English-Progression Grid

SNC - ENGLISH (1-8)

Progression Grid

 

The Progression Grid below is divided by grade level; Grade 1-8

The English language curriculum 2022 outlines the following competencies of language learning:

  1. Oral Communication Skills 
  2. Reading and Critical Thinking 
  3. Vocabulary and Grammar
  4. Writing

These competencies are the areas of language learning. Competencies are further divided into focus areas. These are what teachers will focus on in each competency. 

Benchmarks are the expected attainment targets to be achieved as a result of teacher instruction. The Student Learning Outcomes (SLOs) comprise of the skills, learner strategies, attitudes and behaviours required to achieve the benchmarks and standards.

The italicised SLOs are additional, and not mandatory to be included in textbooks or teaching instruction. 

Please note that the suggested English Topic List is attached at the end of this document.

Competency A: Oral Communication Skills

Standard 1: Develop competence in listening and spoken language in order to communicate effectively across a variety of contexts and to a range of audiences.

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; retell main and key ideas.

 

 

 

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 strategies individually and collaboratively to comprehend and interpret information.

 

 

 

 

A1. Listening and Viewing

[SLO: E-01-A1-01] Show awareness of the listener through non-verbal communication (e.g., through maintaining eye contact with the speaker and nodding in response).

 

 

[SLO: E-02-A1-01]

Show awareness of the listener through, including, relevant details in non-verbal and verbal communication (e.g., through laughing when a joke is shared, or responding to what is being said).

 

[SLO:E-03-A1-01]

[SLO:E-04-A1-01]

[SLO:E-05-A1-01]

Show awareness of one or more listeners by developing sensitivity to ways that others express meaning in their talk and non-verbal communication.

 

 

 

 

[SLO:E-06-A1-01]

Develop conversation for clarity and effect to engage a listener.

 

 

 

 

 

 

 

 

 

 

 

[SLO:E-07-A1-01]

Adapt speech, non-verbal gestures and movement to meet an increasing range of situations.

 

 

 

 

[SLO:E-08-A1-01]

Demonstrate increased personal confidence by managing and being able to adapt/change the content of the spoken presentation and listening

 

 

[SLO: E-01-A1-02] Recognise sounds, words or phrases in the language and repeat them

[SLO: E-02-A1-02]

 Listen to smaller conversations and speak simple sentences using correct pronunciation and sentence structure.

 

[SLO: E-03-A1-02]

[SLO: E-04-A1-02]

[SLO: E-05-A1-02]

Listen and understand longer conversations from different contexts, short lectures and talks, radio and TV broadcasts, stories, and descriptions of events and will be able to identify main ideas.

 

[SLO: E-06-A1-02]

Listen to, view and respond to texts for different purposes in a variety of contexts for enjoyment and understanding.

 

[SLO:E-07-A1-ADD]

 

Practise speaking fluently and explore complex ideas and feelings, both in-depth and at length to provide suggestions, conduct a discussion, draw together ideas and promote effective sharing of ideas

 

[SLO:E-08-A1-ADD]

 

Explore complex ideas and issues in drama, establish roles and apply dramatic approaches with confidence.

[SLO: E-01-A1-03] Begin to use contextual clues to predict content in short supported talk on a limited range of general and curricular topics

 

[SLO: E-02-A1-03]

Use contextual clues to predict content and meaning in short supported talk on an increasing range of general and curricular topics

[SLO: E-03-A1-03]

Deduce meaning from context in short, supported talk on a limited range of general and curricular topics

[SLO: E-04-A1-03]

Deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

[SLO: E-05-A1-03]

Deduce meaning from the context in supported extended talk on a range of general and curricular topics

[SLO: E-06-A1-03]

Deduce, meaning from context in both short and extended talk on a range of general and curricular topics

[SLO: E-07-A1-03]

Apply knowledge from listening to, viewing and responding to texts for different purposes (including arguments and discussions). For example in the context of enjoyment and understanding of other areas of language learning

[SLO: E-08-A1-03]

Apply knowledge from listening to, viewing and responding to texts for different purposes (including arguments and discussions). For example in the context of enjoyment and understanding of other areas of language learning

 

Benchmark II: Listen to, view and respond to a variety of texts

Benchmark II: Comprehend, and respond to a variety of speech types

Benchmark II: Comprehend, and respond to a variety of speech types

 

A2. Listening and Speaking Readiness

[SLO: E-01-A2-01]

[SLO: E-02-A2-01]

[SLO: E-03-A2-01]

Listen to others and respond appropriately.

[SLO: E-04-A2-01]

[SLO: E-05-A2-01]

Demonstrate ‘attentive listening’ and engage appropriately with empathy and respect, taking into account opinions and ideas shared by others while developing their own.

[SLO: E-06-A2-01]

[SLO: E-07-A2-01]

Listen to, view and respond to texts for different purposes in a variety of contexts for enjoyment and understanding

 

 

 

[SLO: E-08-A2-01]

Apply knowledge from listening to, viewing and responding to texts for different purposes (including arguments and discussions).

For example in the context of enjoyment and understanding of other areas of language learning

[SLO: E-01-A2-02]

[SLO: E-02-A2-02]

[SLO: E-03-A2-02]

Take turns to speak.

[SLO: E-04-A2-02]

Take turns to speak on a given topic and during group discussions.

[SLO: E-05-A2-02]

Take turns to speak on a range of topics of their own choices.

[SLO: E-06-A2-02]

[SLO: E-07-A2-02]

[SLO: E-08-A2-02]

Demonstrate ‘attentive listening’ skills towards others and be sensitive to the rules of turn-taking and discourse.

[SLO: E-01-A2-03]

Ask questions for clarity.

[SLO: E-02-A2-03]

[SLO: E-03-A2-03]

Ask questions for clarity and respond to questions from others.

[SLO: E-04-A2-03]

[SLO: E-05-A2-03]

Ask questions to obtain information and explain ideas clearly, making meaning explicit.

[SLO: E-06-A2-03]

Ask and respond to questions with correct language making meaning explicit.

 

[SLO: E-07-A2-03]

[SLO: E-08-A2-03]

Ask and answer questions of personal relevance, information and variety of communicative purposes

[SLO: E-01-A2-04]

[SLO: E-02-A2-04]

Recognise ‘stress’ and ‘intonation’ patterns as used in statements and questions.

 

 

[SLO: E-01-A2-04]

Identify rhetorical patterns and make simple inferences while listening. (e.g., following commands, instructions, procedures etc)

 

[SLO: E-04-A2-04]

[SLO: E-05-A2-04]

Differentiate between rhetorical patterns while listening (e.g., stress and intonation in an imperative statement: “You must clean your room”, as opposed to a question: “Will you clean your room?”).

[SLO: E-06-A2-04]

Adopt rhetorical patterns in one's own speech (e.g., by providing facts: “The Earth revolves around the Sun”, opinions: “I think it will rain today”, descriptions: “It is a sunny morning”, etc.)

 

Recite poems or read prose aloud with proper intonation and expression to engage the audience.

[SLO: E-07-A2-04]

[SLO: E-08-A2-04]

Develop the ability to pose rhetorical questions for a range of audiences.

[SLO: E-01-A2-05]

[SLO: E-02-A2-05]

Engage in role play, enacting simple characters or situations.

[SLO: E-03-A2-05]

Engage in role play to perform a character from a story/play script.

[SLO: E-04-A2-05]

[SLO: E-04-A2-05]

Enact a short drama/playscript showing different roles and scenarios through deliberate choice of dialogues/speech, gestures, and movements.

[SLO: E-06-A2-05]

[SLO: E-07-A2-05]

[SLO: E-08-A2-05]

Perform a drama/playscript showing different roles and scenarios through deliberate choice of dialogues/ speech, gestures and movements.

 

               

 

 

 

 

 

 

 

 

 

Benchmark III: Use appropriate conventions of spoken discourse for effective oral communication and collaborate with individuals and in groups for a variety of purposes and audiences

Benchmark III: Use appropriate social and academic conventions of spoken discourse for effective oral communication and collaborate in both formal and informal settings for various purposes and audiences

Benchmark III: Use dialogues, panel discussions, talks on particular topics to communicate information/ ideas and demonstrate the social and academic conventions/ dynamics for a variety of purposes and audience

A3. Listening and Speaking for Different Purposes

[SLO: E-01-A3-01]

Attempt to express feelings and ideas using appropriate words when speaking on matters of immediate interest.

[SLO: E-02-A3-01]

Begin to be aware of ways in which speakers vary talk (e.g., the use of formal and informal vocabulary and expression: “Good morning, sir/madam, how are you?”).(Informal: “Hello! How do you do”?)

[SLO: E-03-A3-01]

Speak clearly and confidently in a range of contexts including longer speaking turns. 

[SLO: E-04-A3-01]

[SLO: E-05-A3-01]

Speak confidently using varied vocabulary and tone to express, persuade, instruct, or offer advice to engage the listener. (e.g., talking about reports, articles, programmes, etc).

[SLO: E-06-A3-01]

[SLO: E-07-A3-01]

Speak confidently using complex vocabulary and longer sentences to fulfil different purposes.

 

 

[SLO: E-08-A3-01]

Speak confidently and fluently in a wide range of contexts to fulfil different purposes.

[SLO: E-01-A3-02]

Interact minimally by naming things and asking simple questions.

[SLO: E-02-A3-02]

Interact by naming things, responding with simple sentences and asking questions about people and things in their immediate physical context.

[SLO: E-03-A3-02]

[SLO: E-04-A3-02]

[SLO: E-05-A3-02]

Engage in simple conversations that require performing everyday tasks and speech acts, such as introducing themselves and others, giving directions, making a call, making requests.

 

 

 

[SLO: E-01-A3-03]

Participate in small group discussions.

[SLO: E-02-A3-03]

Participate in group discussions, presentations and speeches.

[SLO: E-03-A3-03]

[SLO: E-04-A3-03]

[SLO: E-05-A3-03]

Participate in group discussions, presentations and debates.

[SLO: E-06-A3-02]

[SLO: E-07-A3-02]

[SLO: E-08-A3-02]

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:

  1. follow rules for discussions, set specific goals and deadlines, and define individual roles as needed
  2. come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

A4. Listening and Speaking for different audience

[SLO: E-01-A4-01]

[SLO: E-02-A4-01]

Converse audibly with class fellows, teachers and other adults

 

[SLO: E-03-A4-01]

Adapt tone of voice, use of vocabulary and non-verbal features for different audiences

 

[SLO: E-04-A4-01]

Talk confidently in extended turns and listen purposefully in a range of contexts

 

[SLO: E-05-A4-01]

Prepare and present an argument to persuade others to adopt a point of view

 

[SLO: E-06-A4-01]

Present an argument and viewpoint with clarity of purpose and a convincing manner.

[SLO: E-07-A4-01]

[SLO: E-08-A4-01]

Engage in extended discussions and debates taking into account other speakers’ viewpoints and presenting one's own with clarity and coherence.

[SLO: E-01-A4-02]

[SLO: E-02-A4-02]

Converse in basic language using simple words and phrases with a group to share an experience

[SLO: E-03-A4-02]

Speak confidently to a group to share an experience

 

[SLO: E-04-A4-02]

[SLO: E-05-A4-02]

Recall and discuss important features of a talk, possibly contributing new ideas within a familiar and an unfamiliar group settings

[SLO: E-06-A4-02]

Participate in solo, paired and group assignments, including role play

Show insight into texts and issues through choice of speech, gesture, movement, within role-play

 

[SLO: E-07-A4-02]

Work effectively in skills in solo, paired and group assignments, including role-play and drama.

[SLO: E-08-A4-02]

Explore complex ideas and issues in drama, establishing roles and applying dramatic approaches with
confidence

               

 

 

COMPETENCY B- READING

Standard 1: Use strategies, skills and knowledge, skills related to word identification/decoding, vocabulary, comprehension, and fluency 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: Using phonological awareness to read decodable words and to attempt to sound out familiar and some elements of unfamiliar words.

