Académique Documents
Professionnel Documents
Culture Documents
Conceptual
understandings
PYP
NB
Phase
1
Writing
conveys
meaning.
People
write
to
tell
about
their
experiences,
ideas,
and
feelings.
Everyone
can
express
themselves
in
writing.
Talking
about
our
stories
and
pictures
helps
other
people
to
understand
and
enjoy
them.
Phase
2
People
write
to
communicate.
The
sounds
of
spoken
langage
can
be
represented
visually
(letters,
symbols,
characters)
Consistent
ways
of
recording
words
or
ideas
enable
members
of
a
language
community
to
understand
each
others
writing.
Written
language
works
differently
from
spoken
language.
Kindergarten
Grade 1
Phase
3
We
write
in
different
ways
for
different
purposes.
The
structure
of
different
types
of
texts
includes
identifiable
features.
Applying
a
range
of
strategies
helps
us
to
express
ourselves
so
that
others
can
enjoy
our
writing.
Thinking
about
storybook
characters
and
people
in
real
life
helps
us
to
develop
characters
in
our
own
stories.
When
writing,
the
words
we
choose
and
how
we
choose
to
use
them
enable
us
to
share
our
imaginings
and
ideas.
Grade 2
Grade 3
Phase
4
Writing
and
thinking
work
together
enable
us
to
express
ideas
and
convey
meaning.
Asking
questions
of
ourselves
and
others
helps
to
make
our
writing
more
focused
and
purposeful.
The
way
we
structure
and
organize
our
writing
helps
others
to
understand
and
appreciate
it.
Rereading
and
editing
out
own
writing
enables
us
to
express
what
we
want
to
say
more
clearly.
Grade 4
Phase
5
Stories
that
people
want
to
read
are
built
around
themes
to
which
they
can
make
connections.
Effective
stories
have
a
purpose
and
structure
that
help
tot
make
the
authors
intention
clear.
Synthesizing
ideas
enables
us
to
build
on
what
we
know,
reflect
on
different
perspectives,
and
express
new
ideas.
Through
the
process
of
planning,
drafting,
editing
and
revising,
our
writing
improves
over
time.
Grade
5
GCO 8: Students will be expected to use writing, and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations
8.1
use
writing
and
other
forms
of
8.1
use
writing
and
other
forms
of
8.1
use
writing
and
other
forms
of
8.1
use
strategies
in
writing
and
other
8.1
use
a
range
of
strategies
in
writing
8.1
use
a
range
of
strategies
in
writing
and
representing
for
a
variety
of
functions
representing
for
a
variety
of
functions
representing
for
a
variety
of
functions
ways
of
representing
to
and
other
ways
of
representing
to
other
ways
of
representing
to
-
to
ask
questions
-
to
ask
questions
-
to
ask
questions
formulate
questions
frame
questions
and
answers
to
-
frame
questions
and
design
investigations
those
questions
to
answer
their
questions
-
to
generate
and
organize
ideas
-
to
generate
and
organize
ideas
-
to
generate
and
organize
ideas
generate
topics
of
personal
interest
and
importance
to
express
feelings,
generate
topics
of
personal
interest
-
find
topics
of
personal
importance
-
to
express
feelings,
opinions,
and
-
to
express
feelings,
opinions,
and
-
to
express
feelings,
opinions,
and
opinions,
and
imaginative
ideas
and
importance
imaginative
ideas
imaginative
ideas
imaginative
ideas
-
record,
develop,
and
reflect
on
ideas
discover
a
nd
e
xpress
p
ersonal
record,
d
evelop,
a
nd
r
eflect
o
n
i
deas,
-
to
inform/communicate
information
-
to
inform/communicate
information
-
to
inform/communicate
information
-
compare
their
own
thoughts
and
beliefs
attitudes,
feelings,
and
opinions
attitudes,
and
opinions
with
those
of
others
-
to
record
experiences
-
to
record
experiences
-
to
record
experiences
compare
their
own
thoughts
and
compare
their
own
thoughts
and
-
to
explore
learning
-
to
explore
