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 (1-8) - Progression Grid

Domain 1: Listening and Speaking

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 and collaboration with individuals and in groups, in both formal and informal settings for various purposes.

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Benchmark I: Listen closely with a positive disposition and respond to spoken audio/visual texts for different purposes in a variety of contexts for enjoyment and understanding. Apply listening strategies individually and collaboratively to comprehend and interpret information retelling main/keys ideas, evaluate the speakers delivery and compare formal and informal uses of English.

Benchmark I: Listen to and respond to a variety of spoken audio/visual texts at increasing levels of difficulty in different contexts. Apply a range of listening strategies individually and collaboratively to comprehend and interpret information including determining key/main ideas, distinguishing fact from opinion, paraphrasing portions of the texts, interpreting/critiquing the speakers purpose, differentiate between conventions of spoken and written English, and evaluate a speakers delivery orally.

Benchmark I: Listen to and respond to a variety spoken audio/visual texts at increasing levels of difficulty in different contexts. Apply a range of listening strategies individually and collaboratively to comprehend and interpret information including, summarizing texts, evaluate the credibility of the speaker, interpreting and analyzing texts to explain how they contribute to and clarify an issue or topic, and evaluate arguments to differentiate between claims supported and unsupported by evidence.

Student Learning Outcomes

Listening Readiness

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

* Listen and view attentively for a sustained period.

  1. look at the person speaking and maintain eye contact

  2. maintain appropriate posture and facial expression

  3. 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).

Listening Readiness

* Listen and view attentively for a sustained period.

  1. look at the person speaking and maintain eye contact

  2. Maintain appropriate posture and facial expression

  3. 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.

Listening Readiness

*Listen and view attentively for a sustained period.

  1. look at the person speaking and maintain eye contact

  2. Maintain appropriate posture and facial expression

  3. 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.




Listening Readiness

*Listen and view attentively for a sustained period.

  1. look at the person speaking and maintain eye contact

  2. maintain appropriate posture and facial expression

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











Comprehension

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

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

Comprehension

* Listen and view attentively for a sustained period

  1. look at the person speaking and maintain eye contact

  2. maintain appropriate posture and facial expression

  3. 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.

Comprehension

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

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

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

  3. retell main idea or details from the listening text

* 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.


Comprehension

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

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

  2. determine/Identify and retell main idea 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 text and body language

*Use knowledge of language and its conventions to:

  1. 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).

Comprehension

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

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

  2. Determine/Identify and retell main idea/key ideas or details from the text orally

  3. Paraphrase portions of the text orally

*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 (pace, volume tone, stress, and mood/emotion) from the text and body language.

* Evaluate the credibility of the speaker by identifying the speaker/source.

*Use knowledge of language and its conventions to:

  1. 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)

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

Comprehension

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

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

  2. determine/Identify and retell main idea/key ideas or details from the text orally

  3. paraphrase portions of the text orally.

  4. Paraphrase and summarize the text orally.

*Listen critically to distinguish fact from opinion.

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

*Identify the reasons and evidence a speaker provides to support points.

* Evaluate a speaker's delivery (pace, volume tone, stress, and mood/emotion) from the text and body language.

* Evaluate the credibility of the speaker by identifying the speaker/source.


Comprehension

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

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

  2. determine/Identify and retell main idea/key ideas or details from the text orally

  3. summarize the text orally.

  4. interpret the text and explain how it contributes to a topic, text, or issue under study

*Listen critically to distinguish fact from opinion.

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

*Explain how the speakers' claim is supported by reasons and evidence.

* Evaluate a speaker's delivery (pace, volume tone, stress, and mood/emotion) from the text and body language.

Comprehension

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

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

  2. determine/Identify and retell main idea/key ideas or details from the text orally

  3. summarize the text orally.

  4. interpret the text and explain how it contributes to a topic, text, or issue under study

  5. analyze the main ideas and supporting details and explain how they clarify a topic, text, or issue under study

*Listen critically to distinguish fact from opinion.

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

* Evaluate a speakers argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

* Evaluate a speaker's delivery (pace, volume tone, stress, and mood/emotion) from the text and body language.

Collaboration

Participate in collaborative conversations with empathy and respect, 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)

Collaboration

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

  1. 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)

Collaboration

* 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).

Collaboration

* 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).

Collaboration

* 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 and carry out assigned roles.

Collaboration

* 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.

a. Follow agreed-upon rules for discussions and carry out assigned roles.

Collaboration

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

Follow rules for discussions, set specific goals and deadlines, and define individual roles as needed.

Collaboration

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

* Follow rules for discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

Advance SLO

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

* Continue a conversation of at least 2-3 sentences through multiple exchanges

Advance SLO

* Evaluate a speaker's delivery (identify emotion e.g. happiness, anger etc.)

* 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.

* Build on others talk in conversations by responding to the comments of others through multiple exchanges.

* Ask simple questions about the topic.

Advance SLO

* Expand vocabulary and concepts based on what they hear.

* Use knowledge of language and its conventions to recognize and observe differences between the conventions of spoken and written standard English.

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

* Build on others talk in conversations by linking their comments to the remarks of others.

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

Advance SLO

* 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.

* Ask questions to check understanding of information presented.

* Explain their own ideas and understanding in light of the discussion.

Advance SLO

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

* Paraphrase and summarize the text orally.

* 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.

* Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

* Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Advance SLO

* 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.

* Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

*Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

* Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Advance SLO

* 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.

* 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.

* Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

* Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

* Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

* Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

* Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Advance SLO

* Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly.

* Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

* Pose questions that elicit elaboration and respond to others questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

* Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.


Benchmark II: Speak confidently and effectively for a variety of purposes, audiences, and contexts. Plan, explore, gather, and develop ideas from texts (texts that recount, entertain, instruct, and respond); Narrate facts, ideas, stories/experiences while observing appropriate behaviours and social norms.

Benchmark II: Speak clearly and fluently with accurate pronunciation and appropriate intonation for a variety of purposes, audiences, and contexts. Plan, gather, select, and organize ideas from a variety of texts (texts that recount, entertain, instruct, and respond, describe, and inform); Narrate facts, ideas, stories/experiences and report on topics with appropriate and relevant details observing appropriate behaviours and social norms.

Benchmark II: Speak clearly and fluently with accurate pronunciation and appropriate intonation for a variety of purposes, audiences, and contexts. Plan, gather, select, and organize ideas from a variety of texts (texts that recount, entertain, instruct, respond, describe, inform, explain, and evaluate); Present arguments, opinions/topics with relevant reasoning and well-chosen details observing appropriate behaviours and social norms.

Student Learning Outcomes

Presentation of Knowledge and Ideas

* Tell a story, an experience, in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

* Report on a topic (e.g. give a speech) in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

* Incorporate and maintain in speech:

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

  2. use of appropriate eye contact and posture while speaking

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

  4. use of appropriate verbal and non-verbal cues to convey meaning.

  5. clear and fluent delivery

  6. focus on the gist/main idea in a presentation

  7. Use of appropriate register for formal and informal contexts.

Presentation of Knowledge and Ideas

* 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 and maintain in speech:

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

  2. use of appropriate eye contact and posture while speaking

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

  4. use of appropriate verbal and non-verbal cues to convey meaning.


Presentation of Knowledge and Ideas

* 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:

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

  2. use of appropriate eye contact and posture while speaking

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

  4. use of appropriate verbal and non-verbal cues to convey meaning.

  5. clear and fluent delivery


Presentation of Knowledge and Ideas

* 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:

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

  2. use of appropriate eye contact and posture while speaking

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

  4. use of appropriate verbal and non-verbal cues to convey meaning.

  5. clear and fluent delivery

  6. focus on the gist/main idea in a presentation

  7. Use of appropriate register for formal and informal contexts


Presentation of Knowledge and Ideas

* Tell a story, an experience, in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

* Report on a topic ((e.g. give a speech) in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.



* Incorporate and maintain in speech:

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

  2. use of appropriate eye contact and posture while speaking

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

  4. Use of appropriate verbal and non-verbal cues to convey meaning.

  5. clear and fluent delivery

  6. focus on the gist/main idea in a presentation

  7. Use of appropriate register for formal and informal contexts


Presentation of Knowledge and Ideas

*Report on a topic (e.g. give a speech), sequencing ideas logically and using appropriate facts and relevant descriptive details to support main ideas or themes; speak clearly at an understandable pace.

* Present an opinion sequencing ideas logically and using appropriate facts and relevant descriptive details to support main ideas or themes; speak clearly at an understandable pace.

* Incorporate and maintain in speech:

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

  2. use of appropriate eye contact and posture while speaking

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

  4. Use of appropriate verbal and non-verbal cues to convey meaning.

  5. clear and fluent delivery

  6. focus on the gist/main idea in a presentation

  7. Use of appropriate register for formal and informal contexts

  8. Emphasis on key points to guide listeners in following important ideas.


Presentation of Knowledge and Ideas

* Present an opinion, sequencing ideas logically, using appropriate facts and relevant descriptive details to support main ideas or themes.

* Present on a topic or text, sequencing ideas logically, using appropriate facts and relevant descriptive details to support main ideas or themes.

* Incorporate and maintain in speech:

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

b. use of appropriate eye contact and posture while speaking

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

D. use of appropriate verbal and non-verbal cues to convey meaning.

e. clear and fluent delivery

f. focus on the gist/main idea in a presentation

g. Use of appropriate register for formal and informal contexts

h. Emphasis on key points to guide listeners in following important ideas.

*Use knowledge of language and its conventions to choose and use language that expresses ideas precisely and concisely.


Presentation of Knowledge and Ideas

*Present arguments, emphasizing salient points in a focused, coherent manner with valid reasoning and well chosen details.

* Speak clearly and fluently using the appropriate voice qualities: pace, volume, tone, stress, and enunciation.



* Incorporate and maintain in speech:

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

  2. use of appropriate eye contact and posture while speaking

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

  4. use of appropriate verbal and non-verbal cues to convey meaning.

  5. clear and fluent delivery

  6. focus on the gist/main idea in a presentation

  7. Use of appropriate register for formal and informal contexts

  8. Emphasis on key points to guide listeners in following important ideas.

*Use knowledge of language and its conventions to:

  1. Choose and use language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Language Functions/ Interaction Skills

* 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).

Language Functions/ Interaction Skills

* Exchange (offer and respond to) basic greetings using simple sentences.

* 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).

Language Functions/ Interaction Skills

* 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).

Language Functions/ Interaction Skills

*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 simple 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 and explain 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, seeking clarification and elaboration).

Language Functions/ Interaction Skills

*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 and respond to opinions.

* Offer and accept apology.

*Ask and give directions.

* Express feelings (e.g. joy, sadness, anger, confusion).

* Make polite requests for personal reasons.

* Give advice/suggestions using multiple sentences.

* Agree/disagree using sentences.

* Frame questions for different purposes (e.g. seek clarification and elaboration).

