grammar scope and sequence 2009-2010
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UNIDAD EDUCATIVA BILINGE MAURICE RAVELMATRIZ DE ALCANCE Y SECUENCIA DE COMPETENCIAS ACADEMICAS
A R E A D E INGLESAo Lectivo 2009 - 2010
SECOND GRADE OF BASIC EDUCATION
THIRD GRADE OF BASIC EDUCATION FOURTH GRADE OF BASIC EDUCATION
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Sentences
o Simple sentences
o Word order in sentences
o Sentence beginning
o Subject verb agreement
Nouns
o Singular
o Plural: regular and irregular
o Proper
o Countable and uncountable
Verbs
o Action verbs
Adjectives
o Common adjectives
o Comparatives
o Possessive adjectives: my, your, his, her
Writing
o Directionalityo Capital and lower forms
o Capitalization
o Punctuation
o Print and handwriting
Verb to be
o Am-Is-Are
o Yes/No Questions
Simple present
o Affirmative and negative sentences
o Questions
o Contractions
o Third person singular
Present progressive
o Affirmative and negative statements
o Questions and answers
Question words
o Ask and answer questions with what,
when, where, who, how many, why, how
o Auxiliary do and does
Simple past
o Statements
o Regular and irregular verbs
Time adverbs
o Present: today, now, nowadays, this day,
etc.o Past: yesterday, last
o Future: Tomorrow, next
Future
o Affirmative sentences with will
Adjectives
o Possessive: my, your, his, her, its, our,
Present Simple
o Uses: routines, general truths, temporary
situations
o Ask and answer questions: yes/no,
information
o Daily activities and routines
o Frequency adverbs: always, usually,
sometimes, never, often, seldom
Linkerso Before, after, when, while, and, but
Pronouns
o Personal
o Impersonal It
o Object pronouns: him, her, them, me,
you, us, it
Review of question words: what, how many,which, how much, when, where, why, how and
who.
Review of present progressive
Simple Past
o Use for describing ended actions
o Regular and irregular verbs
o Auxiliary did
o Affirmative and negative sentences
o Yes/no questions
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o Short answers
Affirmative and Negative statements
o Contractions Im, youre, hes, etc.
o Simple past: was, were
Present Simple
o Affirmative and negative sentences with
see, want, say, and have.o Auxiliaries do-does: questions and
answers.
o Contractions dont, doesnt.
Demonstrative pronouns
o This, these, that, those
Prepositions of place
o On, in, under, between, out of, behind,
next to, in front of.
o Follow directions.
Articles
o A/an
o Some
Pronouns
o Personal: I, you, he, she, it, we, they
o Distinguish use
Present progressive
o Use
o Affirmative and negative sentences
Question words
o Who, where, what, how old, which
one/ones, when, how many
Likes and dislikes
o I like / I dont like
Abilities
o Can / Cant
your, their
Comparatives: +er, more, irregular
o Demonstratives
Nouns
o Singular and plural
o Countable and uncountable
There is There are
o Affirmative
o Negative
o Some any
Offers and requests
o Make and answer requests with Would
you like? And Do you need?
The time
o Questions with what time
o Oclock, quarter to/after, half
Vocabulary
o Classroom Language
o Numbers 1-1000
o Colors
o Family
o Parts of the body
o Animals
o Clothes
o Food
o Seasons
o Feelings and senseso Jobs
o Other related to PYP Units
o Information questions
Differences between simple present and
simple past
Infinitive
o Use of want, like, need, have
Prepositions of place:o In, on, above, across, on the corner of,
bellow, in front of, behind, next to,
between, among, at, under, outside,
inside, towards, left and right
There is / there are
o Affirmative, negative
o Some, any
o Much, many
o Describing actions
Adjectives
o Comparativeso Word order: size, color and shape
Sentences
o Kinds: Statements, commands,
questions, exclamations.
