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Contents CONTENTS
Qatar Academy Mission and Vision 3 English A Statement of Beliefs about Teaching and Learning 4 The Role of 21st Century Learning in English A 5 PYP Yearly Objectives: Speaking and Listening 6 PYP Yearly Objectives: Vocabulary 9 PYP Yearly Objectives: Reading 10 PYP Yearly Objectives: Writing 16 PYP Yearly Objectives: Viewing and Presenting 21 PYP Yearly Objectives: Grammar Structures 23 MYP Yearly Objectives 27 Appendix 1: IB Diploma Courses in English A 30 Appendix 2: High Frequency Words 32 Appendix 3: MYP English A Unit and Skills Outlines 34 2
Qatar Academy Vision Qatar Academy provides the highest possible standard of education, fostering academic excellence in each student, and striving to develop independent critical thinkers, lifelong learners and responsible citizens. Qatar Academy Mission It is the mission of Qatar Academy (QA) to provide internationally accepted, comprehensive, English medium programs plus Arabic and Islamic studies from pre‐school through to secondary graduation. QA develops independent critical thinkers, lifelong learners, responsible citizens, and empowers students to gain entrance to elite universities and colleges.
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English A Statement of Beliefs about Teaching and Learning It is essential that students develop language and communication skills in order to be successful in a complex global society. Students will understand that language has an important effect on the ways in which they view themselves and the world in which they live. The English programme lies at the heart of Qatar Academy’s vision, in which students become independent, critical thinkers, lifelong learners, and responsible citizens. The programme will encourage students to love literature and to understand that language is fundamental to learning. English is both an essential tool for learning and a medium for communicating meaning, intent, analysis and emotion. The English programme will include and challenge students, preparing them for the next stage of their education; this demands mastery of the full range of language and 21st century learning approaches. 4
The Role of 21st Century Learning in English A Qatar Academy has established expectations about the role of 21st Century Learning throughout the school. The full text of these expectations is available at http://elearning.qataracademy.wikispaces.net/21st+Century+Learning‐
+Qatar+Academy. Within English A and all subjects, teachers and students ensure that technology is used to create an atmosphere which supports  Creativity and Innovation  Communication and Collaboration  Research and Information Fluency  Critical Thinking, Problem Solving, and Decision Making  Digital Citizenship  Technology Operations and Concepts. 5
Qatar Academy English Language A Yearly Objectives Primary School Pre‐School 3 – Grade 10 Speaking and Listening Listening: Consistently demonstrates active listening Active listening PS3 & PS4 KG Grade 1 Listens to a variety of stories Listens attentively to a variety of literacy forms, including stories and poems Listens with concentration and understands a variety of literacy forms Listens attentively to others Listens attentively to others and gives feedback Listens attentively to others Follows classroom instructions Follows classroom instructions Grade 2 Demonstrates active Demonstrates listening by asking active listening in all questions, having eye situations contact and using appropriate body language in a variety of situations Follows three‐step instructions Grade 3 6
Grade 4 Grade 5 Demonstrates active listening by summarising and identifying the main idea and speaker’s purpose Demonstrates active listening by maintaining eye contact, asking questions, taking notes for a variety of purposes Speaking and Listening Speaking: Speaks for a variety of purposes Paraphrasing Creative Dramatics Listening and speaking in groups by following conversation rules PS3 & PS4 KG Grade 1 Listens and speaks in informal conversations with peers and familiar adults Listens and speaks in informal conversations with peers and adults Takes turns as a listener and a speaker in a group, following implicit rules for conversations ie taking turns and staying on topic Begins to follow explicit rules for conversations such as taking turns Follows implicit rules for conversations including taking turns and staying on topic Uses appropriate voice level when speaking Grade 2 Grade 3 Listens and takes turns responding Listens, develops and presents ideas and opinions Follows rules for individually and in conversations and for groups other communication purposes including Follows rules for information, conversations and predictions and discussions entertainment Grade 4 Grade 5 Listens, contributes ideas and seeks the ideas and opinions of others in a variety of situations Answers spontaneous questions in an informed, competent manner, making sure that listeners understand what is being said Follows rules for conversations Follows rules for communication for working constructively in groups Participates in imaginary play Engages in imaginary play and role playing Dramatises stories with use of toys, props, puppets and plays Dramatises stories with use of toys, props, puppets and plays Dramatises non‐
fiction and fiction with use of props, readers theatre and plays Dramatises non‐
fiction and fiction with use of props, readers’ theatre and plays Dramatises non‐
fiction and fiction with use of props, readers’ theatre and plays NA NA Retells story or event in own words Presents ideas and information in a logical sequence Maintains a clear focus on the important details or main ideas Maintains a clear focus on the important details or main ideas Infers and draws conclusions and can justify them Infers and draws conclusions and can justify them 7
Verbally summarises directions or selected reading Gives a short presentation during Show and Tell time Public Speaking NA Gives a short presentation during Show and Tell time Gives basic oral presentations Speaks to a familiar audience using appropriate pace and volume Uses multi‐media tools to enhance oral presentations Prepares and delivers short explanations, presentations or reports to a familiar audience 8
Delivers prepared presentations using complete sentences, selecting and pronouncing words at an appropriate pace and volume Uses multi‐media tools to enhance oral presentations Delivers prepared presentations using appropriate voice and body language Uses multi‐media tools to enhance oral presentations Vocabulary Vocabulary: Uses specific and meaningful vocabulary for a variety of purposes PS3 & PS4 Comparative Language Vocabulary KG Grade 1 Grade 2 NA Uses basic specific vocabulary to suit different purposes, ie units of inquiry stories, centres Inquires about the meaning of unknown words encountered in texts or everyday situations Uses words that reflect a range of interests and knowledge Uses technical language with increasing accuracy and detail Uses technical Uses technical language in academic language in academic contexts contexts Demonstrates an understanding of opposites and pairs, eg shoes and socks, black and white Demonstrates an understanding of most common prepositions (Refer to Maths curriculum for specific words) Describes similarities and differences Discusses and explains cause and effect States cause and effect relationships and explains them Compares and contrasts observations, ideas, hypothesis and conclusions 9
