropriate ways of interacting in familiar situations.
| In this phase, students use Standard English effectively within familiar contexts. They communicate appropriately in both structured and unstructured situations. They explore ways of using language for different speaking and listening purposes.
|
Conceptual Understandings IB2 | Conceptual Understandings IB3 |
The sounds of language are a symbolic way of representing ideas and objects. People communicate using different languages. Everyone has the right to speak and be listened to. | Spoken language varies according to the purpose and audience. People interpret messages according to their unique experiences and ways of understanding. Spoken communication is different from written communication- it has its own set of rules. |
| Listen and respond in small or large groups for increasing periods of time |
| Retell in sequence e.g. stories, recounts |
| Follow two step instructions |
| Ask questions to gain information and respond to inquiries directed to the class or themselves |
| Anticipate and predict when listening to a text read aloud |
| Begin to adjust speaking and listening for familiar situations in a school context |
| Use grammatical rules of language |
| Use simple connectives to link ideas |
| Use simple statements, commands and questions |
| Use everyday terms related to their experiences and some subject specific words |
| Talk about thinking with others, e.g. I think... |
| Use a large and increasing bank of high frequency, topic-specific and personal content words to create meaning |
| Use a small range of processes and strategies when speaking, e.g. using props |
| Listen and respond in small or large groups for increasing periods of time |
| Retell stories and recounts in sequence |
| Ask questions to gain information |
| Respond to questions appropriately |
| Structure simple spoken texts accurately |
| Use an increasing bank of high frequency and topic-specific words |
IB Phase 3 |
First Step Exploratory Phase |
Conceptual Understandings IB3 |
| Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing detail |
| Express thoughts, ideas and opinions and discuss them, respecting contributions from others |
| Use language to explain, inquire and compare |
| Follow multi-step directions |
| Hear and appreciate differences between languages |
| Understand and use specific vocabulary to suit different purposes |
| Begin to understand that language use is influenced by its purpose and audience |
| Try different ways of adjusting speaking and listening, e.g. tone and pace |
| Participate in a variety of dramatic activities, e.g. role play, puppet theatre, dramatisation of familiar stories and poems |
| Recognise patterns in language and use increasingly accurate grammar |
| Experiment with different speaking and listening behaviours, e.g. proximity, eye contact, volume |
| Pick out main events and relevant points in oral texts |
| Experiment with a small range of processes and strategies when listening e.g. draws pictures |
| Listen to a variety of oral presentations and respond with confidence and detail |
| Use specific vocabulary to suit different purposes |
| Participate in a variety of dramatic activities, e.g. role play, puppet theatre and dramatization of familiar stories |
| Identify main events and relevant points in oral texts |
IB Phase 3 | IB Phase 4 |
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. | 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. |
First Step Exploratory Phase |
Conceptual Understandings IB3 | Conceptual Understandings IB4 |
Spoken language varies according to the purpose and audience. People interpret messages according to their unique experiences and ways of understanding. Spoken communication is different from written communication- it has its own set of rules. | 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. |
| Listen attentively and speak appropriately in small and large group interactions |
| Listen reflectively to stories read aloud in order to identify story structures and ideas |
| Listen for a specific purpose in a variety of situations |
| Obtain specific information from short informational and expressive spoken texts |
| Use language for a variety of personal purposes, e.g. invitations |
| Provide some background information and supporting ideas for the listener, e.g. facts and personal reasons |
| Begin to understand that language use is influenced by its purpose and the audience |
| Recognise patterns in language and use increasingly accurate grammar |
| Experiment with more complex structures and features to express spoken ideas and information, e.g. provide some supporting details |
| Respond appropriately to spoken language in informal situations |
| Use some language structures and features appropriate to the purpose |
| Explore thinking strategies with others |
| Experiment with a small range of processes and strategies when speaking e.g. use rehearsed phrases |
| Listen and respond appropriately in a variety of situations |
| Provide some background information and supporting details for the listener, e.g. facts and personal reasons |
| Structure more complex sentences accurately |