o Capitalizing and punctuation
o Naming and telling part
Future
o Affirmative and negative sentences with
will
Vocabulary
o Classroom Language
o Numbers: Math operations, adding and
subtraction
o Animals: environment
o Jobs and duties
o Other related to PYP Units
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There is There are
o Affirmative
Vocabulary
o Classroom Objects
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Numberso Shapes
o Toys and vehicles
o Colors
o People and family
o Parts of the body
o Animals
o Clothes
o The house
o Food
o Days of the week
o Months of the year
o
The weathero Feelings and senses
o Jobs
o Other related to PYP Units
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SELF CONTROL ABILITIES
Gross Motor abilities- Work in abilities where big muscles are used and
where the power force is primary
Fine Motor abilities- Work in abilities where small muscles are used
Spatial Relationship- Relate the childs position to the rest of the objects
Organization- Plan and carry out activities with efficiency
Time Management- Using time efficiently and adequately
Security- Adopt a personal behaviour that avoid danger from
ORAL COMMUNICATION
- Students will appreciate how important speaking is- Speaking will be used with more responsibility
- They will participate correctly in discussions
- They will talk about a great variety of topics
- Their language will be used in a complex way,with creativity and confidence
- They will use the language precisely, with detailsand with a variety of vocabulary
- Language will be used in order to create, organise
and think about the knowledge
- Students will begin to communicate in more than
one language
ORAL COMMUNICATION
- Students will appreciate how important speakingis
- Speaking will be used with more responsibility
- They will participate correctly in discussions
- They will talk about a great variety of topics- Their language will be used in a complex way,
with creativity and confidence- They will use the language precisely, with details
and with a variety of vocabulary
- Language will be used in order to create, organise
and think about the knowledge
- Students will begin to communicate in more than
one language
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oneself and others
Healthy Way of Living- Make good choices in order to equilibrate
nutrition, resting, relaxation and practice hygienicand adequate care
Behavioural Code- Know and apply adequate rules and operative
codes, according to the group of people
Good Elections- Select a behavioural code based in actions and
opinions
READING COMPREHENSION
- Students will begin to read simple books with
confidence and joy
- They will use some strategies to decode a text
- They will discuss stories which they had read andlistened
- They will understand expressed ideas and thoughts
- They will start using reference books- They will participate in daily reading
WRITTEN EXPRESSION- They will write with confidence
- They will write with different purposes- They will write simple stories following
beginning, middle and end
- They will start spelling correctly daily use words
- They will write initial spelling and phonetic rules- They will start writing evenly and legibly
- They will write daily with different purposes
VISUAL COMMUNICATION
READING COMPREHENSION
- Students will begin to read simple books about
fiction and non- fiction with confidence
- They will choose books according to their leveland interests
- They will show interest and appreciation for
different kinds of books
- They will understand and respond to differentkinds of ideas, feelings and attitudes found in the
books- Students will read about technology as reference
- They will read daily and for longer periods
WRITTEN EXPRESSION
- They will write with confidence
- They will use a broader vocabulary
- They will understand different written expressions- They will write with different purposes such as
informative or creative
- They will plan, edit and check their own writtenexpressions (little booklets)
- They will write correctly daily words and they will
increase complex words
- They will write evenly and legibly
VISUAL COMMUNICATION
READING COMPREHENSION
- Students will begin to read simple books about
fiction and non- fiction with confidence
- They will choose books according to their leveland interests
- They will show interest and appreciation for
different kinds of books
- They will understand and respond to differentkinds of ideas, feelings and attitudes found in the
books- Students will read about technology as reference
- They will read daily and for longer periods
WRITTEN EXPRESSION
- They will write with confidence
- They will use a broader vocabulary
- They will understand different writtenexpressions
- They will write with different purposes such as
informative or creative- They will plan, edit and check their own written
expressions (little booklets)
- They will write correctly daily words and they
will increase complex words
- They will write evenly and legible
VISUAL COMMUNICATION
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- They will understand that communication has
visual, verbal and movement aspects.- They will understand that signs and symbols have
meaning.- They will read and use books with deferent kind of
composition.
- They will start reading different signs around them
- They will understand visual information, including
T.V., computers and theatre
- They will look for, register and presentinformation using different means
ASKING QUESTIONS- Identifying what we want or need to, asking
appropriate and convincing questions to research
OBSERVING
- Using all senses to identify details
PLANNING- Developing and action planning, elaborating and
scheme, finding the precise information
GATHER DATA- Collecting information from different sources,
such as: real measurements, maps, surveys,
studies, direct observation, resource books, films,people and exhibitions.
DATA REGISTRATION- Describing and registering the observations on
illustrations, notes, graphs and reports.
DATA ORGANIZATIONS- Ordering and classifying the information in an
understandable way. For example: narrative
descriptions, tables, time lines, graphs and
diagrams.
DATA INTERPRETATION- Getting conclusions of the relations and patterns
that come from organized data.
- They will be exposed to a variety of visual aids
- They will respond to the visual experiences orallyand writing
- They will recognise the power of the visual meansin order to increase their critical thinking
- They will use visual aids in order to create
different projects
- They will use electronic means as good source of
information
ASKING QUESTIONS- Identifying what we want or need to, asking
appropriate and convincing questions to research
OBSERVING
- Using all senses to identify details
PLANNING- Developing and action planning, elaborating and
scheme, finding the precise information
GATHER DATA- Collecting information from different sources,
such as: real measurements, maps, surveys,
studies, direct observation, resource books, films,people and exhibitions.
DATA REGISTRATION- Describing and registering the observations on
illustrations, notes, graphs and reports.
DATA ORGANIZATIONS- Ordering and classifying the information in an
understandable way. For example: narrative
descriptions, tables, time lines, graphs and
diagrams.
DATA INTERPRETATION- Getting conclusions of the relations and patterns
that come from organized data.
- They will be exposed to a variety of visual aids
- They will respond to the visual experiences orallyand writing
- They will recognise the power of the visualmeans in order to increase their critical thinking
- They will use visual aids in order to create
different projects
- They will use electronic means as good source of
information
ASKING QUESTIONS- Identifying what we want or need to, asking
appropriate and convincing questions to research
OBSERVING
- Using all senses to identify details
PLANNING- Developing and action planning, elaborating and
scheme, finding the precise information
GATHER DATA- Collecting information from different sources,
such as: real measurements, maps, surveys,
studies, direct observation, resource books, films,people and exhibitions.
DATA REGISTRATION- Describing and registering the observations on
illustrations, notes, graphs and reports.