Grade 3 Grade 4 Grade 5 Uses appropriate vocabulary to compare and contrast, make observations, express and discuss ideas, hypotheses, conclusions and discuss points of view Reading Word Recognition: Uses the general skills and strategies of the reading process PS3 & PS4 Phonics Phonemic Awareness Pre‐Reading Strategies KG Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Knows that print carries a message and in English, is read from left to right and top to bottom Knows that pictures convey meaning Reads a wordless picture book by predicting story events using illustrations and prior knowledge Discriminates 2 out of 4 objects that rhyme Recognises rhymes in Identifies rhymes in simple texts simple texts Matches the spoken sounds to written spelling patterns and homophones Can orally blend and segment words with three sounds, eg /c/ /a/ /t/; /th/ /ough/ /t/ Reads and names 13 letters of the alphabet Identifies at least 8 letter sounds, ie in their own name and most common consonants Separates up to 5 sounds within familiar words Manipulates basic sounds within words through substitution and deletion of phonemes, eg ‘bat’ becomes ‘mat’; ‘sand’ becomes ‘sad’ Manipulates phonemes Makes connections to letters by identifying single consonant and short vowel sounds Identifies different ways of making long vowel sounds, eg long a = ay, ai, a_e, blends and digraphs Matches the spoken sounds to written spelling patterns Uses phonemic awareness to read and write simple words 10
Word Recognition Recognises own name and those of most members of the class Can differentiate between letters and words Strategies for Decoding Recognises shapes in letter formation and letters Reads the first 50 high frequency words and recognises them in different contexts (see appendix) Reads the 172 high frequency words independently (see appendix) Reads 300 sight words including some Program of Inquiry words and technical language words (see appendix) Recognises words using contextual cues and sight vocabulary Skims and scans for relevant information locating key words Uses a variety of strategies to decode unknown words ie picture clues, prior knowledge, sight words, comprehension and 1 to 1 correspondence Uses a variety of strategies to decode unknown words, ie picture clues, rereading, reading on, chunking, prior knowledge, sight words, comprehension, syllables, phonological awareness and self correction Uses a variety of strategies to decode unknown words, ie picture clues, rereading, reading on, chunking, prior knowledge, sight words, comprehension, syllables, self correction and knowledge of common letter patterns Recognises unfamiliar words using a variety of decoding skills Recognises new words by using a variety of decoding skills including base words, prefixes and suffixes Reads and interprets new words by using appropriate strategies including use of references Reads grade level texts aloud in phrases / sentences with pace and expression Reads grade level texts aloud with appropriate pausing, stress, intonation and phrasing Reads grade level texts aloud with appropriate pausing, stress, intonation and phrasing Reads grade level texts aloud with accuracy, intonation and minimal hesitation Self‐corrects intonation, phrasing and pausing while reading aloud Uses sounds to decode CVC words Reads simple sentences aloud with pace and expression Fluency NA 11
Skims and scans for relevant information locating key words Understands simple derivational words from other languages Reading Literal Comprehension: Uses structural features of texts to facilitate comprehension PS3 & PS4 Organisational Features of Organisational Features Fiction Text of Non‐Fiction Texts KG Listens to non‐fiction and fiction Recognises the difference between fiction and non‐
fiction text Knows the difference between fact and fiction Knows the difference between non‐fiction and fiction Uses title and pictures when reading Uses pictures when reading Knows that stories have a beginning, middle and an end Grade 1 Grade 2 Grade 3 Recognises the features of non‐fiction texts ie titles, captions, headings, table of contents, glossary, index Identifies the features of non‐
fiction texts ie titles, headings, table of contents, glossary, index Uses the features of non‐fiction texts to find specific information, illustrations, graphics, contents, index and headings Uses text organisers Uses text organisers to locate information to locate information for a specific purpose for a specific purpose Identifies the beginning, middle and end of a story and knows the purpose of these parts Identifies and describes the characters, setting, problem and solution of a story Identifies and describes the characters, setting, problem and solution of a story Discusses elements of a story Identifies the characters, setting, Knows the characters problem and solution and setting of a story of a story NA Genre NA Demonstrates an awareness of different genres, ie information report, instructions, fairy tales and stories Recognises the cause and effect of events and problems Grade 5 Identifies and discusses the elements of plot, ie exposition, rising action, climax, falling action and resolution Demonstrates an awareness of different genres, ie information report, biographies, instructions, realistic fiction, poetry and stories that are funny, and scary Demonstrates an awareness of different genres, ie information report, biographies, instructions, realistic fiction, poetry and stories that are funny, scary, mystery Compares different genres to one another Grade 4 12
Identifies textual features of grade level genres, ie realistic fiction, biographies, fantasy, non‐fiction, myths, legends and folktales Identifies and compares different genres to one another Demonstrates understanding of different genres including historical fiction, fantasy, mystery by making comparisons Retelling Comments on events, characters and ideas in narrative stories Identifies the main events, setting and characters in stories, making connections to own experiences Identifies a fact from a non‐fiction text Identifies a fact from a non‐fiction text Retells a narrative in the correct sequence including setting and characters Describes events in a story in sequence including setting and characters Retells the key information from a non‐fiction text Retells the key information from a non‐fiction text 13