| Explore and explain thinking strategies with others |
IB Phase 4 |
First Steps Consolidating Phase |
Conceptual Understandings IB4 |
| Listen effectively to obtain specific information from informational and expressive spoken texts |
| Present their own point of view and respect the views of others |
| Identify and expand on main ideas in familiar oral texts |
| Generate and modify ideas and opinions through discussions |
| Understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs /groups to develop oral presentations |
| Argue persuasively and defend a point of view |
| Appreciate that language is not always used literally; understand and use the figurative language of their own culture |
| Experiment with a range of devices to enhance meaning of spoken texts, e.g. volume, simile, rhyme, common sayings |
| Listen and respond appropriately to instructions, questions and explanations |
| Use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context |
| Realise that grammatical structures can be irregular and begin to use them appropriately and consistently |
| Recognise that different forms of grammar are used in different contexts |
| Select listening behaviours to suit purpose and audience |
| Explain and discuss their own writing with peers and adults |
| Begin to paraphrase and summarise |
| Organise thoughts and feelings before speaking |
| Verbalise their thinking and explain their reasoning |
| Use a variety of processes and strategies when listening, e.g. ask questions to seek confirmation |
| Generate and modify ideas and opinions through discussions |
| Argue persuasively and justify a point of view |
| Use a range of vocabulary in different situations, indicating awareness of purpose and audience |
| Verbalise thinking and explain reasoning |
IB Phase 5 |
First Steps Consolidating Phase | First Steps Conventional Phase |
In this phase, students use most language structures and features of Standard English appropriately when speaking in a range of contexts. They show increasing awareness of the needs of their audience. They experiment with ways to adjust listening and speaking to suit different purposes. | In this phase, students recognize and control most language structures and features of Standard English when speaking for a range of purposes. They select and sustain language and style appropriate to audience and purpose. They are aware of the value of planning and reflecting to improve the effectiveness of communication. |
Conceptual Understandings IB5 |
| Listen effectively to obtain specific information from informational and expressive spoken texts |
| Use oral language appropriately and with increasing accuracy |
| Compose spoken texts using most text structures and features appropriately |
| Participate appropriately as listener and speaker, including participating in discussions, conversations, debates and group presentations |
| Generate, develop and modify ideas and opinions through discussion |
| Develop and present familiar ideas and information, and support opinion with some detail, in a variety of classroom situations |
| Infer meanings, draw conclusions and make judgments about oral presentation |
| Argue persuasively and justify a point of view |
| Use speech responsibly to inform, entertain and influence others |
| Use a small range of devices to enhance meaning, e.g. rephrasing, adjusting volume, speed of speech, negotiating meaning |
| Is aware that certain forms of spoken text are associated with particular contexts and purposes |
| Understand that people's points of view and beliefs influence the construction of spoken texts |
| Use an increasing vocabulary and more complex sentence structures with a high level of specificity |
| Understand and use figurative language such as simile, personification and metaphor |
| Use standard grammatical structures competently in appropriate situations |
| Use register, tone, voice level and intonation to enhance meaning |
| Select speaking behaviours to suit purpose and audience |
| Show open-minded attitudes when listening to other points of view, e.g. reflect on communication to monitor and assess their own learning |
| Reflect on speaking and listening activities and use this knowledge in an attempt to improve communication |
| Use a variety of processes and strategies when speaking, e.g. justifying and explaining statements |
| Paraphrase and summarise when communicating orally |
| Use oral language to formulate and communicate possibilities and theories |
| Generate and modify ideas and opinions through discussions and debates |
| Infer meaning, draw conclusions and make judgments about oral presentations |
| Use speech to inform, entertain and influence others |
| Use specific vocabulary and sentence structures to suit the purpose and audience |
| Monitor and adjust or affirm own perspective when listening to others' points of view |
| Paraphrase and summarise when communicating orally |
| Sustain interaction with the storyteller and text for short periods (progressing from seconds to minutes). |
| Actively explore objects related to text for extended periods of time in a more functional way. |
| Experience drama and role play. |