Gradually developing word recognition skills, accuracy, fluency and positive reading and viewing attitudes and behaviour.

Benchmark I: Reading through word identification, including decoding, and reading aloud text written for the grade level with fluency.

Giving attention to punctuation and phrasing, adding expression and showing understanding while reading

 

Benchmark I: Decode unfamiliar multisyllabic words, pronounce them correctly, and read a wide range of unfamiliar texts with fluency, expression, understanding and enjoyment.

 

 

 

 

B1. Reading Readiness and Fluency

 

[SLO: E-01-B1-01]

Recognise the name of the common sound associated with every letter in the English alphabet

 

[SLO: E-02-B1-01]

Recognise and use different ways in which vowels can be pronounced, e.g., how, low, apple, apron etc.

 

[SLO: E-03-B1-01]

Use strategies to learn to blend unfamiliar words to read, including sounding out and separating them into syllables.

[SLO: E-04-B1-01]

[SLO: E-05-B1-01]

Use effective strategies to tackle blending unfamiliar words to read, including sounding out, separating
into syllables, using the analogy, identifying known prefixes and suffixes using context

 

[SLO: E-06-B1-01]

Use familiar patterns (such as digraphs, blends, chunks, affixes) in an unfamiliar word, mark vowel sounds to decode it and pronounce it correctly. Identify any silent letters, suffixes and prefixes in the word to facilitate reading.

[SLO: E-07-B1-01]

Use familiar sentence patterns using knowledge of syllables, mark vowel sounds in a word, identify the silent letters, prefixes, suffixes and root words to decode it, pronounce it correctly and read fluently.

[SLO: E-08-B1-01]

Demonstrate understanding of  familiar sentence patterns using knowledge of syllables, mark the multisyllabic words in sentences to decode it, pronounce it correctly and also read unfamiliar sentence patterns fluently with proper stress, expression and joy.

 

[SLO: E-01-B1-02]

Apply grade-level word analysis skills to:

a.Recognise one’s own name and familiar common signs and labels (e.g., STOP).

Read common high-frequency words by sight

 

 

[SLO: E-02-B1-02]

Apply grade-level word analysis skills to:

a. Read common high-frequency words by sight at an appropriate grade-level

 

 

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

 

 

[SLO: E-03-B1-02]

Apply grade-level word analysis skills to:

a.Read common high-frequency words by sight at an appropriate grade-level.

Identify words with inconsistent but common spelling-sound correspondences.

Recognise and read grade-appropriate irregularly spelled words

Recognise and match contractions to words (e.g., couldn’t – could not).

[SLO: E-04-B1-02]

[SLO: E-05-B1-02]

Apply grade-level word analysis skills to:

Read common high-frequency words by sight at an appropriate grade-level.

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

Read grade-appropriate irregularly spelled words.

Recognise and  match contractions to words (e.g., couldn’t – could not).

Recognise silent letters in words and match sounds to their corresponding letter

patterns:

Initial and final consonants:  Initial short and long vowel sounds: 

Word families with vowel-consonant patterns

Final “y” as a vowel Consonant digraphs in initial position (e.g., th, sh, ch, wh).

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

 

 

—-------

 

 

—----------

 

—-----------

 

[SLO: E-01-B1-03]

Use phonic knowledge to read decodable words and to attempt to sound out some elements of unfamiliar words e.g., blending to read, and segment to spell

[SLO: E-02-B1-03]

Use phonics as the main method of tackling unfamiliar words

 

[SLO: E-03-B1-03]

Demonstrate an understanding of spoken words, syllables, and sounds (phonemes) and associate sounds with common spellings (graphemes) for the five major vowels.

[SLO: E-04-B1-03]

[SLO: E-05-B1-03]

Apply phonic/spelling, graphic, grammatical and contextual knowledge in reading unfamiliar words and sentences. Read with some expression and clarity.

 

 

 

 

[SLO: E-01-B1-04]

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-consonants like “at”, consonant-vowels like “me”, consonant-vowel-consonants like “sit”.

[SLO: E-02-B1-04]

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 (e.g., July, sky, cycle, python - when “y” is in final position of a word or syllable).

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 a short vowel sound like “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).

[SLO: E-03-B1-04]

Learn to use 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,).

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 like cake, kite, home

-b like comb, plumb, thumb, climb, plumber, limb.

 

 

 

 

 

 

 

[SLO: E-01-B1-05]

Identify separate sounds (phonemes) within words, which may be represented by more than one letter, e.g., ‘th’, ‘ch’, ‘sh’

 

[SLO: E-02-B1-05]

Identify syllables and split familiar compound words into parts

 

[SLO: E-03-B1-05]

Read simple books from a range e.g., story, poetry, information books

[SLO: E-04-B1-04]

[SLO: E-05-B1-04]

Explore the different processes of reading silently and reading aloud.

 

[SLO: E-06-B1-02]

Read aloud short and simple texts (fiction and non-fiction) frequently with sufficient accuracy, some expression and correct pronunciation. Identify the writer’s purpose and what makes it interesting.

 

 

[SLO: E-07-B1-02]

Read grade-level prose and poetry fluently with competence, accuracy, and appropriate rate, variation in a voice appropriate for characters and expression in successive readings. Identify the writer’s purpose and what makes it interesting.

[SLO: E-08-B1-02]

Read a wide range of texts with accuracy, appropriate rate, and variation in a voice appropriate for characters and expression in successive readings, both orally and independently.

 

Express preferences and opinions openly.

 

[SLO: E-01-B1-06]

Identify common words with silent letters e.g., listen, write, know etc.

[SLO: E-02-B1-06]

[SLO: E-03-B1-06]

Identify common and complex silent letters in words e.g., almond, muscle, receipt, asthma etc 

[SLO: E-04-B1-05]

[SLO: E-05-B1-05]

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

 

[SLO: E-06-B1-03]

[SLO: E-07-B1-03]

[SLO: E-08-B1-03]

Use knowledge of previously learnt rules of silent letters in tricky words and learn to read new words.

 

[SLO: E-01-B1-07]

Use punctuation cues to aid reading aloud (capitalization, comma, full stop)

[SLO: E-02-B1-07]

[SLO: E-03-B1-07]

Use punctuation cues to aid reading (e.g., capitalization, apostrophe for possession
and contraction, commas used in a series, quotation marks) and also read common word endings.

 

 

 

[SLO: E-04-B1-06]

[SLO: E-05-B1-06]

Use knowledge of punctuation and grammar to read age-appropriate texts with fluency, understanding and expression

 

 

[SLO: E-06-B1-04]

Use common punctuation cues to aid
comprehension when reading (e.g., comma, full stop, exclamation mark).

[SLO: E-07-B1-04]

Use common punctuation cues to aid
comprehension when reading (e.g., comma, full stop, exclamation mark, semi-colon, apostrophe).

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

[SLO: E-08-B1-04]

Use common punctuation cues to aid
comprehension when reading (e.g., comma, full stop, exclamation mark, colon, dash, parenthesis, slash, ellipses ).

Recognise and rectify faulty punctuation in given passages and own work and correct others’ work.

 

[SLO: E-01-B1-08]

[SLO: E-02-B1-08]

Use prior knowledge and pre-reading strategies to predict a story by looking at the picture(s) and title of the text. (preview title/headings/ visuals; ask self, “What is it about? What do I know about this? What do I want to know?”

 

[SLO: E-03-B1-08]

Use pre-reading strategies to predict some words that might occur in a text by looking at the picture/title (identify the type of text, purpose and intended audience)

[SLO: E-04-B1-07]

[SLO: E-05-B1-07]

Use pre-reading
strategies to predict the type of content/ vocabulary/questions about the text from pictures
title etc., by using prior knowledge (identify the type of text, purpose and intended audience)

 

[SLO: E-06-B1-05]

[SLO: E-07-B1-05]

[SLO: E-08-B1-05]

Ask and answer simple and 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?

 

[SLO: E-01-B1-09]

[SLO: E-02-B1-09]

Read with guidance from simple books

 

 

[SLO: E-03-B1-09]

Read with fluency and expression using age-appropriate books

[SLO: E-04-B1-08]

[SLO: E-05-B1-08]

Read a wide range of books, drawing on background information and vocabulary

provided

 

 

 

 

[SLO: E-01-B1-10]

Read grade-level prose and poetry orally

[SLO: E-02-B1-10]

Read grade-level prose and poetry orally at
an appropriate rate, and expression on
successive reading.

[SLO: E-03-B1-10]

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

 

[SLO: E-04-B1-09]

Read a range of stories, poetry and information books and begin to make links between them

 

[SLO: E-05-B1-09]

Read a range of stories, poetry and information books and begin to make links between them

 

 

 

 

 

Standard 2: Use a variety of reading strategies appropriate to the reading purpose, meaning and type of text to comprehend and analyse a range of literary (prose, poetry and drama) and informational texts (narrative, descriptive, expository, persuasive, procedural, and functional texts).

 

 

Benchmark II: Develop understanding and enjoyment of stories, poetry, fiction and nonfiction, and learning to read fluently. Discussing the understanding of familiar and unfamiliar words and exploring the meaning of words in context.

 

Benchmark II: Read for an understanding of what is read rather than decoding individual words and reading books that are structured in different ways and reading for a range of purposes

Benchmark II: Discover meaning (dictionary meaning and contextual meaning) of words and phrases, analyse patterns of text organization and functions of various devices used in a paragraph and text as a whole.

 

B2. Reading for Understanding

 

[SLO: E-01-B2-01]

Recognise and read common sight words.

[SLO: E-02-B2-01]

Read a range of common sight words.

[SLO: E-03-B2-01]

Extend the range of common sight words.

[SLO: E-04-B2-01]

Spell familiar common words accurately, drawing on sight vocabulary

 

[SLO: E-05-B2-01]

Discuss the meaning of unfamiliar words encountered in reading

 

[SLO: E-06-B2-01]

Look for the meaning of words from the text in a dictionary and compare them with the meaning of those words in the text.

[SLO: E-07-B2-01]

Guess the meaning of the word and phrases in the text. Compare with the dictionary meaning to understand the contextual meaning.

[SLO: E-08-B2-01]

Guess the meaning of the word and phrases in the text. Compare with the dictionary meaning to understand the contextual meaning.

 

 

[SLO: E-01-B2-02]

Recognise conventions and identify purpose, theme and ideas in texts

 

[SLO: E-02-B2-02]

Show some awareness that texts have different purposes

 

[SLO: E-03-B2-02]

Identify the main purpose of a text

 

 

[SLO: E-04-B2-02]

Read and evaluate viewpoint, purpose, themes and ideas in the given text.

 

 

[SLO: E-05-B2-02]

Read and evaluate a variety of texts for purpose, style, clarity and organization

[SLO: E-06-B2-02]

Identify the use of language structure, vocabulary and presentation to predict and understand the meaning.

Identify the use of some figures of speech like simile, metaphor, personification and hyperbole.

[SLO: E-07-B2-02]

Discuss and evaluate how authors use language, including figures of speech like simile, metaphor, personification, hyperbole and onomatopoeia, considering the impact on the reader.

 

[SLO: E-08-B2-02]

Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

 

 

 

 

 

 

[SLO: E-02-B2-03]

Distinguish between fact and opinion (for fiction and non-fiction text)

[SLO: E-03-B2-03]

Identify different types of fiction and non-fiction texts and their known key features

 

[SLO: E-04-B2-03]

Read a range of fiction and non-fiction books and begin to make links between them

 

[SLO: E-05-B2-03]

Read a range of fiction and nonfiction books and begin to make links between them and infer the meanings of unknown words from their context

 

[SLO: E-06-B2-03]

Read a wider range of fiction and nonfiction books and find the meaning of words from the text in a dictionary and compare them with the meaning of those words in the text.

[SLO: E-07-B2-03]

[SLO: E-08-B2-03]

Read an extensive range of fiction and nonfiction books and guess the meaning of the words and phrases in the text. Compare with the dictionary meaning in order to understand the difference between the literal and contextual meaning.