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

Language Functions/ Interaction Skills

* Ask and answer questions of personal relevance.

* Ask questions for information.

* Express reasons for likes and dislikes.

* Express opinion/ideas with reasons.

* Express feelings (e.g. pleasure and displeasure).

* Show willingness and unwillingness to do something.

* Express personal needs.

* Use sentences for different communicative purposes (offer and respond to greetings, compliments, invitations, introductions and farewells.

* Ask and restate directions.

* Make and respond to queries.

* Give advice/suggestions using multiple sentences.

Language Functions/ Interaction Skills

* State/give reasons for expressing ability/inability to do something.

*Acknowledge different viewpoints.

* Give advice/suggestions using multiple sentences.

*Express feelings (e.g. surprise, pleasure, displeasure, impatience, and disappointment).

* Give detailed/multiple reasons for opinions and actions.

* Agree/disagree giving reasons.

* Identify a problem and propose a solution.

* Recognize and demonstrate appropriate expressions and etiquettes for different situations (e.g. making polite introductions, requesting to repeat the message, checking understanding of message, taking and leaving a message in a telephonic conversation.

* Recognize and respond to different moods (e.g. mood showing appreciation, pleasure, displeasure etc.).

Language Functions/ Interaction Skills



* Ask and respond to questions of personal interest and general everyday aspects.

* Express needs and requirements by giving reasons.

* Express dissatisfaction, disapproval, and disagreement politely.

* Agree/disagree partially

*Ask, restate and simplify directions and instructions.

* Acknowledge others' contributions

*Identify a problem and propose a solution at an age/grade appropriate level.

Advance SLO

* Present an opinion in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.




Advance SLO

* Make comparisons.

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

Advance SLO

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

* Give advice/suggestions using simple sentences.

Advance SLO

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

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

Advance SLO

* Present an opinion in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Advance SLO

*Acknowledge different viewpoints

Advance SLO

*Present arguments, emphasizing salient points in a focused, coherent manner with valid reasoning and-well-chosen details.


Advance SLO

*Support and modify one's opinion with reasons






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.

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Benchmark I: These grades are geared toward “learning to read." Develop beginning reading through word identification, including decoding through phonics. Read aloud text written for grade level with accuracy, appropriate rate, and attention to punctuation and phrasing, adding expression and showing understanding.




Benchmark I: The common goal of literacy skills application in these grades is “reading to learn." Strengthen reading skills through word identification, including decoding through phonics. Read aloud text written for grade level with accuracy, appropriate rate, expression and attention to punctuation and phrasing, and understanding.


Benchmark I: At this level with widening range of student performance, students automatically decode unfamiliar multisyllabic words. Read aloud a wide range of unfamiliar texts with fluency, expression and understanding.


Student Learning Outcomes

Reading readiness and print awareness

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

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

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

c. Recognize that spoken words are represented in written language by specific sequences of letters.

d. Understand that words are separated by spaces in print.

e. Differentiate letters from numerals

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

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

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

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

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

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

l. Understand there is a relationship of pictures to nearby text



* 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

Reading readiness and print awareness

Demonstrate understanding of the organization and basic features of print.

a. Recognize and name the letters of the alphabet.

b. Identify upper- and lowercase letters of the alphabet

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

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





Read and view attentively and for a sustained period

* Stay on the correct line while reading orally

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

Reading readiness and print awareness

Demonstrate understanding of the organization and basic features of print.

a. 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 ).

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






Phonological awareness



Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Recognize and produce rhyming words (e.g., identify words that rhyme with /cat/ such as /bat/ and /sat/).

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

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

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

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

b. 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/.)

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

Phonological awareness



Demonstrate understanding of spoken words, syllables, and sounds

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

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

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

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

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

Phonological awareness



Demonstrate understanding of spoken words, syllables, and sounds (44 phonemes).

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

b. Orally produce three and four words by blending sounds (phonemes), including consonant blends.

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

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

e. Use syllables and rhyming words in spoken language






Phonics and Word Recognition



Know and apply grade-level phonics in decoding words.

a.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 mulitple words;

b. Decode regularly spelled one-syllable words (e.g. Use sound buttons; 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).

c. Associate the short sounds with common spellings (graphemes) for the five major vowels.

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



Know and apply grade-level word analysis skills to:

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

b. Read common high-frequency words by sight (e.g.is, it, in, at, the, to, I, no, go, a, and, was, of, you, she, my, is, are, do, does)

Phonics and Word Recognition



Know and apply grade-level phonics in decoding words.

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

b. Decode regularly spelled one and two-syllable words.

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

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

e. 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).

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

g. Read words with inflectional endings.

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



Know and apply grade-level word analysis skills to:

a. Read common high-frequency words by sight (grade-level e.g. can, not, and did, said, are, and where, one, head, what, could, eye and tongue),

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

Phonics and Word Recognition



Know and apply grade-level phonics in decoding words.

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

b. Decode regularly spelled two or three-syllable words.

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

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

h. 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).



Know and apply grade-level word analysis skills to:

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

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

f. Recognize and read grade-appropriate irregularly spelled words

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

e. Recognize silent letters

Phonics and Word Recognition



Know and apply grade-level phonics in decoding words.



a. Decode multisyllable words by breaking into syllables

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



Know and apply grade-level word analysis skills to:

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

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

c. Read grade-appropriate irregularly spelled words.

d. Recognise and match contractions to words (e.g., couldnt - could not)

e. Recognize silent letters in words

Phonics and Word Recognition



Know and apply grade-level phonics and word analysis in decoding words.

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

b. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

c. Identify and know the meaning of the most common prefixes and suffixes (Un-, dis-,un-, im-,non-,Pre-, re-, mis-,-less,-ful, -ly,-ness,-able)

d. Recognize silent letters in words

e. Recognize and read words showing the difference between word that have 'I' before 'e' but never after c

Phonics and Word Recognition


a. Use combined knowledge of all letter-sound correspondences, syllabication patterns,

and morphology (e.g.roots and affixes) to accurately read unfamiliar multisyllabic

words in context and out of context.

b. Use common Greek or Latin affixes and roots (e.g., anti-, cardio-;

act, form; -cracy, -logy) as clues to the meaning of a word (e.g., audience, auditory, audible).

c. Recognize silent letters in words

d. Recognize and decode ie and ei words

Phonics and Word Recognition



a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to

accurately read unfamiliar multisyllabic words in context and out

of context.



b. Use common Greek or Latin affixes and roots (e.g., anti-, cardio-;

act, form; -cracy, -logy) as clues to the meaning of a word (e.g., audience, auditory, audible).

Phonics and Word Recognition



Use combined knowledge of all letter-

sound correspondences, syllabication patterns, and morphology (e.g.,

roots and affixes) to accurately read

unfamiliar multisyllabic words in context and out of context.

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., ck, ff, ss, ll, zz)

° inflectional suffix (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)

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)

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

° 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)

° 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, 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

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

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

diphthongs (ough)

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)

t (e.g., often, bristle, castle, bustle, fasten)

l (e.g., walk, chalk, half, talk, calf, calm)

g (e.g., gnaw, gnarl, gnat, gnash, gnome

°Read and spell consonant-l-e words

/k/ changed to /sh/ (music/musician, magic/magician i.e. adding -ian)

/t/ changed to /sh/ (connect/connection, select, selection i.e. adding -ion)

/k/changed to /s/ (critic/ criticism, clinic/ clinician)

/s/ changed to /sh/ (office/ official, specific/ special)


Silent letters e.g.

c-ascinate, ascend, descend, scientist, scissors, scene,

scent

l-calm, balm, half, yolk

t-isten, soften, often, moisten, whistle, glisten, thistle

u-guess guest

w-wrinkle wrong who

n-autumn, column, condemn, damn, hymn, solemn

k-knife know knowledge

h-ghost , ghoul , aghast .

g-gnome, gnat, gnarled, sign, reign foreign

Silent letter changes to a sounded letter e.g. (bomb/bombard, soft/soften, crumb/crumble, debt/debit, design/designate, fasten/fast, moisten/moist,

resign/resignation sign/signature)


Advance SLO

* 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).


Advance SLO

° 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 /
/-xc vsuffix (e.g., -ing, -ed)


Advance SLO

° 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).











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.

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Benchmark I: Develop close reading skills at literal and inferential levels with scaffolding and support from the teacher during Shared Reading of a variety of childrens literature. Make personal connections with texts read. Strategies to read and understand texts include for example, skimming, scanning, predicting, and clarifying.


Benchmark I: Strengthen Close Reading with guidance from the teacher, using a range of reading skills and learner strategies to process and comprehend a variety of text types at appropriate levels of text difficulty. Strategies include a wide range of reading skills and strategies to engage with and interrogate texts, for example, skimming, scanning, predicting, clarifying and summarizing including factual recounts, explanations and expositions


Benchmark I: Apply the full range of Close Reading skills and strategies for Independent Reading of texts at a higher level and based on a wide selection of (a) literary texts which include prose, poetry and drama and (b) informational/ functional texts. Strategies include a wide range of reading skills and strategies to engage with and interrogate texts, for example, skimming, scanning, predicting, clarifying, summarizing, analyzing and annotating.


* 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.
* With prompting and support, explain 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 show students what a back cover is.




* Use prior knowledge and pre-reading strategies to predict a story by looking at picture(s) and title of the text. (*identify type of text, purpose; 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.
*Discuss differences between fiction and non-fiction books.








* 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.

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).

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).

Preview key sections of the text (e.g.,

heading(s), first sentences of paragraphs), and chapter review questions in academic texts.

Make predictions or ask questions based on text type, literary genre, and/or prior knowledge of the topic or reading context.

Preview key section of the text (Headings, first paragraph, preview the conclusions of articles and reports, preview the uestions)

Make predictions or ask questions based on the literary genre, author, type of publication, and/or prior knowledge of the topic or reading context.

Preview the conclusions of articles and

reports, and citations of interest.

Make predictions or ask questions based on the literary genre, author, type of

publication, and/or prior knowledge of the topic or reading context.

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

a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Read ahead to get meaning from context.
c. Think aloud (verbalize thoughts) and visualize while reading. (e.g., ask questions while reading, visualize the characters or scenes).
d. Underline a word or use a placeholder word (e.g., “?") for an unknown word and
continue reading.

a. Focus on units or chunks of meaning

rather than on individual words.

b. Use context clues to derive meaning

of words with multiple meanings.


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

continue reading.

d. Adjust reading rate depending on the

purpose (e.g., reading for detail vs. for general idea).

e. Make simple text

markings (e.g., noting personal reactions/

questions) to support text comprehension and

analysis.

a. Identify and
search for key words.

