Welcome to the Single National Curriculum (SNC) Feedback Portal.

Here you will find a DRAFT version of updates to the curriculum for ECCE to Grade 12. Please give your feedback on all material shared.

After feedback is incorporated, SNC for Grades 6-8 will be notified for implementation in the Academic Year starting in 2022. First round of feedback for these grades is due on December 20, 2021.

An updated curriculum for ECCE to Grade 5 and for Grades 9-12 will be notified later, for implementation in the Academic Year starting 2023.



SNC - ENGLISH (Grade 1) - Curriculum

DOMAIN 1: Listening and Speaking Skills

Standard 1: Develop/adopt listening attitudes and behaviours to listen to, comprehend, and respond to a variety of speech types. Use appropriate social and academic conventions of spoken discourse for effective oral communication with individuals and in groups, in both formal and informal settings for various purposes.

Student Learning Outcomes: Listening, Comprehension, and Collaboration

Knowledge:


Skills:

Students will be able to...

  • Tune in to environmental sounds, instrumental sounds, and body sounds.

  • Listen and view attentively for a sustained period, e.g.,

  • look at the person speaking and maintain eye contact

  • maintain appropriate posture and facial expression

  • listen and view for the entire duration of a listening text (e.g., listening to the reading of a ‘Read Aloud story, instructions etc.).

  • Follow one-step instructions/directions - oral or from visual cues - in real-life situations (e.g., Please repeat, look here, or brief safety messages).


  • Listen to and comprehend different types of texts (fiction/non-fiction/stories/poems) or information presented orally and visually through other media.

  • ask and answer grade level questions about key details across comprehension levels (factual, and evaluative) orally


  • Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups:

  • follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion)

  • continue a conversation of at least 2-3 sentences through multiple exchanges


Assessments

Formative Assessments

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Learning Activities



Standard 1: Develop/adopt listening attitudes and behaviours to listen to, comprehend, and respond to a variety of speech types. Use appropriate social and academic conventions of spoken discourse for effective oral communication with individuals and in groups, in both formal and informal settings for various purposes.

Student Learning Outcomes: Presentation of Knowledge and Ideas

Knowledge:

Skills:

Students will be able to...

  • Recite poems and nursery rhymes with actions.

  • Speak about objects in pictures/illustrations using simple words orally (e.g., What do you see in this picture?).

  • Speak about and provide additional details (with prompt and support) about themselves, familiar people, places, things, and events.

  • Incorporate in speech:

  • use of appropriate voice qualities (e.g., volume, stress, and enunciation)

  • use of appropriate eye contact and posture while speaking

  • confidence while speaking before different audiences (i.e., small group, class)

  • use appropriate verbal and non-verbal cues to convey meaning

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 1: Develop/adopt listening attitudes and behaviours to listen to, comprehend, and respond to a variety of speech types. Use appropriate social and academic conventions of spoken discourse for effective oral communication with individuals and in groups, in both formal and informal settings for various purposes.

Student Learning Outcomes: Language Functions/Interaction Skills

Knowledge:

Skills:

Students will be able to...

  • Exchange (offer and respond to) basic greetings.

  • Exchange (express and offer) basic social courtesies (e.g., I'm sorry, Thank you).

  • Introduce themselves.

  • Express likes.

  • Express needs.

  • Seek permission to do something.

  • Accept or decline an offer using words.

  • Respond verbally and non-verbally to oral yes/no questions.

  • Use appropriate body language for different communicative functions (e.g., nod to express understanding).


Assessments

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Learning Activities



DOMAIN 2: Reading and critical thinking skills

Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts, while maintaining a positive disposition towards reading.

Student Learning Outcomes Demonstrate understanding of the organization and basic features of print. Recognize that letters are grouped to form words and thereafter distinguish between letters, words and sentences on a printed page.

Knowledge:

Students will be able to...

  • Handle books respectfully and appropriately, holding them right-side-up, and turning pages one at a time from front to back.

  • Follow words from left to right, top to bottom, and page by page.

  • Understand that words are separated by spaces in print.

  • Understand that there is a relationship of pictures to nearby text.


Skills:

Students will be able to...

* Demonstrate understanding of the organization and basic features of print.

  • Differentiate letters from numerals.

  • Identify individual letters in the environment, and thereafter locate examples of words in the environment.

  • Recognize and name the letters of the alphabet (e.g., match letter to letter).

  • Identify upper- and lowercase letters of the alphabet (e.g., match upper case to lower case letter in ones name).

  • Recognize that letters are grouped to form words and thereafter distinguish between letters, words and sentences on a printed page.

  • Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

  • Identify common terms relating to books (e.g., title page, author, front/back cover).



* Read and view attentively and for a sustained period of time.

* Stay on the correct line while reading orally

* Adopt correct posture and book position while reading or viewing silently



Assessments

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Learning Activities






Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts, while maintaining a positive disposition towards reading.

Student Learning Outcomes Demonstrate understanding of spoken words, syllables, and sounds. Count, pronounce, blend, and segment syllables in spoken words.


Knowledge:

Students will be able to...

  • Understand spoken words, syllables, and sounds (phonemes).

  • Recognize rhyming words.

  • Identify the initial sound of a spoken word and, with guidance and support, generate several other words that have the same initial sound.


Skills:

Students will be able to...

  • Produce rhyming words (e.g., identify words that rhyme with /cat/ such as /bat/ and /sat/).

  • Segment words in a simple sentence by clapping and naming the number of words in the sentence.

  • Count, pronounce, blend, and segment syllables in spoken words.

  • Blend and segment onsets and rimes of single-syllable spoken words (b-ig, d-og).

  • Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/).

  • Add, substitute, and delete individual sounds (phonemes) in simple, one-syllable words to make new words.

Assessments

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Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts, while maintaining a positive disposition towards reading.

Student Learning Outcomes

Know and apply grade-level phonics in decoding words. Know and apply grade-level word analysis skills to read sight words.





Knowledge:

Students will be able to...

  • Know grade-level phonics and words.

  • Recognize ones own name and familiar common signs and labels (e.g., STOP).

  • Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

  • Identify the sounds of different letters

  • Recognize the letters and their sounds.

  • Vowels and consonants.

  • Identify what a syllable is.


Skills:

Students will be able to...

  • Apply grade-level phonics in decoding words.

  • Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

  • Link an initial sound/phoneme to a picture of an object that begins with that sound and, with guidance and support, to the corresponding printed letter (e.g., link the initial sound /b/ to a picture of a ball and, with support, to a printed or written”B”, then find the letter in multiple words.

  • Letter progression: s a t p i n m d g o c k e u r h b f l j v w x y z

  • Decode regularly spelled one-syllable words (e.g. this is the letter ‘a and it makes the sound /a/. This is the letter ‘m and it makes the sound /m/. I can push them together like this /a/–/m/ to make the word ‘am).

  • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

  • Know and apply grade-level word analysis skills to:

  • read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

  • Read using common phonics concepts:

  • Match sounds to their corresponding letters/ letter patterns:

  • initial and final consonants: m, j, f, s, b, t, w, r, p, h, v, d, k, z, l, g, n, c, y

  • initial short vowel sounds: a, e, i, o, u

  • word families with vowel-consonant patterns (e.g., -at, -ap, -et, -en)

  • consonant digraphs in initial position (e.g., sh, ch)

  • double consonants (e.g., ff, ss, ll, zz)

  • inflectional suffixes (e.g., -s, -es,)

  • syllables (common patterns, e.g., vowel-consonant (e.g. at), consonant-vowel (e.g. me), consonant-vowel-consonant (e.g.sit)


Advance SLOs:

Read using common phonics concepts:


  • final y as a vowel

  • vowel digraphs (e.g., oo, ee, ea, oa, aw, ai, ay)

  • initial consonant blends (e.g., sw, sn, sk, br, cr, dr, gl, pl, pr, sm, sp, st, tr, tw, wh, qu)

  • final consonant blends (e.g., nd, nk, nt, mp)

  • initial consonant blends (e.g., thr, str, scr)

  • double consonants (e.g., tt, pp, rr, gg, nn, ck)

  • word endings (e.g., ple, ble, dle, tle, ng, tch)

  • r-controlled vowel (e.g., ar, ir, ur, or)

  • diphthongs (e.g., ou, ow, oi, oy)

  • inflectional suffix (e.g., -ing, -ed)



Assessments

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Learning Activities





Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts, while maintaining a positive disposition towards reading.

Student Learning Outcomes Use phonological awareness to read aloud.


Knowledge:


Skills:

Students will be able to...

  • Read aloud with prompting and support emergent-reader texts with purpose and understanding.






Assessments

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Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry,lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text.

Student Learning Outcomes: Reading Strategies

Knowledge:

Students will be able to...

Structure

*Recognize that words combine to make sentences.

*Identify a paragraph as a graphical unit of expression.



Skills:

Students will be able to...

Pre-reading

* Use pre-reading strategies and prior knowledge to determine the purpose of reading for e.g., It is a story with illustrations, predict the story/ or what the text is about by examining and discussing the picture(s) in the text.

* Explain with prompting and support, that reading the front cover or title page is how to find out who created a book; name the author and illustrator of a book and define the role of each. Also to show students what a back cover is.

While reading

  • Ask simple questions to guide reading (e.g., Where is the price?).

  • Reread to clarify meaning. c. Use context to confirm or self-correct word recognition and comprehension. d.Ask and answer questions about unfamiliar words in a text read aloud.

Post reading

  • Read aloud to check comprehension.

  • Reread aloud the most enjoyable part of the book.

  • Ask and answer questions about unknown words in a text with prompting and support.

  • Analyze organizational patterns in a text read aloud i.e.

list/ sequence of ideas/ events.

  • Make simple generalizations (such as the moral of a story) by: identifying the gist/ main idea and key details.

  • Respond to a text orally with e.g.,

  • rate the book (e.g., thumbs up or down).

  • reasons.

  • simple judgement (for e.g. did you enjoy the story, why)

  • personal interpretation.

  • Make connections between a text and their own experiences/ real life (Do i know a character like this? Can this happen in real life?).

Assessments

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Learning Activities




Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry, song lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text.

Student Learning Outcomes Reading Literary Text

Knowledge:

Students will be able to...

  • Recognize common types of texts and characteristics of their structure (e.g., storybooks versus poems; story elements in books; rhyme, rhythm, and repetition of sounds, words and phrases in poems).

  • Show awareness of the rhythmic structure of a poem or song by clapping or through movement.




Skills:

Students will be able to...

  • Identify the beginning, middle and ending of stories read aloud with prompting and support.

  • Retell the main event from a story read aloud (orally retell and draw pictures) with prompting and support.

  • Retell sequence of events (for e.g. sequence pictures to form a story).

  • Identify characters, settings, and major events in a story.

  • Make predictions about what happens next in a picture book after examining and discussing the illustrations.

  • Describe the relationship between illustrations and the story in which they appear with prompting and support (e.g., what moment in a story an illustration depicts).


Advance SLOs

* Compare and contrast the adventures and experiences of characters in familiar stories with prompting and support.




Assessments

Formative Assessments

Summative Assessments

Learning Activities




Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry, song lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text.

Student Learning Outcomes Reading Informational Texts

Knowledge:

Students will be able to...

Understand Layout.

* identify text features (e.g., front cover, back cover, illustrations, titles/ headlines)




Skills:

Students will be able to...

* Explain whether predictions about the content of a text are acceptable or should be modified and why.

* Recall important facts from an informational text read aloud with prompting and support.

* Ask and answer questions about key details in a text with prompting and support.

* Identify the main topic and retell key details of a text with prompting and support.

* Describe the connection between two individuals, events, ideas, or pieces of information in a text.

* Represent or act out concepts learned from hearing an informational text read aloud (e.g., make a skyscraper out of blocks/rocks after listening to a book about cities or, following a read-aloud on animals, show how an elephants gait differs from a bunnys hop).

