lower primary literacy handbook 2012-13

Lower Primary School Literacy Handbook for Parents

20122013

Key skills for success in school A joint statement by the National Association for the Education of Young Children and the International Reading Association begins with this powerful declaration: “Learning to read and write is critical to a child’s success in school and later in life. One of the best predictors of whether a child will function competently in school and go on to contribute actively in our increasingly literate society is the level to which the child progresses in reading and writing. Although reading and writing abilities continue to develop throughout the life span, the early childhood years – from birth through age eight – are the most important period for literacy development.” (p.3)

In the Lower Primary, we believe that it is essential to teach children to read and write competently, enabling them to achieve today’s high standards of literacy. Our goal is to enable children to see themselves as able readers and writers and competent users of language for communication.

through reading this handbook you will:• be introduced to the Lower Primary literacy curriculum, including the Reading

and Writing standards.

• understand the first six stages of literacy development through clear descriptions of the reading and writing continuum.

• learn what research tells us about early literacy development.

• learn ways you can support literacy development at home.

Reading & Writing

44 Hong Hong International School

Literacy Curriculum in the Lower Primary

Our literacy curriculum is based on best practices from the U.S. including research from Teacher’s College at Columbia University, National Standards of Teacher’s of English (NCTE), International Reading Association (IRA) and the work of Bonnie Campbell Hill, Ph.D., Matthew Glover, and Irene C. Fountas and Gay Su Pinnell. It aligns with each of the stages of literacy development in our young learners. We have standards and benchmarks, which serve as a framework for our curriculum and instruction. They are internationally competitive and developmentally appropriate for our population. ‘Units of Study’ are utilized at each grade level and a Curriculum Calendar organizes the curriculum across the year. The Lower Primary literacy standards and benchmarks provide a common language among all of our teachers, parents and students with which we can examine and report on student progress and make plans to support and guide each student.

R1-12 Literacy Standards

Reading Habits

Students will acquire the habit of reading for understanding by:

•Reading an appropriate quantity

•Reading a variety of texts

•Responding to text

•Reflecting on themselves as readers

Reading Process and Meaning

Students will develop and acquire strategies for the reading process and read a variety of genres by:

•Acquiring rich vocabulary

•Reading accurately

•Developing fluency

•Self monitoring and self correcting

•Demonstrating comprehension

•Using word analysis (phonemic awareness)

•Demonstrating knowledge of concepts about print

Writing Process, Purpose and Genre

Students will develop skills and strategies to organize and communicate their ideas through a variety of genres and for a variety of purposes by:

•Developing, organizing, and communicating ideas

•Using appropriate word choice, sentence

•Developing fluency and voice

•Developing control of conventions

•Self assessing their own and others work

•Writing expository pieces

•Writing expressive pieces

Listening and Speaking

Students will use listening and speaking strategies for different purposes. Students will listen and speak for effective communication and learning.

Visual Literacy

Students interpret and respond to visual media

Lower Primary Parent Handbook 45

Research-Based Literacy Instruction

In order to attain our high literacy standards, the Lower Primary has established a Balanced Approach to Literacy Instruction. The key instructional strategies which make up this approach are effective in addressing the literacy needs of young learners. All our teachers utilize these strategies in appropriate ways to ensure that our students make progress toward the benchmarks for their grade level. When visiting your child’s classroom you will see students engaged in these reading and writing activities. Teachers balance time between whole class instruction, small group instruction, and individual conferences, in order to differentiate and meet the needs of all students.

Balanced Literacy

READING WRITING

Reading Workshop

Students receive direct, explicit instruction in reading strategies and are allowed to choose books independently with guidance from teachers, based on ongoing assessments. An emphasis is placed on comprehension and independence, with structures in place that allow students time to talk and share thinking with others. A “reading community” is created, where students learn to take risks and read a lot! Celebrations typically mark the end of a reading unit/cycle.