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

a. Ask and answer higher-order questions to

guide/assess reading (e.g. Why is the author saying this right now? Why did the author

choose this word? How is this different from what I read somewhere else?).

b. Make notes while reading (e.g., respond in the margins, outline) to support comprehension and thinking.

a. Ask and answer higher-order questions to guide/assess reading (e.g. Why is the author saying this right now? Why did the author choose this word? How is this

different from what I read somewhere else?).

b. Make notes while reading (e.g., respond in the margins, outline) to support comprehension and thinking.

a. Ask and answer higher-order questions to guide/assess reading (e.g. Why is the author saying this

right now? Why did the author choose this word? How is this different from what I read somewhere else?).

b. Make notes while reading (e.g., respond in the margins, outline) to support comprehension and thinking.

a. Ask and answer higher-order questions to guide/assess reading (e.g. Why is the author saying this right now? Why did the author choose this word? How is this different from what I read somewhere else?).

b. Make notes while reading (e.g., respond in the margins, outline) to support comprehension and thinking. "

Read aloud to check comprehension. Reread. aloud the most enjoyable part of the book.

*With prompting and support, ask and answer questions about unknown words in a text.



*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 judgment (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?)

Structure

*Recognize that words combine to make sentences.

*Identify paragraph as a graphical unit of expression

*Reread to clarify meaning.
*With support, identify what is understood and not understood.
*Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
*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 judgment (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?)
*Recognize and practice that words in a sentence join to make sense in relation to each other.
*Identify paragraph as a graphical unit of expression.

*Reread to clarify meaning.
*With support, identify what is understood and not understood.

*Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
*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 judgment (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?)
*Recognize and practice that words in a sentence join to make sense in relation to each other.
*Identify paragraph as a graphical unit of expression.

*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? Judging the completeness or clarity of information in the text, Judging the credibility of the information)
° 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?)
*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.

Categorize writing as fiction, nonfiction, poetry, or drama.
For words not understood refer to a dictionary
* 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.
*Interpret and integrate information from a variety of sources (e.g., picture cues, timeline, and storyboard).
* Formulate questions to guide research.
* Gather information from a range of print and non-print sources (e.g. internet websites).
* Select and use relevant information for defined information needs (from one or
multiple sources).
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.
*Demonstrate general awareness of how the writers use of language varies
according to the purpose and audience for the writing to achieve impact.

Categorize literary works as fiction, nonfiction, poetry, or drama.


Text Response

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


Paraphrase to check comprehension of what the text states explicitly and implicitly.


Skim for the gist/main idea


Scan for details


Compare and contrast:

° two or more ideas

° concepts

° topics in a text



Categorise and classify given details

* identify the purpose and audience of text read or viewed

* identify fact and opinion (e.g., based on beliefs, assumptions)


Analyse organisational 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 generalisations (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)

* identify problem-solution in a text (e.g., by linking an issue to its problem source)

* identify and analyse techniques (e.g., colour, pictures, sound effects) used in

written and visual texts to achieve a variety of purpose


For words not understood use a dictionary


Read a paragraph as a larger meaningful unit

of expression to recognize that:

* The main idea in a paragraph is carried in a

sentence called the topic sentence

* Other sentences in the paragraph support the topic sentence


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

Categorize literary works as fiction, nonfiction, poetry, or drama.


Text Response

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

reflections



Provide an objective summary of complex concepts, processes, or information by paraphrasing them in simpler but still- accurate terms.


Skim for the gist/main idea

Scan for details


Compare and contrast:

° two or more ideas

° concepts

° topics in a text


Analyse organisational 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 generalisations (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)

* identify problem-solution in a text (e.g., by linking an issue to its problem source)

* identify and analyse techniques (e.g., colour, pictures, sound effects) used in

written and visual texts to achieve a variety of purpose

-respond to a text with, e.g.,

° reasons

° simple judgement

° personal interpretation


Demonstrate awareness of the organisational structure of texts (e.g., introduction,

body, conclusion) and the organisational patterns in texts (e.g., cause-effect,

problem-solution)

Provide an objective

summary of complex concepts, processes, or

information by paraphrasing

them in simpler but still-

accurate terms.



Compare and contrast:

° two or more ideas

° concepts

° topics in a text


Categorise and classify given details

* identify the purpose and audience of text read or viewed

* identify fact and opinion (e.g., based on beliefs, assumptions


Analyse organisational 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 generalisations (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)

* identify problem-solution in a text (e.g., by linking an issue to its problem source)

* identify and analyse techniques (e.g., colour, pictures, sound effects) used in

written and visual texts to achieve a variety of purpose

respond to a text with, e.g.,

° reasons

° simple judgement

° personal interpretation


-Demonstrate awareness of the organisational structure of texts (e.g., introduction,

body, conclusion) and the organisational patterns in texts (e.g., cause-effect,

problem-solution)


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


* Analyze key elements of strong introductions and conclusions


Evaluate the reliability, credibility, and accuracy

of information (e.g., check for missing information; identify techniques such as use of understatement/overstatement, loaded questions).

Use contextual clues:

° topic sentences

° knowledge of vocabulary

° cohesive devices

° typographical and visual features

° text features

* make predictions based on, e.g.,

° contextual clues (e.g., headings, key words)

° patterns and relationship of ideas (e.g., cause-effect, points of view)

* Skim for the gist/ main idea

* Scan for details

* Sequence more complex details (in chronological or spatial order)

* Distinguish cause from effect, fact from opinion (e.g., by noting outcomes,

personal comments)

* Categorise and classify given details

* Compare and contrast ideas

* Analyse organisational patterns in a text:

° list/ sequence of ideas/ events

° comparison-contrast

° cause-effect

° problem-solution

° reasons/ assumptions-conclusion

* make inferences to draw conclusions from, e.g.,

° contextual information

° writers viewpoints

° implied information

* identify different points of view (e.g., first person, third person)

* interpret and integrate information from a variety of sources (e.g., maps, graphs,

diagrams)

* Ask a variety of questions at different levels (e.g., clarifying, open-ended

questions) about the texts read or viewed

* Formulate questions to guide research

* Gather information independently from a range of print and non-print sources

(e.g., using search engines, keywords, databases)

* Select and evaluate relevant information from various sources for defined

information needs

* Paraphrase information or ideas (using own words or synonyms/ antonyms)

* Summarise ideas (from one/ multiple paragraphs or an extract)

* identify the purpose and audience of texts read or viewed

identify and analyse techniques (e.g., music/ sound, image/ visual effects) used in written and visual texts to achieve a variety of purposes

* Establish criteria for responding to written and visual texts

* Synthesise information using a variety of organisational patterns (e.g.,

comparison-contrast, problem-solution


* re-read and review parts of a text/ book

* Present a critical response, e.g.,

° put together a portfolio of response notes and quote extracts which reflect the social context of the writing

° present a critical commentary based on a set of criteria

Benchmark II: Read closely and respond to age-appropriate selections of literary and informational/ functional texts for children i.e. poetry, personal recounts, narratives, procedures and information reports.

Benchmark II: Read closely and critically, and respond to a variety of literary and informational/ functional texts, including factual recounts, explanations and expositions. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum.


Benchmark II: Read closely and critically wide literary selections of prose, poetry and drama, and informational/ functional texts from diverse print and non-print sources at increasing levels of text difficulty, for learning in the literary/ content areas and to understand how language works in context. Students will locate, evaluate, and synthesize information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum.


Student Learning Outcomes

Reading Literary Text


*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).
* With prompting and support Identify the beginning, middle and ending of stories read aloud.
* With prompting and support retell main event from a story read aloud (orally retell and draw pictures).
* Retell sequence of events (for e.g. sequence pictures to form a story)
* Identify characters, settings, and major events in a story.
*Show awareness of the rhythmic structure of a poem or song by clapping or through movement.
*Make predictions about what happens next in a picture book after examining and discussing the illustrations. With prompting and support, describe the relationship between illustrations and the
story in which they appear (e.g., what moment in a story an illustration depicts).










Reading Literary Text


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. *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






Reading Literary Text


*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).
* Identity and study characters and their actions (e.g., identify character types and draw conclusions about them).












Reading Literary Text


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









Reading Literary Text


Text Response
* 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)
* identity and describe characters and their actions (e.g., identify character types, their traits, motivations, or feelings, and draw conclusions about them) and explain how their actions
contribute to the sequence of events.
* recognize and identify plot structure (e.g., initiating event, climax, resolution)
* 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.
*Determine the meaning of words and phrases as they
are used in a text, distinguishing literal from nonliteral
language.
* Identify different points of view in stories/ poems.
*Identify elements of fiction (e.g., characters, setting, plot, problem, solution) and elements of poetry (e.g., rhyme, rhythm, figurative language, alliteration, onomatopoeia).

Reading Literary Text



Theme
* identify themes as big ideas in stories/ poems
* Provide evidence to support points stated
* 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).
* Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text (e.g., a characters thoughts, words, or actions).
* recognize and identify plot structure (e.g., initiating event, climax, resolution).
*Explain how a series of chapters, scenes, or stanzas fits together to provide the
overall structure of a particular story, drama, or poem.
* Identify rhyme and rhythm, repetition, similes, and sensory images in poems.
* Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
* Identify different points of view in stories/ poems.




Reading Literary Text



* Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
* Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary
of the text distinct from personal opinions or judgments.
* Describe how a particular storys or dramas plot unfolds
in a series of episodes as well as how the characters
respond or change as the plot moves toward a
resolution.
* Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative
meanings; analyze the impact of a specific word choice
on meaning and tone.
* Analyze how a particular sentence, chapter, scene, or
stanza fits into the overall structure of a text and
contributes to the development of the theme, setting, or
plot.
* Explain how an author develops the point of view of the
narrator or speaker in a text.








Reading Literary Text


* Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text
* Determine a theme or central idea of a text and
analyze its development over the course of the text;
provide an objective summary of the text.
* Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
* Determine the meaning of words and phrases as
they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on
a specific verse or stanza of a poem or section of a
story or drama.
* Analyze how an author develops and contrasts the
points of view of different characters or narrators in
a text.


Advance SLOs

*With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Advance SLOs

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

*Identify characteristics commonly shared by folktales and fairy tales




Advance SLOs

* Compare familiar themes in stories/ text selections

* Identify similar themes and apply this knowledge to interpret texts

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


Advance SLOs

* Analyze how a dramas or poems form or structure

(e.g., soliloquy, sonnet) contributes to its meaning.

* Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version

Reading Informational Text


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

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

Reading Informational Text

*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 for visuals, tables of contents, 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.

* recognise the organisational patterns in a text (e.g., sequence of events, cause–effect)


Reading Informational Text


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

Reading Informational Text

*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).
*.
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).

Reading Informational Text

* Explain whether predictions about the content of a text are acceptable or should
be modified and why
*Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
*Determine the main idea of a text and explain how it is supported by key details; summarize the text.
*Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
*Describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a
text.
*Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines) and explain how the information contributes to an understanding of the text in which it appears.
*Explain how an author uses reasons and evidence to support particular points in a text.

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.