 

 

 

[SLO: E-01-B2-03]

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

 

[SLO: E-02-B2-04]

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

[SLO: E-03-B2-04]

Identify and recognise story, poetry and information books noting how text is organised into sections or chapters.

 

[SLO: E-04-B2-04]

Start reading the story, poetry and information books noting how text is organised into sections or chapters.

 

[SLO: E-05-B2-04]

Read a range of stories, poetry and information books and begin to make links between them

[SLO: E-06-B2-04]

Explain how readers make choices about the texts they like reading, e.g., by author or genre.

 

 

[SLO: E-07-B2-04]

Discuss how readers make choices about the texts they like reading, e.g., by author or genre to develop new learning with a variety of texts.

 

[SLO: E-08-B2-04]

Discuss their own and others’ reading, taking account of others’ views of what they have read, express informed opinions, justify the viewpoint and make recommendations and develop an interest in a variety of texts.

 

 

[SLO: E-01-B2-04]

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

 

 

 

[SLO: E-02-B2-05]

Recognise the distinguishing features of a sentence and paragraph e.g., Identify paragraph as a graphical unit of expression

[SLO: E-03-B2-05]

Recognise how paragraphs and chapters are used to organise ideas.

 

 

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

[SLO: E-04-B2-05]

Explain how paragraphs and chapters are used to organise ideas.

 

 

 

Identify paragraph as
a larger meaningful unit of expression representing the unity of
thought. Recognise and
understand that:
In a paragraph, sentences join to make sense in relation to each
other through transitional devices

 

 

 

 

 

 

[SLO: E-05-B2-05]

Discuss how paragraphs and chapters are structured and linked.

Identify a paragraph has the following structure:

  1. topic sentence

2. supporting details

3. concluding sentence.

 

identify the meaning/main idea of a paragraph through the topic.

 

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.

[SLO: E-06-B2-05]

Identify the use of language structure, vocabulary and presentation to predict and to understand the meaning.

 

Identify the topic sentence as the main idea and supporting details in a paragraph.

Recognise a paragraph as a meaningful unit of expression with its own topic sentence and supporting details.

 

Recognise features of an effective topic sentence using specific words and vivid verbs.

Identify sentences in a paragraph that support the main idea through:

• definition,

• example, and/or

• evidence.

 

Analyse organisational patterns in a text:

a. list/ sequence of ideas/ events

b. comparison-contrast

c. cause-effect

d. Problem- solution

[SLO: E-07-B2-05]

Discuss a larger text to recognize each paragraph as a separate meaningful unit of expression with its own topic sentence and supporting, details

 

Recognise features of an effective topic sentence using specific words and vivid verbs.

Analyse larger paragraphs to identify sentences that support the main idea through:

• illustration,

• evidence, and/or

• cause and effect.

 

Analyse organisational patterns in a text:
 a. list/ sequence of ideas/ events
 b. comparison-contrast
 c. cause-effect
 d. problem-solution

[SLO: E-08-B2-05]

Analyse that text comprises a group of paragraphs that develop on the main idea addressed by the writer throughout the text.

 

Recognise features of an effective topic sentence using specific words and vivid verbs.

 

Analyse larger paragraphs with abstract concepts to identify sentences that support the main idea through

• evidence,

• cause and effect, and/or

• comparison and contrast.

 

Analyse organisational patterns in a text:

  1. list/ sequence of ideas/ events comparison-contrast
  2. cause-effect
  3. problem-solution
  4. reasons/ assumptions-conclusion
 

[SLO: E-01-B2-05]

Give one-word answers to questions.

[SLO: E-02-B2-06]

Answer questions in complete and correct sentences.

[SLO: E-03-B2-06]

Answer questions in multiple-choice form.

 

Recognise questions as interrogative sentences that begin with WH- words.

[SLO: E-04-B2-06]

Recognise the Wh-words as keywords in making questions. Understand the meaning of the WH words. Answer questions given in the text.

[SLO: E-05-B2-06]

Read and understand questions by marking Wh-words and identify their meaning to answer questions (simple knowledge-based to more implied meaning-based questions given in the text.

[SLO: E-06-B2-06]

Apply strategies to comprehend questions by marking keywords, verbs and tenses in literal/factual questions and Tag Questions.

[SLO: E-07-B2-06]

Apply strategies to comprehend questions by marking keywords, verbs and tenses in a variety of literal/ textual/ factual questions that require interpretation and personal response.

[SLO: E-08-B2-06]

Apply strategies to comprehend

questions by marking keywords, verbs

and tenses in a variety of literal/ textual/ factual open-ended questions that require interpretation, inference and personal response.

 

Benchmark III: Demonstrate understanding of implicit and explicit meanings in texts.

Use strategies to read and understand texts, for example, skimming, scanning, predicting, and clarifying.

 

 

 

Benchmark III: Demonstrate understanding of implicit and explicit meanings in texts.

Analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text

Interpret and integrate information from a variety of sources and make personal connections with the texts read.

Benchmark III: Identify and analyse a variety of text types

 (a) literary texts which include novels, short stories, poetry, plays, essays, biographies and autobiographies

(b) informational text types to inform, persuade and explain by interpreting information from visual cues, graphic organisers, time-order, simple processes and procedures and cause and effect relationships

 to understand the explicit and implicit meaning using a range of reading strategies, for example, skimming, scanning, context cues, predicting, clarifying, summarizing, reasoning and inference.

 

B3. Reading for Meaning

 

[SLO: E-01-B3-01]

[SLO: E-02-B3-01]

Use a dictionary to find the spelling and meaning of words

[SLO: E-03-B3-01]

Use a dictionary or electronic means to find the spelling and meaning of words

[SLO: E-04-B3-01]

Guess the meaning of new words as given in the text.

[SLO: E-05-B3-01]

Infer the meaning of unknown words from their context. Focus on units or chunks of meaning rather than on individual words.

[SLO: E-06-B3-01]

Determine the meaning of words and phrases as they are used in a text, including figurative.  language such as metaphors and similes.

 

[SLO: E-07-B3-01]

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyse the impact of a specific word choice on meaning and tone.

[SLO: E-08-B3-01]

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyse 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.

 

[SLO: E-01-B3-02]

Read title, labels, lists and captions to find information

 

SLO: E-02-B3-02]

Find factual information from different formats, e.g., charts, labelled diagrams.

 

SLO: E-03-B3-02]

Identify the main points or gist of a text (factual or fiction).

identify the main idea or theme conveyed by the writer.

 

SLO: E-04-B3-02]

Highlight the main idea/theme of the text with reference to any illustrations given in the text.

Retell or paraphrase events from the text in response to questions.

 

SLO: E-05-B3-02]

Locate information in different parts of the text, collate the information and list the major points.

 

SLO: E-06-B3-02]

Identify themes as big ideas in stories/ poems and other texts. Collate the information and list the major points.

 

SLO: E-07-B3-02]

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.

SLO: E-08-B3-02]

Determine a theme or central idea of a text and analyse its development over the course of the text; provide an objective summary of the text.

 

SLO: E-01-B3-03]

Comprehend simple question words e.g, who, what, why etc. using pre-reading strategies

SLO: E-02-B3-03]

Comprehend and respond to question words, e.g., what, where, when, who, why using pre and while reading strategies

 

SLO: E-03-B3-03]

Answer questions with some reference to single points in a text using pre and while reading strategies

 

SLO: E-04-B3-03]

SLO: E-05-B3-03]

Retell or paraphrase events from the text in response to questions using pre and while reading strategies

SLO: E-06-B3-03]

Scan to answer short questions, locate an opinion.

Distinguish between what is clearly stated and what is implied.

 

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

 

SLO: E-07-B3-03]

Read and identify relevant points, collate, synthesise and summarise ideas from different parts of the text to understand the contextual meaning of language.

 

Assimilate information to form its own meaning and express it in detail.

 

Choose words and phrases for effect

Read for extracting diverse meanings/ shades

of meanings

Comment on implied meaning, e.g., writer’s viewpoint, relationships between characters etc.

 

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

 

SLO: E-08-B3-03]

Read and use inference and deduction to recognise implicit meaning (e.g., look for supporting details within a text/paragraph) using prior knowledge and contextual cues effectively.

 

Use pre-reading and while reading strategies to analyse and explore different layers of meaning within texts including biases and opinions.

Link new facts, terms, and concepts with prior knowledge.

Choose words and phrases for effect.

Comment on implied meaning, e.g., writer’s viewpoint, relationships between characters etc.

 

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

 

SLO: E-01-B3-04]

SLO: E-02-B3-04]

Read and follow simple instructions, e.g., in a recipe.

 

SLO: E-03-B3-04]

Scan a passage to find specific information and answer questions.

Read and follow instructions correctly.

SLO: E-04-B3-04]

Highlight/ underline keywords and phrases to identify the main points in a passage

Read and follow instructions correctly to assemble/operate the product.

SLO: E-05-B3-04]

Look for information in non-fiction texts to build on what is already known

 

SLO: E-06-B3-04]

Distinguish between fact and opinion.

 

Distinguish between positive and negative imperative language.

 

 

SLO: E-07-B3-04]

Identify fact and opinion (e.g., based on beliefs, assumptions), generalized statements, and correct use of imperative language.

 

SLO: E-08-B3-04]

Distinguish cause from effect, fact from opinion (e.g., by noting outcomes, personal comments, beliefs and biases), generalized statements from evidence-based information with specific reference to informational texts.

 

SLO: E-01-B3-05]

SLO: E-02-B3-05]

SLO: E-03-B3-05]

Anticipate what happens next in a story and predict story endings

 

 

 

SLO: E-04-B4-05]

SLO: E-05-B3-05]

a) Provide an accurate textual reference from more than one point in a story to support answers to questions.

b)Identify character traits and setting to predict the proceedings in the text.

 

SLO: E-06-B3-05]

Skim the text to extract the main idea and relevant information from a text/paragraph.

Predict the content of a short piece of text from topic/ picture, title/headings, bold/italicized print etc. by using prior knowledge, asking questions and contextual clues (topic sentence, synonyms, antonyms, definition, explanation, restatement).

SLO: E-07-B3-05]

Skim the text to have a general idea about the writer’s purpose, intended audience and infer the main idea of the text.

Predict the content of a lengthy piece of text using prior knowledge, asking questions and contextual clues (topic sentence, synonyms, antonyms,

SLO: E-08-B3-05]

Skim and scan relevant information and main points in texts to identify the writer’s purpose, intended audience and infer the theme/main idea of the text, distinguishing between fact and opinion where necessary.

 

 

SLO: E-01-B3-06]

Talk about events in a story and make simple inferences about characters and events to show understanding

SLO: E-02-B3-06]

Identify and describe story settings and characters, recognising that they may be from different times and places

 

SLO: E-03-B3-06]

Infer meanings beyond the literal, e.g., about motives and character

 

SLO: E-04-B3-06]

Investigate how settings and characters are built up from details and identify keywords and phrases

 

SLO: E-05-B3-06]

Identify the point of view from which a story is told.

Recognise character and plot development in the story.

SLO: E-06-B3-06]

Identify different points of view in stories/poems.

 

Differentiate between developing and static characters in the story.

SLO: E-07-B3-06]

Explain how an author develops the point of view of the narrator or speaker in a text.

appreciate high rise and low rise character development, development of plot and its resolution.

SLO: E-08-B3-06]

Analyse how an author develops and contrasts the points of view of different characters or narrators in a text.

 

Criticise the plot development with respect to different aspects of the story.

 

SLO: E-01-B3-07]

Recognise main elements of a story, e.g., beginning, middle and end

 

SLO: E-02-B3-07]

SLO: E-03-B3-07]

Predict what happens at the beginning, in the middle or at the end of a story

 

                             

SLO: E-04-B3-07]

Identify how expressive and descriptive language creates different types of reading and writing

 

SLO: E-05-B3-07]

Interpret  figurative language e.g.,imagery, metaphor, personification, simile, adding to understanding beyond the literal meaning

 

SLO: E-06-B3-07]

Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem.