learning
-
to
explore
learning
-
describe
feelings,
reactions,
values,
and
beliefs
to
those
of
others
beliefs
to
those
of
others
attitudes
8.2
begin
to
develop,
with
assistance,
some
8.2
begin
to
develop,
with
assistance,
8.2
begin
to
develop,
with
assistance,
describe
feelings,
reactions,
values,
describe
feelings,
reactions,
values,
-
record
and
reflect
on
experiences
and
ways
to
make
their
own
notes
some
ways
to
make
their
own
notes
some
ways
to
make
their
own
notes
and
attitudes
and
attitudes
their
responses
to
them
(e.g.,
webs,
story
maps,
point-form
notes)
(e.g.,
webs,
story
maps,
point-form
(e.g.,
webs,
story
maps,
point-form
record
experiences
record
and
reflect
on
experiences
-
formulate
goals
for
learning
notes)
notes)
and
their
responses
to
them
formulate
g
oals
f
or
l
earning
-
practice
and
apply
strategies
for
8.3
begin
to
experiment
with
language
practise
strategies
for
monitoring
formulate
and
monitor
goals
for
monitoring
learning
choices
in
imaginative
writing
and
8.3
begin
to
experiment
with
language
their
own
learning
learning
other
ways
of
representing
choices
in
imaginative
writing
and
practise
a
nd
e
xtend
s
trategies
f
or
8.2
select
appropriate
note-making
other
ways
of
representing
8.2
e
xperiment
w
ith
d
ifferent
w
ays
o
f
monitoring
l
earning
strategies
from
a
growing
repertoire
making
their
own
notes
(e.g.,
webbing,
jot
notes,
matrix)
8.2
experiment
with
different
ways
of
8.3
make
language
choices
to
enhance
making
their
own
notes
(e.g.,
webbing,
meaning
and
achieve
interesting
effects
in
8.3
experiment
with
language
choices
jot
notes,
matrix)
imaginative
writing
and
other
ways
of
in
imaginative
writing
and
other
ways
representing
of
representing
8.3
experiment
with
language
appropriate
to
audience,
purpose,
and
form,
that
enhances
meaning
and
demonstrates
imagination
in
writing
and
other
ways
of
representing
9.1
create
written
and
media
texts
using
some
familiar
forms
(e.g.,
lists,
letters,
personal
narratives,
retellings,
stories,
messages,
finger
plays,
drawings,
puppetry)
9.2
demonstrate
some
awareness
of
audience
and
purpose
9.3
begin
to
consider
their
readers/listeners/viewers
questions,
comments
about
their
work
GCO 9: Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes
9.1
use
a
variety
of
familiar
text
forms
9.1
use
a
variety
of
familiar
text
forms
9.1
create
written
and
media
texts
9.1
create
written
and
media
texts,
and
other
media
(messages,
and
other
media
(messages,
using
a
variety
of
forms
collaboratively
and
independently,
in
letters,
lists,
recounts,
stories,
poems,
letters,
lists,
recounts,
stories,
poems,
experiment
with
the
combination
of
different
modes
(expressive,
records
of
observations,
role-plays,
records
of
observations,
role-plays,
writing
with
other
media
to
increase
transactional,
and
poetic)
and
in
a
Readers
Theatre)
Readers
Theatre)
the
impact
of
their
presentations
variety
of
forms
recognize
that
particular
forms
9.2
demonstrate
some
awareness
of
9.2
demonstrate
some
awareness
of
9.2
demonstrate
an
awareness
of
require
the
use
of
specific
features,
audience
and
purpose
audience
and
purpose
purpose
and
audience
structures,
and
patterns
-
choose
particular
forms
for
specific
-
choose
particular
forms
for
specific
audiences
and
purposes
audiences
and
purposes
9.3
invite
responses
to
early
drafts
of
9.2
demonstrate
an
awareness
of
-
realize
that
work
to
be
shared
with
an
-
realize
that
work
to
be
shared
with
an
their
writing/
media
productions
purpose
and
audience
audience
needs
editing
audience
needs
editing
use
audience
reaction
to
help
shape
subsequent
drafts
9.3
invite
responses
to
early
drafts
of
9.3