Reading Informational Text

*Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
*Determine two or more main ideas of a text and explain how they are supported by
key details; summarize the text.
*Explain the relationships or interactions between two or more individuals, events,
ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
*Compare and contrast the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in two or
more texts.
*Explain how an author uses reasons and evidence to support particular points in a
text, identifying which reasons and evidence support which point(s).

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).


.


Reading Informational Text

*Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
*Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments
*Analyze in detail how a key individual, event, or idea
is introduced, illustrated, and elaborated in a text
(e.g., through examples or anecdotes).
*Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings
*Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a
text and contributes to the development of the ideas
*Determine an authors point of view or purpose in a text and explain how it is conveyed in the text.
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in
words to develop a coherent understanding of a topic or issue.
*Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.


Layout
* Identify typographical and visual features (e.g., captions, font types/ sizes, text layout, illustrations)
* Identify text features (e.g., titles/ headlines, main and sub-headings, captions/ labels for visuals)
* Recognize the organizational patterns in a text (e.g., comparison-contrast, problem-solution)
* Make predictions about the content of a text using, e.g.,
° prior knowledge
° typographical and visual features
° text features
° organizational patterns
° organizational structure (e.g., in an exposition, thesis statement - justification - restatement of thesis)
* Explain whether predictions about the content of a text are acceptable or should be modified and why.
* Restate the gist/main idea and key details.
* Examine the arguments for or against an issue, including the quality of the arguments
* Identify and interpret the evidence in arguments, e.g.,
° facts
° reasons
* 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.
Text Response
Re-read and review parts of a text/ book.
* Present a critical response, e.g.,
° put together a portfolio of response notes and quote extracts which reflect the social context of the writing
° present a critical commentary based on a set of criteria
Integrate information presented in different media or formats (e.g., in flowcharts, graphs, diagrams, photographs, videos, web pages, or maps) to develop a coherent understanding of a topic or issue.

Reading Informational Text

*Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
*Determine a central idea of a text and analyze its
development over the course of the text, including its
relationship to supporting ideas; provide an objective
summary of the text.
*Analyze the interactions between individuals,
events, and ideas in a text (e.g., how ideas influence
individuals or events, or how individuals influence
ideas or events).
*Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and
tone.
*Analyze the structure an author uses to organize a
text, including how the major sections contribute to
the whole and to the development of the ideas.
*Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
*Determine an authors point of view or purpose in a
text and analyze how the author distinguishes his or
her position from that of others.
*Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
*Analyze how two or more authors writing about the
same topic shape their presentations of key
information by emphasizing different evidence or
advancing different interpretations of facts.

Layout
* identify typographical and visual features (e.g., captions, font types/ sizes, text layout, illustrations)
* identify text features (e.g., titles/ headlines, main and sub-headings, captions/ labels for visuals)
* recognize the organizational patterns in a text (e.g., comparison-contrast, problem-solution)

* Explain whether predictions about the content of a text are acceptable or should be modified and why
* restate the gist/ main idea and key details
* Examine the arguments for or against an issue, including the quality of the arguments
* identify and interpret the evidence in arguments, e.g.,
° facts
° reasons
* 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.

Advanced SLO

* 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).

With prompting and support, identify the reasons an author gives to support points in a text.




Advanced SLO

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





Advanced SLO

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

* 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

Advanced SLO

*Compare and contrast a firsthand and secondhand account of the same event or
topic; describe the differences in focus and the information provided
.


*Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably

Advanced SLO

*Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
*Draw on information from multiple print or digital sources, demonstrating the ability to
locate an answer to a question quickly or to solve a problem efficiently.

Advanced SLO

*Compare and contrast one authors presentation of events with that of another (e.g., a memoir written by and a biography on the same person

Advanced SLO

* Analyze how a dramas or poems form or structure
(e.g., soliloquy, sonnet) contributes to its meaning.

Types of Texts



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 hymes, 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)

Types of Texts



* 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

Types of Texts



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

Types of Texts



* 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., project reports, 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)

Types of Texts



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, scientific fiction, legends)

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

°Information reports (e.g., project reports, fact sheets, brochures)

° Interpersonal texts (e.g. informal and formal letter, notices, email)

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

° Drama (playscripts)

Explanations (e.g., how something works)

° Expositions (e.g. reviews, arguments)

Types of Texts



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, scientific fiction)

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

°Information reports (e.g., project reports, fact sheets)

° Interpersonal/transactional texts (e.g. informal and formal letter, notices, email, advertisement, interviews)

° Factual recounts (e.g., eye-witness accounts, newspaper article)

° Drama (playscripts)

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

° Expositions (e.g., book, movie reviews, arguments)

Types of Texts



Read and view, demonstrating the ability to discriminate among a variety of reading-age-appropriate and more thought-provoking books and texts of different genres, from print and non-print sources, as an integral part of daily life

° Poetry (e.g., narrative poems, limericks)

° Personal recounts (e.g. diary entries, biographies, memoirs)

° Narratives (e.g., myths, science fiction, contemporary realistic fiction)

° Procedures (e.g., directions, instructional materials, experiments)

° Factual recounts (e.g., travelogues, news bulletins, notes of meeting)

° Information reports (e.g., project reports, news reports)

° Explanations (e.g., a phenomenon)

° Expositions (e.g., proposals, arguments)

° A mixture of types and forms (e.g., a personal recount in an exposition)

Types of Texts



* read and view, demonstrating the ability to discriminate among a variety of reading-age-appropriate and more thought-provoking books and texts of different genres, from print and non-print sources,

° Poetry (e.g., narrative poems, limericks, free verse)

° Personal recounts (e.g. diary entries, biographies, memoirs)

° Narratives (e.g., science fiction, contemporary realistic fiction)

° Procedures (e.g., directions, instructional materials, experiments)

° Factual recounts (e.g., travelogues, news bulletins, notes of meeting)

° Information reports (e.g., project reports, news reports)

° Explanations (e.g., a phenomenon)

° Expositions (e.g., proposals, arguments)

° A mixture of types and forms (e.g., a personal recount in an exposition)




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 in familiar and unfamiliar settings

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Benchmark I: Identify & classify vocabulary, apply word-formation techniques and parts of speech concepts for reading, writing and spoken language

Benchmark I: Acquire a wide vocabulary; use parts of speech concepts and word-formation techniques accurately for reading, writing and spoken language

Benchmark I: Apply a range of strategies and resources to ensure the use of accurate vocabulary and knowledge of linguistic conventions for reading, writing and spoken language

Student Learning Outcomes

Building vocabulary

Demonstrate understanding of word relationships (through pictures, real objects, and text) to:

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

* Select the odd word out from the group of words (e.g. table, chair, book ,book is odd in this group).

Sort words into different categories from reading materials:

* Simple action words.

* Naming words from pictures and immediate surrounding e.g. animals, fruits, vegetables, parts of body, objects in the classroom and at home.

* Colours, shapes, numbers (cardinal and ordinal), days of the week, months of the year, feeling words.



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




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.

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

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

Understand the meaning of words from how they are used in different contexts context:

* Use of contextual clues, word class the words belong to.

Understand the meaning of words from how they are used in different contexts context i.e. use of contextual clues, word class the words belong to

Use words appropriate to type of texts (e.g. explanations: technical language, expositions: persuasive language).



Recognize and use grade level words that show feelings and emotions (sad, happy, angry).

Recognize and use grade level words that show feelings and emotions (bored, scared, shy, afraid, upset).

Acquire and use accurately grade-appropriate words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered).

Recognize and use grade level words that show feelings and emotions (terrified, disgruntled, embarrassed).




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

Articulate and use simple rhyming words in writing (e.g -nd, nk, nt, mp)

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






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

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

Make anagrams from simple one/ two syllable words in class.



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


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.






Learn to join words with prefixes (e.g. un, dis, pre) and determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Learn to join prefixes with the base words and understand the change in meaning (e.g. love/pre-loved, agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

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

Identify the difference between base word and new word by adding suffixes and use in different contexts according to grammatical status of the words. (E.g. act is a verb and active is an adjective.)



Use suffixes to make nouns, adjectives (e.g. ion, ay, ship, ance, ence, able, le, ful, ent).

Use common, grade-appropriate affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).



Use common roots (e.g., cycl, form, ped) and affixes (e.g., anti-, inter-, intra-, post-, -able, -less, -tion) to construct multisyllabic words.

Use prefixes and suffixes to build words that express abstract concepts (e.g., micro-, trans-, -ness, -cracy, -ism).

Use knowledge of
syllable patterns, roots (e.g.,
bio, funct), and prefixes and
suffixes (e.g., semi-, quad-,
-ologist, -ician) to construct
multisyllabic words.


Match the familiar words with their opposites through pictures and text (e.g. black-white, tall-short).

Write opposites of simple words (e.g. give-take, late-early) and identify in different texts.

Recognize and use opposite words in text.



Recognize and use words similar to each other in text.

Locate, provide 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.

Connect and use words synonyms with positive and negative connotation (e.g. elderly vs mature, economical vs cheap)and opposites (e.g. general -particular , frequently-occasionally) in text.


Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty) and use in different texts.

Distinguish between the literal and nonliteral meanings of words and phrases in context (e.g., take steps) and use them appropriately in writing.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending) and use in different text types.

Use verbs that differ in nuance (e.g., look, peek, glance, stare, glare, scowl) and adjectives that differ in intensity (e.g., large, gigantic) to convey shades of meaning.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute, and use them appropriately in writing.





Identify, differentiate between, and use some simple pairs of words including homophones (e.g. eight-ate, I-eye, two-too-to, their-there).

Correctly use frequently confused words (e.g., to, too, two; there, their, theyre).

Locate, identify, differentiate between, and use some simple pairs of words including homophones (e.g. wait-weight), (e.g. Been/Bean, flower/flour, o/too/two fair/fare flower/flour four/for higher/hire grate/great son/sun one/won principal/principle toad/towed be/bee see/sea bare/bear wait/weight there/theyre/their eight/ate where/ware/wear steal/steal some/sum by/buy).

Recognize and use simple binomial pairs (neat and tidy/far and wide).



Comprehend and use simple phrasal verbs (e.g. blow up-get angry) and Idioms (e.g. lend a hand-help)in the different texts.



Differentiate between homophones (whether/weather, seen/scene, herd/heard, hare/hair), they're/there/their)



Understand and Identify homographs- words spelled the same, with different pronunciations (e.g. I will record the news. He broke the high jump record.

She put a bow in her hair.

You must bow to the queen.)"

Comprehend and use Idioms and proverbs in the different texts.



Differentiate between homophones and near homophones (Advice/advise)

Correctly use frequently confused words (e.g. to, too, two; there,
their, theyre).


Identify and use homographs- words spelled the same with different pronunciations (e.g. Wind, record, excuse, row, bass, close, present, does, dove, refuse, lead, invalid, wound, desert, produce, object, sewer, sow, tear, subject, intimate).


Comprehend and use contemporary Idioms and proverbs in the different texts and in their speech.