DATA ORGANIZATIONS- Ordering and classifying the information in an
understandable way. For example: narrative
descriptions, tables, time lines, graphs and
diagrams.
DATA INTERPRETATION- Getting conclusions of the relations and patterns
that come from organized data.
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PRESENTING RESEARCH RESULTS- Communicating efficiently what has been learned,
selecting the proper means
- Process description- Observing drawings
- Concept maps
- Gathering data and processes.
- Hypothesis formulation and conclusions.
- Problem solving.
- Project design and performance.
COMPREHENSION- Grasping meaning from material learned;
communicating and interpreting learning.
APPLICATION- Making use of previously acquired knowledge in
practical or new ways.
ANALYSIS- Taking knowledge or ideas apart; separating into
component parts; seeing relationships; findingunique characteristics.
SYNTHESIS- Combining parts to create wholes; creating,
designing, developing and innovating.
EVALUATION- Making judgments or decisions based on chosen
criteria; standards and conditions.
DIALECTICAL THOUGHT
- Thinking about two or more different points ofview at the same time; understanding those points
of view; being able to construct an argument for
each point of view based on knowledge of the
other(s); realizing that other people can also take
ones own point of view.
MET COGNITION- Analyzing ones own and others thought
PRESENTING RESEARCH RESULTS- Communicating efficiently what has been learned,
selecting the proper means
- Process description- Observing drawings
- Concept maps
- Gathering data and processes.
- Hypothesis formulation and conclusions.
- Problem solving.
- Project design and performance.
ACQUISITION OF KNOWLEDGE- Gaining specific facts, ideas, vocabulary;
remembering in a similar form.
COMPREHENSION- Grasping meaning from material learned;
communicating and interpreting learning.
APPLICATION- Making use of previously acquired knowledge in
practical or new ways.
ANALYSIS- Taking knowledge or ideas apart; separating into
component parts; seeing relationships; findingunique characteristics.
SYNTHESIS- Combining parts to create wholes; creating,
designing, developing and innovating.
EVALUATION- Making judgments or decisions based on chosen
criteria; standards and conditions.
DIALECTICAL THOUGHT
- Thinking about two or more different points ofview at the same time; understanding those points
of view; being able to construct an argument for
each point of view based on knowledge of the
other(s); realizing that other people can also take
ones own point of view.
MET COGNITION- Analyzing ones own and others thought
PRESENTING RESEARCH RESULTS- Communicating efficiently what has been
learned, selecting the proper means
- Process description- Observing drawings
- Concept maps
- Gathering data and processes.
- Hypothesis formulation and conclusions.
- Problem solving.
- Project design and performance.
ACQUISITION OF KNOWLEDGE- Gaining specific facts, ideas, vocabulary;
remembering in a similar form.
COMPREHENSION- Grasping meaning from material learned;
communicating and interpreting learning.
APPLICATION- Making use of previously acquired knowledge in
practical or new ways.
ANALYSIS- Taking knowledge or ideas apart; separating into
component parts; seeing relationships; findingunique characteristics.
SYNTHESIS- Combining parts to create wholes; creating,
designing, developing and innovating.
EVALUATION- Making judgments or decisions based on chosen
criteria; standards and conditions.
DIALECTICAL THOUGHT- Thinking about two or more different points ofview at the same time; understanding those points
of view; being able to construct an argument for
each point of view based on knowledge of the
other(s); realizing that other people can also takeones own point of view.
MET COGNITION- Analyzing ones own and others thought
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processes; thinking about how one thinks and how
one learns.
processes; thinking about how one thinks and how
one learns.
processes; thinking about how one thinks and
how one learns.
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ACCEPTING RESPONSIBILITY- Taking on and completing tasks in an appropriate
manner; being willing to assume a share of theresponsibility.
RESPECTING OTHERS- Listening sensitively to others; making decisions
based on fairness and equality; recognizing that
others beliefs, viewpoints, religions and ideas
may differ from ones own; stating ones opinion
without hurting others.
COOPERATING- Working cooperatively in a group; being courteous
to others; sharing materials; taking turns.
RESOLVING CONFLICT- Listening carefully to others; compromising;
reacting reasonably to the situation; accepting
responsibility appropriately; being fair.
GROUP DECISION-MAKING- Listening to others; discussing ideas; asking
questions; working towards and obtainingconsensus.
ADOPTING A VARIETY OF GROUP ROLES- Understanding what behavior is appropriate in a
given situation and acting accordingly; being a
leader in some circumstances, a follower in others.
VIEWING- Interpreting and analyzing visuals and multimedia;
understanding the ways in which images andlanguage interact to convey ideas, values and
beliefs; making informed choices about personal
viewing experiences.
ACCEPTING RESPONSIBILITY- Taking on and completing tasks in an appropriate
manner; being willing to assume a share of theresponsibility.
RESPECTING OTHERS- Listening sensitively to others; making decisions
based on fairness and equality; recognizing that
others beliefs, viewpoints, religions and ideas
may differ from ones own; stating ones opinion
without hurting others.
COOPERATING- Working cooperatively in a group; being courteous
to others; sharing materials; taking turns.
RESOLVING CONFLICT- Listening carefully to others; compromising;
reacting reasonably to the situation; accepting
responsibility appropriately; being fair.