consider
their
readers/
listeners/
9.3
consider
their
readers/
listeners/
their
writing/media
productions
viewers
questions,
comments
and
begin
viewers
questions,
comments
and
begin
use
audience
reaction
to
help
shape
to
use
such
responses
to
assess
and
to
use
such
responses
to
assess
and
subsequent
drafts
extend
their
learning
extend
their
learning
9.1
create
written
and
media
texts,
using
an
increasing
variety
of
forms
demonstrate
understanding
that
particular
forms
require
the
use
of
specific
features,
structures,
and
patterns
9.2
address
the
demands
of
an
increasing
variety
of
purposes
and
audiences
make
informed
choices
of
form,
style,
and
content
for
specific
audiences
and
purposes
9.3
invite
responses
to
early
drafts
of
their
writing/media
productions
use
audience
reaction
to
help
shape
subsequent
drafts
-
reflect
on
their
final
drafts
from
a
readers/viewers/listeners
point
of
view
10.1
b e g i n
to
develop
strategies
for
prewriting,
drafting,
revising,
editing
,
and
presenting
-
use
drawing
and
talking
as
a
way
to
rehearse
writing
-take
risks
with
temporary
spelling
as
a
strategy
for
getting
ideas
on
paper
(drafting)
-confer
with
others,
respond
orally
to
comments,
and
begin
to
add
on
(simple
revision
strategies)
-use
simple
editing
10.2
use
some
conventions
of
written
language
-
use
drawings,
letters,
and
approximations
to
record
meaning
-develop
the
concept
of
directionality
(left
to
right;
top
to
bottom)
-
use
conventional
spacing
between
words
-
use
an
increasing
number
of
letters
to
represent
sounds
-begin
to
spell
some
words
conventionally
-establish
one-to-one
correspondence
between
spoken
and
written
words
-write
complete
sentences
(although
they
are
not
always
punctuated
correctly
with
periods)
-
attempt
to
use
punctuation
(periods,
question
marks)
-
use
capital
letters
for
proper
names,
pronoun
"I",
and
sentence
beginnings
10.3
demonstrate
engagement
with
the
creation
of
pieces
of
writing
and
other
representation
-
choose
to
write
when
given
a
choice
of
activities
GCO 10: Students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness
.
10.1
to
develop
strategies
for
10.1
to
develop
strategies
for
10.1
develop
a
range
of
10.1
develop
a
range
of
prewriting,
drafting,
revising,
prewriting,
drafting,
revising,
prewriting,
drafting,
revising,
editing/
prewriting,
drafting,
revising,
editing/
editing/proofreading,
and
editing/proofreading,
and
proofreading,
and
presentation
proofreading,
and
presentation
presenting/publishing
presenting/publishing
strategies
strategies
-
use
drawing
and
talking
as
a
way
to
-
use
prewriting
strategies,
such
as
rehearse
writing
drawing,
talking,
and
reflecting
10.2
use
some
conventions
of
written
10.2
demonstrate
an
understanding
of
-
take
risks
with
temporary
spelling
-
use
appropriate
drafting
strategies
many
conventions
of
written
language
language
in
final
products
as
a
strategy
for
getting
ideas
on
for
getting
ideas
on
paper
(taking
punctuation
and
capitalization
correctly
spell
many
familiar
and
paper
(drafting)
risks
by
using
temporary
spelling
or
use
capitals
for
proper
names,
titles,
commonly
used
words
places,
days,
months,
holidays,
-
use
simple
revision
strategies
to
create
by
exploring
various
forms,
writing
beginning
o
f
s
entences
demonstrate
an
increasing
a
meaningful
message
(e.g.,
adding
on,
freely
with
a
focus
on
getting
ideas
u
se
p
eriods
a
t
t
he
e
nds
o
f
s
entences
understanding
of
punctuation,
crossing
out,
starting
to
insert
on
paper,
composing
simple
text
and
for
abbreviations
capitalization,
and
paragraphing
information)
using
a
word
processor)
use
commas
in
a
series,
and
in
dates
demonstrate