* Describe important details from an illustration or photograph.


Advance SLOs

. * Describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

* Identify the reasons an author gives to support points in a text with prompting and support.



Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry, song lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text.

Student Learning Outcomes Text Types

Knowledge:


Skills:

Students will be able to...

  • Read and view a variety of reading-age-appropriate and high-interest books and texts from print and non-print sources:

° Poetry (e.g. sensory poems, nursery rhymes, alliteration) ° Personal recounts (e.g., diary entries)

° Narratives (e.g., realistic and familiar stories, fairytales, fables)

° Labels (e.g. labels around the classroom such as labeled clock, black/whiteboard, desk, chair etc.)

° Picture based text (e.g. visual timetable)


Assessments

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DOMAIN 3: Vocabulary and Grammar

Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes: Demonstrate understanding of word relationships to sort words into categories (e.g., colors, clothing, food, size, animals etc.) to gain a sense of the concepts the categories represent.

Knowledge:

Skills:

Students will be able to...

* Demonstrate understanding of word relationships.

* Sort words into categories (e.g., colors, clothing, food, size, animals etc.) to gain a sense of the concepts the categories represent.


Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.


Student Learning Outcomes: Articulate and identify simple rhyming words in text (eg -at,-ot,-ap,-op, -an, -ad, -et, -ill, -ig, -in)

Knowledge:



Skills:

Students will be able to...

* Articulate and identify simple rhyming words in text (eg -at, -ot,-ap,-op, -an, -ad, -et, -ill, -ig, -in).


Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes

Spell and divide simple one/two syllable words. (e.g one, wri/te)

Take dictation of familiar words learnt in class.

Provide the missing letter in simple one/two syllable words.

Learn and write spellings of days of week and month.

Knowledge:


Skills:

Students will be able to...

* Spell and divide simple one/two syllable words. (e.g one, wri/te).

* Take dictation of familiar words learnt in class.

* Provide the missing letter in simple one/two syllable words.

* Learn and write spellings of days of week and month.


Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes: Match the familiar words with their opposites (e.g black-wgite,tall-short).

Knowledge:



Skills:

Students will be able to...

* Match the familiar words with their opposites (e.g black-white, tall-short).

Assessments

Formative Assessments

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Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes: Introduce simple naming words from immediate environment; identify and use them in writing. Recognize and change the number of simple naming words by adding or removing “s” (singular/plural change the gender of naming words (masculine/feminine)

Knowledge:

Students will be able to ...

* Recognize the number of simple naming words by adding or removing “s” (singular/plural).



Skills:

Students will be able to...

* Introduce simple naming words from immediate environment; identify and use in writing.

* Change the number of simple naming words by adding or removing “s” (singular/plural).

* Change the gender of naming words (masculine/feminine).

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes: Recognize and Use substitution words as subjective case: I, we, you, he, she, it, and they. Recognize and use questioning words: what, who, where, when, why

Knowledge:

Skills:

Students will be able to...

* Recognize and Use substitution words as subjective case: I, we, you, he, she, it, and they.

* Recognize and Use words that point to something: this, that, these, those.

* Recognize and Use questioning words: what, who, where, when, why.

Assessments

Formative Assessments

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Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes: Identify and differentiate between a or an as articles. Recognize that plural nouns do not take the articles a or an.

Knowledge:


Skills:

Students will be able to...

* Identify and differentiate between a or an as articles.

* Recognize that plural nouns do not take the articles a or an.

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes: Use am, is, are / was were in short sentences to identify and describe a person, place, and thing e.g. I am. Use am, is, are / was were in short sentences to identify and describe a person, place, and thing e.g. I am. Identify sensing verbs (hear, touch etc. Identify sensing verbs (hear, touch etc.

Knowledge:


Skills:

Students will be able to...

* Identify and use some common action words.

* Use am, is, are / was were in short sentences to identify and describe a person, place, and thing e.g. I am.

* Identify sensing verbs (hear, touch etc.

* Identify and use some common action word.

* Identify sensing verbs (hear, touch etc).

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes: Describe the use of joining words in writing and speaking to join words and sentences i.e and.

Knowledge:


Skills:

Students will be able to...

* Describe the use of joining words in writing and speaking to join words and sentences i.e and.

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes: Apply capitalization to the initial letter of the first word of a sentence. Recognize and apply capitalization to the initial letters of names of people. Recognize and use of comma in a list. Use apostrophe of possession with naming words i.e Imran's bag, Ali's hat.

Knowledge:


Students will be able to...

* Recognize capitalization to the initial letters of names of people.

* Recognize comma in a list.

* Recognize full stop at the end of a statement and question.


Skills:

Students will be able to...

* Apply capitalization to the initial letter of the first word of a sentence.

* Recognize and apply capitalization to the initial letters of names of people.

* Recognize and use of comma in a list.

* Use apostrophe of possession with naming words i.e. Imran's bag, Ali's hat.

* Recognize and use a full stop at the end of a statement and question.




Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes

Construct simple sentences using subject and verbs e.g. He runs.

* Use connectors ‘and to join two simple sentences.

* Recognize, physically/orally respond to and use simple sentences showing request and command in a school scenario.

* Comprehend and respond to simple wh-questions.

Knowledge:


Skills:

Students will be able to...

* Construct simple sentences using subject and verbs e.g. He runs.

* Use connectors ‘and to join two simple sentences.

* Recognize, physically/orally respond to and use simple sentences showing request and command in a school scenario.

* Comprehend and respond to simple wh-questions.

Assessments

Formative Assessments

Summative Assessments

Learning Activities




DOMAIN 4: Writing

Standard 1: Develop writing readiness, accuracy in letter/word formation, and spelling accuracy.

Student Learning Outcomes: Writing Readiness

Knowledge:


Skills:

Students will be able to...

  • Adopt appropriate writing posture and hand grip.

  • Trace and draw vertical, horizontal, slanted and curved lines forwards and backwards.

  • Trace and draw circles, curves and strokes.

  • Colour within lines and create simple patterns.

  • Write from left to right and top to bottom of the page.

  • Write date and captions on the top of the page.

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 1: Develop writing readiness, accuracy in letter/word formation, and spelling accuracy.

Student Learning Outcomes: Letter, Word & Sentence Formation

Knowledge:


Skills:

Students will be able to...

  • Print lowercase letters (in air, in sand, trace on four-lined paper and write) following appropriate writing models:

    • in the correct direction.

    • starting and finishing in the right place.

    • of the correct size relative to one another.

  • Print uppercase letters (in air, in sand, trace on four-lined paper and write) following appropriate writing models:

    • in the correct direction.

    • starting and finishing in the right place.

    • of the correct size relative to one another.

    • of the correct size relative to lowercase letters.

  • Write uppercase and lowercase letters in sequence (e.g. join the dots, and fill in the gaps of an alphabet series) and in random order (e.g. which letter comes after?).

  • Trace simple one syllable words on four-lined paper while leaving regular spaces between words.

  • Trace simple sentences on four-lined paper while leaving spaces between words.

Assessments

Formative Assessments

Summative Assessments

Learning Activities




Standard 1: Develop writing readiness, accuracy in letter/word formation, and spelling accuracy.

Student Learning Outcomes: Spelling

Knowledge:


Skills:

Students will be able to...

  • Write simple one syllable words on four-lined paper with correct spelling.

  • Apply grade-level word analysis skills to:

    • spell ones own name.

    • spell common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does)

    • spell one syllable words.

  • Spell and write accurately using knowledge of phonic elements, words with:

    • initial short vowel sounds: a, e, i, o, u.

    • word families with vowel-consonant patterns (e.g., -at, -ap, -et, -en).

    • consonant digraphs in initial position (e.g., sh, ch).

    • double consonants (e.g., ff, ss, ll).

    • inflectional suffix (e.g., -s, -es,).

  • (Advance SLOs) Spell and write accurately using knowledge of phonic elements, words with:

    • final y as a vowel.

    • vowel digraphs (e.g., oo, ee, ea, oa, aw, ai, a).

    • initial consonant blends (e.g., sw, sn, sk, br, cr, dr, gl, pl, pr, sm, sp, st, tr, tw, wh, qu).

    • final consonant blends (e.g., nd, nk, nt, mp).

    • initial consonant blends (e.g., thr, str, scr).

    • double consonants (e.g., tt, pp, rr, gg, nn, ck).

    • word endings (e.g., ple, ble, dle, tle, ng, tch).

    • r-controlled vowel (e.g., ar, ir, ur, or).

    • diphthongs (e.g., ou, ow, oi, oy).

    • inflectional suffix (e.g., -ing, -ed).

Assessments

Formative Assessments

Summative Assessments

Learning Activities




Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Pre-Writing

Knowledge:


Skills:

Students will be able to...

  • Use pre-writing strategies (brainstorm- through pictures, drawing pictures, matching pictures to letters/words, reordering sentences, and oral discussion) on a given familiar topic.

Assessments

Formative Assessments

Summative Assessments

Learning Activities




Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Sentence and Paragraph Writing

Knowledge:


Skills:

Students will be able to...

  • Fill in missing information to complete simple sentences. (For example. My name is _______)

  • Construct simple sentences of three/four words expressing likes/dislikes or an opinion, using correct capitalization, punctuation and spelling using pre-writing strategies (brainstorming, etc.).

Assessments

Formative Assessments

Summative Assessments

Learning Activities




Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Text Types

Knowledge:


Skills:

Students will be able to...

  • Write a word or a sentence to describe a picture.

  • Draw or sequence pictures to tell a story.

  • Write simple sentences giving information on what students observe (e.g. This is a book.)

  • Write rhyming words according to grade-level vocabulary (word families).

Assessments

Formative Assessments

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Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Responding to Questions

Knowledge:

Students will be able to...

  • Recognize the function of different question words (who, when, what, where).

Skills:

Students will be able to...

  • Write 1-2 word answers according to grade level (who, when, what, where).

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SNC - ENGLISH (Grade 2) - Curriculum

DOMAIN 1: Listening and Speaking Skills

Standard 1: Develop/adopt listening attitudes and behaviours to listen to, comprehend, and respond to a variety of speech types. Use appropriate social and academic conventions of spoken discourse for effective oral communication with individuals and in groups, in both formal and informal settings for various purposes.

Student Learning Outcomes: Listening Comprehension and Collaboration

Knowledge:

Students will be able to...

* Listen to and comprehend different types of texts (fiction/non-fiction/stories/poems) or information presented orally and visually through other media:

  • obtain information and ideas from the text/ story/ passage they listen to


Skills:

Students will be able to...

  • Listen and view attentively for a sustained period, e.g.,

  • look at the person speaking and maintain eye contact

  • maintain appropriate posture and facial expression

  • listen and view for the entire duration of a listening text (e.g., listening to the reading of a ‘Read Aloud story, instructions etc.)

  • Follow two-step oral instructions/directions, one step at a time, in real-life situations.


  • Listen to and comprehend different types of texts (fiction/non-fiction/stories/poems) or information presented orally and visually through other media:

  • ask and answer grade level questions about key details across comprehension levels (factual, inferential, and evaluative) orally


  • Evaluate a speaker's delivery (identify emotion)

  • Expand vocabulary and concepts based on what they hear.

  • Use knowledge of language and its conventions to compare formal and informal uses of English in speaking.


  • Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups:

  • follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion)

  • build on others talk in conversations by responding to the comments of others through multiple exchanges

  • ask simple questions about the topic




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Standard 1: Develop/adopt listening attitudes and behaviours to listen to, comprehend, and respond to a variety of speech types. Use appropriate social and academic conventions of spoken discourse for effective oral communication with individuals and in groups, in both formal and informal settings for various purposes.

Student Learning Outcomes: Presentation of Knowledge and Ideas

Knowledge:

Skills:

Students will be able to...