Describes events in a story and can give reasons why things happen or why characters change Retells the key information from non‐fiction text Identifies plot, characterisation and voice of the story Demonstrates comprehension of texts using both explicit and implicit information Understands and responds to the ideas and information in Makes informed texts judgements about the author’s purpose Reading Inferential Comprehension: Uses reading strategies to retrieve and comment on ideas and information in a variety of texts including visual media PS3 & PS4 KG Grade 1 Predicts story and event outcomes using illustrations and prior knowledge as a guide Makes predictions showing an understanding of title, ideas, events and characters Makes predictions showing an understanding of title, ideas, events and characters Reads bold text with appropriate expression Asks questions while reading to clarify understanding Grade 2 Expresses own view about texts and listens to the opinions of others Discusses own interpretation of text and makes connections to the world around them Grade 4 Identifies reasons why a text may be interpreted differently by different readers Grade 5 Discusses and identifies the reasons why a text may be interpreted differently by different readers NA Understands that a bold word is a new word Uses images/graphics to help understand the written text Uses a table of contents and a glossary appropriately for different purposes Uses images/graphics to extend understanding beyond the written text Reads and interprets images, graphics, charts, tables, graphs, maps, diagrams and timelines Uses an index appropriately for different purposes Reads and interprets maps, captions and labels Grade 3 Relates texts to real life experiences and previously read texts Non‐Fiction Predicting and Interpreting Fiction 14
Reads and interprets unusual text formats, ie letters, questions followed by answers, boxes, and fact boxes Reads and analyses the purpose of image placement, image size; font colour, size and script choice Reads and analyses the purpose of image placement, image size; font colour, size and script choice Reading Engages with Text: Reads for a variety of purposes Reads for a variety of purposes PS3 & PS4 Shows an interest in books KG Grade 1 Selects books for personal reading and gives reasons for choices Locates and selects texts for a variety of purposes appropriate to purpose, interest, and reading level Grade 2 Chooses texts appropriate to reading level Shows a preference for a specific genre or author 15
Grade 3 Reads favourite authors or genres and experiments with other types of texts Grade 4 Reflects on reading habits and preferences Plans personal reading goals Grade 5 Critically evaluates reading habits and preferences Writing Ideas: Expresses ideas clearly PS3 & PS4 Fiction Non‐Fiction KG Expresses ideas through drawing and age‐appropriate writing Writes text to recount personal experiences in sequential order Grade 1 Ideas are on topic and related Writes with a clear purpose and follows a Writes with meaning specific structure Expresses ideas through drawing and age‐appropriate writing Experiments with story writing Grade 2 Ideas are on topic and related Writes with a clear purpose and follows a specific structure Includes basic details in their writing Includes details to support the topic Writes simple, sequenced stories with a beginning, middle and end Writes a story with a clear and developed beginning, middle and end Includes simple description of characters Includes character and setting description 16
Grade 3 Grade 4 Grade 5 Communicates main Writes with a clear ideas clearly and consistent focus on the main idea Organises main ideas into Uses a basic logical paragraphs sequence including topic sentence and supporting details Writes with a clear and consistent focus on main ideas Writes a story with a clear and developed beginning, middle and end Writes engaging stories with character, setting and plot development Includes character, setting and plot Writes stories with character, setting and plot development Uses a developed logical sequence Writing Organisation: Organises writing for audience and purpose Writing Process PS3 & PS4 KG Orally accounts own experiences for an adult to write Participates in group writing activities Genre Listens to different text forms Text Structure NA Uses a graphic organiser for each genre taught and is guided through the writing process Grade 1 Uses the writing process including planning, writing, revising, editing and publishing Grade 2 Grade 3 Uses a graphic Follows a plan for organiser for familiar writing familiar genres to support the genres writing process Grade 4 Grade 5 Plans, organises and completes writing projects Plans, organises and completes writing projects independently Uses a variety of strategies and genres for collecting and organising ideas based on audience and purpose Uses a graphic organiser for each genre taught and is guided through the writing process Follows text structure features Follows text structure features Follows text structure features Follows text structure features Follows text structure features Follows text structure features Writes labels, captions, recounts, explanations, reports, and descriptions Writes recounts, descriptions, procedures, information reports, and narratives (with an orientation focus) Writes narratives (orientation and complication focus), recounts, information reports, procedures, explanations, and descriptions Writes descriptions, recounts, information reports, explanations, narratives (orientation, complication, and series of events focus) and procedures Writes expositions, information reports, factual recounts, explanations, and narratives (orientation, complication, and series of events focus) and procedures Writes recounts, descriptions, expositions, discussions, responses, poetry, explanations and narratives (orientation, complication, series of events and resolution) Transfers knowledge of text structures from modelled activities into own writing Connects simple sentences to the main idea Writes basic introductions Writes from a consistent point of view Connects all details to the main idea Connects all details to the main idea, sequences logically and gives clues as to what is coming Includes a clear conclusion Organises ideas into paragraphs 17
Sequences paragraphs logically with information related to the main idea In non‐fiction texts, summarises the key points in the ending Writing Word Choice and Voice: Writes with style and expression PS3 & PS4 Word Choice Non‐Fiction KG Uses environmental print Experiments with new and different words to describe ideas Uses high frequency words (see Appendix) Fiction Uses environmental print Experiments with new and different words to describe ideas Grade 1 Uses high frequency words (See Appendix) Grade 2 Voice Experiments with conveying feelings in drawing and writing; eg a reflection sentence at the end of a written piece Grade 5 Uses vocabulary which is content and purpose specific Uses vocabulary effectively and precisely for different purposes Selects vocabulary according to content, audience and purpose Uses high frequency words (see Appendix) Experiments with a thesaurus to find new and different descriptive words Uses a thesaurus to Uses a variety of find new and descriptive different descriptive vocabulary words words Uses word choice to convey atmosphere and mood Chooses vocabulary to convey intended meaning, atmosphere and mood Expresses feelings and emotions through writing Develops some basic hallmarks of an individual writing style Writes in an Writes from an individual, creative alternative and expressive style perspective with a clear sense of Experiments with audience writing from an alternative view Writes from a personal or alternative perspective, including thoughts and feelings Selects vocabulary appropriate to text forms Grade 4 Selects vocabulary appropriate to text forms Uses high frequency words (see Appendix) Communicates colour, size, shape, lines or letter imitation in drawings Grade 3 18