Understand the difference between Capitonym words such as Turkey/turkey May/may, August/august
March/march,Polish/polish,China/china
Titanic/titanic,Bill/bill,Lima/lima Nice/nice,Earth/earth."



Use homographs- words spelled the same with different
pronunciations (e.g. Wind, record, excuse, row, bass, close, present, does, dove, refuse, lead, invalid, wound, desert, produce, object, sewer, sow, tear, subject, intimate).



Recognize and locate some compound words from various text sources (e.g. butterfly, football, timetable, textbook, homework, classroom and whiteboard).



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



Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

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









Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.



Use some common similes in speech and writing using “like” and “as __ as”. E.g. as black as coal.

Analyse and use some analogies and more similes in speech and writing using “like” and “as __ as”. (e.g. she is as graceful as a swan.)

Recognize and use onomatopoeia in their writing.(e.g. clang, buzz, twang)

Understand and utilize figurative language i.e. alliteration, imagery (The use of ‘velvet tiger paints an image of a tiger with a thick and soft

coat.), personification (e.g., blind justice) and metaphor (e.g., The moon is the eye of the night.), onomatopoeia (e.g. clang, buzz, twang) given in the text.

Understand and utilize similes and metaphor, personification, mood, alliteration (e.g. sheep should shower in the shed) and imagery (e.g., The use of ‘crying rain clouds evokes a sense of sadness) given in the text.


Understand and utilize similes and Metaphors personification and imagery, hyperbole (e.g., You are so light I could knock you over with a feather) given in the text.



Learn to arrange words alphabetically based on first letter (ABC order apple, bag, cat).

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

Recognize alphabetical arrangement of words based on first three letters for glossary or dictionary use.



Use guide words, dictionary entries, dictionary definitions to check spelling, and meaning of words.

Use guide words, dictionary entries, dictionary definitions to check spelling, and meaning of words



Use a simple thesaurus to locate Synonyms/ antonyms and other functions definitions, etc.

Use a simple thesaurus to locate Synonyms/ antonyms and other functions definitions, etc.



Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.



Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary)."

Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Verify the preliminary determination of the meaning of a word or phrase (e.g.by checking the inferred meaning in context or in a dictionary).


Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase.


Identify days of the week and month.



Take dictation of familiar words studied in class.



Keep a record of words (e.g., word wall).

Write spellings of days of week, month and numbers.



Take dictation of familiar words studied in class.



Keep a record of words (e.g., word wall, word bank).

Write spellings of days of week, month, and numbers in a sequence.



Take dictation of familiar words studied in class.



Keep a record of words (e.g., word wall, word bank).

Take dictation of words studied in class.



Keep a record of words (e.g., word wall, word bank, word journal).

Take dictation of words studied in class.



Keep a record of words (e.g., word wall, word bank, word journal).

Take dictation of words of familiar and unfamiliar words



Keep a record of words (e.g., word wall, word bank).

Take dictation of words of familiar and unfamiliar words.



Keep a record of words (e.g., word wall, word bank).

Take dictation of words of familiar and unfamiliar words.



Keep a record of words (e.g., word wall, word bank).




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



Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Benchmark I: Recognize and use naming, action, substitution and describing words correctly in immediate and extended environment.

Benchmark I: Recognize and use naming, action, substitution and describing words, noun/adjective phrases, articles, adverbs, prepositions and conjunctions in the immediate and extended environment

Benchmark I: Recognize and use noun/adjectival/adverbial phrases and clauses in immediate and extended environment along with pronouns, prepositional phrases, verbs and conjunctions.

Student Learning Outcomes

Nouns

Nouns

Nouns

Nouns


Nouns


NOUN PHRASES AND CLAUSES


NOUN PHRASES AND CLAUSES


NOUN PHRASES AND CLAUSES


Recognize and use simple naming words from the immediate environment.


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


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


Recognize and use some naming words as collective nouns and illustrate with reference of subject verb agreement.


Recall, and demonstrate use of more common/proper nouns, countable/ uncountable nouns, collective nouns and abstract nouns.


Identify and use types of nouns i.e. common, proper, collective, material and abstract nouns.
Use post modifiers to go after a noun (e.g. the man in the blue shirt).


Identify and use types of nouns i.e. common, proper, collective, material and abstract nouns.


Identify countable and uncountable nouns
understand expressions of quantity with countable and uncountable nouns (e.g. many people, few people, ALOT OF TIME, little time).


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

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


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


Recognize and use nouns with no change in number.


Recognize and use the common gender used for both male and female.


Recognize and demonstrate use of nouns that are written in plural form but are in fact singular e.g. scissors.

Recognize and demonstrate use of words that have only plural form.

Sort the nouns by gender i.e. masculine, feminine, and common (e.g. baby), neuter (e.g. property).

Change compound nouns in plural form. (E.g. babysitter-babysitters, son-in-law-sons-in-law).


Understand the difference between singular and plural countable and uncountable nouns
(E.g. The
scissors are on the table. vs. There is a pair of scissors on the table.
The
news is not very good).






Use gerunds: nouns which look like verbs (e.g., brisk walking).


Use gerunds: nouns which look like verbs (e.g., brisk walking).




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

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





Form and use singular and plural possessive nouns.


Use specific words for genders and gender neutral terms where needed.


Identify expanded noun phrases to describe and specify (E.g. the blue butterfly).




Identify and differentiate between countable and uncountable nouns.


Use nouns and noun phrases in apposition to provide more information (e.g. John, the captain of the basketball team, is my brother).

Use nouns and noun phrases in apposition to provide more information (e.g Barkat, the captain of the basketball team, is my brother.


Recognize, differentiate and demonstrate use of possessive forms of more animate and inanimate nouns.


Use specific words for genders and gender neutral terms where needed;







Identify and use noun phrases and clauses in writing.


Identify and use noun phrases and clauses in writing.


Analyze and use noun phrases and clauses in writing.

Use suitable words to complete phrases (e.g. A drop of rain, a glass of water).


SUBSTITUTION WORDS

SUBSTITUTION WORDS

PRONOUNS

PRONOUNS

PRONOUNS

PRONOUNS

PRONOUNS

PRONOUNS

Recognize and use substitution words (e.g. I, we, you, he, she, it, they)

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.


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


Identify and use reciprocal pronoun (i.e. each other, one another), introduce first second and third person pronouns.


Recognize relative pronouns (who, which, that, whose, where) and reciprocal pronouns (each other, one another).


Recognize and use personal pronouns as subjective, objective, possessive cases, and demonstrative, interrogative, reciprocal and reflexive pronouns (this, that, one another, myself).


Identify and use personal pronouns (e.g. he, she, they, her, his, him, their, them) demonstrative (e.g. this, that), interrogative (e.g. which, who), reciprocal (e.g. each other) and indefinite pronouns (e.g. anybody, somebody).


Ensure that pronouns are used in the proper case (subjective, objective, and possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.


Recognize and Use point words (e.g. this, that, these, those).


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











Identify and use indefinite pronouns (i.e. anybody, somebody, everybody)


Use indefinite pronouns: anyone, anybody, anything, everyone, everybody, everything, someone, somebody, something, no one, nobody, nothing.





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


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


Use interrogative pronouns to make question sentences.


Illustrate the use interrogative pronoun learnt earlier i.e. when, how many, and how much, etc.


Identify relative pronouns and use relative pronouns (who, whose, whom, which, that) to join relative clauses.

Identify relative pronouns and use relative pronouns (who, whose, whom, which, that) to join relative clauses.





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












Demonstrate use of pronoun-antecedent agreement recognizing their relationship.

Recognize and correct vague pronouns (i.e., ones with
unclear or ambiguous antecedents).


Demonstrate use of pronoun- antecedent agreement recognizing their relationship.
(i.e. Singular pronouns requires singular antecedent, plural pronouns required plural pronouns)

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

Demonstrate use of pronoun- antecedent agreement recognizing their relationship.
(i.e. Singular pronouns requires singular antecedent, plural pronouns required plural pronouns)

Recognize and correct vague pronouns (i.e., ones with
unclear or ambiguous antecedents).

ARTICLES (Introduce Nouns)

ARTICLES

ARTICLES

ARTICLES

ARTICLES

ARTICLES

ARTICLES

ARTICLES

Identify and differentiate between 'a' or 'an' articles (e.g. a book, an apple)


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

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, an with countable and uncountable nouns.


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


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).


Some, few/ little, many/ much (countable/ uncountable).


Recall and apply rules for use of a and an and the in speech and writing.


Apply rules of a, an, and the wherever applicable in speech and writing.


Apply rules of a, an, and the wherever applicable in speech and writing.


Quantifier

Quantifier

Quantifier


Quantifier


Quantifier


Quantifier


Quantifier


Quantifier




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).


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?)


Understand the use of quantifiers with countable and uncountable nouns some, few/ little, many/ much, no, both/ all, each/ every, enough/ not enough, fewer, less, more, another, other)/






DOING WORDS (Verbs)

DOING WORDS (verbs)

DOING WORDS


DOING WORDS (verbs)

DOING WORDS (verbs)

DOING WORDS (verbs)

DOING WORDS (verbs)

DOING WORDS (verbs)

Identify and use some common action words.

Identify and use common action words.

Recognize doing words as verbs. Use action verbs in speech and writing.



Demonstrate the use of main verbs and helping verbs.


Illustrate the use of main and helping verbs in speech and writing.


Illustrate the use of helping verbs in speech and writing.


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 with different substitutions and pointing words in short sentences to identify and describe a person, place and thing e.g. I am ....

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

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.



Demonstrate the use of helping verbs (primary auxiliary and modal auxiliary verbs), transitive and intransitive verbs.


Illustrate use of types of verbs fluently in speech and writing.


Illustrate use of types of verbs fluently in speech and writing.


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

Use has, have to show possession.

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


Illustrate the use of modal verbs (should/ should not - could / couldnt - must / mustnt) can /cannot and, may/may not.



Distinguish and use action verbs (e.g., play), linking verbs (be, is, appear etc.) sensing verbs (e.g. hear), feeling verbs (e.g. love), mental verbs (e.g., think) and verbs of possession (e.g., own).




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


*See section on tense.

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




Recognize and demonstrate function and use of modal verbs can/ cannot, may/may not and should/ should not, shall, will, to, could, could not, might, etc. to express ability, inability, permission, offers, invitations, requests, prohibition, doubt, and obligation etc. in affirmative, negative and interrogative sentences.

Recognize and demonstrate function and use of would, need, could, might, shall, must, ought and dare in affirmative, negative and interrogative sentences.






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


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 verbs.

Convert and use present and past participles.


Convert and use forms of present participle e.g, ‘ing participles and past participles.


Use forms of present, past and perfect participles.


Identify sensing verbs (hear, touch etc.)


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


Distinguish verbs according to meaning: for example, mental verbs (think, ponder) and feeling verbs (love, hate), saying verbs (babbled, joked, and laughed).


Use of transitive and intransitive verbs in sentences i.e she bought a pan, The dog barked.


