texts), observing used words or ideas banks to extend their strategies. conventions of print, independently. use of language. according to the language(s) of instruction • Show an awareness • Demonstrate an • Proofread their own Use a range of • Demonstrate an of awareness of the writing and make some models in writing: increasing sound–symbol conventions of written corrections and Narrative, understanding of how relationships and begin text, for example, improvements. descriptive, grammar works. to recognize the way sequence, spacing, persuasive, and that some familiar directionality. expository. sounds can be recorded- • Begin to discriminate • Write to • Write about a range Use knowledge of • Use a dictionary, Between communicate a of topics for a variety written code thesaurus, letters/characters, message to a particular of purposes, using patterns to spellchecker numbers and symbols- audience, for example, literary forms and accurately spell confidently and a news story, structures modeled by high- frequency and effectively to check instructions, a fantasy the teacher and/or familiar words. accuracy, broaden story. encountered in vocabulary and enrich reading. their writing. • Illustrate their own • Form • Overtime, create Write for a range of • Use standard writing and contribute letters/characters examples of different purposes, both spelling to a class book or conventionally and types of writing. creative and for most words and collection of published legibly, with an informative, using use writing. understanding as to different types of appropriate resources
texts), observing conventions of print, according to the language(s) of instruction used words or ideas independently. banks to extend their use of language. strategies. • Show an awareness of sound–symbol relationships and begin to recognize the way that some familiar sounds can be recorded- • Demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality. • Proofread their own writing and make some corrections and improvements. Use a range of models in writing: Narrative, descriptive, persuasive, and expository. • Demonstrate an increasing understanding of how grammar works. • Begin to discriminate Between letters/characters, numbers and symbols- • Write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story. • Write about a range of topics for a variety of purposes, using literary forms and structures modeled by the teacher and/or encountered in reading. Use knowledge of written code patterns to accurately spell high- frequency and familiar words. • Use a dictionary, thesaurus, spellchecker confidently and effectively to check accuracy, broaden vocabulary and enrich their writing. • Illustrate their own writing and contribute to a class book or collection of published writing. • Form letters/characters conventionally and legibly, with an understanding as to • Overtime, create examples of different types of writing. Write for a range of purposes, both creative and informative, using different types of • Use standard spelling for most words and use appropriate resources
PYP%20Language%20scope%20and%20sequence%20of%20IS%C3%84%20(writing)_1.docx