Writing Sentence Fluency and Conventions: Uses conventions of writing appropriately PS3 & PS4 KG Grade 2 Grade 3 Grade 4 Grade 5 NA Uses simple sentence Uses simple and structure compound sentences with time connectives Writes expanded sentences with transition words Uses correct verb agreement (subject and tense) to enhance rhythm and flow Uses correct grammar and varies sentence structure and length Uses a variety of sentence beginnings and figurative language Shows an awareness of at least 8 letter sounds Uses recognizable inventive spelling Spells high frequency words correctly and uses common spelling patterns Spells previously learned words correctly and applies taught spelling patterns to unknown words Spells previously learned words correctly and applies taught spelling patterns to unknown words Spells previously learned words correctly and applies taught spelling patterns to unknown words Spells previously learned words correctly and applies taught spelling patterns to unknown words Consistently forms letters according to the Jolly Phonics / D’Nealian handwriting schemes Consistently forms letters according to the D’Nealian handwriting scheme Consistently forms letters according to the D’Nealian handwriting scheme, including Writes on lined paper appropriate size, spacing and speed Consistently forms letters according to the D’Nealian handwriting scheme, including appropriate size, spacing and speed Consistently joins letters according to the D’Nealian handwriting scheme, including appropriate size, spacing and speed Sentence Fluency Spelling Handwriting Grade 1 Attempts to represent some initial sounds Spells most of the high frequency words correctly (minimum 35 correct) Frequently uses correct pencil grip Uses correct pencil grip all the time Forms letters and numbers in the correct direction Consistently uses spaces between words Understands that there are differences between English and Arabic writing Writes on lined paper Writes on lined paper Handwriting is consistently joined 19
Demonstrates an awareness of antonyms Writes own name with correct upper and lower case letters Occasionally uses correct capitalisation and punctuation Punctuation and Grammar Sometimes uses the correct tense for the writing genre Editing / Revising NA Rereads own writing for meaning Uses capitalisation for sentence beginnings Uses full stops for simple sentences Identifies and uses nouns, verbs and adjectives Consistently uses the correct tense for the writing genre with subject‐verb agreement Edits writing for capitalisation, full stops and high Knows that writing is frequency words, with a process support Edits writing for full stops and capitals at the beginning of sentences, with support Uses capitalisation at the beginning of sentences and for proper nouns Uses capitalisation and punctuation consistently (full stops, apostrophes, exclamation marks, question marks and quotation marks) Uses capitalisation and punctuation, including commas and quotation marks Uses appropriate punctuation to support meaning and tone (full stops, Identifies and uses exclamations marks, common nouns, question marks) proper nouns, verbs, pronouns, With support, uses prepositions, quotation marks and adjectives, commas in a list synonyms, Identifies and uses antonyms and common nouns, adverbs proper nouns, verbs, Consistently uses pronouns, the correct tense for prepositions and the writing genre adjectives with subject‐verb Consistently uses the agreement correct tense for the writing genre with subject‐verb agreement With support, uses quotation marks when referencing Uses editing guide to independently edit writing for subject‐
verb agreement, capitalisation, full stops and high frequency words Edits writing for word choice, ideas, paragraphing, grammar, spelling, capitalisation and punctuation Uses resources for editing, eg dictionary, computer, peer editing and word wall 20
Edits writing for word choice, ideas, paragraphing, grammar, spelling, capitalisation and punctuation Identifies and uses affixes (prefixes and suffixes) Consistently uses the correct tense for the writing genre with subject‐verb agreement Consistently uses capitalisation and punctuation, including quotation marks when referencing Consistently uses the correct tense for the writing genre with subject‐verb agreement Edits writing for word choice, ideas, fluency, paragraphing, grammar, spelling, capitalisation and punctuation Viewing and Presenting Visual Language: Interprets, uses and constructs visuals and multimedia in a variety of situations Awareness of visual media PS3 & PS4 KG Recognises familiar signs, labels and logos, eg stop signs, emergency exit signs, etc Identifies similarities and differences of familiar signs Discusses their own feelings in response to visual messages Makes personal connections to visual texts Grade 1 Grade 2 Connects visual information with own experiences to construct meaning Discusses personal experiences that connect with visual images Discusses own feelings in response to visual messages Discusses own feelings in response to visual messages; listens to other’s responses, realizing that people react differently 21
Grade 3 Grade 4 Grade 5 Explains how relevant personal experiences can add to the meaning of a selected film/movie Knows that individuals interpret visual information according to personal experiences and different perspectives Knows that individuals interpret visual information according to their personal experiences and different perspectives Identifies factors that influence personal reactions to visual texts Identifies factors that influence personal reactions to visual texts Writes and illustrates a personal response Describes personal reactions to visual messages and reflects on why others may perceive the images differently Using and constructing visual media in a variety of situations Uses body language to communicate and convey understanding Selects and rereads familiar picture books Uses body language in mime and role play to communicate ideas and feelings visually Uses actions and body language to add meaning to oral presentations Uses actions and body language to add meaning to oral presentations Discusses illustrations in picture books and simple reference texts Demonstrates that text and illustrations in reference materials work together to convey information Demonstrates that text and illustrations in reference materials work together to convey information Designs poster and charts using shapes, colours, symbols, layout and fonts to achieve particular Views a range of visual effects and explains Views different language formats and how the desired versions of the same discusses their effect is achieved story and discusses effectiveness the effectiveness of Discusses the the different ways of impact of different telling the same story visual formats to achieve a certain impact Views different versions of the same story and discusses similarities and differences Identifies and explains the use of body language in a dramatic presentation 22