Illustrate use of regular and irregular verbs in speech and writing.


Understand use of regular and irregular verbs in speech and writing.


Apply regular and irregular verbs in speech and writing.





Use of imperative verbs in sentences i.e. Stay here, Run fast.


Use of infinitive in sentences i.e. Teacher helped the students to complete the class project.


Recognize and demonstrate function
and use of infinitives.


Recognize and demonstrate function
and use of infinitives.







Understand use of transitive and intransitive verbs.


Use transitive and intransitive verbs.


Use transitive and intransitive verbs.


DESCRIBING WORDS

DESCRIBING WORDS

DESCRIBING WORDS (Adjectives)


DESCRIBING WORDS (Adjectives)


DESCRIBING WORDS (Adjectives)


DESCRIBING WORDS (Adjectives)


DESCRIBING WORDS (Adjectives)


DESCRIBING WORDS (Adjectives)


Identify and use some describing words showing quality, size and colour, soft, big, yellow.


Identify describing words as adjectives.

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


Classify adjectives of quantity, quality, size, shape, colour and origin.


Classify and use adjectives of quantity, quality, size, shape, colour and origin.


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


Identify and use different types of adjectives.


Analyze and use adjectives in reading, listening texts and also in their writing;



Understand the use of adjectives in sentences before noun (e.g. It is beautiful scene).


Understand and use adjectives in sentences before nouns and after verbs. (E.g. The food is delicious. /The delicious food is served).


Adjectives with restricted positions (e.g. The cat is afraid/ the afraid cat).


Form adjectives from nouns and verbs (e.g., music → musical, help → helpful)

Identify adjectives that behave like nouns (e.g., the sick and the poor).



Change and use degrees of adjectives with reference to than and the.


Use degrees of adjectives with reference to than and the.



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


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


Use and classify degrees of regular and irregular adjectives.



Change and use degrees of regular and irregular adjectives.

Recognize and use absolute adjectives.


Recognize and use absolute adjectives.


Recognize and use absolute adjectives.





Develop understanding of the participles -ing, -ed to differentiate between the meanings of adjectives.


Develop understanding of the participles -ing, -en and -ed to differentiate between the meanings of adjectives (e.g., She is interesting/ She is interested.


Form adjectives from nouns
Identify adjectives phrases.


Locate the varying position of adjectives in sentences.


Identify the varying position of adjectives in sentences and apply in their writing.








Form adjectives from nouns and verbs.


Form adjectives from nouns and verbs.








Use adjectives phrases in sentences and speech.


Use adjectives phrases in sentences and speech.


Adverb

Adverb


Adverb

Adverb

Adverb

Adverb And Adverbials


Adverb And Adverbials


Adverb And Adverbials



Define and recognize adverbs.




Identify and use adverbs of manner, time, place and frequency.


Use adverbs of manner, time, place,
frequency, degree and reason.



Use different kinds of
adverbs that have been learnt earlier.




Classify and use different kinds of
adverbs that learnt earlier.



Understand and use adverbs that qualifies verbs.


Recall and use adverbs that qualify verbs and adjectives.


Identify, understand and use adverbs that qualifies verbs, adjectives and other adverbs.


Illustrate adverbs that are also adjectives


Analyze and use adverb phrases and clauses in their writing for different purposes.


Use adverbs, adverb phrases, and adverb clauses as needed in their speech and writing.


Use adverbs, adverb phrases, and adverb clauses as needed in their speech and writing.



Recognize formation of adverbs i.e adding –ly.


Understand and use adverbs of manner, place and time.


Identify and use simple adverbs of manner and time.


Illustrate and develop understanding to expand adverbs into adverb phrases.


Recognize varying positions of adverbs, adverb phrases, and adverb clauses as needed in their speech and writing.



Identify and use degrees of comparison
of adverbs.




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


Develop understanding of adverb phrase.


Illustrate the use of adverbs that connect clauses and sentences.





Words Showing position

Prepositions


Prepositions


Prepositions


Prepositions


Prepositions and Prepositional
Phrases


Prepositions and Prepositional
Phrases


Prepositions and Prepositional
Phrases


Recognize and use the words that tell the position i.e. in, on, under, behind, next.

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

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


Use some words showing position, time and movement.


Demonstrate use of prepositions showing position, time, movement and direction.


Illustrate use of prepositions of position,
time, movement and direction including since and for


Use compound prepositions and prepositional phrases.


Illustrate use of prepositions of position,
time, movement and direction including since and for.


Illustrate use of prepositions of position, time, movement and direction.















Use compound prepositions and prepositional phrases.

Illustrate use of compound preposition and prepositional phrases.

Illustrate use of compound phrases and prepositional phrases.


Joining words


Joining words


Joining words



Conjunction



Conjunction



Conjunction



Conjunction



Conjunction


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

Advanced SLO:


Recall the join word and illustrate joining words i.e. and, or, but , (because C+).

Recognize the function of joining words in sentences.


Advanced SLO:


Use connectors i.e.
for addition (e.g., and, as well as)
for reason (e.g., because, for*) c+
for sequence (e.g. first, second).


Recognize the function of joining words in sentences.

Advanced SLO:


Use connectors i.e.
for addition (e.g., and, as well as)
for reason (e.g., because, for)
for sequence (e.g. first, second.)
for cause-and-effect (e.g., so that, therefore c+, since*).


Advanced SLO:


Select and describe the use of connectors i.e.
for addition (e.g., and, as well as)
for reason (e.g. because, for)
for sequence (e.g. first, second)
for cause-and-effect (e.g., so that, therefore c+, since*)
for choice (e.g., either...or..., neither...nor...)

Introduce and explain use of coordination conjunctions (i.e. but, or, yet, and).


Explain functions of different conjunctions used for addition (e.g., and, too, as well as), sequence (e.g., then, while, before), contrast (e.g., but, however, although),reason (e.g., because, as, for*), purpose (e.g., so that, in order to, so as to), place (e.g., where, wherever), condition (e.g., if, until, unless), cause-and-effect (e.g., so that, therefore, since*), choice (e.g., either...or..., neither...nor).

Identify the difference between coordination and subordination conjunctions and there use in sentences i.e. compound and complex.

Explain functions of different conjunctions used for addition (e.g., and, too, as well as), sequence (e.g., then, while, before), contrast (e.g., but, however, although),reason (e.g., because, as, for*), purpose (e.g., so that, in order to, so as to), place (e.g., where, wherever), condition (e.g., if, until, unless), cause-and-effect (e.g., so that, therefore, since*), choice (e.g., either...or..., neither...nor...)


Recall the use of coordinating and subordinating conjunctions.


Recognize and use subordinating conjunctions to connect independent clause/s to dependent clause/s.


"Recognize and use correlative
conjunctions including pairs such as ""both/and,"" ""either/or,"" ""neither/nor,"" ""not/but"" and ""not only/but also.""


Benchmark II:

Identify, comprehend and use capitalization and punctuation (full stop, question mark, exclamation mark, comma, quotation marks, and apostrophe) with reasonable accuracy.


Benchmark II:

Identify, comprehend and use capitalization and punctuation () with reasonable accuracy.


Benchmark II:

Identify, comprehend and use capitalization and punctuation () with reasonable accuracy.


Student Learning Outcomes

CAPITALIZATION

CAPITALIZATION


CAPITALIZATION


CAPITALIZATION


CAPITALIZATION


CAPITALIZATION




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 and dates.


Recognize and 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.







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

Capitalize holidays, product names, and geographic names.




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. Capitalize titles.

Capitalize the first word in direct speech (e.g., Mr. Goh said, “He has two dogs.”)

Capitalize proper nouns and titles of stories and books, the first words of sentences, and letters in acronyms.


Attend to
punctuation and
capitalization, including in written dialogue.




Punctuation

Punctuation

Punctuation

Punctuation

Punctuation

Punctuation

Punctuation

Punctuation

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






Recognize that a sentence ends with full stop question marks and exclamation mark.


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.

Recognize and use full stop with some abbreviations, 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.)




Recall the rules of punctuation learnt earlier i.e. full stop, comma, exclamation mark, quotation marks, and question marks.

Read, pronounce, write, and understand the meaning of common abbreviations for titles, locations, and time periods (e.g., Dr., Ms., Mrs., St., Rd., Ave.,
U.S., months, days of the week, a.m., p.m.).

Recognize and rectify faulty punctuation in given passages and own work.


Recognize and rectify faulty punctuation in given passages and own work.


Recognize and rectify faulty punctuation in given passages and own work.


Recognize and use of comma in a list.


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 comma and quotation marks in direct speech.


Use comma and quotation marks in direct speech.


Recognize and use hyphen to join numbers, quantities, and fractions.


Recognize and use comma:

* For a series of items.

* Before a short quotation.

Recognize and use comma:


Use commas to separate an introductory element
from the rest of the sentence.


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


Use of contractions with be verbs (e.g. I'm, I've, she's, it's).


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).


Use apostrophe



* For indicating possession (e.g., the cooks pie, Jamess toy/ James toy, the
cooks pies, the childrens toys, a weeks holiday)
* In contractions (e.g., its raining).


Use apostrophe



* For indicating possession (e.g., the cooks pie, Jamess toy/ James toy, the
cooks pies, the childrens toys, a weeks holiday).

* In contractions (e.g., its raining).

* For indicating possession without the second noun (e.g., My mother has gone to
the bakers.)


Recognize and use colon to
introduce a list of items.


Recognize and use colon to
introduce a list of items.


Introduce a long quotation.


Recognize and use colon to
introduce a list of items.


Introduce a long quotation.







Recognize and use colon to
introduce a list of items.


Recognize and use quotation marks to
enclose a direct quotation/ /dialogues.


Recognize and use semicolon to
emphasize parts of a series of clearly
defined units.







Recognize and use hyphen to
join a single letter to another word.


Recognize and use hyphen to
join words and to avoid ambiguity.


Recognize and use quotation marks to
enclose a direct quotation/ /dialogues.







Recognize and use parenthesis (Round Brackets) to
enclose numbers or letters in enumerations in the text.
Express an amount in numbers previously expressed in words.


Recognize and use dash as
a separator to indicate that a sentence has been broken off.


Recognize and use hyphen to indicate the division of a word at the end of a line.








Recognize and use parenthesis (Round Brackets) to
enclose numbers or letters in enumerations in the text
express an amount in numbers previously expressed in words.


Recognize and use dash as
a separator to indicate that a sentence has been broken off.
an indicator of a new direction of thought.









Recognize and use parenthesis (Round Brackets) to
enclose numbers or letters in enumerations in the text.
Express an amount in numbers previously expressed in words.
Mark off explanatory or supplementary material.


Benchmark III: Identify and use with reasonable accuracy limited concepts of time, tense and aspect, and use them for spoken and written purposes.

Benchmark III: Use with accuracy concepts of time, tense and aspect for spoken and written purposes.

Benchmark III: Analyze and use concepts of time, tense and aspect in their speech and writing.