 

Identify poetic elements for e.g., rhythm, similes, metaphors, and sensory images in poems.

 

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

 

SLO: E-07-B3-07]

Analyse how a particular sentence, chapter, scene, or stanzas fit into the overall structure of a text and contributes to the development of the theme, setting, or plot.

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

 

Identify and analyse stages of plot development in a fiction text. (exposition, setting, climax, resolution)

SLO: E-08-B3-07]

Analyse how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Identify rhyme, rhythm, rhyme scheme, figurative language, and imagery in poems.

 

Identify and analyse stages of plot development in a fiction text. (exposition, setting, climax, character development, resolution)

 

SLO: E-01-B3-08]

Show some awareness that texts for different purposes look different, e.g., use of photographs, diagrams

 

SLO: E-02-B3-08]

Show appropriate awareness that texts have different purposes

 

SLO: E-03-B3-08]

Identify the main purpose and different types of stories and typical story themes of a text

 

SLO: E-04-B3-08]

Read newspaper reports, posters, flyers and consider how they engage the reader

 

 

SLO: E-05-B3-08]

Read and evaluate non-fiction texts for purpose, style, clarity and organisation

 

SLO: E-06-B3-08]

Determine two or more main ideas of an informational text and explain how they are supported by key details; summarize the text.

 

Use summary skills to:

1. extract salient points and develop a

mind map to summarize an expository text.

2. transfer the written text to a table,

diagram, flowchart or work plan.

 

SLO: E-07-B3-08]

Determine a central idea of an informational text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgment.

 

Use summary skills to:

1. extract salient points and develop a

mind map to summarize a procedural and functional text.

1. transfer the written text to a table,

diagram, flowchart or work plan.

 

SLO: E-08-B3-08]

Determine a central idea of an informational text and analyse its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Use summary skills to:

1. extract salient points and develop a

mind map to summarize a variety of informational texts.

1. transfer the written text to a table,

diagram, flowchart or work plan.

 

 

SLO: E-01-B3-09]

Develop an understanding of  the parts of a book, e.g., title page, contents, front and back cover etc.

 

 

SLO: E-02-B3-09]

Identify general features of known text types e.g., prose, poetry, drama.

 

SLO: E-03-B3-09]

Use the terms ‘fact’, ‘fiction’ and ‘nonfiction’ appropriately

 

 

SLO: E-04-B3-09]

Identify different types of non-fiction text and their known key features e.g., how persuasive language is used to convince a reader.

SLO: E-05-B3-09]

Explore the features of texts which are about events and experiences, e.g., diaries and compare writing that informs and persuades.

 

SLO: E-06-B3-09]

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

Present a response by retelling the story, rating the book, sharing opinions.

 

SLO: E-07-B3-09]

Differentiate literary from non-literary texts/informational texts.

Note the purpose of each type of text and read accordingly.

Extract, record and present information from non-fiction texts.

Give an informed personal response to a text and provide some textual reference in support.

SLO: E-08-B3-09]

Give an informed personal response to a text and provide some textual reference in support.

Reading to structure and analyse descriptive/argumentative/persuasive essays.

Reading to identify, analyse and structure an application/letter/report/summary/biography/autobiography.

 

 

SLO: E-01-B3-10]

SLO: E-02-B3-10]

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

SLO: E-03-B3-10]

SLO: E-04-B3-10]

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

SLO: E-05-B3-10]

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

Identify the narrator of the text.

SLO: E-06-B3-10]

Analyse rhyme, rhythm, metre and various techniques (e.g., colour, pictures, sound effects) used in written and visual texts to enhance the meaning of the text and impact on the reader.

SLO: E-07-B3-10]

Analyse various techniques/ imagery (e.g., colour, pictures, sound effects, natural elements) used in
written and visual texts to achieve a variety of purposes, specifically clarification of theme and impact on the reader.

SLO: E-08-B3-10]

Evaluate the literary techniques (e.g., music/ sound, imagery/ visual effects, type of vocabulary and language structure) used in written and visual texts to achieve a variety of purposes.

 

 

 

 

SLO: E-06-B3-11]

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

SLO: E-07-B3-11]

Identify different points of view (e.g., first-person, third-person narrative)

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

SLO: E-08-B3-11]

Identify different points of view (e.g., first-person, third-person narrative)

Determine an author’s point of view or purpose in a text and analyse how the author distinguishes his or her position from that of others.

 

SLO: E-01-B3-11]

SLO: E-02-B3-11]

Tell the meaning of sentences.

SLO: E-03-B3-11]

SLO: E-04-B3-11]

Express understanding of the text in your own words.

SLO: E-05-B3-11]

Summarize key ideas of the text in your own words.

SLO: E-06-B3-12]

Select, collate and summarise ideas from texts by paraphrasing them in the simple but correct language.

 

Draw conclusions and make simple generalisations (such as the moral of a story

SLO: E-07-B3-12]

Summarise complex concepts, processes, or information by paraphrasing them in simple but correct language. 

Make simple generalisations (such as the moral of a story) by:
 a. identifying the gist/ main idea and key details
 b. identifying general patterns from more than one source

SLO: E-08-B3-12]

Summarise complex concepts, processes, or information by paraphrasing them using correct language structure, transitional devices, own words and relevant punctuation marks. 

Make inferences to draw conclusions from, e.g.,

a. contextual information

b. writer’s viewpoint

c. implied information

 
 

 

 

 

SLO: E-06-B3-13]

Interpret and integrate information from a variety of sources (e.g., picture cues, timeline, storyboard).

SLO: E-07-B3-13]

Interpret and integrate information from a variety of sources (e.g., picture cues,
timeline, storyboard).

SLO: E-08-B3-13]

Demonstrate an understanding of Interpreting and integrating information from a variety of sources (e.g., maps, graphs, charts, diagrams)

 

SLO: E-01-B3-12]

Share likes and dislikes about a text.

SLO: E-02-B3-12]

SLO: E-03-B3-12]

Respond to a text with reasons and personal opinions.

SLO: E-04-B3-12]

SLO: E-05-B3-12]

Differentiate between personal likes and dislikes and writer’s technique of making reader develop a perspective.

SLO: E-06-B3-14]

Respond to a text with, e.g.,

 a. reasons

  b. simple judgement

  c. personal interpretation

 

 

SLO: E-07-B3-14]

Ask a variety of questions at different levels (e.g., clarifying, open-ended questions) about the texts read or viewed

Respond to a text with, e.g.,
 a. reasons
 b. simple judgement
 c. personal interpretation

Application in new situation

SLO: E-08-B3-14]

Ask a variety of questions at different levels (e.g., clarifying, open-ended questions) about the texts read or viewed

Understand explicit meanings, through literal and vocabulary questions

Understand implicit meanings and nuances of language, through inferential questions and questions on writer’s craft

 

 

 

 

 

 

SLO: E-04-B3-13]

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

a. poetry (e.g., sensory poems, rhymes, with tongue twisters, alliterations)
b. Personal recounts (e.g., diary entries)
c. Narratives (e.g., realistic and familiar stories, fairy tales, fables)
d. Labels (e.g., labels around the classroom such as labeled clock, black/whiteboard, desk, chair etc)
e. Picture based text (e.g., visual timetable)

SLO: E-05-B3-13]

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

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

b. Personal recounts (e.g., diary entries)
c. Narratives (e.g., stories, adventure stories, fantasy, fairy tales, fables, folktales, dialogues in speech bubbles)
d. Procedures (e.g., lists, recipes, directions, instructions)
e. Labels and captions

SLO: E-06-B3-15]

Read and view a variety of reading-age-appropriate and high-interest books and texts from print and non-print sources:
a. Poetry (e.g., rhymes, alliteration, repeated beats, shape poem, acrostic poem)

  1. Personal recounts (e.g., diary entries, biographies)
  2. Narratives (e.g., fables, historical fiction, fairy tales, folktales, realistic stories)
  3. Procedures (e.g.,lists, recipes, directions, instruction manuals)
  4. Information reports and texts (e.g., reports, fact sheets)
  5. Interpersonal texts (e.g., letter, notices, notes)
  6. Drama (speech bubble and cartoon strips, dialogues)
  7. Lists

SLO: E-07-B3-15]

Read and view a variety of reading-age-appropriate and high-interest books and texts from print and non-print sources:
a. Poetry (e.g., rhymes, cinquains, haiku)

  1. Personal recounts (e.g., diary entries, biographies)
  2.  Narratives (e.g., fables, historical fiction, folktales, scientific fiction)
  3. Procedures (e.g., recipes, directions, instruction manuals)
  4. Information reports (e.g., project reports, fact sheets, poster)
  5. Interpersonal texts (e.g., letter, notices, email, notes)
  6. Drama (a speech bubble, cartoon strips, play scripts and role plays)
  7. Factual recounts (e.g., eye-witness accounts, news bulletins)
  8. Explanations (e.g., how something works)

SLO: E-08-B3-15]

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

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

b. Personal recounts (e.g., diary entries, biographies)
c. Narratives (e.g., fables, historical fiction, science fiction, legends)

d. Procedures (e.g., recipes, directions, instruction manuals)
e. Information reports (e.g., project reports, fact sheets, brochures
f. Interpersonal texts (e.g., informal and formal letter, notices, to email)
g. Factual recounts (e.g., eye-witness accounts, news bulletins)
h. Drama (play scripts)
i. Explanations (e.g., how something works)
j. Expositions (e.g., reviews, arguments)

 

 

COMPETENCY C: VOCABULARY & 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: Build vocabulary and language structures appropriate for writing and speech whilst applying a range of strategies and resources to use vocabulary accurately and knowledge of linguistic conventions in reading, writing and spoken language.

C1. Vocabulary

SLO: E-01-C1-01]

Demonstrate the ability to name various objects through pictures and real life objects to:

Sort, group, pick the odd one out etc.

SLO: E-02-C1-01]

SLO: E-03-C1-01]

Demonstrate the ability to identify and sort words from different reading materials, pictures and immediate surrounding:

 simple action words, naming and

describing words

SLO: E-04-C1-01]

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

SLO: E-05-C1-01]

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

 

 

 

SLO: E-01-C1-02]

Identify and act  simple words that show feelings and emotions (e.g., sad, happy, angry)

SLO: E-02-C1-02]

Recognise and speak simple grade-level words that show feelings and emotions (e.g., sad, happy, angry).

SLO: E-03-C1-02]

Recognise and use grade-level words that show feelings and emotions (e.g., bored, scared, shy, afraid, upset).

SLO: E-04-C1-02]

Recognise and use grade-level words that show feelings and emotions (e.g., terrified, disgruntled, and embarrassed).

 

SLO: E-05-C1-02]

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

 

 

 

SLO: E-01-C1-03]

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

SLO: E-02-C1-03]

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

SLO: E-03-C1-03]

SLO: E-04-C1-03]

SLO: E-05-C1-03]

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

 

 

 

SLO: E-01-C1-04]

SLO: E-02-C1-04]

Arrange words alphabetically based on the first letter (ABC order apple, bag, cat).

SLO: E-03-C1-04]

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

SLO: E-04-C1-04]

Recognise 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.

SLO: E-05-C1-04]

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.

SLO: E-06-C1-01]

Find out the meaning of words (dictionary meaning i.e. denotative and contextual meaning i.e. connotative)

Use dictionary / Thesaurus to

• Locate guide words.

• Locate entry word.

o choose appropriate word definition

  • To identify pronunciation of a word with the help of a pronunciation key.
  •  identify syllable division.
  • identify the part of speech of a word through abbreviation used.
  •  identify correct spellings.
  • use a thesaurus to locate synonyms/ antonyms
  • identify phrases through keywords.
  • understand various abbreviations used in a dictionary.

 

SLO: E-07-C1-01]

Explain the meaning of words from how they are used in different contexts i.e. use of contextual clues and identifying the word-class the words belong to.

Use dictionary / Thesaurus to

• Locate guide words.

• Locate entry word.