Interactive Read Aloud with Accountable Talk

The teacher reads aloud to the whole class or small groups from a carefully selected body of children's literature which contains a variety of genres and represents our diverse society. As teachers read, they stop to model their thinking for students. At the end of a read aloud teachers may conduct a whole class discussion. Favorite texts, selected for special features, are reread many times.

Shared Reading

Using an enlarged text so that all children can see, the teacher involves children in reading together following a pointer. The process often includes reading big books, poems, songs and student writing, so that students develop concepts of print, phonemic awareness, and deeper comprehension.

Guided Reading

The teacher works with small groups who have similar reading processes. The teacher selects and introduces new books and supports children reading the whole text to themselves, making teaching points during and after the reading.

Writing Workshop

Students generate ideas and author their own pieces across the school year. The teacher gives explicit instruction about the many different writing genres and strategies, and regularly models for students his or her own writing. Students then spend solid amounts of time everyday composing and drafting their own pieces, following an authentic writing process that leads them through revision and publication at the end of each writing cycle. Parents are often invited to class events, where students celebrate their published pieces!

Shared Writing

Teacher and children work together to compose messages and stories. The teacher supports the process as a scribe.

Interactive Writing

As in shared writing, the teacher and the children compose messages and stories that are written using a “shared pen” technique that involves children in the composition and transcription of the text.

Guided Writing

Children engage in writing a variety of texts. The teacher guides the process and provides instruction through mini lessons and conferences.

Word Study

Woven through the activities in this framework, teachers have opportunities to help children notice and use letters and words. Students develop their understanding of the English language and how words work. Knowledge is further fostered through the use of word walls and other writing tools.

Adapted from: Fountas, I. and Gay Su Pinnell. 1996. Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann, pp. 22-23.


Reading and Writing Workshop

Components of a Reading or Writing Workshop Lesson

The Lower Primary has adopted a workshop approach to teaching reading and writing. Units of study in both reading and writing are taught in approximately 4-6 week periods of time, immersing students within a particular genre and/or strategy for reading and writing. Regardless of what unit is being taught, the structure of the lesson remains the same, providing students with consistency and predictability in instruction. The following units are taught throughout the year:

MinilessonsMinilessons last approximately 10-15 minutes and follow a structured pattern. Students gather all together in a meeting area in order to hear and see the teacher easily as he/she demonstrates a reading or writing strategy in action. Students are offered a chance to practice and think about that strategy together with the support of a partner and the teacher, before they go off to try it more independently. Minilessons drive each Unit of Study forward, giving a road map for the teacher’s ongoing instruction.

ConferencesEveryday, teachers spend time working one-on-one with students. This unique way of teaching enables them to differentiate their instruction and therefore to ensure that each student is progressing at their natural rate. Teachers cycle through the whole class in approximately 1-2 weeks and are therefore able to follow up on past conferences in a timely fashion. Conferences tend to last 5-10 minutes, and are usually student led, so that they remain authentic and purposeful for the student. Teachers keep notes on what they teach in their conferences, so that there is a record of instruction as well as student strengths and next steps as learners.

Small Group InstructionTeachers will often notice students with common strengths and needs during the conferring time. They then can pull small groups, commonly referred to as Strategy Lessons. These Strategy Lessons allow teachers to give additional instruction to students as needed and also enable teachers to see students quite often across a 1-2 week period.

Reading Units taught Across the Year

Reception 2 Grade 1 Grade 2

Shared Reading, Interactive Read Alouds, Emergent Story Book Reading

Let the Reading Adventures Begin

Print Strategies

Reading Non-Fiction Books

Thinking About Books

We Love Reading Our Favorites

Readers Build Good Habits

Just Right Books

Readers Hold Onto Meaning

Non-Fiction Reading

Making Connections

Thinking About Characters

Readers Are Independent

Readers Build Community

Navigating Non-Fiction

Story Telling/Readers' Theater

Holding Onto Meaning

Digging Deep into Fiction

Readers Meet in Clubs

Planning Our Lives as Readers

Writing Units taught Across the Year

Reception 2 Grade 1 Grade 2

Bookmaking: Talking, Drawing, Writing

What Authors Do, I Can Do Too

Personal Narratives

Poetry

How To Books

All About Books

Reflecting on Our Writing

Pattern Books

Personal Narratives

Writing for Readers

Non-Fiction

Authors as Mentors

Poetry

Making Choices as Writers

Launching the Writing Workshop

Authors as Mentors

Poetry

All About Books

Personal Narratives

Fiction

Writing With A Purpose


Keys for Success in Reading & Writing

What the research in early literacy says• The goals and expectations for young children’s achievement in reading and