Student Learning Outcomes

Tenses

Tenses

Tenses

Selected parts

Tenses

Tenses

Tenses

Tenses

Use of simple present verbs to show habitual actions e.g. He walks for walk daily.






Use of simple present verbs to show habitual actions, universal statements, and current facts.


Use of simple present for schedule future actions/events.


Recall the uses of present simple and past simple to write sentences.


Recognize the form and various functions; and illustrate use of Simple (Past, Present, Future), Continuous (Past, Present, Future)
Perfect (Past, Present, Future).


Recognize the form and various functions; and illustrate use of all forms of Perfect (past, present, future; including all forms).


Illustrate use of tenses learnt earlier.


Recognize the form of a various function and illustrate use of all forms of perfect continuous tense.


Use present continuous (ing) for the actions taking place at the time of speaking and writing e.g. He is running to win the race.






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


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




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

Use of present continuous for the planned future action/ event.




Use past simple for completed actions/events in writing and speaking e.g. I ate an apple in the morning.


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











Use of present perfect for actions in the past that still affect the present.


Use of present perfect for actions occurring at unspecified time.
already, just, yet






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).


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




Use Past perfect continuous for an action going on when a second one took place (e.g., He had been trying
to reach her when he heard the news).


Use Past perfect continuous for an action going on when a second one took place (e.g. He had been trying to reach her when he heard the news).







Use of past perfect for a past action occurring before another past action (e.g. I had done my homework before my father reached home).









Use of future tense will/ shall/ be going to + infinitive (e.g., I will go to the library tomorrow/ My parents are going to attend the concert.)









(be) about to + infinitive: to refer to the immediate or near future (e.g., I am about to leave the house).










Recognize and correct inappropriate shifts in verb tense.


Recognize and correct inappropriate shifts in verb tense.


Recognize and correct inappropriate shifts in verb tense.


Benchmark IV:

Benchmark 4: Identify sentence types and structure, recognize and apply the concept and functions of voice and narration in reading and writing.


Benchmark IV: Classify and write different sentence types and structure, recognize and apply the concept and functions of voice and narration in reading and writing.

Benchmark IV: Classify and write different sentence types and structure, recognize and apply the concept and functions of voice and narration in reading and writing.

Student Learning Outcomes

Sentence structure


Sentence structure


Sentence structure


Sentence structure

Sentence structure


Sentence structure


Sentence structure


Sentence structure


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


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


Recognize that sentences comprise of Subject + Predicate

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


Make simple sentences with direct and Indirect objects (e.g. Teacher asked him. Teacher asked him question).


Recall and practice that sentences structure with SVO pattern and identify predicate.


Classify and use sentences with simple and compound structures
Use simple SVO pattern sentences.


Use sentences with direct and indirect
objects.


Analyze and use sentences with direct and indirect objects.

Identify and differentiate between sentences, clauses and a phrases.

Identify and differentiate between main and subordinate clause.





Identify the difference between main and subordinate clauses.


Recall the difference between main and subordinate clauses.

Identify complex sentences with comparison clause (e.g., I eat more than you do), with a relative clause (e.g., He is looking for the bag which he has lost).


Identify and use compound and complex sentences;

Construct complex sentences with comparison clause e.g. He works better than you do.), relative clause (e.g. This is the boy who miss the train.), adverbial clause (e.g. The children do as they are told).


Identify and construct different sentences Simple, complex and compound.



Sentence Type


Sentence Type


Sentence Type


Sentence Type


Sentence Type


Sentence Type


Sentence Type


Sentence Type


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


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


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


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.






Comprehend and respond to simple wh-questions.


Comprehend and respond to simple wh-questions.


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?)


Form questions and answers by varying the structure of sentences:






Conditional sentences


Conditional sentences


Conditional sentences


Conditional sentences


Conditional sentences


Conditional sentences


Conditional sentences


Conditional sentences







Introduce conditional sentences, use and structure of zero conditional sentence.


Elaborate the use of conditional sentences type zero and I (e.g If you dont brush your teeth, you get cavities. If you rest, you will feel better).


Recall the conditional sentences type zero and I and explain the use of conditional sentence type II.


Interjections


Interjections


Interjections


Interjections


Interjections

Interjections


Interjections


Interjections







Recognize and use interjections to express emotions or sudden bursts of feelings.
(E.g Alas, /hurrah!)


Recognize and use interjections to express emotions or sudden bursts of feelings.


Recognize and use interjections to express emotions or sudden bursts of feelings.







WORD FUNCTIONS


WORD FUNCTIONS

WORD FUNCTIONS






Recognize and use one word as different parts of speech in a sentence i.e. Noun as verb, Noun as adjective etc.


Recognize and use one word as different parts of speech in a sentence
i.e. adjective/ as adverb etc.


Recognize and use one word as different parts of speech in a sentence
i.e. Noun as verb, Noun as adjective etc.


Transitional Devices


Transitional Devices


Transitional Devices


Transitional Devices


Transitional Devices


Transitional Devices


Transitional Devices


Transitional Devices






Use a variety of transitional words and phrases to manage the sequence of
events, such as ‘Earlier... or ‘Nearby... or 'Firstly',‘Secondly.... They can
also use phrases in the same way: ‘Later on... or ‘Far away...


Use a variety of transitional words and phrases to manage the sequence of
events. Use in speech and writing, transitional
devices of addition, alternative,
comparison, contrast and illustration (e.g., however, although,
nevertheless, similarly, moreover, in addition).


Use in speech and writing, transitional
devices
of addition, alternative,
comparison, contrast, illustrations,
Sequence and conclusion.


Use in speech and writing, transitional
devices of addition, alternative,
comparison, contrast, illustrations,
means of, consequence, sequence,
conclusion, cause, effect and extent.


Active/Passive Voice


Active/Passive Voice


Active/Passive Voice


Active/Passive Voice


Active/Passive Voice


Active/Passive Voice


Active/Passive Voice


Active/Passive Voice







Identify Active and Passive voice in simple statements of Present, Past
and Future simple tenses and illustrate the change in voices.


Recall the use of Active and passive voice learnt in previous grade and illustrate the change in present, past progressive tense.


Practice the change in voices in present, past, simple and progressive tenses in simple and interrogative sentences.










Use error analysis to:
identify errors
edit errors


Direct indirect


Direct indirect


Direct indirect


Direct indirect


Direct indirect


Direct indirect


Direct indirect


Direct indirect




Identify the difference between direct and indirect speech.

Express to add comma, speech marks, question marks and full stop in direct speech.

Explain the difference between direct speech and speech bubbles.


Identify the difference direct and indirect speech.


Express to change pronouns in indirect speech and replacement of other words (e.g. this-that, now-then, today-that day etc.)


Recall the difference between direct and indirect speech.

Explain the change of tense in indirect speech i.e. (present simple, present progressive, present perfect.)


Recall the difference between direct and indirect speech.


Explain the change of tense in indirect speech i.e. (present into past tense in simple sentences and interrogative sentences.)


Discuss the change of tense in indirect speech i.e. (present into past tense in simple sentences and interrogative sentences.)
Explain the change in declarative sentences in indirect speech


Recall and practice the changes in indirect speech (i.e. tense in simple, interrogative and declarative sentences.)





Domain 4: Writing Skills

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

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Benchmark I: Trace and write letters, words and sentences legibly, consistently and with correct formation and spelling, on four-lined paper.

Benchmark I: Trace and write letters, words and sentences legibly, consistently and with correct formation and spelling, on four-lined paper.

Benchmark I: Trace and write letters, words and sentences legibly, consistently and with correct formation and spelling, on two-lined paper.

Student Learning Outcomes

Writing Readiness and spellings

Writing Readiness and spellings

Writing Readiness and spellings






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.








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

  1. in the correct direction.


  1. starting and finishing in the right place.


  1. of the correct size relative to one another.

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

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

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

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

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

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

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

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

  1. in the correct direction


  1. starting and finishing in the right place


  1. of the correct size relative to one another



  1. 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 and write simple one syllable words on four-lined paper while leaving regular spaces between words. (e.g. use trace it, build it, write it technique. Building can be done using letters written on leaves, rocks, wood, or cardboard cutout shapes)

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







Write date and captions on the top of the page.








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

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

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

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

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





Advance SLO

Write in cursive script to increase writing speed and fluency.

Advance SLO

Write in cursive script to increase writing speed and fluency.

Advance SLO

Write in cursive script to increase writing speed and fluency.

Advance SLO

Write in cursive script to increase writing speed and fluency.




Benchmark II: Apply word analysis and phonics strategies to spell grade 3 level words: high-frequency words, irregularly-spelled words, contractions, words using prefixes/suffixes, words with short/long vowels, blends, digraphs, diphthongs, and other grade-level phonics concepts.

Benchmark II: Apply word analysis and phonics strategies to spell grade 5 level words: high-frequency words, homophones, words using prefixes/suffixes, words with short/long vowels, blends, digraphs, diphthongs, silent letters and other grade-level phonics concepts.

Benchmark II: Apply word analysis and phonics strategies to spell grade 8 level familiar and unfamiliar words.

Student Learning Outcomes

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

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


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.


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.


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.

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.

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.

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:

a. Spell ones own name.

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

c. Spell one syllable words.


Apply grade-level word analysis skills to:

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

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

Apply grade-level word analysis skills to:

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

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

c. Spell grade-appropriate irregularly spelled words.

d. Spell contractions to words. (e.g., couldnt - could not)

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

Apply grade-level word analysis skills to:

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

b. Spells words made using the most common prefixes and suffixes (Pre-, re-, mis-,-less,-ful)

c. Spell grade-appropriate irregularly spelled words.

d. Spell contractions to words. (e.g., couldnt - could not)

e. Spell words correctly using generalized spelling patterns. (e.g., doubling consonants, silent e)

f. Spell homophones.

Apply grade-level word analysis to:

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

b. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to spell accurately unfamiliar multisyllabic words.

c. Spell words made from the most common prefixes and suffixes. (Un-, dis-,un-, im-,non-,Pre-, re-, mis-,-less,-ful, -ly,-ness,-able)

d. Spell homophones.

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to accurately spell unfamiliar multisyllabic words in context and out of context.

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to accurately spell unfamiliar multisyllabic words in context and out of context.

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to accurately spell unfamiliar multisyllabic words in context and out of context.