  • choose appropriate word definition.
  • identify pronunciation with the pronunciation key focusing on the consonant and vowel sounds
  • identify syllable division
  • identify the part of speech of a word through abbreviation used.
  •  identify correct spellings.

?use thesaurus and dictionary to locate synonyms/ antonyms and their use in sentences

• identify phrases through keywords.

? understand various abbreviations and acronyms used in a dictionary.

SLO: E-08-C1-01]

Explain the meaning of words from how they are used in different contexts (e.g., explanations: technical language; expositions; persuasive language) in both familiar and unfamiliar settings.

Use dictionary / Thesaurus to

• Locate guide words.

• Locate entry word. Look for the etymology of the word.

  •  choose appropriate word definition according to the context.
  •  identify pronunciation with the pronunciation key focusing on the vowel sounds, diphthongs and triphthongs.
  • identify syllable division and stress patterns.
  • identify the part of speech of a word through abbreviation used.

? use thesaurus and dictionary to locate synonyms/ antonyms according to the context and use in writing.

• identify phrases through keywords.

• use abbreviations and acronyms correctly.

SLO: E-01-C1-05]

 

Identify days of the week and month

Take dictation of familiar words studied in class.

 

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

SLO: E-02-C1-05]

Write spellings of days of the week, month and numbers. 

Take dictation of familiar words studied in class.

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

SLO: E-03-C1-05]

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

Take dictation of familiar sentences/ text  studied in class.

 

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

SLO: E-04-C1-05]

SLO: E-05-C1-05]

SLO: E-06-C1-02]

SLO: E-07-C1-02]

SLO: E-08-C1-02]

Take dictation of paragraph/ text of grade level.

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

SLO: E-01-C1-06]

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

SLO: E-02-C1-06]

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

SLO: E-03-C1-06]

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

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

SLO: E-04-C1-06]

Make anagrams from /two /three-syllable words. (e.g., fol/low,ad/vi/ser.)

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

SLO: E-05-C1-06]

Make anagrams from /three /four syllable words. (e.g., ed/u/ca/tion)
 

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

 

 

 

 

SLO: E-02-C1-07]

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).

SLO: E-03-C1-07]

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).

SLO: E-04-C1-07]

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

SLO: E-05-C1-07]

Identify the difference between base words and new words by adding suffixes and use in different contexts according to the 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).

SLO: E-06-C1-03]

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.

SLO: E-07-C1-03]

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

SLO: E-08-C1-03]

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

SLO: E-01-C1-07]

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

SLO: E-02-C1-08]

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

SLO: E-03-C1-08]

Recognise and use opposite words in the text.

Recognise and use words similar to each other in the text.

SLO: E-04-C1-08]

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 meanings clear.

SLO: E-05-C1-08]

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

 

 

 

 

 

 

SLO: E-04-C1-09]

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, they’re).

SLO: E-05-C1-09]

Locate, identify, differentiate between, and use some simple pairs of words including homophones (e.g., wait-weight), (e.g., been/bean, flower/flour, principal/principle     toad/towed    be/bee    see/sea bare/bear    wait/weight    there/they’re/their eight/ate where/ware/wear     steal/steal     some/sum by/buy).

SLO: E-06-C1-04]

Recognise 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 pronunciation

 

SLO: E-07-C1-04]

Comprehend and use idioms and proverbs in the different texts.

Comprehend and use simple phrasal verbs and adverbial phrases

 

Differentiate between homophones and near homophones (Advice/advise).
Correctly use frequently confused words (e.g., to, too, two; there,
their, they’re).


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

SLO: E-08-C1-04]

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

 

Identify and use adjectival, prepositional and adverbial phrases in reading and writing tasks

 

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 in writing. 

 

SLO: E-02-C1-09]

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

SLO: E-03-C1-09]

Locate the difference between the two parts of a compound word. E.g., noun+noun, adjective+noun etc

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

 

SLO: E-04-C1-10]

SLO: E-05-C1-10]

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

SLO: E-06-C1-05]

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

SLO: E-07-C1-05]

Distinguish between the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending) and their 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.

SLO: E-08-C1-05]

Distinguish between the connotative and denotative meaning of words, both similar and dissimilar denotations and their appropriate use in a variety of writing and texts.

 

 

 

SLO: E-04-C1-11]

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.

SLO: E-05-C1-11]

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.)

[SLO: E-05-C1-ADD]

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

SLO: E-06-C1-06]

Understand and utilize figurative language: similes, metaphors,, personification given in the text and make sentences.

Comprehend the role of compound words in vocabulary building, and make compound words.

SLO: E-06-C1-ADD]

hyperbole,onomatopoeia (e.g., clang, buzz, twang) given in the text and paragraph writing.

SLO: E-07-C1-06]

Understand and utilize similes, metaphor, personification, mood, alliteration and imagery

[SLO: E-07-C1-ADD]

onomatopoeia (e.g., clang, buzz, twang) given in the text and paragraph writing.

[SLO: E-07-C1-ADD]

Analyse analogies, complete analogies correctly.

SLO: E-08-C1-06]

Understand and utilize similes, metaphors, personification, imagery, scheme, alliteration

[SLO: E-08-C1-ADD]

hyperbole, oxymoron, mood, meter, rhyme: assonance and consonance given in the text. Use these devices in writing tasks also.

Analyse and create analogies correctly in tasks.

 

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

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

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

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

C2. GRAMMAR

SLO: E-01-C2-01]

SLO: E-02-C2-01]

Recognise and use naming words from the environment and classify them into different categories such as a person, place animal or thing

SLO: E-03-C2-01]

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

SLO: E-04-C2-01]

Recognise and use different types of nouns i.e. common, proper, countable, uncountable nouns and collective nouns. 

SLO: E-05-C2-01]

Demonstrate the use of more complex  common/proper nouns, countable/ uncountable nouns, collective and abstract nouns.

SLO: E-06-C2-01]

Use  the types of nouns i.e. common, proper, collective, concrete and abstract nouns.
Use postmodifiers to go after a noun (e.g., the man in the blue shirt).

 

 

SLO: E-01-C2-02]

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

SLO: E-02-C2-02]

Make plurals of regular naming words (e.g., boys, chairs, schools, babies etc

SLO: E-03-C2-02]

Change the regular nouns into irregular nouns (e.g., child-children, leaf, leaves).

SLO: E-04-C2-02]

SLO: E-05-C2-02]

Recognise and use nouns with no change in number and also use regular and irregular nouns in writing.

SLO: E-06-C2-02]

Recognise and use nouns that are written in plural form but are in fact singular e.g., scissors.

     


 

SLO: E-07-C2-01]

Change compound nouns in plural form. (E.g. babysitter-babysitters)

 

 

 

 

 

SLO: E-08-C2-01]

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).

SLO: E-01-C2-03]

Illustrate  the gender of naming words (masculine/feminine)

SLO: E-02-C2-03]

SLO: E-03-C2-03]

Identify and classify the grammatical gender of naming words from immediate environments (masculine/feminine).

SLO: E-04-C2-03]

SLO: E-05-C2-03]

Recognise and use the common grammatical gender used for both males and females.

SLO: E-06-C2-03]

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

 

SLO: E-07-C2-02]

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

 

 

SLO: E-01-C2-04]

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

SLO: E-02-C2-04]

Illustrate the use of subject pronouns words with verbs (e.g., He is, They are, I am)
Recognise and Use objective pronouns(e.g me, us, you, him, her, them, it.

SLO: E-03-C2-04]

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

SLO: E-04-C2-04]

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

SLO: E-05-C2-04]

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

SLO: E-06-C2-04]

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

SLO: E-07-C2-03]

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).

SLO: E-08-C2-02]

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

SLO: E-01-C2-05]

Recognise and use questioning words: what, who, where, when, why.

SLO: E-02-C2-05]

Recognise and use questioning words: what, who, where, when, why.

SLO: E-03-C2-05]

SLO: E-04-C2-05]

Use interrogative pronouns to make question sentences.

 

SLO: E-05-C2-05]

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

SLO: E-06-C2-05]

Demonstrate use of pronoun-antecedent agreement recognizing their relationship.

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

SLO: E-07-C2-04]

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

 

SLO: E-08-C2-03]

Demonstrate use of pronoun-antecedent agreement recognizing their relationship.
Variety of pronouns including reflexive pronouns.

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

SLO: E-01-C2-06]

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

 

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

SLO: E-02-C2-06]

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

Use of a, an with countable and uncountable nouns.

SLO: E-03-C2-06]

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

 

 

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

SLO: E-04-C2-06]

SLO: E-05-C2-06]

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).

 

Use of quantifiers with countable and uncountable nouns (some, few/ little, many/ much, no, both/ all, each/ every)
Indicate differences in proximity to speaker i.e:  this/ that, these/ those (e.g., This book belongs to her.)

 

SLO: E-06-C2-06]

Recall and apply rules for use of articles ‘a’, ‘and’, ‘an’ and ‘the’ in speech and writing.

SLO: E-07-C2-05]

Use articles correctly in speech and writing

SLO: E-08-C2-04]

Apply the rules and correct usage of articles through reading, speech and writing.

SLO: E-01-C2-07]

SLO: E-02-C2-07]

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

 

 

 

 

 

 

 

 

SLO: E-03-C2-07]

Identify and use describing words as adjectives.

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

 

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

SLO: E-04-C2-07]

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

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

 

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

 

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

SLO: E-05-C2-07]

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).

 

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

 

Use and classify degrees of regular and irregular adjectives.

 

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

SLO: E-06-C2-07]

Form adjectives from nouns
Identify adjectival phrases.

SLO: E-07-C2-06]

Locate the varying position of adjectives in sentences.

Form adjectives from nouns and verbs.

Use adjectival phrases in sentences and speech.

SLO: E-08-C2-05]

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

Form adjectives from nouns and verbs.

Use adjectival phrases in speech and writing.

 

 

 

 

SLO: E-06-C2-08]

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

Change and use degrees of adjectives: positive, comparative, superlative.

Change and use degrees of regular and irregular adjectives.

SLO: E-07-C2-07]

Use different types of adjectives: regular, irregular and absolute to describe, modify, quantify, nouns or pronouns.

Change and use degrees of adjectives: positive, comparative, superlative of varying syllables and irregular degree.

SLO: E-08-C2-06]

Analyze and use adjectives in reading, listening to texts and also in their writing; use degrees of adjectives.

SLO: E-01-C2-08]

Identify and use some common action words.

SLO: E-02-C2-08]

Identify and use common action words.

Identify sensing verbs (hear, touch etc.)

 

Recognise formation of adverbs i.e adding –ly.

SLO: E-03-C2-08]

Recognise action words as verbs. Use verbs in speech and sentences.

 

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

 

Identify and use simple adverbs of manner and time.

 

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

SLO: E-04-C2-08]

SLO: E-05-C2-08]

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

 

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

 

 

 

 

SLO: E-06-C2-09]

Demonstrate the use of main verbs and helping verbs.

SLO: E-07-C2-08]

Demonstrate the use of main and helping verbs (primary auxiliary and modal auxiliary verbs), in speech and writing.

Distinguish and use linking, feeling verbs and verbs of possession.

SLO: E-08-C2-07]

Use helping verbs, transitive and intransitive verbs in speech and writing.

Distinguish and use action verbs, linking verbs, sensing and feeling verbs, mental and thinking verbs and verbs of possession.

 

 

 

SLO: E-04-C2-09]

SLO: E-05-C2-09]

 

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

 

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

 

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

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

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

 

SLO: E-06-C2-10]

Demonstrate the use of main verbs and helping verbs.

SLO: E-07-C2-09]

Demonstrate the use of main and helping verbs (primary auxiliary and modal auxiliary verbs), in speech and writing.

Distinguish and use linking, feeling verbs and verbs of possession.

SLO: E-08-C2-08]

Use helping verbs, transitive and intransitive verbs in speech and writing.

Distinguish and use action verbs, linking verbs, sensing and feeling verbs, mental and thinking verbs and verbs of possession e.g., .