  • Recite poems and nursery rhymes with actions.

  • Describe objects in pictures/illustrations using simple sentences orally (e.g., What do you see in this picture?).

  • Describe themselves, people, places, things, and events, in a few sentences, with relevant details, expressing ideas and feelings clearly.

  • Incorporate in speech:

  • use of appropriate voice qualities (e.g., pace, volume, stress, and enunciation)

  • use of appropriate eye contact and posture while speaking

  • confidence while speaking before different audiences (i.e., small group, class)

  • use of appropriate verbal and non-verbal cues to convey meaning

Assessments

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Standard 1: Develop/adopt listening attitudes and behaviours to listen to, comprehend, and respond to a variety of speech types. Use appropriate social and academic conventions of spoken discourse for effective oral communication with individuals and in groups, in both formal and informal settings for various purposes.

Student Learning Outcomes: Language Functions/Interaction Skills

Knowledge:


Skills:

Students will be able to...

  • Exchange (offer and respond to) basic greetings.

  • Exchange (express and offer) basic social courtesies (e.g., I'm sorry, Thank you) in simple sentences.

  • Introduce themselves and others.

  • Express likes and dislikes.

  • Express feelings.

  • Make requests/seek permission using simple sentences.

  • Accept or decline an offer using a simple sentence/ simple sentences.

  • Use polite expressions to seek attention (e.g., Excuse me).

  • Respond to simple questions.

  • Use appropriate body language for different communicative functions (e.g., agree and disagree, express understanding).

  • Make comparisons.

  • Frame questions for different purposes (asking for help, asking to repeat).

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DOMAIN 2: Reading and critical thinking skills

Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts, while maintaining a positive disposition towards reading.

Student Learning Outcomes Print Awareness

Knowledge:

Students will be able to...

  • Understand the organization and basic features of print.

  • Identify upper- and lowercase letters of the alphabet.

  • Recognize and name the letters of the alphabet

  • Recognize the distinguishing features of a sentence (e.g. first word, capitalization, ending punctuation).

  • Identify common terms relating to books (e.g. title page, author, illustrator, front/ back cover, table of contents).

Skills:

Students will be able to...

  • Read and view attentively and for a sustained period of time.

  • Stay on the correct line while reading orally.

  • Adopt correct posture and book position while reading or viewing silently.



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Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts, while maintaining a positive disposition towards reading.

Student Learning Outcomes Phonological Awareness

Knowledge:

Students will be able to...

  • Demonstrate understanding of spoken words, syllables, and sounds.


Skills:

Students will be able to...

  • Distinguish long from short vowel sounds in spoken single and double-syllable words.

  • Orally produce single and double-syllable words by blending sounds (phonemes), including consonant blends.

  • Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

  • Segment spoken single and double-syllable words into their complete sequence of individual sounds (phonemes)

Recognize and produce rhyming words. (E.g. Tell me a word that rhymes with nut. (cut)).









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Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts, while maintaining a positive disposition towards reading.

Student Learning Outcomes Phonics

Knowledge:

Students will be able to...

  • Know final -e and common vowel team conventions for representing long vowel sounds.

  • Know and apply grade-level phonics and word

analysis skills in decoding words.

  • Know the spelling-sound correspondences for common consonant digraphs.

  • Recognize contractions.

  • Recognize compound words.

  • Recognize initial short vowel sounds: a, e, i, o, u

  • Recognize word families with vowel-consonant patterns (e.g., -at, -ap, -et, -en).

  • Recognize consonant digraphs in initial position (e.g. sh, ch).

  • Recognize double consonants (e.g., ff, ss, ll, zz).



Skills:

Students will be able to...

  • Decode regularly spelled one and two-syllable words.

  • Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word (put hand under the chin, to see where the chin drops at the vowel while speaking the word, number of chin drops is also the number of syllables).

  • Decode two-syllable words following basic patterns by breaking the words into syllables (Ask students what are the syllables?).

  • Read words with inflectional endings.

  • Identify and read common word endings, rhyming words, irregularly spelt words.

  • Recognize and read compound words (e.g farmhouse, textbook)

  • Recognize and match contractions to words

  • Read using phonics concepts:

  • Match sounds to their corresponding letters/ letter patterns:

  • initial and final consonants: m, j, f, s, b, t, w, r, p, h, v, d, k, z, l, g, n, c, y

  • initial short vowel sounds: a, e, i, o, u

  • word families with vowel-consonant patterns (e.g., -at, -an, -ad, -ap, -et, -en, -ill, -ig, -in, -un)

  • final y as a vowel

  • long vowel sounds a, e, u, i, o (Note: when the vowel sounds like its letter name it is a long vowel sound otherwise it's short vowel sound e.g. bit (short) versus bite (long)

  • consonant digraphs in initial position (e.g., th, sh, ch, wh)

  • initial consonant blends (e.g., sw, sk, bl, br, cl, cr, dr, fl, gl, pl, pr, sl, sm, sp, tr, wh, qu)

  • double consonants (e.g., tt, pp, rr, gg, nn, ss, ll, ck)

  • inflectional suffix (e.g., -s, -es)

  • syllables (common patterns, e.g., vowel-consonant, consonant-vowel, consonant-vowel-consonant)


Advance SLOs

Read using phonics concepts:

° vowel digraphs (e.g., oo, ee, ea, oa, aw, ai, ay)

° final consonant blends (e.g., nd, nk, nt, mp)

° initial consonant blends (e.g., thr, str, scr)

° word endings (e.g., ple, ble, dle, tle, ng, tch)

° r-controlled vowel (e.g., ar, ir, ur, or)

° diphthongs (e.g., ou, ow, oi, oy)

° inflectional suffix (e.g., -ing, -ed)



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Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts, while maintaining a positive disposition towards reading.

Student Learning Outcomes Reading Fluency

Knowledge:





Skills:

Students will be able to...

  • Read aloud with sufficient accuracy and fluency to support comprehension.

  • Read grade-level text (literary and informational/ functional short connected texts/ readers) with purpose and understanding.

  • Read grade-level text with accuracy, appropriate rate, and expression on successive readings.

  • Use context to confirm or phonics skills to self-correct word.

  • Recognition and understanding, rereading as necessary.

  • Apply punctuation rules to assist in developing accuracy and fluency through reading aloud.

  • Use capitalization and punctuation cues to aid comprehension (e.g., end punctuation, capital at beginning of sentence).

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Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry, song lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text

Student Learning Outcomes Reading Strategies

Knowledge:

Students will be able to ...

  • Identify paragraph as a graphical unit of expression.

  • Recognize and practice that words in a sentence join to make sense in relation to each other.





Skills:

Students will be able to...

  • Use pre-reading strategies to predict a story by looking at picture(s) and title of the text. (*identify type of text, purpose and intended audience; preview title/headings/ visuals; ask self, “What is it about? What do I know about this? What do I want to know?”; make predictions)

  • Name the author and illustrator of a story and define the role of each in telling the story.

  • Use sentence-level context as a clue to the meaning of a word or phrase.

  • Read ahead to get meaning from context.

  • Think aloud (verbalize thoughts) and visualize while reading (e.g., ask questions while reading, visualize the characters or scenes).

  • Underline a word or use a placeholder word (e.g., “?", "something”) for an unknown word and continue reading.

  • Reread to clarify meaning.

  • Identify what is understood and not understood, with support.

  • Analyze organizational patterns in a text:

  • List/ sequence of ideas/ events

  • Comparison-contrast

  • Make simple generalizations (such as the moral of a story) by:

  • Identifying the gist/ main idea and key details.

  • Identifying general patterns from more than one source.

  • Respond to a text with, e.g.,

  • reasons

  • simple judgement (Did you enjoy the story, why or why not)

  • personal interpretation

  • Make connections between a text and personal experiences/ real life (e.g., Do I know anyone like this character? Could this really happen?).

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Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry, song lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text

Student Learning Outcomes Reading Literary Text

Knowledge:

Students will be able to...

  • Understand that:

  • There is a beginning, middle and ending of stories.

  • A story has characters.



Skills:

Students will be able to...

  • Identify the beginning, middle and ending of stories.

  • Retell main event.

  • Retell sequence of events.

  • Recall details. (e.g., who, what, when, where, why, how)

  • Describe characters, settings, and major events in a story, using key details.

  • Make and check predictions (e.g., based on contextual evidence).

  • Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

  • Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

  • Identify who is telling the story at various points in a text.

  • Use illustrations and details in a story to describe its characters, setting, or events.



Advance SLOs

  • Compare and contrast the adventures and experiences of characters in stories.

  • Identify characteristics commonly shared by folktales and fairy tales.


Assessments

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Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry, song lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text

Student Learning Outcomes Reading Informational Text

Knowledge:

Students will be able to...

  • recognize the organizational patterns in a text (e.g., sequence of events, cause–effect)




Skills:

Students will be able to...

  • Ask and answer questions about key details in a text.

  • Identify the main topic and retell key details of a text.

  • Describe the connection between two individuals, events, ideas, or pieces of information in a text.

  • Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

  • Know and use various text features (e.g., headings, labels of visuals, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

  • Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

  • Use the illustrations and details in a text to describe its key ideas.

  • Identify the reasons an author gives to support points in a text.


Advance SLOs

*Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).





Assessments

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Summative Assessments

Learning Activities




Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry, song lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text

Student Learning Outcomes Text Types

Knowledge:

Skills:

Students will be able to...

  • Read and view a variety of reading-age-appropriate and high-interest books and texts from print and non-print sources:

  • Poetry (e.g. rhyme, alliteration, tongue twisters)

  • Personal recounts (e.g. diary entries)

  • Narratives (e.g., stories, adventure stories, fantasy, fairytales, fables, folktales, dialogues in speech bubbles)

  • Procedures (e.g. lists, recipes, directions, instructions)

  • Labels and captions



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DOMAIN 3: Vocabulary and Grammar

Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

* Demonstrate understanding of word relationships to sort words into categories (e.g. colors, clothing, food, size, animals etc.) to gain a sense of the concepts the categories represent.

Knowledge:


Skills:

Students will be able to...

* Demonstrate understanding of word relationships to sort words into categories (e.g. colors, clothing, food, size, animals etc.) to gain a sense of the concepts the categories represent.


Assessments

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Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

* Spell simple two/three syllable words.

* Take dictation of familiar words learnt in class.

* Provide the missing letter in simple two/three syllable words.

* Learn and write spellings of days of week and month.

* Take dictation of familiar words studied in class.

Knowledge:



Skills:

Students will be able to...

* Spell simple two/three syllable words.

* Take dictation of familiar words learnt in class.

* Provide the missing letter in simple two/three syllable words.

* Learn and write spellings of days of week and month.

* Take dictation of familiar words studied in class.

Assessments

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Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

* Spell and divide simple one/two syllable words. (e.g one, wri/te).

* Take dictation of familiar words learnt in class.

* Provide the missing letter in simple one/two syllable words.

* Learn and write spellings of days of week and month.

Knowledge:

Skills:

Students will be able to...

* Spell and divide simple one/two syllable words. (e.g one, wri/te).

* Take dictation of familiar words learnt in class.

* Provide the missing letter in simple one/two syllable words.

* Learn and write spellings of days of week and month.


Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

* Students will be able to write opposites of simple words (e.g. give-take, late-early) and identify in different texts.

* Select words belonging to the same lexical field (e.g. ‘pupil and ‘recess belong to the lexical field of ‘school).

Knowledge:



Skills:

Students will be able to...

* Students will be able to write opposites of simple words (e.g. give-take, late-early) and identify in different texts.

* Select words belonging to the same lexical field (e.g. ‘pupil and ‘recess belong to the lexical field of ‘school).

Assessments

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Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

* Recognize and locate some compound words from various text sources e.g. butterfly, football, bus stop, homework, classroom and white board.

* Break up some common compound words into words they are made of.