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

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


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


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


  1. double consonants (e.g., ck, ff, ss, ll)


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




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

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


  1. final y as a vowel



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


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


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


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


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

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

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


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


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


  1. final y as a vowel


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


  1. 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)


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


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


  1. diphthongs (e.g., ou, ow)


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


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


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

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

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


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



  1. final y as a vowel

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


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


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


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


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


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


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


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


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


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


  1. 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)

  1. consonant l-e words


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

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

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

b. diphthongs (ough)

c. 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)

t (e.g., often, bristle, castle, bustle, fasten)

l (e.g., walk, chalk, half, talk, calf, calm)

g (e.g., gnaw, gnarl, gnat, gnash, gnome

d. consonant-l-e words

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

  1. /k/ changed to /sh/ (music/musician, magic/magician i.e. adding -ian)


  1. /t/ changed to /sh/ (connect/connection, select, selection i.e. adding -ion)



  1. /k/changed to /s/ (critic/ criticism, clinic/ clinician)


  1. /s/ changed to /sh/ (office/ official, specific/ special)


  1. Silent letters e.g. c (fascinate, ascend, descend, scientist, scissors, scene, scent), l (calm, psalm, balm, half, yolk), t (listen, soften, often, moisten, whistle), u (guess, guest), w (wrinkle, wrong), n (autumn, column, condemn, damn, hymn, solemn), k (knife, know, knowledge), h (ghost, ghoul), g (gnome, gnat, gnarled, sign, reign foreign, campaign)

u-guess guest

w-wrinkle wrong who

n-autumn, column, condemn, damn, hymn, solemn

k-knife know knowledge

h-ghost . ghoul . aghast

g-gnome, gnat, gnarled, sign, reign foreign,



Advance SLO

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, 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)

Advance SLO

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)

Advance SLO

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)

Advance SLO

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

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

° diphthongs (ough)








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



Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Benchmark I: Generate ideas on a topic using pre-writing strategies: drawing and matching pictures, oral and written brainstorming, and mind-mapping.

Benchmark I: Generate ideas on a topic using pre-writing strategies: drawing and matching pictures, oral and written brainstorming, mind-mapping, and note-taking.

Benchmark I: Generate ideas on a topic using pre-writing strategies: drawing and matching pictures, oral and written brainstorming, mind-mapping, note-taking and free-writing.

Student Learning Outcomes

Writing Strategies and types


Writing Strategies and types






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.

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.

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

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

Follow the steps of the process approach to plan for writing a paragraph: brainstorming, structuring, mind mapping using a variety of graphic organizers, note-taking.

Follow the steps of the process approach to plan for writing a paragraph: brainstorming, mind mapping using a variety of graphic organizers, mind mapping, note-taking.

Follow the steps of the process approach to plan for writing a paragraph: brainstorming, structuring, mind mapping using a variety of graphic organizers, free writing, note-taking.

Follow the steps of the process approach to plan for writing a paragraph: brainstorming, structuring, mind mapping using a variety of graphic organizers, free writing, note-taking.

Benchmark II: Write a simple paragraph of a variety of types - descriptive, personal recount, opinion-piece, explaining a process/procedure - along with informal letters, simple rhyming and acrostic poems, dialogues in speech bubbles; that are clear and creative.

Benchmark II: Write multi-paragraph compositions of a variety of types - descriptive, narrative, expository, opinion-based - along with formal and informal letters, stories poems, dialogues; that are clear and of creative value.

Benchmark II: Write multi-paragraph compositions of a variety of types - descriptive, narrative, expository, opinion-based, persuasive/argumentative - along with formal and informal letters, summaries, stories poems, dialogues; that are clear, coherent, cohesive and of creative value.

Student Learning Outcomes

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

Fill in missing information to complete a simple paragraph.






Fill in words to change or complete a given story.




Complete a simple paragraph using the given words, phrases and sentences.






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.).




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.).

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.

Write multiple paragraphs on a single topic (on the given text types), using correct capitalization, punctuation and spelling, by using the process approach - brainstorm, mind mapping, writing a first draft, seeking peer feedback, developing a final draft.

Write multiple paragraphs on a single topic (on the given text types), using correct capitalization, punctuation and spelling, by using the process approach - brainstorm, mind mapping, writing a first draft, seeking peer feedback, developing a final draft.

Write multiple paragraphs on a single topic (on the given text types), using correct capitalization, punctuation and spelling, by using the process approach - brainstorm, mind mapping, writing a first draft, seeking peer feedback, incorporating teacher's feedback, developing a final draft.

° Use appropriate pronoun - antecedent relationship and transitional devices within a paragraph.

° Use chronological/sequential order of arranging detail.

Write multiple paragraphs on a single topic (on the given text types), using correct capitalization, punctuation and spelling, by using the process approach - brainstorm, mind mapping, writing a first draft, seeking peer feedback, developing a final draft.

° Use appropriate pronoun - antecedent relationship and transitional devices within a paragraph.

° Use chronological/sequential order of arranging detail.

Write multiple paragraphs on a single topic (on the given text types), using correct capitalization, punctuation and spelling, by using the process approach - brainstorm, mind mapping, writing a first draft, seeking peer feedback,

° Use appropriate pronoun - antecedent relationship and transitional devices within a paragraph.

° Use chronological/sequential order of arranging detail.







Recognize that: a simple paragraph comprises a group of sentences that develop a single main idea, and identify the main idea in a simple paragraph.

Recognize that: a simple paragraph comprises a group of sentences that develop a single main idea, and identify the main idea in a simple paragraph.

Identify introduction, main body, and conclusion in a text.

Recognize that: a simple paragraph comprises a group of sentences that develop a single main idea, and identify the main idea in a simple paragraph.

Identify introduction, main body, and conclusion in a text

Write a clear topic sentence using specific words, vivid verbs, modifiers, etc.

Add adequate supporting detail to the topic sentence (example, definition or evidence) to develop the main idea.

Add adequate supporting detail to the topic sentence (example, definition or evidence) to develop the main idea.

Text Types

Text Types

Text Types

Text Types

Text Types

Text Types

Text Types

Text Types

Write a word or a sentence to describe a picture.

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

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

Write a paragraph to describe/show sequence in a picture/series of pictures.

Write a story from a picture or picture clues.




Draw or sequence pictures to tell a story.

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

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 narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c. Provide a sense of closure

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words and phrases to manage the sequence of events.

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

e. Provide a conclusion that follows from the narrated experiences or events.

. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

e. Provide a conclusion that follows from the narrated experiences or events.

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

e. Provide a conclusion that follows from the narrated experiences or events.

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

Write 3-5 informative/explanatory sentences on one topic in which they name a topic, supply some facts about the topic, and provide some sense of closure.

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 informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

b. Develop the topic with facts, definitions, and details.

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

d. Provide a concluding statement or section.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

b. Develop the topic with facts, definitions, and details.

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

d. Provide a concluding statement or section.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from the information or explanation presented.



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 opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Write opinion pieces on topics or texts, supporting a point of view with reasons.

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

b. Provide reasons that support the opinion.

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

d. Provide a concluding statement or section.

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writers purpose.

b. Provide reasons that are supported by facts and details.

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

d. Provide a concluding statement or section related to the opinion presented

Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s) and organize the reasons and evidence clearly.

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from the argument presented.

Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from and supports the argument presented



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

Write simple descriptive paragraphs (giving physical description and characteristics/traits of a person/object/place moving from general to specific), using correct capitalization, punctuation and spelling, by using the process approach - brainstorm, mind mapping, writing a first draft.

Write a simple descriptive composition (giving physical description and characteristics/traits of a person/object/place moving from general to specific), using correct capitalization, punctuation and spelling, by using the process approach - brainstorm, mind mapping, writing a first draft.

Write a descriptive composition (giving physical description and characteristics/traits of a person/object/place moving from general to specific), using correct capitalization, punctuation and spelling, by using the process approach - brainstorm, mind mapping, writing a first draft.

Write a descriptive composition (giving physical description and characteristics/traits of a person/object/place moving from general to specific), using correct capitalization, punctuation and spelling, by using the process approach - brainstorm, mind mapping, writing a first draft.

Recognize the function of different question words to write 1-2 word answers according to grade level. (who, when, what, where)

Recognize the function of different question words to write short answers according to grade level. (who, when, what, where, why)

Recognize the function of different question words to write short answers according to grade level. (who, when, what, where, why, how)

Recognize the function of different question words to write answers according to grade level. (who, when, what, where, why, how).

Recognize the function of different question words to write answers according to grade level. (who, when, what, where, why, how)





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

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

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

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

Write a short dialogue between two people.


Write a short dialogue between two people, giving narration/background in brackets.


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

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

Write short informal invitations to friends, family members and teachers to demonstrate the use of the following conventions: purpose, date and time, venue, name of addressee and sender.

Write guided replies accepting or declining an invitation.






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

Write an informal letter to family and friends on personal, familiar topics and replies to a short informal letter from friends and family member.

Write short informal letters to people in immediate social and academic environment.

Write informal letters to people in extended social and academic environment for various purposes.

Write informal letters to people in extended social and academic environment for various purposes

Write informal letters to people in extended social and academic environment for various purposes





Write a formal letter of application.

Write a formal letter/email of complaint.

Write a formal letter/email of acceptance/rejection.

Write a formal letter/email of condolence.

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

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

Write a simple acrostic poem using a given structure.

Write a simple cinquain (poem).

Write a haiku (poem).

Write a poem describing objects or places.

Write a poem narrating an event.

Write a poem narrating an event or a story.




Write the main idea of a familiar and unfamiliar poem.

Write the main idea of a familiar and unfamiliar poem.

Write the main idea of a familiar and unfamiliar poem.

Use paraphrasing skills to paraphrase stanzas in a poem.

Use paraphrasing skills to paraphrase stanzas in a poem.




Paraphrase the text in your own words

Use summary skills to: write a summary of the given text.

Use summary skills to: write an objective summary of the given text, distinct from personal opinion and judgement.

Use summary skills to: write an objective summary of the given text.

Use summary skills to: write an objective summary of the given text and poems.






Write a paragraph of free writing for fluency, creativity, brain-storming or pleasure.

Write a paragraph of free writing for fluency, creativity, brain-storming or pleasure.

Write a paragraph of free writing for fluency, creativity, brain-storming or pleasure.

Benchmark III: Review, and revise written work for correctness of spelling, grammar and punctuation.

Benchmark III: Review, and revise a paragraph to ensure correctness and clarity.

Benchmark III: Review, revise and proofread a paragraph to ensure correctness, clarity and cohesion.

Student Learning Outcomes


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




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

Review & revise written work (using a editing checklist or rubric) for: correct spelling, grammar, punctuation, subject-verb agreement, layout.

Review & Revise written work (using an editing checklist, or rubric) for: correct spelling, grammar, punctuation, subject-verb agreement, layout, legibility and vocabulary.

Review (using an editing checklist), revise and proofread a paragraph to ensure that it has the main idea, supporting details in relation to a main idea, uses transition words to establish connection, includes an introductory and closing sentence, has correct grammar, spelling and punctuation.

Review, revise and proofread a paragraph to ensure that it has a topic sentence, supporting sentences, uses transition words to establish connection, includes an introductory and closing sentence, has correct grammar, spelling and punctuation.

Review, revise and proofread a paragraph to ensure that it has a topic sentence, supporting sentences, uses transition words to establish connection, includes an introductory and closing sentence, has correct grammar, spelling and punctuation.