 

 

SLO: E-03-C2-09]

Understand and use simple  modal verbs (should/ should not – could / couldn’t – must / mustn’t) can /cannot and, may/may not.

SLO: E-04-C2-10]

SLO: E-05-C2-10]

Understand the use of more modal verbs eg. can, could, may, might, must, ought, shall, should, will, and would…..

 

SLO: E-06-C2-11]

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

SLO: E-07-C2-10]

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

SLO: E-08-C2-09]

Use modals correctly in speech and writing to create an effect and impact on the reader.

 

 

 

SLO: E-04-C2-11]

SLO: E-05-C2-11]

Develop understanding to expand adverbs into adverb phrases.

 

SLO: E-05-C2-ADD]

Use of adverbs that connect clauses and sentences.

 

SLO: E-06-C2-12]

Identify and use adverb phrases in writing for different purposes.

SLO: E-07-C2-11]Use adverbs, adverb phrases in their speech and writing. 

SLO: E-07-C2-ADD] Use adverb clauses as needed in their speech and writing.

SLO: E-08-C2-10]

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

Identify and use degrees of comparison
of adverbs.

SLO: E-01-C2-09]

SLO: E-02-C2-09]

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

SLO: E-03-C2-10]

Understand and use some words showing position, possession and directions in sentences.

SLO: E-04-C2-12]

SLO: E-05-C2-12]

 

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

SLO: E-06-C2-13]

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

SLO: E-07-C2-12]

Use prepositions of position, time, movement and direction including since and for. Use compound prepositions and prepositional phrases.

SLO: E-08-C2-11]

Identify and use compound prepositions and prepositional phrases in writing

 

SLO: E-02-C2-10]

Identify and use joining words in speaking to join words and sentences

SLO: E-03-C2-11]

SLO: E-04-C2-12]

Recognise the function of joining words in sentences.


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

SLO: E-05-C2-13]

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, since)
for choice (e.g., either…or…, neither…nor…) 

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

SLO: E-06-C2-14]

Explain functions of different conjunctions/transitional devices used for addition (e.g., and, too, as well as), sequence (e.g., then, while, before), reason (e.g., because, as, for*), purpose (e.g., so that, in order to, so as to), place (e.g., where, wherever), choice (e.g., either…or…, neither…nor).

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

SLO: E-07-C2-13]

Explain functions of different conjunctions/transitional devices 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.

SLO: E-08-C2-12]

Examine and interpret the use of conjunctions and transitional devices in speech and writing to create the effect.

Recognise and use subordinating conjunctions to connect independent clause/s to dependent clause/s.e.g.,He could not attend the meeting because he was sick.


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

 

 

 

 

 

 

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

Benchmark IIIdentify, comprehend and use punctuation with reasonable accuracy.

C3.PUNCTUATION

SLO: E-01-C3-01]

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

Recognise and apply capitalization to the initial letters of names of people and dates.

SLO: E-02-C3-01]

Recognise 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.

SLO: E-03-C3-01]

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

Capitalize holidays, product names, and geographical names.

SLO: E-04-C3-01]

Recognise 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.

 

SLO: E-05-C3-01]

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

 

SLO: E-06-C3-01]

Punctuate sentences and short paragraphs correctly using capitalization, parenthesis, exclamation marks, full stops, apostrophes and commas. Recognise and rectify faulty punctuation in a given text and own work.

SLO: E-07-C3-01]

Punctuate paragraphs and longer pieces of text correctly using capitalization, parenthesis, exclamation marks, full stops, apostrophes, commas and semi-colons, hyphens, dashes and quotation marks.

SLO: E-08-C3-01]

Punctuate paragraphs and longer pieces of text correctly.

SLO: E-01-C3-02]

Recognise and use a full stop at the end of a sentence.

 

Recognise and use commas in a list.

SLO: E-02-C3-02]

Recognise that a sentence ends with a full stop, question marks and exclamation marks.

 

 

Recognise and add commas for a series of items in a sentence and after Yes and No.

SLO: E-03-C3-02]

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 initials in names of people (e.g., M.A.Rauf)

SLO: E-04-C3-02]

Recognise 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.)

 

Use a comma and quotation marks in direct speech.

SLO: E-05-C3-02]

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

 

Recognise and use hyphens to join numbers, quantities, and fractions.

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.).

 

 

 

 

 

SLO: E-02-C3-03]

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

SLO: E-03-C3-03]

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

SLO: E-04-C3-03]

Identify the use of the apostrophe for indicating possession (e.g., the player's ball, Paul’s toy/ Pauls’ toy, the
cooks’ pies, the children’s toys, a week’s holiday) and in contractions (e.g., it’s raining)

SLO: E-05-C3-03]

Use apostrophe for indicating possession (e.g., the cook’s pie, Timna’s toy/ Timnas’ toy, the cooks’ pies, the children’s toys, a week’s holiday)  and  in contractions (e.g., it’s raining)

SLO: E-06-C3-02]

Use apostrophe with nouns (singular,plural) ending with missing sounds e.g, Keats’ poetry, Boys’ college etc

SLO: E-07-C3-02]

Identify, apply and use apostrophe with nouns in reading and writing

SLO: E-08-C3-02]

Identify, apply and use apostrophe/contractions  with nouns in complex readings and extensive writing

Benchmark III: Identify and use with reasonable accuracy limited concepts of time, tense and aspect, and use them for spoken and written purposes recognising different sentence types and structure, in reading and writing.

 

Benchmark III: Analyse and use the  concepts of time, tense and aspect for spoken and written purposes apprehending different sentence types and structure, in reading and writing.

Benchmark III: Analyze and use concepts of time and tense in speech and writing; recognise different sentence patterns and structures; follow rules of subject-verb agreement, recognize and apply the concept and functions of voice and speech in reading and writing.

C4. TENSES

SLO: E-01-C4-01]

Recognise simple present verbs to show habitual actions e.g., He walks daily.

SLO: E-02-C4-01]

SLO: E-03-C4-01]

Use simple present verbs to show habitual actions e.g., He walks daily.

 

 

SLO: E-04-C4-01]

SLO: E-05-C4-01]

Use simple present verbs to show habitual actions, universal statements, and current facts in sentences and paragraphs

 

 

SLO: E-06-C4-01]

Recognise the form, functions; and use of:Simple present tense,

SLO: E-07-C4-01]

Recognise the form, various functions; and use of all forms of Perfect (past, present, future) and Future tense.

Understand and use gerunds.

Understand the use of since and for

SLO: E-08-C4-01]

Use all types of tenses correctly in speech and writing.

 

Understand and use gerunds and participles.

Use aspect of time correctly in speech and writing.

 

SLO: E-02-C4-02]

SLO: E-03-C4-02]

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.

SLO: E-04-C4-02]

SLO: E-05-C4-02]

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

SLO: E-06-C4-02]

Recognise the form, functions of present continuous tense

SLO: E-07-C4-02]

Recognise the form, and various functions of simple past tense

 

 

 

SLO: E-03-C4-03]

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

SLO: E-04-C4-03]

SLO: E-05-C4-03]

Use present perfect for actions occurring at an unspecified time.
e.g., already, just, yet

SLO: E-06-C4-03]

Recognise and use the forms and functions of present perfect tense

 

 

 

SLO: E-02-C4-03]

Recognise past simple for completed actions/events in writing and speaking e.g., It rained in the morning.

SLO: E-03-C4-04]

Use past simple for completed actions/events and regular actions in the past.(In sentences)

SLO: E-04-C4-04]

SLO: E-05-C4-04]

Use past simple for completed actions/events and regular actions in the past.(In paragraphs)

SLO: E-06-C4-04]

Recognise and use the forms and functions of past perfect tense.

Understand and use gerunds.

Understand the use of since and for

 

Understand and use gerunds and participles.

Use aspects of time correctly in speech and writing.

 

 

 

 

SLO: E-03-C4-05]

Recognise and use past continuous tense.

SLO: E-04-C4-05]

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).

SLO: E-05-C4-05]

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

SLO: E-06-C4-05]

Use past continuous in writing and

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

 

 

 

SLO: E-02-C4-04]

Recognition of simple  future tense will/ shall/ in sentences.

SLO: E-03-C4-06]

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

SLO: E-04-C4-06]

SLO: E-05-C4-06]

Use of future tense will/ shall/ be going to + infinitive.

SLO: E-06-C4-06]

 

Recognise and use the forms and functions of future tense.

 

 

C5. SENTENCE STRUCTURE

 

 

 

SLO: E-03-C5-01]

SLO: E-04-C5-01]

Differentiate between phrase and sentence

SLO: E-05-C5-01]

Construct new sentences using phrases

SLO: E-06-C5-01]

Differentiate between phrases and clauses.

SLO: E-07-C5-01]

Identify and differentiate between sentences, clauses and phrases

SLO: E-08-C5-01]

Identify and differentiate between a variety of phrases and clauses.

SLO: E-01-C5-01]

Recognise and construct simple sentences using nouns and verbs e.g., Ali runs.

SLO: E-02-C5-01]

Construct simple sentences using a subject, verb, objects e.g.,  He eats apples.

SLO: E-03-C5-02]

SLO: E-04-C5-02]

 

Recognise 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.

SLO: E-05-C5-02]

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

 

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

 

 

SLO: E-06-C5-02]

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

SV Subject-Verb (intransitive)

SV0: Subject-Verb-Object

SVA- Subject-Verb-Adjective

SVA- Subject-Verb-Adverb

SVN-Subject-Verb-Noun

SLO: E-07-C5-02]

Use sentences with direct and indirect
objects

and sentence patterns:

SVO- Subject-Verb (transitive)-Object (direct)

SVOO – Subject-Verb-Object (indirect)-Object (direct)

SVOC- Subject-Verb-Object (direct)-Complement

 

SLO: E-08-C5-02]

Analyze and construct sentences using the sentence patterns and structures learnt in earlier classes.

 


 

 

 

 

SLO: E-04-C5-ADD]

Identify and use the difference between main and subordinate clauses in a given sentence.

SLO: E-05-C5-ADD]

Differentiate between main and subordinate clauses in a given sentence.

 

SLO: E-06-C5-ADD]

SLO: E-07-C5-ADD]

Identify and construct sentences with a 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).

SLO: E-08-C5-ADD]

Construct complex sentences and paragraphs using main and subordinate clauses with appropriate transitional devices and correct punctuation.

SLO: E-01-C5-02]

Recognise simple sentences showing request and command in a school scenario.

SLO: E-01-C5-02]

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

 

 

 

 

SLO: E-03-C5-03]

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

SLO: E-04-C5-03]

SLO: E-05-C5-03]

Distinguish between four type of sentence i.e.
Declarative: I have a football match tonight. 
Exclamatory: We won the match! 
Interrogative:  What are you doing, is is it raining?
Imperative: Complete your work.

SLO: E-06-C5-03]

SLO: E-07-C5-03]

SLO: E-08-C5-03]

Distinguish and write four types of sentences i.e. declarative, exclamatory, interrogative and imperative

SLO: E-01-C5-03]

Comprehend simple what, where and when questions.

SLO: E-02-C5-03]

Comprehend and respond to simple wh-questions

SLO: E-03-C5-04]

Make questions by using Wh-questions (e.g What are you doing?)


 

SLO: E-04-C5-04]

Make questions starting with be form of verbs (e.g.,  Are you going to Lahore today?)

SLO: E-05-C5-04]

Form questions and answers by varying the structure of sentences

 

 

 

 

SLO: E-02-C5-04]

Identify and use transitional words to manage the sequence of events i.e. first, then, next, finally

SLO: E-03-C5-05]

Use transitional words in simple procedure e.g., writing a recipe, following directions etc

SLO: E-04-C5-05]

SLO: E-05-C5-05]

 

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...’

 

 

 

 

 

 

SLO: E-04-C5-06]

Recognise direct speech sentences in a narration

SLO: E-05-C5-06]

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

 

SLO: E-06-C5-04]

 

Differentiate between direct and indirect speech.

Change of tense in indirect speech i.e. (present into past tense in simple sentences and interrogative sentences.