writing should be developmentally appropriate – challenging but achievable – with sufficient adult support. Rather than having a maturationist view of young children’s development, teachers in Lower Primary understand that the presence of high quality experiences throughout the early childhood years positively affects the development of literacy.

•Reading and writing acquisition is best conceptualized as a developmental continuum rather than as an all-or-nothing phenomenon. Children do not progress along this developmental continuum in rigid sequence, but instead each child exhibits a unique pattern and timing in acquiring skills and understanding related to reading and writing.

• Literacy develops within the framework of real-life activities in order to “get things done.” Teachers emphasize the meaningful or purposeful bases of early literacy and build upon what the child already knows.

• The ability to read and write well does not develop naturally, without careful planning and instruction. Children need regular and active interactions with print. The role of an adult, who is supportive, interested and engaged and who provides scaffolding for the child’s development of greater skill and understanding is critical to this process of learning.

• The regular and systematic use of multiple ways to assess and monitor children’s progress in reading and writing development is essential to ensuring each child’s progress. In the Lower Primary, teachers assess literacy development in numerous ways throughout the year.


Reading & Writing Development

An ongoing continuumIn the next few pages of this handbook you will find descriptions of the first six stages of reading and writing development. This continuum, developed by Dr. Campbell Hill, provides descriptors of what children can do as they progress through each stage of development. The reading and writing continuums offer a framework for the understanding of literarcy development.

It is important to remember that reading and writing development takes time. Young learners need multiple reading and writing experiences to grow as literacy learners. Adults play a crucial role in facilitating children’s development and movement along the reading and writing continuums. Children will be at different stages at different times depending on a myriad of factors. As parents we encourage you to really celebrate what your child can do as a developing reader and writer!

As you read through the descriptions of each continuum stage, look at the children’s writing and the types of books children typically read at each stage. Think about where your child is in his or her literacy development. Notice that each page includes a Parent Tips section where you will find great ideas for supporting your child’s literacy development at home. Once you know which stage your child is in we encourage you to try out these fun tips to help your child grow as a reader and writer. Your child’s teacher will use this continuum throughout the school year to guide your child’s literacy development and to talk about their progress with you. Teaching children skills that are beyond their developmental stage will not help them to develop at a quicker rate. It is important to support students within their current stage of development while providing rich, stimulating experiences.


Preconventional Readers

Ages 3-5Preconventional learners display curiosity about books and reading. They enjoy listening to books and may have favorites. Children focus mostly on illustrations at this stage as they talk about the story. They love songs and books with rhythm, repetition, and rhyme. Students participate in reading by chiming in when adults read aloud, and children at this age often enjoy hearing the same stories read aloud over and over. Preconventional readers are interested in environmental print, such as restaurant and traffic signs, labels, and logos. Children hold books correctly, turning the pages as they look at the illustrations. They know some letter names and can read and write their first name.

&Begins to choose reading materials (e.g. books, magazines, and charts) and has favorites.

&Shows interest in reading signs, labels and logos (environmental print).

&Recognizes own name in print.

RHolds book and turns pages correctly.

RShows beginning/end of book or story.

RKnows some letter names.

CListens and responds to literature.

CComments on illustrations in books.

CParticipates in group reading (books, rhymes, poems and songs).

&Types of Texts and Oral Reading

RReading Strategies

CParticipates in group reading (books, rhymes, poems and songs)

Preconventional readers will begin reading simple books like this one.