GROUP DECISION-MAKING- Listening to others; discussing ideas; asking
questions; working towards and obtainingconsensus.
ADOPTING A VARIETY OF GROUP ROLES- Understanding what behavior is appropriate in a
given situation and acting accordingly; being a
leader in some circumstances, a follower in others.
VIEWING- Interpreting and analyzing visuals and multimedia;
understanding the ways in which images and
language interact to convey ideas, values and
beliefs; making informed choices about personal
viewing experiences.
ACCEPTING RESPONSIBILITY- Taking on and completing tasks in an appropriate
manner; being willing to assume a share of theresponsibility.
RESPECTING OTHERS- Listening sensitively to others; making decisions
based on fairness and equality; recognizing that
others beliefs, viewpoints, religions and ideas
may differ from ones own; stating ones opinion
without hurting others.
COOPERATING- Working cooperatively in a group; being
courteous to others; sharing materials; taking
turns.
RESOLVING CONFLICT- Listening carefully to others; compromising;
reacting reasonably to the situation; accepting
responsibility appropriately; being fair.
GROUP DECISION-MAKING- Listening to others; discussing ideas; asking
questions; working towards and obtainingconsensus.
ADOPTING A VARIETY OF GROUP ROLES- Understanding what behavior is appropriate in a
given situation and acting accordingly; being a
leader in some circumstances, a follower inothers.
VIEWING- Interpreting and analyzing visuals and
multimedia; understanding the ways in which
images and language interact to convey ideas,
values and beliefs; making informed choices
about personal viewing experiences.
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PRESENTING- Constructing visuals and multimedia for a range of
purposes and audiences; communicating
information and ideas through a variety of visualmedia; using appropriate technology for effective
presentation and representation.
NON-VERBAL COMMUNICATION- Recognizing the meaning of visual and kinesthetic
communication; recognizing and creating signs;interpreting and utilizing symbols.
FINE-MOTOR SKILLS- Exhibiting skills in which precision in delicate
muscle systems is required.
SPATIAL AWARENESS- Displaying sensitivity to the position of objects in
relation to oneself or each other.
ORGANIZATION
- Planning and carrying out activities effectively.
TIME MANAGEMENT- Using time effectively and appropriately.
SAFETY- Engaging in personal behavior that avoids placing
oneself or others in danger or at risk.
HEALTHY LIFESTYLE- Making informed choices to achieve a balance in
nutrition, rest, relaxation and exercise; practicing
appropriate hygiene and self-care.
CODES OF BEHAVIOR- Knowing and applying appropriate rules or
operating procedures of groups of people.
INFORMED CHOICES- Selecting an appropriate course of action or
behaviour based on fact or opinion.
PRESENTING- Constructing visuals and multimedia for a range of
purposes and audiences; communicating
information and ideas through a variety of visualmedia; using appropriate technology for effective
presentation and representation.
NON-VERBAL COMMUNICATION- Recognizing the meaning of visual and kinesthetic
communication; recognizing and creating signs;interpreting and utilizing symbols.
FINE-MOTOR SKILLS- Exhibiting skills in which precision in delicate
muscle systems is required.
SPATIAL AWARENESS- Displaying sensitivity to the position of objects in
relation to oneself or each other.
ORGANIZATION
- Planning and carrying out activities effectively.
TIME MANAGEMENT- Using time effectively and appropriately.
SAFETY- Engaging in personal behavior that avoids placing
oneself or others in danger or at risk.
HEALTHY LIFESTYLE- Making informed choices to achieve a balance in
nutrition, rest, relaxation and exercise; practicing
appropriate hygiene and self-care.
CODES OF BEHAVIOR- Knowing and applying appropriate rules or
operating procedures of groups of people.
INFORMED CHOICES- Selecting an appropriate course of action or
behaviour based on fact or opinion.
PRESENTING- Constructing visuals and multimedia for a range
of purposes and audiences; communicating
information and ideas through a variety of visualmedia; using appropriate technology for effective
presentation and representation.
NON-VERBAL COMMUNICATION- Recognizing the meaning of visual and
kinesthetic communication; recognizing and
creating signs; interpreting and utilizing symbols.
FINE-MOTOR SKILLS- Exhibiting skills in which precision in delicate
muscle systems is required.
SPATIAL AWARENESS- Displaying sensitivity to the position of objects in
relation to oneself or each other.
ORGANIZATION- Planning and carrying out activities effectively.
TIME MANAGEMENT- Using time effectively and appropriately.
SAFETY- Engaging in personal behavior that avoids
placing oneself or others in danger or at risk.
HEALTHY LIFESTYLE- Making informed choices to achieve a balance in
nutrition, rest, relaxation and exercise; practicing
appropriate hygiene and self-care.
CODES OF BEHAVIOR
- Knowing and applying appropriate rules oroperating procedures of groups of people.
INFORMED CHOICES
- Selecting an appropriate course of action orbehaviour based on fact or opinion.