SLO: E-07-C5-04]

Change tense in indirect speech (present, past and perfect tenses in exclamatory sentences and paragraphs.
 

SLO: E-08-C5-04]

Change tense in indirect speech (present, past and perfect tenses, future, modals, time and questions, orders, requests, suggestions and advice) in speech and writing.
 

COMPETENCY D: WRITING

 

Standard 1: Create grade-level pieces of writing which are focused, purposeful and show an insight into the writing process; expressing increased fluency, coherence and cohesion, correct grammar and legibility, grade-level vocabulary, punctuation and spelling, for a variety of purposes.

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Benchmark I: Develop writing readiness by tracing and writing letters, words and sentences legibly, consistently and with correct formation and spelling, on three/four-lined paper and develop syllabic patterns in two/three syllablic words.

Benchmark I: Write sentences legibly, consistently and with correct formation and spelling, on three/four-lined paper.

Benchmark I: Write legibly, consistently and with correct formation; apply word analysis, phonetic skills and spell grade-level familiar and unfamiliar words; following rules of grammar, stages of writing skills and structure to write coherently and cohesively to effect.

D1. Writing Readiness and Spelling

SLO: E-01-D1-01]

Practise a comfortable and efficient pencil grip and learn to form letter correctly

SLO: E-02-D1-01]

Form words correctly and consistently

SLO: E-03-D1-01]

Develop consistency in the size and proportion of letters and the spacing of words

SLO: E-04-D1-01]

SLO: E-05-D1-01]

Identify syllabic patterns in multisyllabic words

SLO: E-06-D1-01]

Practice note-taking for different purposes in a legible and consistent handwriting

SLO: E-07-D1-01]

SLO: E-08-D1-01]

Apply editing and proofreading skills to a range of different texts and contexts

SLO: E-01-D1-02]

a)Practise handwriting patterns and writing letters both capital and small with correct formation

b) Practise writing letters and words from left to right with regular spaces between letters an words

SLO: E-02-D1-02]

  1. Practise handwriting patterns and the joining of letters

 

  1. Use joined-up handwriting in limited range of written work

SLO: E-03-D1-02]

Practise joining letters in handwriting

SLO: E-04-D1-02]

SLO: E-05-D1-02]

Use joined-up handwriting in all writing

—------

—-----

—-------

SLO: E-01-D1-03]

SLO: E-02-D1-03]

Write letters and words at an appropriate speed and develop an understanding that a capital letter is for the start of a sentence.

SLO: E-03-D1-03]

Build up handwriting speed, fluency and develop an understanding of capital letters, full stops and question marks within a sentence.

SLO: E-04-D1-03]

SLO: E-05-D1-03]

Practise fast, fluent and legible handwriting styles for different purposes and use punctuation marks appropriately.

—--------

—-------

—--------

SLO: E-01-D1-04]

Use phonetic knowledge and rhyme to attempt to write and spell simple words (e.g., bat, cat, is, was etc).

SLO: E-02-D1-04]

Use the common spelling of short and long vowel sounds eg.,cat, car, bed, bird, dot, door, cut, cute

SLO: E-03-D1-04]

Spell and write familiar, and unfamiliar words accurately.

SLO: E-04-D1-04]

SLO: E-05-D1-04]

Demonstrate an understanding of the use of spelling patterns, e.g., vowel phonemes, double consonants, silent letters,
common prefixes and suffixes etc

SLO: E-06-D1-02]

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; /??s/ spelt with –tious and cious. Exception:-xious; /??l/ spelt with –tial, -cial and exceptions. Making analogies from familiar words.

SLO: E-07-D1-02]

Write multi-syllable words at grade level with correct spelling, using spelling rules and strategies: making analogies from familiar words.

Making words with –able, -ible, -ably, -ibly,

Use of suffix  –fer in stressed and unstressed vowels e.g., referred, referral (rr in case of stressed), reference, preference (r in case of unstressed)

SLO: E-08-D1-02]

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

Use hyphens in words, letter string –ough words and homophones

‘I’ before ‘e’, except after ‘c’ rule with exceptions.

SLO: E-01-D1-05]

 

Use the common spelling of long vowel phonemes, e.g., ‘ee’, ‘ai’, ‘oo’

SLO: E-02-D1-05]

 

Use the different common spellings of long vowel phonemes.

SLO: E-03-D1-05]

Use to spell simple high-frequency words and common irregular words

SLO: E-04-D1-05]

SLO: E-05-D1-05]

Spell high frequency and irregular words.

 

 

 

SLO: E-01-D1-06]

Spell and write familiar common words accurately, drawing on sight words

SLO: E-02-D1-06]

Use the common spellings of long vowel phonemes and apply knowledge of phonemes and spelling patterns independently 

SLO: E-03-D1-06]

Use strategies for segmenting unfamiliar words to spell, e.g., breaking into individual sounds, separating into syllables

SLO: E-04-D1-06]

Apply strategies to learn and check correct spellings with words that need to be learned

SLO: E-05-D1-06]

Use spelling rules for words ending in -e and -y e.g., have/having, fry/fries

SLO: E-06-D1-03]

Spell and write accurately using knowledge of phonic elements, words

 

 

Benchmark II: Write and represent with some attention to the appropriate organizational structures and language features of texts for different purposes.

 

Benchmark II: Write and represent with an explicit awareness of the appropriate organizational structures and language features of texts for different purposes.

Benchmark II: Apply knowledge of appropriate organizational structures and language features to create a variety of increasingly advanced texts for different purposes.

 

D2. Writing for Understanding

SLO: E-01-D2-01]

Write a simple and short opening sentence which highlights the topic sentence

SLO: E-02-D2-01]

Write an opening sentence to highlight the topic sentence and introduce the setting in two to three sentences

SLO: E-03-D2-01]

Write multi-syllable words to express the tone of the characters in a setting according to the title.

(For example Mary goes to school with a big smile on his face every day.)

SLO: E-04-D2-01]

Write multi-syllable words at grade level with correct spelling, adjectives, and adverbs (for eg ly words) to show a glimpse of characterization

SLO: E-05-D2-01]

Write multi-syllable words at grade level with correct spelling, using spelling rules, adjectives, adverbs (for eg. Ly words) and imagery to create an atmosphere of the setting

SLO: E-06-D2-01]

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, picture illustrations and doodles.

SLO: E-07-D2-01]

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

SLO: E-08-D2-01]

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

SLO: E-01-D2-02]

SLO: E-02-D2-02]

Write short sentences with basic personal information, etc

 

SLO: E-03-D2-02]

Write longer and complex sentences on a limited range of topics e.g., sports day, nature, holidays etc.

SLO: E-04-D2-02]

a) Use descriptive imagery based on sight, touch & sound. Also, use words to suggest characterization.

b)Write at least one paragraph with adverbs. (for eg ly words. Quickly, he grabbed his arm & pushed him away.)

SLO: E-05-D2-02]

Use appropriate imagery to create an atmosphere of the setting & establish personality traits of the character(s).

 

 

 

SLO: E-01-D2-03]

SLO: E-02-D2-03]

Recognise and write for a purpose using some basic features of a text

SLO: E-03-D2-03]

Use interesting and meaningful words in their writings

SLO: E-04-D2-03]

SLO: E-05-D2-03]

Use and compare/replace words to make writing meaningful.

 

 

 

SLO: E-01-D2-ADD]

Select a suitable concluding sentence.

(For example, We all enjoyed the picnic.)

SLO: E-02-D2-04]

Write a single concluding sentence which repeats the theme of the topic.

 

SLO: E-03-D2-04]

Write concluding remarks in the form of two sentences

 

 

SLO: E-03-D2-ADD]

Write concluding remarks in repeating the mood of the setting, a remark on characterization and a suitable ending.

(For example, John enjoyed the trip with his friends. Their decent actions also got appreciation  from the old man.)

SLO: E-04-D2-04]

Insert at least one dialogue or exclamation of emotion to add richness to the story.

(For example: “Hurrah!” Sarah shouted when she won the game.)

 

Conclude the writing piece by giving a remark about all the aspects in a few sentences.

SLO: E-05-D2-04]

Insert a dialogue and an expression of emotion to add depth to the character(s).

Conclude by repeating the main points in the last paragraph. Use words such as All in All, In a nutshell, Alas, It was a thumping success etc.

SLO: E-06-D2-02]

 

Write a short dialogue between two people.

SLO: E-07-D2-02]

Write short dialogues to show various situational relationships e.g., doctor-patient. Identify characters and their relationships in context.

SLO: E-08-D2-02]

Write a short dialogue between two people, giving narration/background in brackets, using conventions of the director’s notes. Use vocabulary, tone and style appropriate to context and relationship between addresser and addressee.

 

 

 

 

 

SLO: E-06-D2-03]

Follow the technique of writing topic sentences and supporting details: recognize that a paragraph comprises a group of sentences that develop a single idea  Write a simple unified paragraph on a given topic:

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

• Add adequate supporting details to complete the idea.

SLO: E-07-D2-03]

Follow the techniques of writing the first draft with sufficient details; proofread it, and edit details to suit the purpose and audience.

SLO: E-08-D2-03]

Follow the techniques of writing the first draft with sufficient details; proofread it, and edit details to suit the purpose and audience.

 

 

 

SLO: E-03-D2-05]

Write a guided first draft and  edit it.

SLO: E-04-D2-05]

SLO: E-05-D2-05]

Write the first draft and then edit it.

SLO: E-06-D2-04]

SLO: E-07-D2-04]

Write the final draft after complete editing and proofreading.

 

SLO: E-08-D2-04]

Write the final draft after complete editing and proofreading. ensure each paragraph develops the main idea of the essay/piece of writing and topic sentence of each paragraph. Use the technique of hook, lead-in sentences to develop the flow of thought.

 

 

 

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 to project implicit and explicit meanings, and to use the storytelling technique to convey ideas or factual writing style.

Benchmark I: Generate ideas on a topic using brainstorming techniques and exploring the various writing techniques: descriptive, discursive and narrative

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. Writel compositions of a variety of types - descriptive, narrative, expository, persuasive/argumentative,formal and informal letters, summaries, stories, poems, dialogues; that are clear, coherent, cohesive and of creative value.

D3. Writing for Meaning

SLO: E-01-D3-01]

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

SLO: E-02-D3-01]

Fill in missing information to complete a simple paragraph.

SLO: E-03-D3-01]

Fill in words to change or complete a given story.

 

SLO: E-04-D3-01]

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

SLO: E-05-D3-01]

Complete a single paragraph using your own words, phrases and complex sentences.

 

 

 

SLO: E-01-D3-02]

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

SLO: E-02-D3-02]

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.).

SLO: E-03-D3-02]

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

SLO: E-04-D3-02]

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.

SLO: E-05-D3-02]

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 the first draft, seeking peer feedback, developing a final draft.

SLO: E-06-D3-01]

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

 

  1.  Use appropriate pronoun-antecedent relationships and transitional devices within a paragraph.

 

  1. Use chronological/sequential order of arranging detail/

 

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

 

  1. Focus on clarity of ideas that show cohesion, cause and effect relationship.

 

  1. Use words that express emotions.

 

  1. Decide purpose and audience.

 

  1. Check sentence variety and transitions.

 

  1. Introduce topics, state an opinion, create an organizational structure, provide a reason to support a perspective and conclude appropriately.

SLO: E-07-D3-01]

Write multiple paragraphs on a single topic (on the given text types), using correct punctuation, grammar, grade-level vocabulary and transitional devices, sentence structure and types, spelling, mind mapping, writing a first draft, seeking peer feedback using formative assessment, developing a final draft.