Knowledge:



Skills:

Students will be able to...

* Recognize and locate some compound words from various text sources e.g. butterfly, football, bus stop, homework, classroom and white board.

* Break up some common compound words into words they are made of.

Assessments

Formative Assessments

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Classify naming words into different categories such as person, pet, animal, place or thing.

* Learn regular formation of plural naming words e.g. boys, potatoes, babies, knives, son-in-laws etc.

* Identify and classify gender of naming words from immediate environment (masculine/feminine).

Knowledge:


Skills:

Students will be able to...

* Classify naming words into different categories such as person, pet, animal, place or thing.

* Learn regular formation of plural naming words e.g. boys, potatoes, babies, knives, son-in-laws etc.

* Identify and classify gender of naming words from immediate environment (masculine/feminine).

Assessments

Formative Assessments

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Illustrate the use of subject pronouns words with verbs (e.g. He is, they are, I am)

* Recognize and Use objective pronouns (e.g. me, us, you, him, her, them, it.

* Use pointing words in sentences (e.g. This is, these are )

Identify and use reflexive pronouns (myself, yourself etc.)

Knowledge:


Skills:

Students will be able to...

* Illustrate the use of subject pronouns words with verbs (e.g. He is, they are, I am)

* Recognize and Use objective pronouns (e.g. me, us, you, him, her, them, it.

* Use pointing words in sentences (e.g. This is, these are )

Identify and use reflexive pronouns (myself, yourself etc.)

Assessments

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Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Identify and recognize the rules for the use of 'a', 'an' and 'the' (e.g., The principal of my school, Mr. Lim).

* Use of a and an with countable and uncountable nouns.

Knowledge:

Skills:

Students will be able to...

* Identify and recognize the rules for the use of 'a', 'an' and 'the' (e.g., The principal of my school, Mr. Lim).

* Use of a and an with countable and uncountable nouns.

Assessments

Formative Assessments

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Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes

* Identify and use common action words.

* Use am, is, are / was, were with different substitutions and pointing words in short sentences to identify and describe a person, place and thing e.g. I am.

* Use has, have to show possession.

* Use and differentiate between regular verbs (walk/ walks) and irregular verbs (drink – drank).

Knowledge:

Skills:

Students will be able to...

* Identify and use common action words.

* Use am, is, are / was, were with different substitutions and pointing words in short sentences to identify and describe a person, place and thing e.g. I am.

* Use has, have to show possession.

* Use and differentiate between regular verbs (walk/ walks) and irregular verbs (drink - drank).

Assessments

Formative Assessments

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Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.


Student Learning Outcomes: Tenses

Knowledge:


Skills:

Students will be able to...

* Use simple present verbs to show habitual actions, universal statements, and current fact.

* Use present continuous (ing) for the actions taking place at the time of speaking and writing.

* Use past simple for completed actions/events and regular actions in the past.

* Use past continuous for the actions that were in progress at some time in the past (e.g. Everyone was driving slowly because the roads were slippery).

Assessments

Formative Assessments

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Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Understand the use of adjectives in sentences before noun.

* Use and understand the difference between comparative and superlative degrees of adjectives (i.e -er,-est).

Knowledge:


Skills:

Students will be able to...

* Understand the use of adjectives in sentences before noun.

* Use and understand the difference between comparative and superlative degrees of adjectives (i.e -er,-est).

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Define and recognize adverbs.

* Understand and use adverbs that qualifies verbs.

* Recognize formation of adverbs i.e adding –ly.

Knowledge:



Skills:

Students will be able to...

* Define and recognize adverbs.

* Understand and use adverbs that qualifies verbs.

* Recognize formation of adverbs i.e adding –ly.

Assessments

Formative Assessments

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Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes: Use and differentiate some words showing position, time and movement.


Knowledge:



Skills:

Students will be able to...

* Use and differentiate some words showing position, time and movement.




Assessments

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

Recall and illustrate the use of joining words

Knowledge:


Skills:

Students will be able to...

* Recall and illustrate the use of joining words i.e and, or, but.

Advance SLO

* Recall and illustrate the use of joining words i.e because.


Assessments

Formative Assessments

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes: Capitalization

Knowledge:

Students will be able to...

* Recognize capitalization to the initial letter of the first word of a sentence, and to the initial letter of the names, pets, and places, and the pronoun 'I'.




Skills:

Students will be able to...

* Apply capitalization to the initial letter of the first word of a sentence, and to the initial letter of the names, pets, and places, and the pronoun I.

* Capitalize days of the week and months of the year.

Assessments

Formative Assessments

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Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes: Punctuation

Knowledge:

Students will be able to...

* Recognize that a sentence ends with some form of punctuation.

Skills:

Students will be able to...

* Recognize that a sentence ends with some form of punctuation i.e. full stop question marks exclamation mark.

* Recognize and add commas for a series of items in a sentence and after Yes and No in short formal dialogues, e.g. yes, thank you, etc.

* Use of contractions with be verbs i.e. It's, I'm.

Assessments

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes: Simple sentences

Knowledge:



Skills:

Students will be able to...

* Construct simple sentences using subject, verb, objects and adverbials e.g. He eats quickly, He eats apple.

* Use connectors ‘and and ‘but to join two simple sentences

(e.g., John ran. Lina walked → John ran but Lina walked).


Assessments

Formative Assessments

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Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Use and respond to simple sentences showing requests, exclamatory and command, both physically and in their speech.

* Comprehend and respond to simple wh-questions.

Knowledge:



Skills:

Students will be able to...

* Use and respond to simple sentences showing requests, exclamatory and command, both physically and in their speech.

* Comprehend and respond to simple wh-questions.


Assessments

Formative Assessments

Summative Assessments

Learning Activities




DOMAIN 4: Writing

Standard 1: Develop writing readiness, accuracy in letter/word formation, and spelling accuracy.

Student Learning Outcomes: Letter, Word & Sentence Formation

Knowledge:


Skills:

Students will be able to...

  • Write letters, words and sentences legibly and consistently on four-lined paper through practice.

  • Trace simple two or three syllable words on four-lined paper with correct spelling while leaving regular spaces between words.

  • Use regular and appropriate spacing between letters, words, sentences and/ or paragraph.

  • (Advance SLOs) Write in cursive script to increase writing speed and fluency.

Assessments

Formative Assessments

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Learning Activities




Standard 1: Develop writing readiness, accuracy in letter/word formation, and spelling accuracy.

Student Learning Outcomes: Spelling

Knowledge:


Skills:

Students will be able to...

  • Write simple two or three syllable words with correct spelling while leaving regular spaces between words.

  • Apply grade-level word analysis skills to:

    • Spell common high-frequency words by sight (grade-level).

    • Spell compound words (e.g. farmhouse, textbook).

  • Spell and write accurately using knowledge of phonic elements, words with:

    • word families with vowel-consonant patterns (e.g., -at, -an, -ad, -ap, -et, -en, -ill, -ig, -in, -un).

    • final y as a vowel.

    • long vowel sounds a, e, u, i, o.

    • consonant digraphs in initial position (e.g., th, sh, ch, wh).

    • initial consonant blends (e.g., sw, sk, bl, br, cl, cr, dr, fl, gl, pl, pr, sl, sm, sp, tr, wh, qu).

    • double consonants (e.g., tt, pp, rr, gg, nn, ss, ll, ck).

    • inflectional suffix (e.g., -s, -es).

  • (Advance SLOs) Spell and write accurately using knowledge of phonic elements, words with:

    • vowel digraphs (e.g., oo, ee, ea, oa, aw, ai, ay).

    • final consonant blends (e.g., nd, nk, nt, mp).

    • initial consonant blends (e.g., thr, str, scr).

    • word endings (e.g., ple, ble, dle, tle, ng, tch).

    • r-controlled vowel (e.g., ar, ir, ur, or).

    • diphthongs (e.g., ou, ow, oi, oy).

    • inflectional suffix (e.g., -ing, -ed).

Assessments

Formative Assessments

Summative Assessments

Learning Activities




Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Pre-Writing

Knowledge:


Skills:

Students will be able to...

  • Use pre-writing strategies (brainstorm- through pictures discussion, drawing pictures, matching pictures to letters/words, reordering sentences, and oral discussion) on a given familiar topic and write sentences about it.

Assessments

Formative Assessments

Summative Assessments

Learning Activities




Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Sentence and Paragraph Writing

Knowledge:


Skills:

Students will be able to...

  • Fill in missing information to complete a simple paragraph.

  • Write 3-5 simple, meaningful sentences of their own on the given text types, using correct capitalization, punctuation and spelling using pre-writing strategies (brainstorming etc.)

Assessments

Formative Assessments

Summative Assessments

Learning Activities




Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Text Types

Knowledge:


Skills:

Students will be able to...

  • Write a few sentences to describe a picture or a series of pictures using pre-writing strategies.

  • Write a few sentences describing a personal experience (e.g. a daily routine).

  • Fill in speech bubbles and cartoon strips with appropriate formulaic expressions or a simple dialogue.

  • Write a simple guided poem using a list of given rhyming words.

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Writing Cards & Letters

Knowledge:


Skills:

Students will be able to...

  • Make simple greeting cards through a guided activity - draw illustrations, write names of addressee and sender, use appropriate words and sentences.

Assessments

Formative Assessments

Summative Assessments

Learning Activities





Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Responding to Questions

Knowledge:

Students will be able to...

  • Recognize the function of different question words (who, when, what, where, why).

Skills:

Students will be able to...

  • Write short answers according to grade level (who, when, what, where, why).

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Reviewing & Revising a Text

Knowledge:


Skills:

Students will be able to...

  • Review and revise written work (using a simple editing checklist) for spelling, grammar and punctuation (capital letters, full stops, question marks).

Assessments

Formative Assessments

Summative Assessments

Learning Activities




SNC - ENGLISH (Grade 3) - Curriculum

DOMAIN 1: Listening and Speaking Skills

Standard 1: Students will be able to develop/adopt listening attitudes and behaviours to listen to, comprehend, and respond to a variety of speech types. They will use appropriate social and academic conventions of spoken discourse for effective oral communication with individuals and in groups, in both formal and informal settings for various purposes.

Student Learning Outcomes: Listening, Comprehension, and Collaboration

Knowledge:

Students will be able to...

* Listen to and comprehend different types of texts (fiction/non-fiction/stories/poems) or information presented orally and visually through other media:

  • obtain information and ideas from the text/ story/ passage they listen to


  • Use knowledge of language and its conventions to:

  • recognize and observe differences between the conventions of spoken and written standard English


Skills:

Students will be able to...

  • Listen and view attentively for a sustained period, e.g.,

  • look at the person speaking and maintain eye contact

  • maintain appropriate posture and facial expression

  • listen and view for the entire duration of a listening text (e.g., listening to the reading of a ‘Read Aloud story, instructions etc.)

  • Follow multiple-step oral instructions/directions, one step at a time, in real-life situations.


  • Listen to and comprehend different types of texts (fiction/non-fiction/stories/poems) or information presented orally and visually through other media:

  • ask and answer grade level questions about key details across comprehension levels (factual, inferential, and evaluative) orally

  • retell main idea/key ideas or details from the listening text

  • listen critically to distinguish fact from opinion

  • Evaluate a speaker's delivery (identify tone- mood/ emotion).

  • Use knowledge of language and its conventions to:

  • compare formal and informal uses of English in speaking

  • Expand vocabulary and concepts based on what they hear.


  • Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups:

  • follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)

  • build on others talk in conversations by linking their comments to the remarks of other

  • ask simple questions (e.g., clarification, elaboration, and understanding) from their peers or adults about the topic



Assessments

Formative Assessments

Summative Assessments

Learning Activities


Standard 1: Develop/adopt listening attitudes and behaviours to listen to, comprehend, and respond to a variety of speech types. Use appropriate social and academic conventions of spoken discourse for effective oral communication with individuals and in groups, in both formal and informal settings for various purposes.