Parent tips:&Read books with appealing pictures

that match your child's age and interests. Children at this age like books with rhythm, repetition and rhyme.

&Encourage risk-taking as children learn to read and memorize their first books. Have your child chime in on repeated lines or a chorus.


Preconventional Writers

Ages 3-5At the Preconventional stage, children rely on their pictures to show meaning. They often pretend to write by using scribble writing. Children sometimes make random letters and numbers to represent words. Some children add "words" to their pictures to share meaning. They often tell stories about their pictures.

2Relies primarily on pictures to convey meaning.

2Begins to label and add "words" to pictures.

2Writes first name.

1Demonstrates awareness that print conveys meaning.

?Makes marks other than drawing on paper (scribbles).

?Writes random recognizable letters to represent words.

JTells about own pictures and writing.

2Types of Texts

1Content and Traits

?Mechanics and Conventions

JAttitude and Self-Evaluation

Parent tips:!Provide writing materials (such as

paper, pens, chalkboard, markers) and a corner or area for writing. You might want to have a writing box with paper, markers, and crayons in one convenient place.

!Model everyday writing (such as lists, letters and notes). Ask your child to add a word or picture.


emerging Readers Ages 4-6At the Emerging stage, children are curious about print and see themselves as potential readers. They may pretend to read familiar poems and books. Children rely on the illustrations to tell a story but are beginning to focus on the print. They participate in readings of familiar books and often begin to memorize favorites. Children begin to make connections between books read aloud, and their own lives and experiences. They enjoy rhyming and playing with words. Emerging readers know most letter names and some letter sounds. They recognize some names, signs and familiar words. These children are often highly motivated to learn to read and may move through this stage quickly.

&Memorizes pattern books, poems and familiar books.

&Begins to read signs, labels, and logos (environmental print).

JDemonstrates eagerness to read.

RPretends to read.

RUses illustrations to tell stories.

RReads top to bottom, left to right and front to back with guidance.

RKnows most letter names and some letter sounds.

RRecognizes some names and words in context.

RMakes meaningful predictions with guidance.

CRhymes and plays with words.

CParticipates in reading of familiar books and poems.

CConnects books read aloud to own experiences with guidance.


JAttitudeRReading Strategies / Concepts of Print

CComprehension and Response

Parent tips:&Check out audio books from the

library. Listen to them at bedtime or in the car.

&Write notes to your child (in his or her lunchbox, on the bed, on the mirror or under the pillow) using simple words.

&Continue to reread old favorites together, and encourage your child to talk about his or her thinking.

Preconventional readers will begin reading simple books like this one.


emerging Writers Ages 4-6These children begin to see themselves as writers. Some students begin to label their pictures with a few letters. They may write their name and some familiar words in a way that others can read. Students may write just the beginning or the beginning and ending sounds they hear. At the Emerging stage, children often write everything in upper case letters. They may pretend to read their own writing, often elaborating to embellish their stories.

2Uses pictures and print to convey meaning.

2Writes words to describe or support pictures.

2Copies signs, labels, names and words (environmental print).

1Demonstrates understanding of letter/sound relationship.

?Prints with upper case letters.

?Matches letters to sounds.

?Uses beginning consonants to make words.

?Uses beginning and ending consonants to make words.

JPretends to read own writing.

JSees self as writer.

JTakes risks with writing.

2Types of Texts

1Content and Traits



Parent tips:!Keep a family calendar where you

and your child can write down upcoming events and things to remember.

!Create a message center with a bulletin board or slots for mail. Encourage your child to write notes to members of the family.

This student uses beginning and ending sounds to write:

I like playing. I like my friends. I have friends.