a
growing
awareness
of
-
use
simple
editing
strategies
(e.g.,
-
use
simple
revision
strategies
to
create
appropriate
syntax
u
se
a
postrophes
f
or
p
ossessives
a
nd
making
some
simple
corrections
in
a
meaningful
message
(e.g.,
adding
on,
use
references
while
editing
(e.g.,
contractions
spelling
and
punctuation
-
capitals,
crossing
out,
starting
to
insert
dictionaries,
classroom
charts,
periods;
circling
and
correcting
a
few
use
question
marks,
exclamation
information)
electronic
s
pell
checkers,
checklists)
misspelled
words;
using
beginning
marks,
and
quotation
marks
-
use
simple
editing
strategies
dictionaries
or
class-made
word
lists
as
language
structure
(e.g.,
making
some
simple
10.3
use
technology
with
increasing
resources
for
spelling)
make
subjects
and
verbs
agree
corrections
in
spelling
and
proficiency
in
writing
and
other
forms
begin
to
use
simple
paragraphing
punctuation
-
c
apitals,
p
eriods;
of
representing
10.2
use
some
conventions
of
written
use
a
variety
of
simple
and
more
circling
and
correcting
a
few
language
complex
sentence
structures
misspelled
words;
using
-
use
conventional
spacing
between
10.4
demonstrate
a
commitment
to
be
consistent
in
pronoun
usage
words
beginning
dictionaries
or
class-
shaping
pieces
of
writing
and
other
spelling
representations
through
stages
of
-
use
an
increasing
number
of
letters
to
made
word
lists
as
resources
for
use
meaning
and
syntax
patterns
as
development
represent
sounds
(most
vowel
and
spelling)
well
as
sound
cues
consonant
sounds
represented)
-
use
a
variety
of
techniques
for
use
a
range
of
spelling
strategies
10.5
select,
organize,
and
combine
-
use
an
increasing
number
of
words
publishing/presenting
(sharing
spell
many
words
conventionally
relevant
information
from
two
or
spelled
conventionally
writing/representing
with
the
class
or
d
evelop
a
v
ariety
o
f
s
trategies
t
o
e
dit
more
sources
to
construct
and
-
use
simple
sentence
structures
another
class,
publishing
online,
for
s
pelling
communicate
meaning
submitting
work
to
school/district
-
attempt
to
use
punctuation
(periods,
identify
misspelled
words,
trying
anthology
or
magazine)
question
marks,
exclamation
marks)
them
another
way
and
using
another
-
use
capital
letters
for
proper
names,
resource
t
o
c
heck
t
hem
o
ut
10.2
use
some
conventions
of
written
pronoun
"I",
and
sentence
beginnings
language
10.3
experiment
with
technology
in
10.3
demonstrate
engagement
with
the
punctuation
and
capitalization
writing
and
other
forms
of
10.1
select
from
a
range
of
pre-writing,
drafting,
revising,
editing,
proofreading,
and
presentation
strategies
to
develop
effective
pierces
of
writing
and
other
representations
10.2
use
the
conventions
for
written
language
in
final
products
10.3
use
technology
with
increasing
proficiency
to
create,
revise,
edit,
and
publish
texts
10.4
demonstrate
commitment
to
shaping
pieces
of
writing
and
other
representations
10.5
select,
organize,
and
combine
relevant
information
from
three
to
five
sources
representing
use
a
tape
recorder
to
tape
dramatic
presentations,
readings
of
published
work,
and
retellings
use
a
simple
word
processing
program
to
draft,
revise,
edit,
and
publish
use
a
drawing
program
(computer
software)
with
assistance,
use
a
database,
CD-
ROM,
and
the
Internet
as
resources
for
finding
information
(prewriting
strategy)
with
assistance,
use
the
Internet
to
communicate
10.4
demonstrate
engagement
with
the
creation
of
pieces
of
writing
and
other
representations
10.5
select,
organize,
and
combine
relevant
information,
with
assistance,
from
at
least
two
sources,
without
copying
verbatim,
to
construct
and
communicate
meaning