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FIFTH GRADE OF BASIC EDUCATION SIXTH GRADE OF BASIC EDUCATION SEVENTH GRADE OF BASIC EDUCATION
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Review of tenses:
o Present Simple, Past Simple, Present
Progressive
Adverbs of Frequency
Past Progressive
o Affirmative, negative and questions
Infinitive
o As objects
Imperative
o Give and follow instructions
Directions
o Give and follow instructions
Numbers
o Dates
o Phone numbers
o Addresses
o Measurements
Like to express analogy
would likeParagraphs
Linkers
Review and expansion of pronouns
o Subject
o Object
o Possessive
o Reflexive: Myself, himself, herself, etc
o One and ones
Parts of Speech
o Pronouns: subject and object
o Nouns: singular and plural, proper,
common, mass, etc.o Adjectives: types and use; comparing.
o Adverbs: frequency, time, location, etc.
o Articles: definite, indefinite,
demonstrative.
Sentences
o Kinds: declarative, imperative,
interrogative and exclamatory.
o Punctuation and capitalization
o Subject and predicate: noun and verb
Review of Simple Present and Past Tense
o Affirmative, negative and questions.
o Use the two forms in contrast.
o Form past simple sentences using ago.
o There is/ There are/ There was and
There were.
Modals
o Can and can't, could and couldn't.
o Should and shouldnt, would and
wouldnt, may.
Past Progressive
o affirmative and negative sentences andquestions
o Past progressive vs. simple past
o Use of while
Gerunds
o Use
o Infinitive vs. gerund
o For and to
Review Tenses: simple vs. progressive tenses.
o Affirmative, negative and interrogative.
o WHEN and WHILE
Present Perfect Tense
o Affirmative, negative and interrogative
o Past Simple vs. Present Perfect
Review and expansion of question forms:
o Interview and survey
Review and expansion of Adjectives and Adverbs
o Form and function
o Comparison
o Adverbial and adjective phrase and clause
Impersonal It
Gerunds
o As a noun where appropriate
o After certain verbs and expressions
Transitive and intransitive verbs
o direct and indirect object
Review of numbers
o Ordinal
o Dates
o Large numbers
Use the -er of agent
First Conditional
Review and expansion of prepositions
o Time, place, manner, direction, agent
o Prepositional phrases
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Some and any
Clauses with when and than
Express obligations
o Must, have to, and should
Vocabulary
o Descriptions
o Instructions
o United States Currency
o Time-Related words
o Physical descriptions
o Descriptive adjectives
o Free time activities Chores
o Food
o Countries Nationalities
o Health Related words
o Animals-Related words
o Inventions
o Celebrations
o Ordinal numbers
o Hobbies
o Dance styles
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Future
o Going to and Will
o Affirmative and negative sentences and
questions
o Talk about future plans.
Vocabulary
o Leisure activities
o Vacations and travel
o Linking words
o Nouns as adjectives.
o Large numbers.
o Means of transportation
o Food and restaurants.
o Chores
o Media
o TV programs and related nouns
o House and home
o Natural Disasters
o Entertainment
o Other related to PYP Units
o Family Related words
o Physical descriptions
o Expressions of frequency
o Hobbies
o Crafts Related words
o Materials and tools
o Shopping terms
o Items to wear
o Weather- Related terms
o Communication-Related terms
o Technology- related terms
o Inventions
o Products
o Places
o Countries Nationalities
o Music-Related words
Passive Voice
o Structure and use
Phrasal Verbs
o Structure and use
Content words and Quantifiers
o A spoon of, a carton, a pinch of, etc.
o A few, a little, some, any, no, bit, etc.
Review and expansion of Modal Verbs
o Structure and use
o Can, could, may, might, should, would,
must
o Phrasal modals: have to, ought to, be able
to
Vocabulary
o Occupations and Professions
o Opposites
o Sportso The future
o Travel
o City and countryside
o Food nutrition and health
o Amusement parks
o Entertainment
o Other related to PYP units
o Technology related words
o Space-Related words
o Guinness world records
o Mysterious places
o Movie terms
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ORAL COMMUNICATION
- Students will acquire conscience of oral
expression, about how it helps them to build the
meaning and how to communicate with others
- They will talk with responsibility in order to
inform, entertain and influence in others
- They will understand that oral expression is aninstrument to learn and to have fun as well
- They will interact with confidence in differentsituations
- They will use a broad variety of language
structures and characteristics to present ideas and
information
- They will adapt the expressions and
comprehension strategies to the context, thepurpose and the receiver
- They will reflection about communication in orderto control and evaluate their own knowledge.
WRITTEN COMMUNICATION- Students will read correctly a great variety of
books with the purpose of getting a whole
comprehension of the book.- They will recognize and appreciate different kinds
of literary elements, forms and structures.
- They will appreciate the differences between
structures and styles of fiction and non-fiction
- They will be able to distinguish details about
characters, argument and analyze them.- They will understand what authors want to say and
they will start recognizing meaning beyond words
- They will find and use different research material
to guide their investigation
WRITTEN EXPRESSION- They will write with fluency and efficiency in
ORAL COMMUNICATION
- Students will acquire conscience of oral
expression, about how it helps them to build the
meaning and how to communicate with others
- They will talk with responsibility in order to
inform, entertain and influence in others
- They will understand that oral expression is aninstrument to learn and to have fun as well
- They will interact with confidence in differentsituations
- They will use a broad variety of language
structures and characteristics to present ideas and
information
- They will adapt the expressions and
comprehension strategies to the context, thepurpose and the receiver
- They will reflection about communication inorder to control and evaluate their own
knowledge.