Shows how body language can be used to achieve effects and influence meaning Shows how body language can be used to achieve effects and influence meaning Designs visual texts with the intention of influencing the way people think and feel Designs visual texts with the intention of influencing the way people think and feel Applies basic knowledge of presentation techniques Applies knowledge of presentation techniques in original and innovative ways Compares a range of visual language formats and describes why particular formats are selected to achieve particular effects Analyses the selection and composition of visual presentations to explain uses of dominant images, colours, textures and symbolism Grammar Structures Students should be taught to recognize and use all grammar structures indicated below in bold, by the end of specified grade level. Information not in bold is more general, representing examples and guidelines on what should be taught and learned. KG Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Text Level Repeated words; repeated groups of words, e.g. Koalas eat leaves. Koalas are not bears. Koalas... Synonyms: words that have the same Homonyms: words with the same or similar meaning, e.g. raced – hurried sound and often the same spelling, but back different meaning, e.g. bark (tree), bark (sound made by a dog) Antonyms: words that have opposite meanings, e.g. morning – night Homophone: words that have the same sounds but different meanings and Connectives: e.g. first … next … finally spellings, as hare and hair, or scale (of a … (sequence) fish) and scale (a ladder). Word families: words linked because they deal with the same topic Referring words: e.g. pronouns Sentence Level Simple sentence: e.g. Kim broke the glass. Sentence: one or more clauses, e.g. Kim broke the vase; Kim tripped on the step and she broke the vase; Kim said, ‘I want to go home.’ Conjunctions: joining words, e.g. and, but, so 23
Word chains: build up bank of words for synonyms, antonyms, repetition Word sets: e.g. mammal: placental, marsupial, monotreme (classes and subclasses of words); tree: trunk, branch, leaf (part, whole) Connectives: e.g. similarly, on the other hand, however (contrast) Dialogue patterns: e.g. taking turns, different types of questions and responses Quoted (Direct) Speech: e.g. Kim said, “I Compound Sentence: two or more want to go home.” independent clauses joined by a conjunction, e.g. The bell rang and Kim Reported Speech: e.g. Kim said that she went home. wanted to go home. Complex Sentence: an independent (main) clause and a dependent (subordinate) clause linked by a conjunction indicating time, place, manner, reason, condition, etc., e.g. When the bell rang, Kim went home. KG Statement: gives information, e.g. I am here. Clause Level Question: asks for an answer, e.g. Are you busy? Command: tells us to do something, e.g. Close the door. Grade 1 Grade 2 Grade 3 Clause: a group of words that tell us about an action and those involved in the action, e.g. Kim (doer) opened (action verb) the door (done to); Kim (sayer) said (saying verb) hello (what is said). Exclamation: for emphasis, e.g. I won! Grade 4 Syntax: e.g. Kim (subject) opened (verb) the door (object); stressing structural accuracy, e.g. subject‐verb agreement Meaning: e.g. Kim (thinker) remembered (thinking verb) the party (what is thought); Kim (person or thing) is (relating verb) generous (description). Theme of Clause: beginning focus of clause, e.g. Kim (beginning focus) opened the door. Grade 5 Syntax: direct and indirect object, e.g. Kim (subject) gave (verb) the teacher (indirect object) the flower (direct object). Meaning: e.g. Kim (doer) kicked (action) the ball (done to) to Liam (receiver). Theme of Clause: changing the beginning focus of the clause Active: e.g. Kim (doer) finished (action) the work (done to). Passive: e.g. The work (done to) was finished (action) by Kim (doer). Group and Phrase Level When/where/how words Noun Group: a group of words built around a noun that describe or specify the noun, e.g. the sunny day Structure of Noun Group: additional elements of noun group, e.g. the (article) three (number) beautiful (opinion adjective) native (classifying adjective) flowers (noun) Adverbial Phrase: a preposition plus a noun group that tell us more about the action in terms of where, when, why, Structure of Verb Group: negatives how, with whom, e.g. Kim broke the (including contractions): auxiliary, vase in the morning (when), My helping verbs, e.g She is sitting here. mother was standing beside my bed (where), I went home with a friend (with whom). 24
Structure of Noun Group: additional elements of noun group, e.g. adjectival phrase (the chair next to my desk); adjectival/ relative clause (the chair that is next to my desk) Structure of Verb Group: modal verbs (high/medium/low shades of meaning), e.g It might be finished tomorrow; complex verbs, e.g. The plane started to move; verbs with preposition or adverb, e.g. The plane took off. KG Naming words Verbs and Adverbs Pronouns Word Level Describing words Grade 1 Grade 2 Grade 3 Noun: naming word for people, places, things, e.g. Kim, Doha (proper nouns), girl, city, door (common nouns) Adjective: describing word (size, colour, shape, numbering, possessive, e.g. big, red, round, beautiful, sunny, two) (factual) Grade 4 Grade 5 Additional types of nouns: e.g. girl Additional types of nouns: e.g. (singular), girls (plural), crowd performance, opinion (performance); (collective), Ms. Jones (terms of address) drought, stalactites (technical); All the children on the team wore red jumpers Additional types of adjectives: e.g. this (noun groups). (pointing), our (possessive), bigger (comparing) Additional types of adjectives: e.g. biggest, best (superlatives); clever, Types of articles: e.g. the dog (definite), excellent (opinion) a dog, an apple (indefinite) I, me, he, she Pronoun: stands instead of a noun, e.g. I, me, him, it (personal), This book is mine; it is not yours (possessive). Additional types of pronouns: e.g. the girl who… (relative) Doing words Verb: doing word, e.g. run (action), shout (saying), wonder (thinking) Relating Verbs: e.g. She is my teacher. Adverb: tells when, where, how, e.g. carefully (how) Tense: e.g. She went home (past); Koalas eat leaves (present); She will arrive tomorrow (future) When/where/how words Additional types of adverbs: e.g. possibly (modal), very (degree) 25