Developing Readers Ages 5-7These children see themselves as readers. They can read books with simple patterns, like Dear Zoo (Rod Campbell, 1982) or Quick as a Cricket (Audrey Wood, 1990) or simple texts, like Go Dog Go (P. D. Eastman, 1961). Later in this stage they can read books with patterns that vary more, like Just for You (Mercer Mayer, 1975) or Cookie's Week (Cindy Ward, 1988). They begin to look at books independently for short periods of time (5–10 minutes) and like to share books with others. Developing readers know most letter sounds and can read simple words (such as "dog" and "me") and a few sight words (such as "have" and "love"). Recognizing patterns and word families helps readers generalize what they know about one word to similar new words. They use both print and illustrations to make meaning as they read. Children often read aloud word by word, particularly with a new text. They gain fluency with familiar books and repeated readings. These young readers can retell the main idea of a story and participate in whole group discussions of literature. This is another stage that children may pass through quickly.

&Reads books with simple patterns.

&Begins to read own writing.

JBegins to read independently for short periods (5-10 minutes).

JDiscusses favorite reading material with others.

RRelies on illustrations and print.

RUses finger-print-voice matching.

RKnows most letter sounds and letter clusters.

RRecognizes simple words.

RUses growing awareness of sound segments (e.g. phonemes, syllables, rhymes) to read words.

RBegins to make meaningful predictions.

RIdentifies titles and authors in literature (text features).

CRetells main event or idea in literature.

CParticipates in guided literature discussions.

$Sees self as reader.

$Explains why literature is liked/disliked during class discussions with guidance.


JAttitude

RReading Strategies


$Self-evaluation

Parent tips:&Read different things aloud in

addition to stories (such as recipes, letters and directions).

&As you read together, ask your child to predict what might happen next or talk about how the book relates to your child's life.

Developing readers will read stories like this one.


Developing Writers Ages 5-7Students at the Developing stage write names and familiar words. They begin to write one or two short sentences, such as "MI DG PLS" ("My dog plays"). Developing writers use beginning, middle and ending sounds to make words. For example, learn might be written "LRn." This developmental reliance on the sounds of letters is called "invented spelling," "phonetic spelling" or "temporary spelling." At this stage, students spell some high frequency words correctly. Students often interchange upper and lower case letters and experiment with capital letters and simple punctuation. Their writing goes from left to right and begins to include spacing. Students are able to read their own compositions aloud immediately after writing, but later may not remember what they wrote.

2Writes 2-4 sentences about a topic.

2Writes names and familiar words.

1Generates own ideas for writing.

?Writes from top to bottom, left to right, and front to back.

?Intermixes upper and lower case letters.

?Experiments with capitals.

?Experiments with punctuation.

?Begins to use spacing between words.

?Uses growing awareness of sound segments (e.g., phonemes, syllables, rhymes) to write words.

?Spells words on the basis of sounds without regard for conventional spelling patterns.

?Uses beginning, middle and ending sounds to make words.

JBegins to read own writing.

2Types of Texts

1Content and Traits



Parent tips:!Involve your child in writing party

invitations, name tags, thank you notes, valentines, holiday cards, etc. Be sure to plan ahead so your child will have lots of time.

!Have your children send friends postcards when you're on a trip. Be sure to take stamps and their addresses with you.

This emergent writer uses conventional and phonetic spelling to write:

My snake likes to listen to an Egyptian flute in its basket.


Beginning Readers Ages 6-8Beginning readers rely more on print than on illustrations to create meaning. When they read aloud, they understand basic punctuation, such as periods, question marks and exclamation marks. At first, they read simple early readers, like Sammy the Seal (Syd Hoff, 1959) and picture books with repetition, like The Napping House (Audrey Wood, 1984). Students take a big step forward when they learn to read longer books, like The Cat in the Hat (1957) or Green Eggs and Ham (1960) by Dr. Seuss.

Later in this stage, they can read more difficult early readers, such as Frog and Toad Together (Arnold Lobel, 1971) and more challenging picture books, such as A Bargain for Frances (Russell Hoban, 1970). They often enjoy simple series books, such as the Little Bear books by Else Minarik or the humorous Commander Toad series by Jane Yolen. Many of these books are labeled" I Can Read" books on the covers. Beginning readers take a developmental leap as they begin to integrate reading strategies (meaning, sentence structure and phonics cues). They are able to read silently for 10-15 minutes. These children know many words by sight and occasionally correct themselves when their reading doesn't make sense. They are able to discuss the characters and events in a story with the teacher's help. When they read simple nonfiction texts, such as Mighty Spiders (Fay Robinson, 1996) or Dancing with the Manatees (Faith McNulty, 1994), they are able to talk about what they learn. It may take significantly longer for children to move through this stage since there is a wide range of text complexity at this level.