WRITTEN COMMUNICATION- Students will read correctly a great variety of
books with the purpose of getting a whole
comprehension of the book.- They will recognize and appreciate different
kinds of literary elements, forms and structures.
- They will appreciate the differences between
structures and styles of fiction and non-fiction
- They will be able to distinguish details about
characters, argument and analyze them.- They will understand what authors want to say
and they will start recognizing meaning beyond
words
- They will find and use different research
material to guide their investigation
WRITTEN EXPRESSION- They will write with fluency and efficiency in
ORAL COMMUNICATION
- Students will acquire conscience of oral
expression, about how it helps them to build the
meaning and how to communicate with others
- They will talk with responsibility in order to
inform, entertain and influence in others
- They will understand that oral expression is aninstrument to learn and to have fun as well
- They will interact with confidence in differentsituations
- They will use a broad variety of language
structures and characteristics to present ideas and
information
- They will adapt the expressions and comprehension
strategies to the context, the purpose and thereceiver
- They will reflection about communication in orderto control and evaluate their own knowledge.
WRITTEN COMMUNICATION- Students will read correctly a great variety of books
with the purpose of getting a whole comprehension
of the book.- They will recognize and appreciate different kinds
of literary elements, forms and structures.
- They will appreciate the differences between
structures and styles of fiction and non-fiction
- They will be able to distinguish details about
characters, argument and analyze them.- They will understand what authors want to say and
they will start recognizing meaning beyond words
- They will find and use different research material
to guide their investigation
WRITTEN EXPRESSION- They will write with fluency and efficiency in
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different styles
- They will adapt different written styles andstructures to their work
- They will show awareness of the receiver- They will use complementary details and efficient
vocabulary
- They will vary the structure and length of the
sentences
- They will use the corresponding structure with
independence and confidence- They will develop their own voice and style
VISUAL COMMUNICATION- They will show an appropriate behavior when they
see different visual aids
- They will respond to the visual aids orally and
writing, using specific vocabulary and terminology
- They will understand the design effect in the visualmeaning
- They will identify stereotypes
- They will work with different materials to plan and
carry out the different projects- They will recognize the implications of the
commercial means- They will give opinions about television programs,
films and video
ASKING QUESTIONS- Identifying what we want or need to, asking
appropriate and convincing questions to research
OBSERVING
- Using all senses to identify details
PLANNING- Developing and action planning, elaborating and
scheme, finding the precise information
GATHER DATA- Collecting information from different sources,
such as: real measurements, maps, surveys,
studies, direct observation, resource books, films,
different styles
- They will adapt different written styles andstructures to their work
- They will show awareness of the receiver- They will use complementary details and
efficient vocabulary
- They will vary the structure and length of the
sentences
- They will use the corresponding structure with
independence and confidence- They will develop their own voice and style
VISUAL COMMUNICATION- They will show an appropriate behavior when
they see different visual aids
- They will respond to the visual aids orally and
writing, using specific vocabulary and
terminology- They will understand the design effect in the
visual meaning
- They will identify stereotypes
- They will work with different materials to planand carry out the different projects
- They will recognize the implications of thecommercial means
- They will give opinions about televisionprograms, films and video
ASKING QUESTIONS- Identifying what we want or need to, asking
appropriate and convincing questions to research
OBSERVING
- Using all senses to identify details
PLANNING- Developing and action planning, elaborating and
scheme, finding the precise information
GATHER DATA- Collecting information from different sources,
such as: real measurements, maps, surveys,studies, direct observation, resource books,
different styles
- They will adapt different written styles andstructures to their work
- They will show awareness of the receiver- They will use complementary details and efficient
vocabulary
- They will vary the structure and length of the
sentences
- They will use the corresponding structure with
independence and confidence- They will develop their own voice and style
VISUAL COMMUNICATION- They will show an appropriate behavior when they
see different visual aids
- They will respond to the visual aids orally and
writing, using specific vocabulary and terminology
- They will understand the design effect in the visualmeaning
- They will identify stereotypes
- They will work with different materials to plan and
carry out the different projects- They will recognize the implications of the
commercial means- They will give opinions about television programs,
films and video
ASKING QUESTIONS- Identifying what we want or need to, asking
appropriate and convincing questions to research
OBSERVING
- Using all senses to identify details
PLANNING- Developing and action planning, elaborating and
scheme, finding the precise information
GATHER DATA- Collecting information from different sources, such
as: real measurements, maps, surveys, studies,
direct observation, resource books, films, people
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people and exhibitions.
DATA REGISTRATION- Describing and registering the observations on
illustrations, notes, graphs and reports.
DATA ORGANIZATIONS- Ordering and classifying the information in an
understandable way. For example: narrative
descriptions, tables, time lines, graphs anddiagrams.
DATA INTERPRETATION- Getting conclusions of the relations and patterns
that come from organized data.
PRESENTING RESEARCH RESULTS- Communicating efficiently what has been learned,
selecting the proper means
- Process description
- Observing drawings
- Concept maps
- Gathering data and processes.- Hypothesis formulation and conclusions.
- Problem solving.- Project design and performance.
ACQUISITION OF KNOWLEDGE- Gaining specific facts , ideas, vocabulary;
remembering in a similar form.