KG Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Preposition: placed in front of a noun group to show where, when, etc. e.g. on the box (where), before my birthday (when) Preposition: placed in front of a noun Prepositions: e.g. in front of group to show where, when, etc. e.g. on the box (where), before my birthday (when) Prepositions: e.g. throughout the story; underneath the bed Compound word: two words combined, e.g. playground Base words: e.g. happy Prefixes: e.g. unhappy Suffixes: e.g. happily Word origins: e.g. telephone (Greek), pyjamas (Persian and Urdu), pedestrian (Latin), bungalow (Indian) Evaluative language: e.g. It was an excellent piece of writing. Metaphor: e.g. She is an angel. Simile: e.g. She sings like an angel. Figurative Language Word Building and Origins Prepositions Idiom: e.g. Pull yourself together; they are two peas in a pod. Idiom: e.g. Pull yourself together; they are two peas in a pod. Alliteration: The repetition of the initial sounds in neighboring words or stressed syllables. Personification: e.g. the water licking at my feet Onomatopoeia e.g. the wind whooshed 26
Qatar Academy English Language A Yearly Objectives Senior School Grades 6 – 10 A: Content B: Organization C: Style and language mechanics Criterion A: Content (receptive and productive) By the end of the given year, students should be able to: Year 1 Year 2 Year 3 Year 4 Year 5 Appreciate and comment on the language, content structure, meaning and Understand and analyze the language, content, significance of both structure, meaning and significance of both familiar familiar and previously and previously unseen oral, written and visual texts. unseen age‐appropriate oral, written and visual texts. 1. Recognize and comment on the language, content, structure and meaning of familiar age‐appropriate oral, written and visual texts. 2. Understand and begin to apply language A terminology in context. 3. Understand some of the effects of the author’s choices on an audience. 4 Compose pieces that apply age‐appropriate literary and/or non‐literary features to serve the context and intention. Compose pieces that apply appropriate literary and/or non‐literary features to serve the context and intention. 5. Compare and contrast age‐appropriate works, and connect themes across and within genres. Compare and contrast works, and connect themes across and within genres. 6. Express a relevant personal response to literary and non‐literary texts. Express an informed and independent response to literary and non‐literary texts. Understand and apply language A terminology in context. Understand many of the effects of the author’s choices on an audience. 27
Analyze the effects of the author’s choices on an audience. Criterion B: Organization At the end of the given year, students should be able to: Year 1 7. Create work that employs organizational structures and language‐specific conventions throughout a variety of text types. 8. Organize ideas and arguments in a coherent and logical manner. 9. Employ appropriate critical apparatus. Year 2 Year 3 Year 4 Year 5 Organize ideas and arguments in a sustained, coherent and logical manner. 28
Criterion C: Style and language mechanics At the end of the given year, students should be able to: Year 1 10. Use language to narrate, describe, analyze, explain, argue, persuade, inform, entertain and express feelings. 11. Use language accurately. 12. Use appropriate and varied register, vocabulary and idiom. 13. Use correct grammar and syntax. 14. Use appropriate and varied sentence structure. 15. Use correct spelling. Year 2 Year 3 Year 4 29
Year 5 Appendix 1: IB Diploma Courses in English A Language A English: language and literature Language A English: language and literature comprises four parts—two relate to the study of language and two to the study of literature. The study of the texts produced in English is central to an active engagement with language and culture and, by extension, to how we see and understand the world in which we live. A key aim of the language A English: language and literature course is to encourage students to question the meaning generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course. The language A English: language and literature course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non‐literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. In view of the international nature of the IB and its commitment to intercultural understanding, the language A English: language and literature course does not limit the study of texts to the products of one culture or of the cultures covered by English. The study of literature in translation from other cultures is especially important to IB Diploma Programme students because it contributes to a global perspective, thereby promoting an insight into, and understanding of, the different ways in which cultures influence and shape the experiences of life common to all humanity. (Adapted from the IB Pre‐Publication Language A: language and literature guide, 2010, page 5) Language A English: literature The course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works. Through the study of a wide range of literature, the language A English: literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the language A English: literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language. 30
Language A English: literature is divided into four parts, each with a particular focus. • Part 1: Works in translation • Part 2: Detailed study • Part 3: Literary genres • Part 4: Options (in which works are freely chosen) (Adapted from the IB Pre‐Publication Language A: literature guide, 2010, page 5) 31
Appendix 2: High Frequency Words Students should be exposed to these words frequently, so they can become competent readers and writers. Please see specifics in the yearly objectives. Top 12 Highest Frequency Words – These make up one‐quarter of all reading. a and he I in is it of that to was the Next 21 High Frequency Words – These make up one‐third of all reading. (Total 33 words in 1st 2 lists.) all as at be but are for had have him his not on one said so they we with you your Next 72 High Frequency Words – These make up one‐half of all reading. (Total 138 words in 1st 3 lists) about an back been before big by call called came can come could did do down each first does from get go has her here if into just like little look made make more me must much my no new now off old only or our other out over people place right see she some something their then there this two up want well went were what when where which who will always am another any Most commonly used words (Total 300 words in all lists) after again around ask away bad because best between bird black blue boy bring cat asked day different dog don’t even every far fast father fell fly four found gave girl give going good got great green hand find head help home house how its jump keep know last left 32
let live long looked man many may men most mother Mr once open own part play played many put ran read red room round run sat same saw them school should sing sit soon step take tell than these thing think three time too tree under us very write walk white why wish work would year way use water word through used same also such number say small every still name air line set never end along while might next sound below thought both few those show large often together world important until money form food keep children feet land side without animals life enough took sometimes above 33