Student Learning Outcomes: Presentation of Knowledge and Ideas

Knowledge:


Skills:

Students will be able to...

  • Recite poems with actions.

  • Describe objects in pictures/illustrations using multiple sentences orally (e.g. What do you see in this picture?).

  • Describe themselves, people, places, things, and events, in a multiple sentences, with relevant details, expressing ideas and feelings.

  • Incorporate and maintain in speech:

  • use of appropriate voice qualities (e.g. pace, tone, volume, stress, and enunciation)

  • use of appropriate eye contact and posture while speaking

  • confidence while speaking before different audiences (i.e., small group, class)

  • use of appropriate verbal and non-verbal cues to convey meaning

  • clear and fluent delivery


  • Tell a story or recall an experience with appropriate facts and relevant, descriptive details, speaking audibly in complete sentences.


Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 1: Students will be able to develop/adopt listening attitudes and behaviours to listen to, comprehend, and respond to a variety of speech types. They will use appropriate social and academic conventions of spoken discourse for effective oral communication with individuals and in groups, in both formal and informal settings for various purposes.

Student Learning Outcomes: Language Functions/Interaction Skills

Knowledge:

Skills:

Students will be able to...

  • Identify and use previously learnt and more formulaic expressions of greetings and some routine social courtesies according to the age, gender, and status of the addressee.

  • Introduce self and others using multiple sentences.

  • Express feelings in simple sentences.

  • Express and show gratitude.

  • Express regret/apologize.

  • Express opinions.

  • Use polite expressions to seek attention (e.g., Excuse me) in simple sentences.

  • Make comparisons.

  • Expressing ability (can/cannot).

  • Ask and give directions.

  • Respond to questions, simple instructions, and directions.

  • State cause and effect.

  • Agree/disagree using simple sentences.

  • Frame questions for different purposes (asking for help, asking to repeat, seeking clarification, and elaboration).

  • Give advice/suggestions using simple sentences.


Assessments

Formative Assessments

Summative Assessments

Learning Activities




DOMAIN 2: Reading and critical thinking skills

Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts, while maintaining a positive disposition towards reading.

Student Learning Outcomes Print Awareness

Knowledge:

Students will be able to...

  • Demonstrate understanding of the organization and basic features of print.







Skills:

Students will be able to...

  • Recognize the distinguishing features of a sentence and paragraph (e.g. first word, capitalization, ending punctuation. the punctuation symbols such as period, question mark, exclamation point, quotation marks and their uses).

  • Identify the title of an article, book, or chapter; the function of captions and sub-heads.









Assessments

Formative Assessments

Summative Assessments

Learning Activities




Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts, while maintaining a positive disposition towards reading.

Student Learning Outcomes: Phonological Awareness

Knowledge:

Students will be able to...

  • Demonstrate understanding of spoken words, syllables, and sounds



Skills:

Students will be able to...

  • Distinguish long from short vowel sounds in spoken multi-syllable words.

  • Produce three and four words by blending sounds (phonemes), including consonant blends, orally.

  • Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken multi-syllable words.

  • Segment spoken multi-syllable words into their complete sequence of individual sounds (phonemes).

  • Use syllables and rhyming words in spoken language





Assessments

Formative Assessments

Summative Assessments

Learning Activities




Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts, while maintaining a positive disposition towards reading.

Student Learning Outcomes Phonics

Knowledge:

Students will be able to...

  • Know grade-level phonics to decode words.

  • Pronounce short and long vowel sounds: a, e, i, o, u

  • Recognise word families with vowel-consonant patterns (e.g., -at, -an, -ad, -ap, -et, -en, -ill, -ig, -in, -ot, -op, -og, -ug, -un)

  • Recognise consonant digraphs in initial position (e.g., th, sh, ch, wh)

  • Recognise initial consonant blends (e.g., sw, sk, bl, br, cl, cr, dr, fl, gl, pl, pr, sl, sm, sp, tr, tw, wh, qu)




Skills:

Students will be able to...

  • Apply grade-level phonics in decoding words.

  • Distinguish long and short vowels when reading regularly spelled two and three-syllable words.

  • Decode regularly spelled two or three-syllable words.

  • Know spelling-sound correspondences for additional common vowel teams.

  • Decode words with common prefixes and suffixes. (e.g. re-,-less,-ful).

  • Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word (put a hand under the chin, to see where the chin drops at the vowel while speaking the word, number of chin drops is also the number of syllables).

  • Know and apply grade-level word analysis skills to:

  • Read common high-frequency words by sight (grade-level).

  • Identify words with inconsistent but common spelling-sound correspondences.

  • Recognize and read grade-appropriate irregularly spelled words.

  • Recognize and match contractions to words (e.g., couldnt - could not).

  • Recognize silent letters.

  • Know and apply grade-level phonics skills to read:

  • Match sounds to their corresponding letters/ letter patterns:

  • initial and final consonants: m, j, f, s, b, t, w, r, p, h, v, d, k, z, l, g, n, c, y

  • long vowel sounds A (ai, ay, a-e); E (ee,ea); U (u-e,ue); I (ie, igh, i-e),O (oo)

  • vowel digraphs (e.g., oo, ee, ea, oa, ai, ay)

  • final y as a vowel

  • consonant digraphs in initial position (e.g., th, sh, ch, wh, ph)

  • initial consonant blends (e.g., sw, sn, sk, bl, br, ch, cl, cr, dr, fl, gl, ph, pl, pr, sh, sl, sm, sp, st, th, tr, tw, wh, qu)

  • final consonant blends (e.g., nd, nk, nt, mp)

  • double consonants (e.g., tt, pp, rr, gg, nn, ss, ll, ck)

  • diphthongs (e.g., ou, ow)

  • inflectional suffix (e.g., -s, -es, -ing, -ed)

  • syllables (common patterns, e.g., vowel-consonant, consonant-vowel, consonant-vowel-consonant)

  • silent letters, e.g., - e (e.g., cake, kite, home)– b (e.g., comb, plumb, thumb, climb, plumber, limb)

  • Recognize and articulate soft and hard sounds of the letters c and g.


Advance SLOs

  • Know and apply grade-level phonics skills to read:

  • word endings (e.g., ple, ble, dle, tle, ng, tch)

  • r-controlled vowel (e.g., ar, ir, ur, or)

  • diphthongs (e.g., ou, ow, oi, oy)

  • initial consonant blends (e.g., thr, str, scr)


Assessments

Formative Assessments

Summative Assessments

Learning Activities





Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts, while maintaining a positive disposition towards reading.

Student Learning Outcomes Reading Fluency

Knowledge:


Skills:

Students will be able to...

  • Read aloud with sufficient accuracy and fluency to support comprehension.

  • Read appropriate literary and informational/ functional short connected texts with purpose and understanding.

  • Read grade-level text with accuracy, fluency, comprehension and appropriate expression, and pacing on successive readings.

  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

  • Apply punctuation rules to assist in developing accuracy and fluency through reading aloud.

  • Use capitalization and punctuation cues to aid comprehension (e.g., apostrophe for possession and contraction, commas used in a series, quotation marks).

Assessments

Formative Assessments

Summative Assessments

Learning Activities




Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry, song lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text.

Student Learning Outcomes Reading Strategies

Knowledge:

Students will be able to...

  • Recognize and understand that:

  • Sentences join to make a paragraph

  • In a paragraph, sentences join to make sense in relation to each other

  • Identify paragraph as a larger meaningful unit of expression representing unity of thought.



Skills:

Students will be able to...

  • Use pre-reading strategies to predict some words that might occur in a text by looking at a picture/title (*identify type of text, purpose and intended audience; preview title/headings/ visuals; ask self, “What is it about? What do I know about this? What do I want to know?” make predictions).

  • Preview key vocabulary.

  • Identify the name of the author and illustrator of a story and define their roles.

  • Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.


While reading

  • Focus on units or chunks of meaning rather than on individual words.

  • Use context clues to derive meaning of words with multiple meanings.

  • Underline a word or use a placeholder word (e.g., “?", "something”) for an unknown word and continue reading.

  • Adjust reading rate depending on the purpose (e.g., reading for detail vs. for general idea).

  • Make simple text markings (e.g., noting personal reactions/ questions) to support text comprehension and analysis.


Post Reading

  • Reread and/or adjust reading pace.

  • Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

  • Use dictionaries to find meaning.

  • Skim for the gist/main idea.

  • Scan for details.

  • Restate what was read to check basic comprehension.

  • Analyze organizational patterns in a text:

  • list/ sequence of ideas/ events

  • comparison-contrast

  • cause-effect

  • problem-solution

  • Draw conclusions from:

  • the gist/ main idea and key details

  • prior knowledge

  • contextual clues

  • Make simple generalizations (such as the moral of a story) by:

  • Identifying the gist/ main idea and key details.

  • Identifying general patterns from more than one source.

  • Respond to a text with, e.g.,

  • reasons

  • simple judgement (e.g. does the title capture what the text was about clearly?)

  • personal interpretation

  • Make connections between a text and personal experiences/ real life (e.g., Does this character remind me of anyone in my life or in another text?),





Assessments

Formative Assessments

Summative Assessments

Learning Activities




Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry, song lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text

Student Learning Outcomes Reading Literary Texts

Knowledge:

Skills:

Students will be able to...

  • Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

  • Identify the beginning, middle and ending of stories.

  • Retell main event.

  • Retell sequence of events.

  • Recall details (e.g., who, what, when, where, why, how).

  • Make and check predictions (e.g., based on contextual evidence).

  • Identify simple elements of fiction (stories) (e.g., main characters and setting).

  • Identify and study characters and their actions (e.g., identify character types and draw conclusions about them.


Assessments

Formative Assessments

Summative Assessments

Learning Activities




Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry, song lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text

Student Learning Outcomes Reading Informational Texts

Knowledge:

Students will be able to...

  • Recognize the organizational patterns in a text (e.g., sequence of events, cause–effect)




Skills:

Students will be able to...

*Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. *Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

*Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

*Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

*Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

*Describe how reasons support specific points the author makes in a text layout.

* Know and use various text features (e.g., titles/ headlines, main and sub-headings, bold prints, table of contents, captions/ labels for visuals, icons, glossaries, indexes) to locate key facts or information in a text.


Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry, song lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text

Student Learning Outcomes Text Types

Knowledge:


Skills:

Students will be able to...

  • Read and view a variety of reading-age-appropriate and high-interest books and texts from print and non-print sources:

  • Poetry (e.g. rhymes, alliteration, repeated beats, shape poem, acrostic poem)

  • Personal recounts (e.g. diary entries, biographies)

  • Narratives (e.g. fables, historical fiction, fairytales, folktales, realistic stories)

  • Procedures (e.g. Lists, recipes, directions, instruction manuals)

  • Information reports and texts (e.g. reports, fact sheets)

  • Interpersonal texts (e.g. letter, notices, notes)

  • Drama (speech bubble and cartoon strips, dialogues)

  • Lists





Assessments

Formative Assessments

Summative Assessments

Learning Activities




DOMAIN 3: Vocabulary and Grammar

Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

Recognize and classify words into different categories

Knowledge:

Students will be able to...

* Recognize words and classify words in different categories.

Skills:

Students will be able to...

* Recognize and classify words into different categories and use more:

  • naming words

  • action words

  • describing words

from pictures, signboards, labels in their immediate and extended environment.


Assessments

Formative Assessments

Summative Assessments

Learning Activities


Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

Recognize and generate rhyming strings in writing (e.g. jokes , riddles and poems).

Knowledge:

Students will be able to ...

* Recognize and generate rhyming words.

Skills:

Students will be able to...

* Recognize and generate rhyming strings in writing (e.g. jokes , riddles and poems).

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

Spelling & Anagrams

Knowledge:


Skills:

Students will be able to...