COMPREHENSION- Grasping meaning from material learned;
communicating and interpreting learning.
APPLICATION- Making use of previously acquired knowledge in
practical or new ways.
ANALYSIS- Taking knowledge or ideas apart; separating into
component parts; seeing relationships; finding
films, people and exhibitions.
DATA REGISTRATION- Describing and registering the observations on
illustrations, notes, graphs and reports.
DATA ORGANIZATIONS- Ordering and classifying the information in an
understandable way. For example: narrative
descriptions, tables, time lines, graphs anddiagrams.
DATA INTERPRETATION- Getting conclusions of the relations and patterns
that come from organized data.
PRESENTING RESEARCH RESULTS- Communicating efficiently what has been
learned, selecting the proper means
- Process description
- Observing drawings
- Concept maps
- Gathering data and processes.- Hypothesis formulation and conclusions.
- Problem solving.- Project design and performance.
ACQUISITION OF KNOWLEDGE- Gaining specific facts, ideas, vocabulary;
remembering in a similar form.
COMPREHENSION- Grasping meaning from material learned;
communicating and interpreting learning.
APPLICATION- Making use of previously acquired knowledge in
practical or new ways.
ANALYSIS- Taking knowledge or ideas apart; separating into
component parts; seeing relationships; finding
and exhibitions.
DATA REGISTRATION- Describing and registering the observations on
illustrations, notes, graphs and reports.
DATA ORGANIZATIONS- Ordering and classifying the information in an
understandable way. For example: narrative
descriptions, tables, time lines, graphs anddiagrams.
DATA INTERPRETATION- Getting conclusions of the relations and patterns
that come from organized data.
PRESENTING RESEARCH RESULTS- Communicating efficiently what has been learned,
selecting the proper means
- Process description
- Observing drawings
- Concept maps
- Gathering data and processes.- Hypothesis formulation and conclusions.
- Problem solving.- Project design and performance.
ACQUISITION OF KNOWLEDGE- Gaining specific facts, ideas, vocabulary;
remembering in a similar form.
COMPREHENSION- Grasping meaning from material learned;
communicating and interpreting learning.
APPLICATION- Making use of previously acquired knowledge in
practical or new ways.
ANALYSIS- Taking knowledge or ideas apart; separating into
component parts; seeing relationships; finding
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unique characteristics.
SYNTHESIS- Combining parts to create wholes; creating,
designing, developing and innovating.
EVALUATION- Making judgments or decisions based on chosen
criteria; standards and conditions.
DIALECTICAL THOUGHT- Thinking about two or more different points of
view at the same time; understanding those points
of view; being able to construct an argument for
each point of view based on knowledge of the
other(s); realizing that other people can also take
ones own point of view.
MET COGNITION- Analyzing ones own and others thought
processes; thinking about how one thinks and how
one learns.
VIEWING- Interpreting and analyzing visuals and multimedia;
understanding the ways in which images and
language interact to convey ideas, values and
beliefs; making informed choices about personal
viewing experiences.
PRESENTING- Constructing visuals and multimedia for a range of
purposes and audiences; communicating
information and ideas through a variety of visualmedia; using appropriate technology for effective
presentation and representation.
NON-VERBAL COMMUNICATION
- Recognizing the meaning of visual andkinaesthetic communication; recognizing and
creating signs; interpreting and utilizing symbols.
unique characteristics.
SYNTHESIS- Combining parts to create wholes; creating,
designing, developing and innovating.
EVALUATION- Making judgments or decisions based on chosen
criteria; standards and conditions.
DIALECTICAL THOUGHT- Thinking about two or more different points of
view at the same time; understanding those
points of view; being able to construct an
argument for each point of view based on
knowledge of the other(s); realizing that other
people can also take ones own point of view.
MET COGNITION- Analyzing ones own and others thought
processes; thinking about how one thinks and
how one learns.
VIEWING- Interpreting and analyzing visuals and
multimedia; understanding the ways in which
images and language interact to convey ideas,
values and beliefs; making informed choices
about personal viewing experiences.
PRESENTING- Constructing visuals and multimedia for a range
of purposes and audiences; communicating
information and ideas through a variety of visualmedia; using appropriate technology for
effective presentation and representation.
NON-VERBAL COMMUNICATION
- Recognizing the meaning of visual andkinaesthetic communication; recognizing and
creating signs; interpreting and utilizing
symbols.
unique characteristics.
SYNTHESIS- Combining parts to create wholes; creating,
designing, developing and innovating.
EVALUATION- Making judgments or decisions based on chosen
criteria; standards and conditions.
DIALECTICAL THOUGHT- Thinking about two or more different points of
view at the same time; understanding those points
of view; being able to construct an argument for
each point of view based on knowledge of the
other(s); realizing that other people can also take
ones own point of view.
MET COGNITION- Analyzing ones own and others thought
processes; thinking about how one thinks and how
one learns.
VIEWING- Interpreting and analyzing visuals and multimedia;
understanding the ways in which images and
language interact to convey ideas, values and
beliefs; making informed choices about personal
viewing experiences.
PRESENTING- Constructing visuals and multimedia for a range of
purposes and audiences; communicating
information and ideas through a variety of visualmedia; using appropriate technology for effective
presentation and representation.