Appendix 3: MYP English A Unit and Skills Outlines The outlines below are a bridge between the MYP yearly objectives and day‐to‐day teaching and learning. They summarize the major topics and skills that will be used to achieve the official MYP Language A Aims and Objectives. It is expected that the document will change regularly; changes will be purposeful. Where the department considers an adjustment in one area, it considers the related adjustments needed in other areas to maintain a balanced delivery of the full Language A program. The Academic Coordinator for English A is responsible for final decisions about needed adjustments, and for maintaining an up‐to‐date document. The outlines below are current as of March 29, 2011. For a current document at any time, contact the Academic Coordinator for English A. Grade 6 Unit Writing Skills Grammar Skills Oral Skills Reading Skills Summer Reading/ Stories of the World Paragraph construction Punctuation: End punctuation, beginning commas, abbreviations Oral presentation on character – formal and prepared Introduction of all plot elements; focus on characterization Mrs. Frisby and the Rats of NIMH Expository paragraphs Graphic pre‐writing tool: flow chart Writing process Paragraph construction Expository paragraphs Developing multiple‐
paragraph papers Compare and contrast Graphic pre‐writing tool: Venn diagram Parts of Speech: Nouns, pronouns, adjectives, verbs, adverbs, conjunctions, capitalization, numbers Sentence Structure: Simple and compound Verb Tense: Simple present, simple past, irregulars Spelling: Plurals, homophones/ confusables, suffixes, prefixes Highlighting World Literature Text Type Stories from different voices: gender, location, era, age, socio‐economic, etc Description Mrs. Frisby and the Rats of NIMH (Subject‐American) Exposition Procedure Fact finding (Plot line Highlighting plot points Marginal notes: conflict, climax, resolution Circle discussion & debate – Working with character, informal and extemporaneous setting, theme, and a frame story/subplot Philosophical chairs – formal and extemporaneous Highlighting and noting imagery words 34
Non‐fiction electronic resources from around the world Discussion Visual Media Studies: Paragraph construction Propaganda and Persuasion Persuasive paragraphs Oral presentation – formal and planned Highlighting non‐fiction text for usable facts and details Use of visual support aids Using photo and statistical evidence Primary sources: YouTube videos, Print ads, World Health Organization Developing multiple‐
paragraph projects The Westing Game Creative writing (play) Radio play ‐ rehearsed Writing process Choral reading Graphic pre‐writing tool: story board Readers theater – voice control Non‐fiction electronic resources from around the world 35
Using highlights and marginal notes: facts/evidence leading to the murderer Data, Explanation Factual Description and Recount (Subject: American) Narrative Exposition Grade 7 Unit Writing Skills Grammar Skills Oral Skills Stories with unexpected endings Paragraph Punctuation: Semicolon, commas, dialogue/ quotation marks (MLA), apostrophe Shared reading – informal and Elements of plot: extemporaneous; voice identification and control Reading text – development Active reading rehearsed; voice control Highlighting and annotating imagery and plot elements Short Story Narrative Personal Response Parts of Speech: Review: Nouns, pronouns, adjectives, verbs, adverbs, conjunctions, captitalization, numbers Reading Skills Drawing conclusions and making inferences Letter 
Shakespeare: Julius Caesar No writing focus‐drama and oral focus to unit Verb Tense: Past and future tense, including present perfect Spelling: Plurals, homophones/ confusables, suffixes, prefixes Response Narrative “The Black Cat” Edgar Allan Poe: USA “Ray Badbury: USA Hans Christian Anderson: Danish “The Lamb “to the Slaughter” Roald Dahl: UK Sentence Structure: Simple, compound, fragments & run‐on Multiple paragraph response to the theme of the novel “The Last Leaf” O'Henry: USA Text Types “The Happy Prince,” Oscar Wilde: UK New: Interjections, prepositions, articles, plurals Freak the Mighty World Literature “The Skeleton Key”, George G Toudouze: French Drama: personal response – rehearsed and formal Using context to determine meaning USA: Freak the Mighty Exposition Visual Inferring theme Reading for supporting detail Understanding figurative language Monologue – rehearsed and formal; voice control Choral reading Understanding dialogue Understanding Early Modern English words 36
UK: Julius Caesar None‐reading rehearsal for language practice Art of Rhetoric/ Speech Exposition: persuasion Persuasive – formal and planned Ethos, logos, pathos Annotation of persuasive speech, main idea and supporting detail Exposition Discussion Identification of pathos, ethos and logos Reading non‐fiction Poetry Annotation Exposition: analytical Active reading Selected poems: Annotation of poetry for literary elements, identifying figurative language and identifying author’s purpose “The Blue Whale in the Washing Machine”: USA “Birdfoot's Grampa”: USA (American Indian) “Man from Snowy River”, Banjo Patterson: Australia “The Ode to the Mantle”: Persia 37
Response Grade 8 Unit Writing Skills Grammar Skills Oral Skills Reading Skills Summer Reading Proper paragraphing – emphasizing detail sentences and transitions Punctuation: Review: Semicolons, commas, dialogue/ quotations (MLA), apostrophes Discussion – informal, extemporaneous Highlighting ways authors characterize, including direct/indirect characterization Travel Writing Forum writing on travel quotes Creative writing Informative writing Persuasive writing Blogging for digital literacy Literature Circles Expository writing (essay‐ persuasive, informative style) Visual metaphors Scrapbook/diary New: Integrating quotations, punctuating phrases and clauses, hyphens Hot seating – informal, extemporaneous World Literature Summer Readings Short Story Collection Parts of Speech: Review: Interjections, prepositions, articles, plurals Recognizing and analyzing the features of different writing styles: creative/poetic, descriptive, informative, persuasive New: Comparatives & superlatives, acronyms Identifying different types of non‐fiction texts Verb Tense: Past and future tense, including present perfect Response/ Exposition Visual Travel Stories (published by Longman) Description Report The World’s Most Exposition Dangerous Places (edited by Data R.Y.Pelton) Poetry Visual Sentence Structure: Review: Simple, compound, fragments & run‐on New: complex Narrative Description Selecting quotes for use in own writing Formal oral presentations – rehearsed and formal Text Types Recount Group presentations – rehearsed and formal Recognizing and analyzing the myth structures in stories, esp. the hero’s transformation cycle Tracking character development Recognizing and analyzing various antagonist teens face in the novels Verbals: Gerunds & infinitives Spelling: Plurals, homophones, suffixes, prefixes 38