| With support, participate in drama showing awareness of the narrative order of the text. |
| With support, participate in drama recreating the narrative order of the text. |
| Communicate likes/dislikes in response to presentations and visual images using facial expression, gesture and/or body language. |
| Engage in co-active participation in drama and role play activities that focus on particular texts. |
| Join in actions and improvisations. |
| Perform some actions from the text with or without adult or other pupils to copy from. |
| With adult and visual support report back to class about a personal experience or piece of work. |
| With visual and verbal support, remember which character they are during role play. |
| Choose a category of critique through symbols or communication aids to show if they like a performance e.g. clapping. |
| Match similar facial expressions and body language. |
| Use gestures, facial expressions and/or objects to communicate. |
| Act out part of a simple daily routine when given a prop. |
| Co-operate in group activities and show curiosity about content at a simple level. |
| Match colours within visual images. |
| Use a prop appropriately. |
| Use single words, signs or symbols to communicate meaning to a range of listeners. |
| With adult support they can choose a favourite item from story and report back to class by showing and naming their favourite. |
| Uses pictures/visual prompts to access devices or programmes. |
| Use specific apps and programmes to show understanding. |
| Reveal their own feelings to presentations by showing amusement curiosity or surprise. |
| Use gestures, facial expression, words/signs/symbols and props to share experiences or something they have created. |
| Make use of images to ‘read’ simple picture books and signs. |
| Able to show critique by clapping loudly or quietly after a performance and saying or choosing appropriate symbol of why they like it. |
| Make meaning from signs and symbols around the classroom. |
| Use body language to communicate and to convey understanding, for example pointing, gesturing, facial expressions. |
| As a group identify favourite part of book and tell others why. |
| Demonstrate understanding of ‘being’ a character. And Show awareness of what a particular character says during well- known story/poem. |
| Recognise signs and symbols within the environment |
| Take part in role play with confidence. |
| Distinguish written words from visual images. |
| Use an increasing range of gestures, facial expressions and/or objects to communicate. |
| Sort colours and simple shapes within visual images. |
| Assume the role of a character during role play performance using some keywords, signs, movements and actions. |
| Act out a favourite part of the story using props, sounds, voices for characters or do one of their own. |
| Plan and present a short story using symbols/pictures or objects. |
| Recognises some simple symbols to help access devices or programmes. |
| To verbalise own feelings about presentations. |
| Use a combination of gestures, facial expression, words/signs/symbols and props to share experiences or something they have created. |
| Start using technology to support a presentation e.g. microphone, Power point. |
| Recognise different facial expressions of reader i.e. upset, angry, excited. |
| Make meaning from illustrations in picture books. |
| Identify different kinds of visual texts eg photograph, picture, animation. |
| To retell a simple story in the correct sequence to a group, answering questions as they arise in the group with visual support. |
| Respond appropriately to questions about why or how. |
| Read body language and gesture in others eg 'he is happy because he is smiling' |
| Assume the role of a familiar character within a group re-enactment of a story. |
| Listen to others in class, ask and answer questions (who, what, where, when) supported by symbol clues. |
| Consider the ideas of others. |
| Identify colours, shapes and size within visual images. |
| Recognise changes in tone of voice of reader i.e. loud, soft, whisper, booming. |
| Link up to four key-words, signs or symbols in communicating about their own experiences or in telling familiar stories, both in groups and one-to-one. |
| Use an extensive vocabulary to convey meaning to the listener. |
| Uses familiar icons to access devices and/or programmes. |
| Uses visual images to show the sequence of events. |
IB Phase 1 |
First Steps Beginning Phase |
Conceptual Understandings IB1 |
| Reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise |
| Show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favourite pages |
| Make personal connections to visual texts, for example, a picture book about children making friends in a new situation |
| Recognise common signs and symbols used in the environment e.g. stop signs, exit signs |
| State purpose or audience for own multimodal texts e.g. I have made this e-card for Nana |
| Attend to visual information showing understanding through play, gestures, facial expressions |
| Observe visual cues that indicate context; show understanding by matching pictures with context |