NON-VERBAL COMMUNICATION
- Recognizing the meaning of visual and kinaestheticcommunication; recognizing and creating signs;
interpreting and utilizing symbols.
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FINE-MOTOR SKILLS- Exhibiting skills in which precision in delicate
muscle systems is required.
SPATIAL AWARENESS- Displaying sensitivity to the position of objects in
relation to oneself or each other.
ORGANIZATION- Planning and carrying out activities effectively.
TIME MANAGEMENT- Using time effectively and appropriately.
SAFETY
- Engaging in personal behavior that avoids placingoneself or others in danger or at risk.
HEALTHY LIFESTYLE- Making informed choices to achieve a balance in
nutrition, rest, relaxation and exercise; practicing
appropriate hygiene and self-care.
CODES OF BEHAVIOR- Knowing and applying appropriate rules or
operating procedures of groups of people.
INFORMED CHOICES- Selecting an appropriate course of action or
behaviour based on fact or opinion.
FINE-MOTOR SKILLS- Exhibiting skills in which precision in delicate
muscle systems is required.
SPATIAL AWARENESS- Displaying sensitivity to the position of objects
in relation to oneself or each other.
ORGANIZATION- Planning and carrying out activities effectively.
TIME MANAGEMENT- Using time effectively and appropriately.
SAFETY
- Engaging in personal behavior that avoidsplacing oneself or others in danger or at risk.
HEALTHY LIFESTYLE- Making informed choices to achieve a balance in
nutrition, rest, relaxation and exercise; practicingappropriate hygiene and self-care.
CODES OF BEHAVIOR- Knowing and applying appropriate rules or
operating procedures of groups of people.
INFORMED CHOICES- Selecting an appropriate course of action or
behaviour based on fact or opinion.
FINE-MOTOR SKILLS- Exhibiting skills in which precision in delicate
muscle systems is required.
SPATIAL AWARENESS- Displaying sensitivity to the position of objects in
relation to oneself or each other.
ORGANIZATION- Planning and carrying out activities effectively.
TIME MANAGEMENT- Using time effectively and appropriately.
SAFETY
- Engaging in personal behavior that avoids placingoneself or others in danger or at risk.
HEALTHY LIFESTYLE- Making informed choices to achieve a balance in
nutrition, rest, relaxation and exercise; practicingappropriate hygiene and self-care.
CODES OF BEHAVIOR- Knowing and applying appropriate rules or
operating procedures of groups of people.
INFORMED CHOICES- Selecting an appropriate course of action or
behaviour based on fact or opinion.
A
T
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ACCEPTING RESPONSIBILITY- Taking on and completing tasks in an appropriate
manner; being willing to assume a share of theresponsibility.
RESPECTING OTHERS- Listening sensitively to others; making decisions
based on fairness and equality; recognizing thatothers beliefs, viewpoints, religions and ideas
may differ from ones own; stating ones opinion
without hurting others.
COOPERATING
ACCEPTING RESPONSIBILITY- Taking on and completing tasks in an
appropriate manner; being willing to assume ashare of the responsibility.
RESPECTING OTHERS- Listening sensitively to others; making decisions
based on fairness and equality; recognizing thatothers beliefs, viewpoints, religions and ideas
may differ from ones own; stating ones opinion
without hurting others.
COOPERATING
ACCEPTING RESPONSIBILITY- Taking on and completing tasks in an appropriate
manner; being willing to assume a share of theresponsibility.
RESPECTING OTHERS- Listening sensitively to others; making decisions
based on fairness and equality; recognizing thatothers beliefs, viewpoints, religions and ideas may
differ from ones own; stating ones opinion
without hurting others.
COOPERATING
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- Working cooperatively in a group; being courteous
to others; sharing materials; taking turns.
RESOLVING CONFLICT- Listening carefully to others; compromising;
reacting reasonably to the situation; accepting
responsibility appropriately; being fair.
GROUP DECISION-MAKING- Listening to others; discussing ideas; asking
questions; working towards and obtaining
consensus.
ADOPTING A VARIETY OF GROUP ROLES
- Understanding what behavior is appropriate in agiven situation and acting accordingly; being a
leader in some circumstances, a follower in others.
- Working cooperatively in a group; being
courteous to others; sharing materials; takingturns.
RESOLVING CONFLICT- Listening carefully to others; compromising;
reacting reasonably to the situation; accepting
responsibility appropriately; being fair.
GROUP DECISION-MAKING- Listening to others; discussing ideas; asking
questions; working towards and obtaining
consensus.
ADOPTING A VARIETY OF GROUP ROLES
- Understanding what behavior is appropriate in agiven situation and acting accordingly; being a
leader in some circumstances, a follower in
others.
- Working cooperatively in a group; being courteous
to others; sharing materials; taking turns.
RESOLVING CONFLICT- Listening carefully to others; compromising;
reacting reasonably to the situation; accepting
responsibility appropriately; being fair.
GROUP DECISION-MAKING- Listening to others; discussing ideas; asking
questions; working towards and obtainingconsensus.
ADOPTING A VARIETY OF GROUP ROLES
- Understanding what behavior is appropriate in agiven situation and acting accordingly; being a
leader in some circumstances, a follower in others.
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