* Make anagrams from simple one/two syllable words.

* Take dictation of familiar words studied in class.

* Provide the missing letter in simple two/three syllable words.

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes

Learn to join words with prefixes (e.g un, dis, pre).

Knowledge:


Skills:

Students will be able to...

* Learn to join words with prefixes (e.g un, dis, pre).

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

* Recognize and use opposite words in text.

* Recognize and use words similar to each other in text.

Knowledge:


Skills:

Students will be able to...

* Recognize and use opposite words in text.

* Recognize and use words similar to each other in text.

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

Locate the difference between the two parts of a compound word.

Knowledge:


Skills:

Students will be able to...

* Locate the difference between the two parts of a compound word.

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

* Recognize alphabetical arrangement of words based on first two letters as a preparation for glossary or dictionary use.

* Spell some words studied in class both orally and in writing.

* Take dictation of familiar words studied in class.

* Recognize and apply spelling change in plural forms of nouns and regular verb forms.

Knowledge:


Skills:

Students will be able to...

* Recognize alphabetical arrangement of words based on first two letters as a preparation for glossary or dictionary use.

* Spell some words studied in class both orally and in writing.

* Take dictation of familiar words studied in class.

* Recognize and apply spelling change in plural forms of nouns and regular verb forms.


Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Understand the different types of nouns i.e. common, proper (e.g. Pakistan, Ali) countable, (e.g. cup, pen) uncountable nouns (e.g. sugar, salt).

* Change the regular nouns into irregular nouns.(e.g. child-children, , thief-thieves).

* Identify and differentiate between countable and uncountable nouns.

Knowledge:


Skills:

Students will be able to...

* Understand the different types of nouns i.e. common, proper (e.g. Pakistan, Ali) countable, (e.g. cup, pen) uncountable nouns (e.g. sugar, salt).

* Change the regular nouns into irregular nouns.(e.g. child-children, , thief-thieves).

* Identify and differentiate between countable and uncountable nouns.

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.


Student Learning Outcomes:

* Differentiate and use subjective, objective and possessive pronouns in sentences.

* Use interrogative pronouns to make question sentences.

Knowledge:


Skills:

Students will be able to...

* Differentiate and use subjective, objective and possessive pronouns in sentences.

* Use interrogative pronouns to make question sentences.


Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Identify and recognize the rules for the use of 'a', 'an' and 'the'.

* Understand the use of quantifiers with countable and uncountable nouns (some, few/ little, many/ much).

* Demonstratives (indicate differences in proximity to speaker):

- this/that, these/ those (e.g., This book belongs to her).

Knowledge:

Skills:

Students will be able to...

* Identify and recognize the rules for the use of 'a', 'an' and 'the'.

* Understand the use of quantifiers with countable and uncountable nouns (some, few/ little, many/ much).

* Demonstratives (indicate differences in proximity to speaker):

- this/that, these/ those (e.g., This book belongs to her).

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

Verbs

Knowledge:

Students will be able to...

* Recognize doing words and their regular and irregular forms.


Skills:

Students will be able to...

* Recognize doing words as verbs.

* Use action verbs in speech and writing.

* Identify and make simple sentences with the verbs be, done, do, and have as main verbs.

* Demonstrate the use of verb can/cannot, may or may not to show ability, inability and to seek permission.

* Use and differentiate between regular and irregular verbs i.e. buy-bought, go –went.

* Recognize, articulate and use forms of common regular verbs, i.e. base, s/es, present participle (-ing), past, and past participle forms.

* Distinguish verbs according to meaning: for example, mental verbs (think) and feeling verbs (love, hate).

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.


Student Learning Outcomes:

Tenses

Knowledge:

Skills:

Students will be able to...

* Use of simple present for schedule future actions/even.

* Use present continuous for action taking place at some time in past.

* Use of past continuous for the action going on when a second action took place (e.g. It was raining when the incident happened).




Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.


Student Learning Outcomes:

Adjectives

Knowledge:

Skills:

Students will be able to...

* Identify describing words as adjectives.

* Use adjectives of quantity, quality, size, shape and colour.

* Understand and use adjectives in sentences before nouns and after verbs.

* Use the degrees of adjectives in sentences with more and most.


Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.


Student Learning Outcomes:

Adverbs

Knowledge:



Skills:

Students will be able to...

* Recall and use adverbs that qualify verbs and adjectives.

* Understand and use adverbs of manner, place and time.

* Recognize and use regular and irregular degrees of adverbs, use more and most with adverb.

Assessments

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Illustrate the use of some words showing position possession and direction.

Knowledge:

Skills:

Students will be able to...

* Illustrate the use of some words showing position possession and direction.

Assessments

Formative Assessments

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

Joining Words

Knowledge:

Skills:

Students will be able to...

* Recognize the function of joining words in sentences.

* Use connectors i.e.

  • for addition (e.g., and, as well as).

  • for reason (e.g. because, for*).

  • for sequence (e.g. first, second).

Assessments

Formative Assessments

Summative Assessments

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.


Student Learning Outcomes:

Capitalization

Knowledge:


Students will be able to...

* Capitalize words i.e. pronoun I and names of days and months.

Skills:

Students will be able to...

* Recognize and apply capitalization to the initial letter of proper nouns.

* Capitalize holidays, product names, and geographic names.

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

Capitalization and Punctuation

Knowledge:

Skills:

Students will be able to...

* Use capital letters for beginning the first word of a sentence –

  • for the word ‘I (e.g., I believe I can do better than that).

  • for proper nouns - for the first word in direct speech (e.g. Mr. Goh said, “He has two dogs”).

  • for titles, nationalities, languages, for initials in names of people (e.g., C. K. Lim).

* Use comma and quotation marks in direct speech.

* Identify the use of apostrophe for indicating

  • possession (e.g., the player's ball, Jamess toy/ James toy, the cooks pies, the childrens toys, a weeks holiday).

  • in contractions (e.g. its raining).

Assessments

Formative Assessments

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

Subject-verb Agreement

Knowledge:

Skills:

Students will be able to...

* Recognize that sentences comprise of Subject + Predicate.

* Use connectors ‘and and ‘but because , or to join two simple sentences

* Make simple sentences by using SV (subject and verb) and SVO (subject, verb, and object) pattern (e.g. Alia cooks food.)

* Demonstrate the use of subject-verb agreement according to person and number e.g. she cooks food, they cook food.




Assessments

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

Sentence Types

Knowledge:

Skills:

Students will be able to...

* Identify and use simple sentences that show instructions, commands and requests, surprise.

* Understand to make questions by using Wh-questions (e.g. What are you doing?)

* Understand to make simple questions starting with verbs (e.g. Are you going to Lahore today?)



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DOMAIN 4: Writing

Standard 1: Develop writing readiness, accuracy in letter/word formation, and spelling accuracy.

Student Learning Outcomes: Letter, Word & Sentence Formation

Knowledge:


Skills:

Students will be able to...

  • Write letters, words and sentences legibly and consistently on four-lined paper through practice.

  • Use appropriate paragraph indentation, word spacing, and spacing of text on a page to enhance readability.

  • (Advance SLOs) Write in cursive script to increase writing speed and fluency.

Assessments

Formative Assessments

Summative Assessments

Learning Activities




Standard 1: Develop writing readiness, accuracy in letter/word formation, and spelling accuracy.

Student Learning Outcomes Spelling

Knowledge:


Skills:

Students will be able to...

  • Write multi-syllable words at grade level with correct spelling, using spelling rules and strategies: noting sound and visual patterns in words, applying vowel-consonant patterns (e.g., blends, doubling of consonants, changing the ending of a word from –y to –ies when forming the plural), making analogies from familiar words,

  • Apply grade-level word analysis skills to:

    • spell common high-frequency words by sight (grade-level).

    • identify words with inconsistent but common spelling-sound correspondences.

    • spell grade-appropriate irregularly spelled words.

    • spell contractions to words (e.g., couldnt - could not)

    • spell words with common prefixes and suffixes. (e.g. re-,-less,-ful)

  • Spell and write accurately using knowledge of phonic elements, words with:

    • short and long vowel sounds: a, e, i, o, u.

    • vowel digraphs (e.g., oo, ee, ea, oa, ai, ay).

    • word families with vowel-consonant patterns (e.g., -at, -an, -ad, -ap, -et, -en, -ill, -ig, -in, -ot, -op, -og, -ug, -un)

    • final y as a vowel.

    • consonant digraphs in initial position (e.g., th, sh, ch, wh).

    • initial consonant blends (e.g., sw, sn, sk, bl, br, ch, cl, cr, dr, fl, gl, ph, pl, pr, sh, sl, sm, sp, st, th, tr, tw, wh, qu).

    • final consonant blends (e.g., nd, nk, nt, mp).

    • double consonants (e.g., tt, pp, rr, gg, nn, ss, ll, ck).

    • diphthongs (e.g., ou, ow).

    • inflectional suffix (e.g., -s, -es, -ing, -ed).

    • silent letters, e.g., - e (e.g., cake, kite, home)– b (e.g., comb, plumb, thumb, climb, plumber, limb).

    • soft and hard sounds of the letters c and g.

  • Spell and write accurately using knowledge of phonic elements, words with:

    • word endings (e.g., ple, ble, dle, tle, ng, tch).

    • r-controlled vowel (e.g., ar, ir, ur, or).

    • diphthongs (e.g., ou, ow, oi, oy).

    • initial consonant blends (e.g., thr, str, scr).

Assessments

Formative Assessments

Summative Assessments

Learning Activities




Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Pre-Writing

Knowledge:


Skills:

Students will be able to...

  • Follow the steps of the process approach to plan for writing a paragraph: brainstorm, mind mapping, using a variety of graphic organizers.

Assessments

Formative Assessments

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Learning Activities




Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Sentence and Paragraph Writing

Knowledge:

Students will be able to...

  • Recognize that a simple paragraph comprises a group of sentences that develop a single main idea.

Skills:

Students will be able to...

  • Fill in words to change or complete a given story.

  • Write simple paragraphs on the given text types, using correct capitalization, punctuation and spelling, by using the process approach - brainstorm, mind mapping, writing a first draft.

  • Identify the main idea in a simple paragraph.

Assessments

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Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Text Types

Knowledge:


Skills:

Students will be able to...

  • Write a few simple sentences to describe/show sequence in a picture/series of pictures.

  • Write personal recount and diary/journal entries using free writing or planned writing (through the process approach - brainstorming, mind-mapping, first draft).

  • Write endings of stories.

  • Write a process/procedure paragraph in which they introduce a topic, use facts and definitions to develop points, use linking words (first, second, etc.), and provide a concluding statement or section.

  • Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

  • Write simple descriptive paragraphs (giving general description of a person/object), using correct capitalization, punctuation and spelling, by using the process approach - brainstorm, mind mapping, writing a first draft.

  • Write guided sentences in speech bubbles and cartoon strips using vocabulary, tone, style of expression appropriate to the communicative purpose and context.

  • Write a simple acrostic poem using a given structure.

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Writing Cards & Letters

Knowledge:


Skills:

Students will be able to...

  • Write guided short informal invitations to friends and family members including - purpose, date and time, venue, name of addressee and sender.

  • Write an informal letter to family and friends on personal, familiar topics.

Assessments

Formative Assessments

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Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Responding to Questions

Knowledge:

Students will be able to...

  • Recognize the function of different question words (who, when, what, where, why, how).

Skills:

Students will be able to...

  • Write short answers according to grade level (who, when, what, where, why, how).

Assessments

Formative Assessments

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Learning Activities



Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types.

Student Learning Outcomes: Reviewing & Revising a Text

Knowledge:


Skills:

Students will be able to...

  • Review & revise written work (using a simple editing checklist) for spelling, grammar, punctuation (capital letters, full stops, question marks, exclamation marks, commas).