| Use body language to communicate and to convey understanding, e.g. pointing, gesturing, facial expressions |
| Distinguish written words from visual images |
| Show awareness of some of the codes and conventions of semiotic system, when making meaning, e.g. colour, shape |
| Locate and use appropriate ICT iconography to activate different devices, for example, computer games, CD player, television |
| Predict what a text might be about, using visual cues |
| Shows their own feelings in response to visual presentations e.g. showing amusement, curiosity, surprise |
| Makes personal connections to visual texts such as an e-book |
| Uses body language to communicate and to convey understanding, e.g. pointing, gesturing, facial expressions |
| Predicts what a text might be about using visual cues |
IB Phase 1 |
First Steps Beginning Phase |
Conceptual Understandings IB1 |
| Make meaning from personally significant multi-modal texts, e.g. picture books, catalogues and TV programs |
| Make use of images to ‘read' simple picture books and signs |
| Produce simple multimodal texts e.g. draws using a paint package, tells a story using an app |
| Express personal views about characters or people in different media texts |
| Recognise common signs and symbols used in the environment e.g. stop signs, exit signs |
| State purpose or audience for own multimodal texts e.g. I have made this e-card for Nana |
| Observe visual cues that indicate context; show understanding by matching pictures with context |
| Select and incorporate colours, shapes, symbols and images into visual presentations |
| Listen to terminology associated with visual texts and understand terms such as colour, shape, size |
| Use simple strategies to make meaning from visual texts e.g. pictorial cues, predicting, connecting |
| Presents their ideas in a variety of ways e.g. using a software package, creating a poster, singing a song, writing |
| Expresses personal views about characters or people in different media texts |
| Understands how colours, shape and size can be used in visual presentations e.g. posters |
| Uses simple strategies to make meaning from visual texts by using picture cues |
IB Phase 1 | IB Phase 2 |
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. | 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. |
First Steps Beginning Phase | First Steps Early Phase |
Students make simple interpretations from visual texts. They demonstrate their emerging awareness of symbols, codes and conventions. Students use visual cues to predict and construct meaning as they interact with a range of texts, e.g. illustrations, colour, facial expressions. They respond to visual texts through making connections and creative play. | Students make meaning and respond to a small range of visual texts. They demonstrate their awareness of text features used in a range of visual texts such as picture books. They understand that texts are created by people to represent real or imaginary experiences. Students demonstrate their awareness of conventions and symbols used in a range of visual texts such as picture books, cartoons, advertisements and web pages. They recognise and interpret some specific conventions of visual texts, such as camera shot, use of colour, and music. |
Conceptual Understandings IB1 | Conceptual Understandings IB2 |
Visual language is all around us. The pictures, images, and symbols in our environment have meaning. We can enjoy and learn from visual language. | People use static and moving images to communicate ideas and information. Visual texts can immediately gain our attention. Viewing and talking about the images others have created helps us to understand and create our own presentations. |
| Show their understanding that visual messages influence our behaviour |
| Discuss favourite aspects of multimodal texts and identify features that appeal to them |
| Make predictions based on both images and print |
| Make simple inferences from information and images in texts |
| Locate familiar visual texts in magazines, advertising catalogues, and connect them with associated products |
| Make links to own experiences when viewing a visual text |
| Recognise familiar signs, labels and logos, e.g. pedestrian walking sign, emergency exit sign, no dogs allowed; identify similarities and differences |
| Attend to visual information showing understanding through discussion, role play and illustrations |
| Select appropriate multimodal texts for a small range of purposes |
| Recognise that texts represent real or imaginary experiences |
| Make connections between own experiences and ideas and information in texts |
| Recognise use of symbols in relation to familiar conventions of semiotic systems |
| Recognise the beginning of some viewed texts through simple cues when making meaning from multimodal texts |
| Identify a sequence of events by using image clues |
| Use simple codes and conventions of the semiotic system when creating multimodal texts |
| Use body language in mime and role play to communicate ideas and feelings visually |
| Use a limited range of strategies for comprehending and producing multi-modal text, e.g. inferring and comparing |
| Predict plot development based on cause and effect relationships in texts |
| Predict future actions of characters |
| Discuss favourite aspects of multimodal texts and identify features that appeal to them |
| Discuss images, commenting on the information being conveyed, e.g. illustrations and diagrams |
| Identify and compare familiar signs, labels and logos |
| Recognise and compare colours, shapes, symbols and images in visual presentations, e.g. road signs |
IB Phase 2 |
First Steps Early Phase |
Conceptual Understandings IB2 | Conceptual Understandings IB3 |
People use static and moving images to communicate ideas and information. Visual texts can immediately gain our attention. Viewing and talking about the images others have created helps us to understand and create our own presentations. | Visual texts can expand our database of sources of information. Visual texts provide alternative means to develop understanding. Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images. Different visual techniques produce different effects and are used to present different types of information. |
| Observe and discuss illustrations in picture books and simple reference books, commenting on the information being conveyed |
| Make meaning from a small range of multi-modal texts by using images and print and identifying key events and supporting details |
| Make use of images to support the construction of meaning, e.g. verify predictions made from print |
| Identify key events and support details from information that is closely related in text |
| Talk about their own feelings in response to visual messages; show empathy for the way others might feel |
| Link familiar signs and symbols in the environment with a function, e.g. email, letter, poster, video game and picture book. |
| Observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular purposes |
| Relate to different contexts presented in visual texts according to their own experiences, e.g. "That looks like my uncle's farm." |
| View different versions of the same story and discuss the effectiveness of the different ways of telling the same story, e.g. the picture book version and the film/movie version of a story |
| Connect visual information with their own experiences to construct their own meaning, e.g. when taking a trip |
| Realise that shapes, symbols and colours have meaning and include them in presentations |
| Become aware of the use and organisation of visual effects to create a particular impact, e.g. dominant images show what is important in a story |
| Through teacher modelling, become aware of terminology used to tell about visual effects, e.g. features, layout, border, frame |
| Recognise ICT iconography and follow prompts to access programs or activate devices |
| Make comparisons between texts |
| Make connections and confirm predictions using codes and conventions; including the use of colours, shapes, symbols and images |
| Begin to use familiar codes and conventions of the semiotic systems to make meaning, e.g. sound effects and colour appearance |
| Use a variety of implements to practise and develop handwriting and presentation skills |
| Identify key events and supporting details using images and print |
| Make meaning from a small range of presentations, i.e. digital, print-based and live |
| Realise that shape, symbols and colours have meaning and include them in presentations |
| Show understanding of signs and symbols in everyday life |
| Use icons and links to access programs or activate devices |
IB Phase 3 |
First Step Exploratory Phase |
Conceptual Understandings IB2 | Conceptual Understandings IB3 |
People use static and moving images to communicate ideas and information. Visual texts can immediately gain our attention. Viewing and talking about the images others have created helps us to understand and create our own presentations. | Visual texts can expand our database of sources of information. Visual texts provide alternative means to develop understanding. Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images. Different visual techniques produce different effects and are used to present different types of information. |
| Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve |
| Realise that text and illustrations in reference materials work together to convey information and explain how this enhances understanding |
| Make meaning from a range of multi-modal texts by integrating knowledge of the semiotic systems, e.g. linguistic, gestural, audio |
| Use knowledge of the way images are constructed to discuss the interpretation of a text, e.g. camera shots, demands, offers, vectors and image framing |
| Discuss interpretations of visual texts with attention to main ideas and supporting details, e.g. in informational texts - the key events; in narratives - the main characters and setting |
| Discuss personal experiences that connect with visual images |
| Discuss their own feelings in response to visual messages; listen to other responses, realising that people react differently |
| Identify target audience for a range of visual texts e.g. children, teenagers, adults |
| Realise that visual information reflects and contributes to the understanding of context |
| View a range of visual language formats and discuss their effectiveness, e.g. film/video, posters, drama |
| Realise that effects have been selected and arranged to achieve a certain impact, e.g. the way in which colour, lighting, music, and movement work together in a performance |
| Observe and discuss familiar and unfamiliar visual messages and make judgments about effectiveness |
| Recognise the different ways in which events, main characters and setting are presented to enhance the impact on viewers |
| Use actions and body language to reinforce and add meaning to oral presentations |
| View visual information and show understanding by asking relevant questions and discussing possible meaning |
| Use appropriate terminology to discuss visual texts, e.g. logos, font, foreground, background, impact |
| Recognise and name familiar visual texts, e.g. advertising, logos, labels, signs, ICT iconography |
| View visual information and show understanding by asking relevant questions and discussing possible meaning |
| Select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/calligraphy styles |
| Begin to adjust viewing strategies for different purposes, e.g. scan information books for selected topics; look for keys or symbols when viewing a diagram; access relevant information, e.g. use a search engine |
| Begin to self-monitor own viewing to maintain continuity of understanding |
| Decide how own multimodal text will be planned |
| Draw inferences from directly stated information, images and supporting action |
| Draw upon a small knowledge base from the semiotic systems when producing multimodal texts, e.g. linguistic and visual |
| Explain how text and illustrations in reference materials work together |
| Identify the intended audience and purpose of a visual presentation |
| Use appropriate terminology to discuss visual texts, e.g. logo, font, foreground |
| Use a small range of visual techniques to present work, e.g. show understanding of the meaning of some colours, shapes and symbols |
IB Phase 3 | IB Phase 4 |
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. | 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 are able to use visual imagery to present factual information, or to tell a story. |
First Step Exploratory Phase |
Conceptual Understandings IB3 | Conceptual Understandings IB4 |
Visual texts can expand our database of sources of information. Visual texts provide alternative means to develop understanding. Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images. Different visual techniques produce different effects and are used to present different types of information. | Visual texts have the power to influence thinking and behaviour. Interpreting visual texts involves making an informed judgment about the intention of the message. To enhance learning we need to be efficient and constructive users of the internet. |
| Understand that the elements of all visual texts are deliberately constructed to produce meaning for specific purposes |
| Make meaning from a range of multi-modal texts by integrating a broader knowledge of semiotic systems, e.g. spatial and visual |
| Discuss and justify own interpretation of a text, referring to text details and their own knowledge and experience |
| Discuss interpretation of visual texts with attention to main ideas and supporting details |
| Identify and discuss links between print information and visual images |
| Describe personal reactions to visual messages; reflect on why others may perceive the images differently |
| Identify the intended audience and purpose of a visual presentation |
| Appreciate and describe why particular formats are selected to achieve particular effects in a range of different language formats |
| Recognise and name familiar visual texts and explain why they are or are not effective, e.g. advertising, logos, labels, signs, billboards |
| Discuss alternatives about how characters, people, events and ideas are represented |
| Identify stereotypes in visual texts |
| Use knowledge of the way images are constructed to justify their interpretation of a text, e.g. camera shots and image framing |
| Identify aspects of body language in a dramatic presentation and explain how they are used to convey the mood and personal traits of characters |
| Identify predictable organisational patterns in a range of familiar texts, e.g. television news formats |
| Discuss and explain visual images and effects using appropriate terminology, e.g. image, symbol, graphics, balance, techniques, composition |
| Recognise codes and conventions of the semiotic system when producing multimodal texts |
| With guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful |
| View, respond to and describe visual information, communicating understanding in oral, written and visual form |
| Use shapes, colours, symbols, layout and fonts to achieve particular affects and explain how the desired affect is achieved, e.g. design posters and charts |
| Select and use strategies appropriate to demands of the text and purpose of viewing, e.g. scanning, browsing |
| Observe and discuss the choice and composition of visual presentations and explain how they contribute to meaning and impact, e.g. facial expressions, speech bubbles, word images to convey sound effects |
| Explain how text and illustrations work together |
| Identify the key messages of visual texts |
| Recognise visual codes and conventions, e.g. body language, camera techniques, captions, sound effects |
| Select and use a suitable layout to meet the needs of the audience and purpose, e.g. poster designs, web pages, product labels |
IB Phase 4 |
First Steps Consolidating Phase |
Conceptual Understandings IB4 |
| Interpret visual cues in order to analyse and make inferences about the intention of the message |
| Tell how the words and pictures work together to convey a particular message, e.g. discuss a newspaper report |
| Explain how relevant personal experiences can add to the meaning of a selected film/movie, write and illustrate a personal response |
| Recognise interrelationships of images, photographs, diagrams, illustrations and written text in constructing meanings |
| Realise that individuals interpret visual information according to their personal experiences and different perspectives |
| Recognise the effects of language forms such as technical words in visual texts and the possible impact on viewers |
| Recognise that audiences make their own interpretation of texts dependent on personal experience |
| Explain how the elements of a multimodal text have been selected to produce meaning for a specific purpose |
| Realise 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 |
| Understand and explain how visual effects can be used to reflect a particular context |
| 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 |
| Show how body language, e.g. facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning |
| Explain similarities and differences of multimodal texts such as purpose, organisation and structure |
| Use appropriate terminology to identify a range of visual effects/formats and critically analyse their effectiveness, e.g. mood, media, juxtaposition, proportion |
| Navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own presentations |
| Analyse the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, e.g. dominant images, use of colour, texture, symbolism |
| Make connections and confirm predictions by making strategic use of the cues |
| Identify techniques that make visual texts effective |
| Understand and explain how visual effects can be used to influence the audience |
| Use appropriate terminology to identify a range of visual effects and formats, e.g. mood, camera angle, foreground/background |
| Critically analyse the impact of visual effects, e.g. mood, media, proportion |
| Navigate the Internet in response to verbal and visual prompts |
| Use ICT to prepare own presentations |
IB Phase 5 |
First Steps Consolidating Phase |
Conceptual Understandings IB5 |
| Identify overt and subliminal messages |
| 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 |
| Compare the treatment of an issue across different text forms, e.g. tabloid newspaper and television broadcast |
| Recognise that a particular concept may reflect one view of the world and that other interpretations are possible |
| Realise that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation, e.g. the use of particular colours or symbols |
| Identify factors that influence personal reactions to visual texts |
| Design visual texts with the intention of influencing the way people think and feel |
| Recognise that texts are not neutral |
| Use devices when attempting to influence viewers, e.g. composition, realistic style |
| Recognise and discuss the purpose of organizational elements of different text types and how these frame meaning |
| Design printed and digital texts using shapes, colours, symbols, layout and fonts, to achieve particular effects; explain how the desired effect is achieved |
| Use codes and conventions of the semiotic system when producing multimodal texts |
| Explain how symbolic, written, audio and technical codes work to create meaning, e.g. the colour white to suggest purity, dissolve to show time passing |
| Recognise and discuss the purpose of organisational elements of different text types and how these frame meaning |
| Determine importance when selecting information from numerous sources |
| Summarise and synthesise information from a variety of multimodal resources |
| Use a range of media including computer and web-based applications to prepare visual presentations individually and in collaboration |
| Adjust viewing strategies for different texts and different purposes |
| View and critically analyse a range of visual texts, communicating understanding through oral, written and visual media |
| Reflect on ways in which understanding the intention of a visual message can influence personal response |
| Identify overt and subliminal messages |
| Recognise that others may perceive images differently, e.g. colours and symbols have different cultural significance |
| Analyse and explain how codes of visual language work together, using appropriate terminology, e.g. lighting, subtitles |
| Use a range of media including computer and web-based applications to prepare visual presentations both individually and in collaboration |