&Reads simple early-reader books.

&Reads harder early-reader books.

&Reads and follows simple written directions with guidance.

&Identifies basic genres (e.g. fiction, nonfiction and poetry).

&Uses basic punctuation when reading orally.

JReads independently (10-15 minutes).

JChooses reading materials independently.

JLearns and shares information from reading.

RUses meaning cues (context)

RUses sentence cues (grammar).

RUses letter/sound cues and patterns (phonics).

RRecognizes word endings, common contractions and many high frequency words.

RBegins to self-correct.

CRetells beginning, middle and end with guidance.

CDiscusses characters and story events with guidance.

$Identifies own reading behaviors with guidance.


JAttitude

RReading Strategies


$Self-evaluation

Parent tips:&Begin to read series books. If you

read a few, children will often read the rest of the series on their own.

&Point out ways to figure out words in addition to "sounding it out" (such as looking at the picture, breaking the word into smaller words, reading on, or thinking what would make sense).

Beginning readers who are in the later part of this stage will read books like this one.


Beginning Writers Ages 6-8At the Beginning stage, children write recognizable short sentences with some descriptive words. They can write several sentences about their lives and experiences or simple facts about a topic. Students sometimes use capitals and periods correctly. Many letters are formed legibly and adults can usually read what the child has written. Students spell some words phonetically and others are spelled correctly. They usually spell simple words and some high frequency words correctly as they become more aware of spelling patterns. Beginning writers often start a story with "Once upon a time" and finish with "The End." Children may revise by adding details with the teacher's help. They enjoy sharing their writing with others. Students may stay at this stage longer than the previous ones as they build fluency.

2Writes 1-2 full pages about a topic.

2Writes about observations and experiences.

2Writes short nonfiction pieces (simple facts about a topic) with guidance.

1Chooses own writing topics.

"Reads own writing and notices mistakes with guidance.

"Revises by adding details with guidance.

?Uses spacing between words consistently.

?Forms most letters legibly.

?Writes pieces that self and others can read.

?Uses phonetic spelling to write independently.

?Spells simple words and some high frequency words correctly.

?Begins to use periods and capital letters correctly.

JShares own writing with others.

2Types of Texts

1Content and Traits

"Process



Parent tips:!Encourage your child to email

friends and relatives.

!Have your child read you what he/she has written. Respond first to the content and ideas. At this stage, a child's confidence and attitude about writing are very important.

!Continue to model everyday writing, as well as including your child in the composition of other types of texts.

This beginning writer uses conventional and phonetic spelling to write:

On my holiday I went to the pool. I also went to the beach. I collected real clams. The pool was made out of sand and I swam in it! I got to hold a live crocodile at the crocodile farm. I had fun!


expanding Readers Ages 7-9At the Expanding stage, students solidify skills as they read beginning chapter books. Many children read series books and re-read old favorites while stretching into new types of reading. In the early part of this stage, they may read short series books, like Pee Wee Scouts (Judy Denton) or Pinky and Rex (James Howe). As they build fluency, students often devour series books, like Cam Jansen (David Adler), Bailey School Kids (Debbie Dadey and Marcia Thornton Jones) or Amber Brown (Paula Danziger). They may also read nonfiction texts on a topic, such as Pompeii...

Buried Alive! (Edith Kunhardt, 1987). Students are learning how to choose books at their reading level and can read silently for 15-30 minutes. They read aloud fluently and begin to self-correct when they make mistakes or their reading doesn't make sense. They can usually figure out difficult words but are still building their reading vocabulary. At this stage, children use a variety of reading strategies independently. These students make connections between reading and writing and their own experiences. Expanding readers are able to compare characters and events from different stories. They can talk about their own reading strategies and set goals with adult help.

&Reads easy chapter books.

&Chooses, reads and finishes a variety of materials at appropriate level with guidance.

&Begins to read aloud with fluency.

JReads silently for increasingly longer periods (15-30 minutes).

RUses reading strategies appropriately, depending on the text and purpose.

RUses word structure cues (e.g. root words, prefixes, suffixes, word chunks) when encountering unknown words.

RIncreases vocabulary by using meaning cues (context).

RSelf-corrects for meaning.

RFollows written directions.

RIdentifies chapter titles and table of contents (text organizers).

CSummarizes and retells story events in sequential order.

CResponds to and makes personal connections with facts, characters and situations in literature.

CCompares and contrasts characters and story events.

C"Reads between the lines" with guidance.

$Identifies own reading strategies and sets goals with guidance.


JAttitude

RReading Strategies


$Self-evaluation

Parent tips:&Read and compare several

versions of a story (such as a fairy tale or folktale).

&Encourage your child to practice reading aloud to siblings, relatives or senior citizens.

Expanding readers often enjoy series books like this one.


expanding Writers Ages 7-9Students at this stage can write poems and stories about their experiences and interests, as well as short nonfiction pieces. They use complete sentences and their writing contains a logical flow of ideas. Their stories sometimes contain a beginning, middle and end. Expanding writers can add description, detail and interesting language with the teacher's guidance. They enjoy reading their writing aloud and are able to offer specific feedback to other students. Their editing skills begin to grow, although students may still need help as they edit for simple punctuation, spelling and grammar. Their writing is legible and they no longer labor over the physical act of writing. Students spell many common words correctly as they begin to grasp spelling patterns and rules.

2Writes short fiction and poetry with guidance.

2Writes a variety of short nonfiction pieces (e.g. facts about a topic, letters, lists) with guidance.

1Writes with a central idea.

1Writes using complete sentences.

1Organizes ideas in a logical sequence in fiction and nonfiction writing with guidance.

1Begins to recognize and use interesting language.

"Uses several prewriting strategies (e.g. web, brainstorm) with guidance.

"Listens to others' writing and offers feedback.

"Begins to consider suggestions from others about own writing.

"Adds description and detail with guidance.

"Edits for capitals and punctuation with guidance.

"Publishes own writing with guidance.

?Writes legibly.

?Spells most high frequency words correctly and moves toward conventional spelling.

JIdentifies own writing strategies and sets goals with guidance.

2Types of Texts

1Content and Traits

"Process



Parent tips:!Provide empty notebooks or blank

books to use as journals or diaries.

!Make books together about trips, events, holidays and your family.


MissionDedicating our minds to inquiry, our hearts to compassion,

and our lives to service and global understanding

An American-style education grounded in the Christian faithand respecting the spiritual lives of all

Student Learning ResultsAcademic Excellence

Students will achieve their intellectual potential by striving for and attaining the highest standards of academic excellence

Spirituality Students will understand and respect Christianity and other religions and will identify

and develop their own spiritual identity

Character Development Students will demonstrate respectful and caring attitudes at school and in the

community, as well as the courage to stand up for what is right

Self-Motivated Learning Students willingly apply a variety of learning and motivation strategies throughout

their learning process

Contributing to Society Students will develop the skills they need to form genuine relationships in our

diverse society and to make contributions to our community

Chinese CultureStudents will gain an understanding of China and an appreciation of the

Chinese Culture

The Mission and Student Learning Results are the North Star for HKIS, its faculty, students, and staff. We use these as our guide in everything we do, every day.

23 South Bay Close, Repulse Bay, Hong Kong T +852 2812 5000 F +852 2812 9590 www.hkis.edu.hk

Lower Primary School

lower primary literacy handbook 2012-13

Documents

early literacy development

stages of literacy development

habit of reading

writing standards

curriculum calendar

national standards of

variety of genres

national association