“Star Wars” as text, Throwaways, Silver Sword, Wheel of Surya, Buddy, The Giver, Brother in the Land: British/Australian/Indian Narrative Exposition Visual Response Description Poetry Poetic writing in various style Twelfth Night Exam writing Pastiche Reading poetry aloud – rehearsed and formal Acting in a video – rehearsed and formal Recognizing and analyzing different types of poetic styles and forms: lyric, modern, sonnet etc. Various model poems – N. American, Australian, English; including world poetry Poetry Reading Shakespearean English Shakespeare’s “Twelfth Night”: UK Response Recognizing and analyzing dramatic conventions Shakespeare to modern English Visual Visual Description Narrative 39
Grade 9 Unit Writing Skills Grammar Skills Oral Skills Reading Skills Summer Reading Personal response Punctuation: Review: MLA style integrating quotations, punctuating phrases and clauses Discussion – informal and extemporaneous Finding facts and identifying evidence Identifying and analyzing literary features: theme, characterization, point of view America: Picoult’s My Sister’s Keeper Gillian Cross’ The Lost UK: Aesop’s Fables Description Previewing vocabulary to support understanding UK: Shakespeare Narrative Comparison essay Paragraph organization Essay organization Macbeth Short Stories Twitter Character Journals PEE Paragraph Interpretation and Response Final Essay: Response to Unit Question Acting out a Scene – student choice Personal response Textual analysis New: colon, dash, ellipsis Italics Parts of Speech: Review: Comparatives & superlatives; acronyms New: Modifier placement Sentence Structure: Review: Compound, complex New: Compound & complex, concise sentences, style/ coherence, linking/ transition words Verb Tense: Review: Past and future tense, including present perfect New: Progressive tense, passive voice, conditional verbs Pair/Share – informal and extemporaneous Acting/ performance – rehearsed and formal Close reading Working with conventions of Shakespearean English Analyzing literary elements World Literature Text Type Discussion Visual Response Exposition Formal oral presentation Close reading Taking into account the audience and purpose when speaking Formal annotation: digital and hand‐written Identifying and analyzing literary features Highlighting Summarizing 40
UK: The Landlady by Dahl, Response Foghorn by Ray Bradbury America: Masque of Red Death and Tell Tale Heart by Poe & Flowers for Algernon by Daniel Keyes Japan: Rashomon by Akutagawa Digital Storytelling Storyboarding Textual analysis 
Spelling: Basic Latin prefixes/suffixes Formal oral presentation of film – rehearsed and formal Reading an image/storyboard Identifying and analyzing the development of an idea/story in terms of form and structure Personal stories Reading internet content for a message Understanding text types: discussion, recount and narrative Fish Cheeks” story by Amy Narrative/ Tan (Asia) recount “Waiting” by Peggy McNally Visual “Mount Olive” by Monifa A. Love Excerpts taken from Catfish and Mandala by Andrew X. Pham: Vietnam Toast by Nigel Slater: UK Oranges in No Man’s Land by Elizabeth Laird: Lebanon The Interpreter of Maladies by Jhumpa Lahiri: India Poetry Commentary on poem Creative writing Essay Annotation Of Mice and Men Speech writing: “This I Believe” Creative writing Comparative Film Study Reading poetry aloud – formal and rehearsed Interpretation of poetry Poems from all cultures Discussion Annotation Poetry Hot seating – informal and extemporaneous Note‐taking Response Discussion – informal and extemporaneous Understanding and analyzing poetic styles, forms and literary elements Formal oral presentation: speech on “This I Believe” – formal and rehearsed Essay Discussion – informal and extemporaneous Critical comparative response Podcast – rehearsed and formal Personal Response Annotation skills Close reading 41
Report Narrative Interpreting historical and colloquial language Reading an image/clip Reading to compare Interpreting language and cultural implications Comparison language Point of view/opinion UK n/a Exposition (discussion link) Response Grade 10 Unit Writing Skills Grammar Skills Oral Skills Reading Skills Summer Reading Analytical essay Punctuation: Persuasive Review: MLA style, colon, dash, ellipsis, italics Persuasive: language sales pitch – rehearsed and formal Identify and analyse text types: Narrative, Persuasive, Informative, Expository Descriptive Film Narrative New: Parentheses, slash, brackets Comparative essay Sentence Structure: Film poster with justification of elements Review: Compound+ complex, Linking/transition words Group debate/ discussion – informal and extemporaneous Group discussion – informal and extemporaneous Active reading skills: annotating texts World Literature Life of Pi: Canadian, modern Description Does My Head Look Big in This: Australian, modern Never In A Hurry: American essays, modern Analytical essay Concise sentences Narrative Discussion Exposition Analyse conventions of genre Psycho: American, 1960 Visual Visual literacy skills: film posters and opening credit sequences Response Se7en: American, 1995 Description Exposition Style/coherence An Inspector Calls Text Types Play reading – informal Parts of Speech: Review: Modifier placement Verb Tense: Review: Perfect & progressive tenses, passive voice, conditional verbs Active reading skills: shared reading of whole text, as a tool to develop understanding Identify and analyze inferences Analyze tone/register, with focus on characterization New: Past perfect, indirect speech Spelling: Latin & Greek prefixes/suffixes 42
Play: England, 1947 [set 1912] Description Exposition Discussion Short Stories Pastiche Commentary Group discussion – informal and extemporaneous Close reading, focusing on literary style, at word, sentence and whole text level ‘Rules of the Game’ by Amy Tan: USA ‘Paper’ by Catherine Lim: Singapore Narrative Description Explanation ‘Wanted: A Town Without a Crazy’ by Muzaffer Izgu: Turkey ‘The Butcher’ by Ari B. Siletz: Iran ‘The Mother of the Child in Question’ by Doris Lessing: England To Kill A Mockingbird Role Play Commentary Dramatic presentation – informal and rehearsed Persuasive Letter Comparative Essay with Film and Text Poetry Poetry analysis Commentary Poetry reading – formal and rehearsed Analysis of text, focusing on a range of contexts: personal, moral, social/historical, literary, dramatic American 1960 [1930’s setting] Active reading skills: annotating texts Close analysis of poem(s), focusing on use of language and poets’ choices Description Recount Exposition Visual Description Discussion Response Poetry 43
Romeo and Juliet Commentary Individual oral presentation – formal and extemporaneous Analysis of literary extracts, focusing on a range of contexts: personal, moral, social/historical, literary, dramatic Active reading skills: annotating texts 44
Play: England, 1596 Response Note: Discussion has been given to replacing this last unit in grade 10 with a 3‐week literary research project to practice using secondary sources. Report text type.