 

  1. Use chronological/sequential order of arranging detail.
  2. Write a composition of three or more paragraphs following conventions of essay writing:

•Introductory paragraph

• Body paragraphs

• Concluding paragraphs 

  1. Recognise that the introductory paragraph carries the main idea of the essay. Each one of the body paragraphs that develop the main idea through supporting details.
  2. Add adequate supporting details to the topic sentence (example, definition or evidence) to develop the main idea.
  3. The concluding paragraph contains a summary of the whole essay and a general concluding statement

SLO: E-08-D3-01]

Write multiple paragraph essays/stories; multi-stanza poems or playscript using correct punctuation and spelling, grammar, grade-level vocabulary and transitional devices, following rules of subject-verb agreement, sentence structure and types by using the writing process approach: pre-writing, editing and final draft stages.

 

 

  1. Use chronological/sequential order of arranging detail.
  2. Present comparison and contrast
  3. State opinions with reasons to support perspective and give appropriate conclusions.
  4. Add adequate supporting detail to the topic sentence (example, definition, data, illustration or evidence) to develop the main idea.

D4. Various Text Types

SLO: E-01-D4-01]

Draw or sequence pictures to tell a story.

SLO: E-02-D4-01]

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

SLO: E-03-D4-01]

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

SLO: E-04-D4-01]

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.

SLO: E-05-D4-01]

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

 

1. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

2.Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

3.Provide a sense of closure.

SLO: E-06-D4-01]

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

 

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

 

  1. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

 

  1. Use a variety of transitional words and phrases to manage the sequence of events.

 

  1. Use concrete words and phrases and sensory details to convey experiences and events precisely.

 

  1.  Provide a conclusion that follows from the narrated experiences or events.

SLO: E-07-D4-01]

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

 

  1. Orient the reader by establishing a situation and introducing narrators and/or characters; organize an event sequence that unfolds naturally.

 

  1. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

 

  1. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

 

  1. Use concrete words and phrases and sensory details to convey experiences and events precisely.

 

  1. Provide a conclusion that follows from the narrated experiences or events.

SLO: E-08-D4-01]

Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.

 

  1. 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.

 

  1. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

 

  1. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from the one-time frame or setting to another.

 

  1.  Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

 

  1. Provide a conclusion that follows from the narrated experiences or events.

SLO: E-01-D4-02]

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

SLO: E-02-D4-02]

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.

SLO: E-03-D4-02]

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.

SLO: E-04-D4-02]

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  1. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
  2.  Develop the topic with facts, definitions, and details.
  3. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

 

  1. Provide a concluding statement or section.

SLO: E-05-D4-02]

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

 

  1. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension
  2. Develop the topic with facts, definitions, and details.
  3.  Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

 

  1. Provide a concluding statement or section.

SLO: E-06-D4-02]

Write informative/explanatory text like a book blurb, poster to examine a topic and convey ideas and information.

 

  1. Introduce a topic clearly and group related information in short paragraphs and sections; include formatting (e.g., headings), illustration to convey meaning effectively

 

  1. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

 

  1. Link ideas within categories of information using words and phrases (e.g., another, for example, because).

 

  1. Use precise language and domain-specific vocabulary to inform about or explain the topic.

 

  1. Provide a concluding statement or section related to the information or explanation presented.

SLO: E-07-D4-02]

Write informative/explanatory texts to examine a topic and convey ideas and information.

 

  1. Introduce a topic, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aid comprehension.

 

  1. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

 

  1. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

 

  1.  Use precise language and domain-specific vocabulary to inform about or explain the topic.

 

  1. Provide a concluding statement or section related to the information or explanation presented

SLO: E-08-D4-02]

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through selecting relevant content.

 

  1. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ccontrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aid comprehension.

 

  1. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

 

  1. Use appropriate transitions to clarify the relationships among ideas and concepts.

 

  1. Use precise language and domain-specific vocabulary to inform about or explain the topic.

 

  1. Establish and maintain a formal style.

 

  1. Provide a concluding statement or section that follows from the information or explanation presented.    

 

 

SLO: E-03-D4-03]

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.

SLO: E-04-D4-03]

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.

SLO: E-05-D4-03]

Write opinion pieces on topics or texts, supporting a point of view with reasons.

 

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.

SLO: E-06-D4-03]

Write opinion piece on topics or texts, supporting a point of view with reasons and information.

 

  1. Introduce a topic or text, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

 

  1. Provide reasons that are supported by facts and details.

 

  1. Link opinion and reasons using correct words and phrases
  2. Provide a concluding statement, and analyse or section related to the opinion presented.

SLO: E-07-D4-03]

Write arguments to support claims with clear reasons and relevant evidence.

 

  1. Introduce claim(s) and organize the reasons and evidence.

 

  1. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

 

  1. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

 

  1. Establish and maintain a formal style.

 

  1. Provide a concluding statement or section that follows from the argument presented.

SLO: E-07-D4-03]

Write arguments to support claims with clear reasons and relevant evidence.

 

  1. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

 

  1. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

 

  1. Use words, phrases, and clauses to create cohesion and clarify the relationships claim(s), reasons, and evidence.

 

  1.  Establish and maintain a formal style.

 

  1. Provide a concluding statement or section that follows from and supports the argument presented.

 

 

SLO: E-03-D4-04]

SLO: E-04-D4-04]

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.

SLO: E-05-D4-04]

Write simple descriptive paragraphs (giving physical description and characteristics/traits of a person/object/place, using correct capitalization, punctuation and spelling,

SLO: E-06-D4-04]

SLO: E-07-D4-04]

Write a simple descriptive composition (giving physical description and characteristics/traits of a person/object/place moving from general to specific), using correct punctuation, complex vocabulary and spelling, by using the process approach - brainstorm, mind mapping, writing a first draft and final draft

SLO: E-08-D4-04]

Write a descriptive composition (giving physical description and characteristics/traits of a person/object/place moving from general to specific), using correct punctuation and spelling, by using the process approach - brainstorm, mind mapping, writing a first draft.

 

SLO: E-02-D4-03]

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

SLO: E-03-D4-05]

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

SLO: E-04-D4-05]

SLO: E-05-D4-05]

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

SLO: E-06-D4-05]

Write a short dialogue between two people.

SLO: E-07-D4-05]

Write short dialogues to show various situational relationships e.g., doctor-patient. Identify characters and their relationships in context.

SLO: E-08-D4-05]

Write a short dialogue between two people, giving narration/background in brackets, using conventions of the director’s notes. Use vocabulary, tone and style appropriate to context and relationship between addresser and addressee.

 

 

SLO: E-03-D4-06]

Design and write an invitation card for a range of purposes.

SLO: E-04-D4-06]

Write an informal letter to family and friends on personal, familiar topics and replies to a short informal letter from friends and family member for .e.g., apology letter to a friend (*include sender's address, date, greeting, introduction, body, conclusion, signature)

SLO: E-05-D4-06]

Write informal letters to people in an immediate social and academic environment for e.g., write a get well soon letter

SLO: E-06-D4-06]

Write informal letters to people in extended social and academic environments for various purposes. e.g., Thank you letter

Follow conventions of informal letters concerning layout, salutations etc. Use of appropriate vocabulary, style and tone in informal letters. Write the address on the envelope clearly and in a proper format. Write short texts in speech bubbles and cartoon strips using vocabulary, tone, style of expression appropriate to the communicative purpose and context. ¬ Fill in, correctly and legibly, simple forms requiring personal information (Form of library membership, school ID card form, etc.)

SLO: E-07-D4-06]

Write informal letters to people in extended social and academic environments for various purposes.

Write short informal letters to people in an extended social and academic environment for various purposes: • Use correct conventions, appropriate vocabulary, tone and style. ยท Revise for: • Correct format, layout.

Write a Formal letter of application to people within your environment (principal/ teacher).

 

SLO: E-08-D4-06]

Compare and write  informal and formal letters to people in extended social and academic environments for various purposes.

 

 

 

 

SLO: E-04-D4-07]

SLO: E-05-D4-07]

Draft and write a formal letter/ email, application, complaint

SLO: E-06-D4-07]

Write a formal letter/email (application, complaint).

SLO: E-07-D4-07]

Write a formal letter/email (application, complaint, acceptance/rejection).

SLO: E-08-D4-07]

Write a formal letter/email (application, complaint, acceptance/rejection, condolence), letters to the editor, police report using vocabulary, tone and style appropriate to context and relationship between addresser and addressee.

SLO: E-01-D4-03]

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

SLO: E-02-D4-04]

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

SLO: E-03-D4-07]

Write a simple acrostic poem using a given structure.

SLO: E-04-D4-08]

Write a simple cinquain (poem).

SLO: E-05-D4-08]

Write a haiku (poem).

SLO: E-06-D4-08]

Write a poem describing objects or places.

SLO: E-07-D4-08]

Write a poem narrating an event.

SLO: E-08-D4-08]

Write a poem narrating an event or a story.

 

 

 

 

SLO: E-05-D4-09]

Write the main idea of a familiar and unfamiliar poem.

SLO: E-06-D4-09]

Write the main idea of a familiar and unfamiliar poem.

SLO: E-07-D4-09]

Use paraphrasing skills to paraphrase stanzas in a poem.

SLO: E-08-D4-09]

Use paraphrasing skills to paraphrase stanzas in a poem.

 

 

 

SLO: E-04-D4-09]

Paraphrase the text in your own words.

SLO: E-05-D4-10]

Use summary skills to write a summary of the given text.

SLO: E-06-D4-10]

Use summary skills to write an objective summary of the given text, distinct from personal opinion and judgement.

SLO: E-07-D4-10]

Use summary skills to write an objective summary of the given text.

SLO: E-08-D4-10]

Use summary skills to write an objective summary of the given text and poems.

 

 

 

 

 

 

SLO: E-06-D4-11]

Write a paragraph of free writing for fluency, creativity, brainstorming or pleasure.

SLO: E-07-D4-11]

Write a paragraph of free writing for fluency, creativity, brainstorming or pleasure.

SLO: E-08-D4-11]

Write a paragraph of free writing for fluency, creativity, brainstorming or pleasure.

 

 

 

 

 

SLO: E-06-D4-12]

Proofread and edit texts for errors of

•sentence structure.

• subject/verb agreement.

• noun/pronoun agreement.

•connectives.

•punctuation and spelling.

SLO: E-07-D4-12]

Proofread and edit texts for errors of

•sentence structure.

• subject/verb agreement.

• noun/pronoun agreement.

•transitional devices

•punctuation and spelling.

SLO: E-08-D4-12]

Proofread and edit texts for errors of:

•sentence structure.

• subject/verb agreement.

• noun/pronoun agreement.

•reference words, connectives/transitional devices.

•punctuation and spelling.

 

 

 

 

 

Guidelines for Appropriate Ethical and Social Development

 

Students develop ethical and social attributes and values relevant in a multi-cultural and civilized society.

 

Guidelines

Students need to be acquainted with the importance of making sustainable lifestyle choices, acquiring greater environmental awareness, and being aware of safety and security measures

Students need to appreciate and feel a sense of interconnectedness with their community and the world at large and develop attributes such as tolerance, respect, equality and gender equity in them which is the basic essence of Islam and other religions.

Students need to be fostered with a sense of peace and social cohesion

 

Note: The above mentioned guidelines will be developed and incorporated across the other four competencies; hence, the teaching and learning of the appropriate values and attributes is to be embedded in the chosen themes and topics of the reading texts, and through writing and speaking activities performed in the learning environment of the class.

 

 

English (1-8) – Suggested Topic List

Text Types / Themes and Sub-Themes

 

Text Types


Texts are written to communicate information, ideas, feelings etc; therefore, they are shaped by the purpose of writing, the context of communication, and the reader. These elements are interdependent so that, for example, the form of writing in a particular text type is adapted to the writer’s aim and the intended reader.

 

It is essential that the students are exposed to a variety of writing, its readership and variations    in form and style of expression; only then will students acquire flexible strategies to understand various texts, and to display their understanding by producing well written texts for various purposes and audiences.

 

This section gives various text types; their examples, the range of purposes or intentions and    the focus of writing of each text type.

 

Suggested themes and sub-themes are also listed to enable teachers and materials writers to build text content. Context should be designed so as to build a wide range of reading experiences that have literary, informational, persuasive, analytical, and practical purposes.

 

Text Types

 

Text Type

Intention

Focus

Examples