Assessments

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Learning Activities




SNC - ENGLISH (Grade 4) - Curriculum

DOMAIN 1: Listening and Speaking Skills

Standard 1: Develop/adopt listening attitudes and behaviours to listen to, comprehend, and respond to a variety of speech types. They will use appropriate social and academic conventions of spoken discourse for effective oral communication with individuals and in groups, in both formal and informal settings for various purposes.

Student Learning Outcomes: Listening, Comprehension, and Collaboration

Knowledge:

Students will be able to...

  • Listen to and comprehend different types of texts (fiction/non-fiction/stories/poems) or information presented orally and visually through other media:

  • determine/identify main idea/key ideas or details from the listening text


  • Use knowledge of language and its conventions to:

  • recognize and observe differences between the conventions of spoken and written standard English (e.g., simplicity/complexity of sentence structures, informality/formality of register, use of more/fewer first-person references)


Skills:

Students will be able to...


  • Listen and view attentively for a sustained period, e.g.,

  • look at the person speaking and maintain eye contact

  • maintain appropriate posture and facial expression

  • listen and view for the entire duration of a listening text (e.g., listening to the reading of a ‘Read Aloud story, instructions etc.).


  • Listen to and comprehend different types of texts (fiction/non-fiction/stories/poems) or information presented orally and visually through other media:

  • ask and answer grade level questions about key details across comprehension levels (factual, inferential, and evaluative) orally

  • retell main idea/key ideas or details from the listening text


  • Listen critically to distinguish fact from opinion.

  • Interpret and critique a speakers intent/purpose (e.g., to instruct, to inform, to persuade).

  • Evaluate a speaker's delivery (tone- mood/emotion) from the text and body language.

  • Use knowledge of language and its conventions to:

  • differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion)


  • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others ideas and expressing their own clearly:

  • follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)

  • ask questions to check understanding of information presented

  • explain their own ideas and understanding in light of the discussion


Assessments

Formative Assessments

Summative Assessments

Learning Activities


Standard 1: Students will be able to develop/adopt listening attitudes and behaviours to listen to, comprehend, and respond to a variety of speech types. They will use appropriate social and academic conventions of spoken discourse for effective oral communication with individuals and in groups, in both formal and informal settings for various purposes.

Student Learning Outcomes: Presentation of Knowledge and Ideas

Knowledge:


Skills:

Students will be able to...


  • Describe a situation in pictures/illustrations using multiple sentences orally (e.g. What is happening in this picture?).

  • Tell a story or an experience with appropriate facts, simple logical structure, relevant and descriptive details, speaking clearly at an understandable pace.

  • Incorporate and maintain in speech:

  • use of appropriate voice qualities (e.g. pace, tone, volume, stress, and enunciation)

  • use of appropriate eye contact and posture while speaking

  • confidence while speaking before different audiences (i.e. small group, class)

  • use of appropriate verbal and non-verbal cues to convey meaning

  • clear and fluent delivery

  • focus on the gist/main idea in a presentation

  • use of appropriate register for formal and informal contexts

  • Report on a topic (e.g., give a speech) or text with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Assessments

Formative Assessments

Summative Assessments

Learning Activities



Standard 1: Students will be able to develop/adopt listening attitudes and behaviours to listen to, comprehend, and respond to a variety of speech types. They will use appropriate social and academic conventions of spoken discourse for effective oral communication with individuals and in groups, in both formal and informal settings for various purposes.

Student Learning Outcomes: Language Functions/Interaction Skills

Knowledge:


Skills:

Students will be able to...

  • Identify and use previously learnt and more formulaic expressions of greetings, routine social courtesies, and some communicative functions according to the age, gender, and status of the addressee.

  • Express regret/apologize.

  • Express opinions using sentences.

  • Show ability/inability to do something.

  • Make comparisons.

  • Ask and give directions.

  • Respond to instructions and directions.

  • Express feelings (e.g., joy, sadness, anger, confusion) using multiple sentences.

  • State cause and effect.

  • Give advice/suggestions using simple sentences.

  • Agree/disagree using sentences.

  • Frame questions for different purposes (asking for help, asking to repeat, asking for advice).

  • modal expressions to convey tentativeness (e.g., “probably”, “not too sure”).

Assessments

Formative Assessments

Summative Assessments

Learning Activities




DOMAIN 2: Reading and critical thinking skills

Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts, while maintaining a positive disposition towards reading.

Student Learning Outcomes Phonics

Knowledge:

Students will be able to...

  • Know grade-level phonics in decoding words.

  • Know that every syllable must have a vowel sound to determine the number of syllables in a printed word (put a hand under the chin, to see where the chin drops at the vowel while speaking the word).

  • Recognize silent letters in words.

  • Understand etters and their sounds.

  • Understand vowel digraphs (e.g., oo, ee, ea, oa, ai, ay).

  • Understand word families with vowel-consonant patterns (e.g., -at, -an, -ad, -ap, -et, -en, -ill, -ig, -in, -ot, -op, -og, -ug, -un).

  • Understand final y as a vowel.

  • Understand consonant digraphs in initial position (e.g., th, sh, ch, wh, ph).

  • Understand initial consonant blends (e.g., sw, sn, sk, bl, br, ch, cl, cr, dr, fl, gl, ph, pl etc).

  • Understand final consonant blends (e.g., nd, nk).

  • Understand double consonants (e.g., tt, pp, rr, gg, nn).

  • Understand diphthongs (e.g., ou, ow).

  • Understand inflectional suffix (e.g., -s, -es, -ing, -ed)




Skills:

Students will be able to...

  • Apply grade-level phonics in decoding words.

  • Decode multi-syllable words by breaking them into syllables

  • Know and apply grade-level word analysis skills to:

  • Read common high-frequency words by sight (grade-level).

  • Identify and know the meaning of the most common prefixes and suffixes (Pre-, re-, mis-,-less,-ful).

  • Read grade-appropriate irregularly spelled words.

  • Recognize and match contractions to words (e.g., couldnt - could not)


Read using phonics skills

  • Match sounds to their corresponding letters/ letter patterns:

  • initial and final consonants: m, j, f, s, b, t, w, r, p, h, v, d, k, z, l, g, n, c, y

  • initial short and long vowel sounds: a, e, i, o, u

  • long vowel sounds A (ai, ay, a-e); E (ee,ea); U (u-e,ue); I (ie, igh, i-e),O (oo)

  • word families with vowel-consonant patterns (e.g., -at, -an, -ad, -ap, -et, -en, -ill, -ig,, -in, -ot, -op, -og, -ug, -un)

  • final y as a vowel

  • consonant digraphs in initial position (e.g., th, sh, ch, wh)

  • vowel digraphs (e.g., oo, ee, ea, oa, aw, ai, ay)

  • initial consonant blends (e.g., sw, sn, sk, bl, br, cl, cr, dr, fl, gl, pl, pr, sl, sm, sp, st, tr, tw, qu)

  • final consonant blends (e.g., nd, nk, nt, mp)

  • initial consonant blends (e.g., thr, str, scr)

  • double consonants (e.g., tt, pp, rr, gg, nn, ss, ll, ck)

  • word endings (e.g., ple, ble, dle, tle , ng, tch)

  • r-controlled vowel (e.g., ar, ir, ur, or)

  • diphthongs (e.g., ou, ow, oi, oy)

  • inflectional suffix (e.g., -s, -es, -ing, -ed)

  • syllables (common patterns, e.g., vowel-consonant, consonant-vowel, consonant-vowel-consonant)

  • silent letters, e.g., - e (e.g., cake, kite, home)– b (e.g., comb, plumb, thumb, climb, plumber, limb)

  • k (e.g., knock, knot, knit, knew, knee, knife)

  • gh (e.g., high, sigh, fight, might, right, flight)

  • w (e.g., wrap, wreck, wreath, wren, wrist, sword, write, wrote)

  • Read consonant l-e words

  • Recognize and articulate hard and soft sounds of the letters c and g


Advance SLOs

  • Read using phonics skills:

  • /zh/ sound in certain words with the letters ge or s (measure ,garage)

  • diphthongs (ough)



Assessments

Formative Assessments

Summative Assessments


Learning Activities



Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts, while maintaining a positive disposition towards reading.

Student Learning Outcomes Reading Fluency

Knowledge:




Skills:

Students will be able to...

  • Read aloud with sufficient accuracy and fluency to support comprehension.

  • Read grade-level text with purpose and understanding.

  • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

  • Apply punctuation rules to assist in developing accuracy and fluency through reading aloud.




Assessments

Formative Assessments

Summative Assessments


Learning Activities


Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry, song lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text.

Student Learning Outcomes Reading Strategies

Knowledge:

Students will be able to...


  • Recognize and understand that in a paragraph, sentences join to make sense in relation to each other through transitional devices.

  • Identify paragraph as a larger meaningful unit of expression representing unity of thought.

  • Recognize and understand that: In a paragraph, sentences join to make sense in relation to each other through transitional devices.

  • Identify paragraph as a larger meaningful unit of expression representing unity of thought.


Advanced SLOs:

* Demonstrate general awareness of how the writers use of language varies according to the purpose and audience for the writing to achieve impact.



Skills:

Students will be able to...

Pre-reading

  • Use pre-reading strategies to predict the type of text content/ vocabulary/questions about the text from pictures and title etc., by using prior knowledge (*identify type of text, purpose and intended audience; preview title/headings/ visuals; ask self, “What is it about? What do I know about this? What do I want to know?” make predictions).


While reading

  • Identify and search for key words.

  • Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to meaning.

  • Ask and answer questions about the text (e.g., turning subheads into questions).

  • Mark text and/or make notes (e.g. use Cornell notes strategy with key idea, details, and summary) to support recall or highlight key points and evidence.


Post reading

  • Categorize writing as fiction, nonfiction, poetry, or drama.

  • Explain whether predictions about the content of a text are acceptable or should be modified and why.

  • Re-read and review the most enjoyable part of a book.

  • Present a response by, e.g., retelling the story, rating the book, sharing opinions/ personal interpretations.

  • Restate what was read to check basic comprehension.

  • Skim for the gist/main idea.

  • Scan for details.

  • Compare and contrast:

  • two or more ideas

  • concepts

  • topics in a text

  • Categories and classify given details

  • Identify the purpose and audience of text read or viewed.

  • Identify fact and opinion (e.g., based on beliefs, assumptions.

  • Analyze organizational patterns in a text:

  • list/ sequence of ideas/ events

  • comparison-contrast

  • cause-effect

  • problem-solution

  • Draw conclusions from:

  • the gist/ main idea and key details

  • prior knowledge

  • contextual clues

  • Make simple generalizations (such as the moral of a story) by:

  • Identifying the gist/ main idea and key details.

  • Identifying general patterns from more than one source interpret and integrate information from a variety of sources (e.g., picture cues, timeline, storyboard).

  • Formulate questions to guide research.

  • Gather information from a range of print and non-print sources.

  • Select and use relevant information for defined information needs (from one or multiple sources).

  • Refer to a dictionary for words not understood.

Assessments

Formative Assessments

Summative Assessments


Learning Activities


Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry, song lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text.

Student Learning Outcomes Reading Literary Text

Knowledge:

Students will be able to...

  • Recognize and identify plot structure (e.g., initiating event, climax, resolution).



Skills:

Students will be able to...

  • Retell main event.

  • Retell sequence of events.

  • Recall details (e.g., who, what, when, where, why, how).

  • Make and check predictions (e.g., based on contextual evidence).

  • Identify simple elements of fiction (e.g., main characters and setting).

  • Identify and study characters and their actions (e.g.,

identify character types, their feelings, and draw conclusions about them, describe how they respond to major events and challenges).

  • Identify rhyme and rhythm, repetition, similes, and sensory images in poems.

  • Identify the speaker of a poem or story (e.g., first person, third person).

  • Show awareness of how the writers use of language (e.g., simile, metaphor, personification) varies according to the purpose and audience for the writing to achieve impact.

  • Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Assessments

Formative Assessments

Summative Assessments


Learning Activities


Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry, song lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text.

Student Learning Outcomes Reading Informational Text

Knowledge:





Skills:

Students will be able to...

  • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

  • Determine the main idea of a text; recount the key details and explain how they support the main idea.

  • Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

  • Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

  • Distinguish their own point of view from that of the author of a text.

  • Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

  • Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

  • Compare and contrast the most important points and key details presented in two texts on the same topic. Layout

  • Identify typographical and visual features (e.g., headings, illustrations, use of logo).

  • Identify text features (e.g., titles/ headlines, main and sub-headings, captions/ labels for visuals).

  • Recognize the organizational patterns in a text (e.g., sequence of events, cause–effect).

  • Show awareness of how the writers use of language (e.g., choice of words, rhetorical question) varies according to the purpose and audience for the writing to achieve impact.

Assessments

Formative Assessments

Summative Assessments


Learning Activities


Standard 2: Enjoy, comprehend, analyze, and critique literary ( novels, short stories, poetry, song lyrics, plays, screenplays, essays, biographies, and autobiographies) and informational texts (expository, persuasive, procedural, and functional texts), using a variety of reading strategies appropriate to the reading purpose and type of text.

Student Learning Outcomes Text Types

Knowledge:





Skills:

Students will be able to...

  • Read and view a variety of reading-age-appropriate and high-interest books and texts from print and non-print sources:

  • Poetry (e.g., rhymes, cinquains, haiku)

  • Personal recounts (e.g., diary entries, biographies)

  • Narratives (e.g., fables, historical fiction, folktales, scientific fiction)

  • Procedures (e.g., recipes, directions, instruction manuals)

  • Information reports (e.g., fact sheets, poster)

  • Interpersonal texts (e.g. letter, notices, email, notes)

  • Drama (speech bubble, cartoon strips, playscripts and role plays)

  • Factual recounts (e.g., eye-witness accounts, news bulletins)

  • Explanations (e.g., how something works)

Assessments

Formative Assessments

Summative Assessments


Learning Activities




DOMAIN 3: Vocabulary and Grammar

Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

* Classify into different categories, and use more naming, action and describing words, from pictures, signboards, advertisements, labels etc. in their immediate and extended environment.

Knowledge:

Skills:

Students will be able to...

* Classify into different categories, and use more naming, action and describing words, from pictures, signboards, advertisements, labels etc. in their immediate and extended environment.



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Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

* Make anagrams from simple /two /three syllable words. (e.g. fol/low,ad/vi/er).

* Provide the missing letter in simple multi-syllable two/three syllable words.

Knowledge:



Skills:

Students will be able to...

* Make anagrams from simple /two /three syllable words. (e.g. fol/low,ad/vi/er).

* Provide the missing letter in simple multi-syllable two/three syllable words.


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DOMAIN: Vocabulary and Grammar

Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

Prefixes & Suffixes

Knowledge:


Skills:

Students will be able to...

* Learn to join prefixes with the base words and understand the change in meaning (e.g. love/pre-loved).

* Learn to join suffixes with the base words and understand the change of meaning (e.g. act-active, build-builder).

* Locate and use words similar (synonyms e.g., walk, march, strut, prance) and opposite (antonyms e.g. ancient-modern, current, fresh, new) in different contexts to make their shades of meaning clear.

* Identify, differentiate between, and use some simple pairs of words including homophones.

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Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

Use some common similes in speech and writing using “like” and “as __ as” e.g. as black as coal.

Knowledge:


Skills:

Students will be able to...

* Use some common similes in speech and writing using “like” and “as __ as” e.g. as black as coal.

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Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

Knowledge:

Skills:

Students will be able to...

* Recognize alphabetical arrangement of words based on first three letters for glossary or dictionary use.

* Spell some words studied in class both orally and in writing.

* Take dictation of words studied in class.


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Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

* Spell some words studied in class both orally and in writing.

* Take dictation of words studied in class.

* Keep a record of words (e.g., word wall, word bank, word journal).

Knowledge:



Skills:

Students will be able to...

* Spell some words studied in class both orally and in writing.

* Take dictation of words studied in class.

* Keep a record of words (e.g., word wall, word bank, word journal).

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Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes: * Apply spelling change in plural form of regular and irregular nouns and regular verb forms.

Knowledge:


Skills:

Students will be able to...

* Apply spelling change in plural form of regular and irregular nouns and regular verb forms.

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Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact.

Student Learning Outcomes:

* Identify real-life connections between words and

their use (e.g., describe people who are friendly or helpful).

* Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

Knowledge:


Skills:

Students will be able to...

* Identify real-life connections between words and

their use (e.g., describe people who are friendly or helpful).

* Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Recognize and use some naming words as collective nouns and illustrate with reference of subject verb agreement.

Knowledge:


Skills:

Students will be able to...

* Recognize and use some naming words as collective nouns and illustrate with reference of subject verb agreement.



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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Recognize and use nouns with no change in number.

Knowledge:

Skills:

Students will be able to...

* Recognize and use nouns with no change in number.

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Identify and use reciprocal pronouns (i.e. each other, one another).

Knowledge:


Skills:

Students will be able to...

* Identify and use reciprocal pronouns (i.e. each other, one another).

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Identify and use indefinite pronouns (i.e. anybody, somebody, and everybody.

Knowledge:


Skills:

Students will be able to...

* Identify and use indefinite pronouns (i.e. anybody, somebody, and everybody.

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Illustrate the use interrogative pronoun learnt earlier i.e. when, how many, and how much, etc.

Knowledge:


Skills:

Students will be able to...

* Illustrate the use interrogative pronoun learnt earlier i.e. when, how many, and how much, etc.




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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes: * Use of indefinite (a/an) and definite (the) articles, zero article: no article for uncountable nouns (e.g., I like music and I can play the guitar).

Knowledge:


Skills:

Students will be able to...

* Use of indefinite (a/an) and definite (the) articles, zero article: no article for uncountable nouns (e.g., I like music and I can play the guitar).

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

Understand the use of

  • quantifiers with countable and uncountable nouns (some, few/ little, many/ much, no, both/ all, each/ every).

  • demonstratives (indicate differences in proximity to speaker): - this/ that, these/ those (e.g., This book belongs to her.)

  • interrogatives: what, which, whose (e.g., Which shirt did you choose? Whose bag is that?)

Knowledge:


Skills:

Students will be able to...

* Understand the use of

  • quantifiers with countable and uncountable nouns (some, few/ little, many/ much, no, both/ all, each/ every).

  • demonstratives (indicate differences in proximity to speaker): - this/ that, these/ those (e.g., This book belongs to her.)

  • interrogatives: what, which, whose (e.g., Which shirt did you choose? Whose bag is that?)




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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Illustrate the use of different positive and negative forms of the be, do and have with their corresponding pronouns (I, we, you, he , she, it, they).

* Recall and use contractions of be, do in sentences.

Knowledge:


Skills:

Students will be able to...

* Illustrate the use of different positive and negative forms of the be, do and have with their corresponding pronouns (I, we, you, he , she, it, they).

* Recall and use contractions of be, do in sentences.

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Illustrate the use of modal verbs (should/ should not - could / couldnt - must / mustnt) can /cannot and, may/may not.

Knowledge:


Skills:

Students will be able to...

* Illustrate the use of modal verbs (should/ should not - could / couldnt - must / mustnt) can /cannot and, may/may not.

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Recall, articulate and use forms of more common regular and irregular verbs, i.e. base, s/es, present participle -.ing), past, and past participle forms, and forms of be, do, and have regular verb.

* Distinguish verbs according to meaning: for example, mental verbs (think, ponder) and feeling verbs (love, hate), saying verbs (babbled, joked and laughed).

* Use imperative verbs in a sentence i.e. Stay here, Run fast.

Knowledge:

Skills:

Students will be able to...

* Recall, articulate and use forms of more common regular and irregular verbs, i.e. base, s/es, present participle -.ing), past, and past participle forms, and forms of be, do, and have regular verb.

* Distinguish verbs according to meaning: for example, mental verbs (think, ponder) and feeling verbs (love, hate), saying verbs (babbled, joked and laughed).

* Use imperative verbs in a sentence i.e. Stay here, Run fast.



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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication pact.

Student Learning Outcomes:

* Understand the use of present continuous for the planned future action/ event.

* Understand the use of present perfect for actions in the past that still affect the present.

Knowledge:


Skills:

Students will be able to...

* Understand the use of present continuous for the planned future action/ event.

* Understand the use of present perfect for actions in the past that still affect the present.


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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Classify adjectives of quantity, quality, size, shape, colour and origins.

* Use and classify degrees of regular and irregular adjectives.

* Develop understanding of the participles -ing, -ed to differentiate between the meanings of adjectives.

* Identify and use simple adverbs of manner and time.

* Develop understanding of adverb phrase.

* Use some words showing position, time and movement

Knowledge:

Students will be able to...

* Recognize the functions of the joining words.




Skills:

Students will be able to...

* Classify adjectives of quantity, quality, size, shape, colour and origins.

* Use and classify degrees of regular and irregular adjectives.

* Develop understanding of the participles -ing, -ed to differentiate between the meanings of adjectives.

* Identify and use simple adverbs of manner and time.

* Develop understanding of adverb phrase.

* Use some words showing position, time and movement


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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:Capitalization & Punctuation

Knowledge:


Skills:

Students will be able to...

* Recognize and apply capitalization to the

  • initial letter of proper nouns.

  • for initials in names of people (e.g., C. K. Lim).

  • names of holidays, nationalities, languages, special events and titles.

* Capitalize the first word in direct speech (e.g., Mr. Goh said, “He has two dogs.”)

* Recognize and use full stop with some abbreviations, apostrophe with contractions and hyphen with common compound words.

* Read, pronounce, write, and understand the meaning of common abbreviations for titles, and time periods (e.g. Ms., Mrs., months, days of the week, a.m., p.m.)

* Use comma and quotation marks in direct speech.

* Use apostrophe to indicate possession, in contractions






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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Use connectors ‘and and ‘but because, yet or, so to join two simple sentences and identify difference between main and subordinate clauses.

* Differentiate between direct and indirect objects in the sentences and us.

* Demonstrate the use of subject-verb agreement according different subjects i.e. names, persons, collective nouns, thing, demonstratives.

Knowledge:


Skills:

Students will be able to...

* Use connectors ‘and and ‘but because, yet or, so to join two simple sentences and identify difference between main and subordinate clauses.

* Differentiate between direct and indirect objects in the sentences and us.

* Demonstrate the use of subject-verb agreement according different subjects i.e. names, persons, collective nouns, thing, demonstratives.

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Distinguish between four type sentence i.e.

  • declarative-I have a football match tonight.

  • exclamatory-We won the match!

  • interrogative -What Are you doing, is it raining?

  • imperative-Complete your work.

* Form questions and answers by varying the structure of sentences.

Knowledge:


Skills:

Students will be able to...

* Distinguish between four type sentence i.e.

  • declarative-I have a football match tonight.

  • exclamatory-We won the match!

  • interrogative -What Are you doing, is it raining?

  • imperative-Complete your work.

* Form questions and answers by varying the structure of sentences.

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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication.

Student Learning Outcomes:

* Introduce, elaborate the use and structure of conditional sentences e.g. I will pass the exams if I work hard.

Knowledge:

* Introduce, elaborate the use and structure of conditional sentences e.g. I will pass the exams if I work hard.


Skills:

Students will be able to...

* Introduce, elaborate the use and structure of conditional sentences e.g. I will pass the exams if I work hard.


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DOMAIN 4: Writing

Standard 1: Develop writing readiness, accuracy in letter/word formation, and spelling accuracy.

Student Learning Outcomes: Letter, Word & Sentence Formation

Knowledge: