The Literacy Programme

at Al-Jabr Islamic School

Literacy Strands:

• Listening and speaking

• Viewing and presenting
• Reading
• Writing
Beliefs and Values in Literacy
Literacy is the major connecting accross the
curriculum

• Applied across subject areas

• Applied throughhout the transdiciplinary programme of
Inquiry
Good Learning Practice
• Literature is an integral part of the curriculum
Books are read to be
• Enjoyed
• Discussed Analysed
• Compared and contrast
Students learn how to:
• Understand,interpret and respond to ideas, attitudes and feelings
• Think critically
• Make predictions and inferences
Knowledge and
Skills in Language
The Learning Process involve:

Learning Language
• As students listen and use
language with others in their
daily lives

Learning about Language:

• As students try to understand

how language works

Learning through language:

• As students use language as

a tool to think about, or
reflect on a theme, concept
or issue
Literacy strands
Reading and Writing
Students learn to:
• Read and write for enjoyment, instruction and information
• Recognize and appreciate the variety of literary styles,
genres,structures;poetry,plays, and
stories;creative,informative,instructional,persuasive and
reflective text
• Understand and apply a variety of structures,strategies and
literary techniques
• Spelling,grammar,prediction,plot,character,punctuation,
voice
Reading Development

• Learning to read and

write is a very
complex process

• All children are

different and their
reading development
varies
Reading strategies
• Meaning,structure and visual cues
• Cross-checking
• Self-Correction
• Skipping
• Chunking
• Predicting words
• Fluency
Comprehension strategies
• Activating prior knowledge
• Questioning
• Summarising
• Synthesising
• Visualising
• Making Connections
• Inferring
• Vocabulary extension
• Monitoring comprehension
What reading looks like in the
classroom?
• Guided reading
• Readers Theatre
• Shared Reading
• Reading Response
• Reading Games
• Big books
• Buddy/Paired reading
• Acting out
• Read and create
How to support reading at
home?
• Read with your child-early readers benefit from hearing good
readers and this is an opportunity to share and discuss information
presented in texts
• Give encouragement and praise whenever your child choose to read
• Talk about characters,settings,plots and events in texts
• Encourage your child to read a wide variety of texts
• Encourage your child to express their opinion about texts,to justify
their reactions
• Encourage your child to try different ways to work out a word they
don’t know
• Discuss how the ,meaning of an unknown word was worked out
• Ask questions about the text your child is reading
Language
development
within concept-
based inquiry
How reading practices are changing
(Source: MPYPH_Laguage in the PYP Pg.71)

Increased emphasis on: Decreased emphases on:

Reading for meaning Decoding only for accuracy
Reading selected according to interest level Reading selected according to decoding
level
Student-selected reading materials Teacher-directed reading materials
A literature-based approach to learning Using skill-driill texts and workbooks to
language learn language
Overall expectation in reading
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5
• Print • Represented • Use • Understand of • Understandin
represent the visually strategies, the g of the
real or thew through based on relationship strategies
imagined codes and what they between authors use
world symbols kno, to read reading,thinki to engage
for ng, and them
• Use visual understandin reflection
cues to recall g. • Students
sounds and • Reading have their
the words • They routines and favorite
they are understand relish the authors and
“reading” to structure and process of can articulate
construct organization reading reasons for
meaning of texts their choices
convey
meaning • Further
knowledge

• Understandin
Reading Learning Outcomes
K1 & K2 G1 G2 G3 G4 G5

distinguish locate and read and read texts at an understand and read a wide range
between pictures respond to understand the appropriate respond to the of texts
and written text, aspects of meaning of self- level, ideas, feelings and confidently,
for example, can interest in self- selected and independently, attitudes independently and
point to a picture selected texts teacher-selected confidently and expressed in with
when asked (pointing, texts at an with good various texts, understanding
examining appropriate understanding showing empathy
pictures closely, level for characters
commenting)
show curiosity
Benchmark Reading Track

https://www.readinga-z.com
 Learners (Early years & Primary)

English Specialist Teacher

Who are
Homeroom Teachers
involved?
Librarian

Parents
 Where?

Your classroom
How?
 When?
Assessment Schedule
Grade Levels Reading Level Schedule

G1 Levels aa-J Every month

G2 Levels K-O Every month
G3 Levels P-T Every month
G4 Levels U-W Every month
G5 Levels X-Z Every month
 ASSESSING
G1
Running Record STUDENT'S LEVEL
Students read (Levels aa-G)
book, and you capture their
reading behavior on Running Reading Comprehension
Records (provided).
Reading Comprehension Students retell the text,
and you use 
Students retell the text, Retelling Rubrics to score
and you use  their comprehension.Primary
Retelling Rubrics to score G2 – G5
their comprehension.
 Resources
https://www.readinga-z.com/assessments/benchmark-passages/?f=site
_and_dist/nonbooks/benchmark_passages/my_animals_lvl_aa_passage
.pdf