SNC-English-Grade 1-5

Competency 1: Oral Communication Skills (Listening and Speaking)

Standard 1: Students understand and articulate widely  acceptable  pronunciation,  stress and intonation patterns of English language for improved communication. (C1, S1)

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Benchmark I: Recognize and articulate the basic sounds and sound  patterns  of   English language at word and sentence level.

Benchmark I: Recognize and articulate sound patterns and stress in words, and basic intonation patterns in statements and questions as they occur in classroom texts.

Students Learning Outcomes

Articulate the sounds of letters of the  alphabet in series and in random order.

Articulate the sounds of letters of the  alphabet in random order.

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

Pronounce and  practice simple words with more silent   letters such as ‘b‘ in lamb.

Pronounce and practice more words with silent letters such as ‘t’ in switch, ‘g’ sound in ‘high’.

Pronounce and match the initial sound of common words depicted in pictures with their corresponding letters.

 

Recognize and identify consonants and vowels in the English alphabets using common consonant blends (/bl/,

/cl/,/br/ and /dr/) and digraphs (/th/, /ph/, /ch/).

Pronounce and match the initial and the final sound of common words depicted in pictures with their corresponding letters.

Recognize and identify consonants and vowels in the English alphabets.

Identify /classify words that begin with  consonant or vowel sounds.

Recognize and identify consonants and vowels in English alphabets using common consonant clusters (/gr, /st,

/sp.

Pronounce and spell  simple words with silent letters  such  as ‘w’ in write and ‘k’ in know.

 

Classify, pronounce and practise  long and short vowels and diphthongs as they occur in practice  items and sentences in reading lessons.

Pronounce and practise  long and short vowels and diphthongs as they occur in practice  items and sentences in reading lessons and in speech.

Pronounce and practise  long and short vowels and diphthongs as they occur as practice  items and sentences in reading lessons and in speech.

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Recognize and pronounce some common consonant digraphs   in initial position.

 

Pronounce and match spoken words with the written words.

 

Recognize that as letters of words change, so do the sounds.

 

Identify words that begin with the same sound.

 

Identify words that  end  with the same sound.

 

Identify one syllable words that rhyme.

 

Pronounce familiar

one-syllable words and common irregular sight words.

 

Recognize words ending with/s/and /z/ sounds in the plural form of a word.

 

Recognize and produce individual sounds, and blend the individual.

Identify and pronounce with reasonable accuracy common consonant clusters in initial positions e.g. str and thr, etc.

Pronounce and match spoken words with the written words.

 

Recognize that as letters of words change, so do the sounds.

 

Identify words that begin with the same sound.

 

Identify words that  end  with the same sound,

e.g. /ng/.

 

Identify and classify one and two syllable words that rhyme.

 

Identify and pronounce familiar two and three syllable words and common irregular sight words.

 

Differentiate between words ending with /s/,

/z/ and /iz/.

 

 

 

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Recognize individual sounds in a word

e.g. /p/, /i/, /n/ in

pin, etc.

 

Change the first sound of a word to make rhyming words, e.g. fan, van, ran, man, etc.

Recognize sounds in the plural form of a word.

 

Recognize and pronounce simple words with one or more syllables.

 

Pronounce the weak forms of “a”, and “the” in simple phrases and of “be” in contractions.

 

Familiarize themselves with rhythm, stress, and   intonation of English language.

 

Comprehend simple stories and poems read aloud in class.

 

 

 

 

 

Recognise and pronounce with reasonable accuracy, common two and three consonant clusters in initial and final positions.

 

Classify words that begin or end with the same

two-consonant clusters.

Recognize and pronounce with reasonable accuracy, common

three-consonant clusters in initial positions.

 

Classify words that begin or end with the same

three-consonant clusters.

Pronounce and practice with reasonable accuracy, common

three-consonant clusters in initial and final positions.

 

Classify words that  begin  or end with the same consonant clusters.

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

 

Identify and differentiate between vowel letters and sounds.

 

Pronounce long and short vowel sounds in pair of words e.g. /a/ as in ‘bat’,/ai/as in rain, /e/ as in ‘bed’ and /ee/ as in ‘feet’.

Identify and classify words that begin with vowel sounds.

 

Identify and differentiate the use of ‘the’ with words starting with consonant and vowel sounds.

 

Pronounce long vowel sounds, /i/ as in ‘kite’, /o/ as in ‘boat’, /u/ as in cute.

 

Pronounce short vowel sounds

/i/as in bit, /o/ as in cot, /u/ as in sun.

Classify more words that begin with vowel sounds.

 

Identify and practice the use of ‘the’ with words starting with consonant and vowel sounds.

 

Identify and practice pronouncing long and short vowel sounds in different words (a, e, i, o, u).

 

 

Recognize that ed has three sounds i.e.

/d/,/t/, /id/as in looked, danced, and landed.

Recognize and practice that ‘ed’ has  three sounds i.e. /d/

/t/, /id/through context.

Recognize and practice that ‘ed’ has  three sounds i.e. /d/,

/t/, /id/through context.

 

 

Recognize, demarcate and pronounce three and four syllable words.

Recognize and use the conventions to demarcate three and four syllable words.

Find out how many syllables a word has.

 

Use a dictionary to find out how words are divided into syllables.

 

 

Recognize and pronounce the weak forms of ‘do’ and ‘have’ in contractions.

Pronounce the weak form of ‘of’, ‘for’, ‘or’ and ‘but’ in  simple phrases.

Pronounce the weak form of will/shall and not in contractions.

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

 

Recognize ‘stress’ and ‘intonation’ patterns and differentiate among them as used in statements and questions.

Listen to and identify intonation patterns (rising and falling) in sentences.

 

Recognize and use the convention to mark these intonation patterns.

Listen and respond appropriately to the sentences with rising and falling intonation patterns.

 

 

Produce in speech, appropriate patterns of rhythm, stress and intonation of English language introduced through listening to stories and poems read aloud in class.

Produce in speech and practice appropriate patterns of rhythm, stress and intonation of English language by listening to stories and poems read aloud in class.

Produce in speech and practice appropriate patterns of rhythm, stress and intonation of English language by listening to stories and poems read aloud in class.

 

 

Standard 2: Students use appropriate social and academic conventions of spoken discourse for effective oral communication with individuals and in groups, in both formal and informal settings. (C1, S2)

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Benchmark I: Use some formulaic expressions for basic routine greetings and social courtesies for oral interaction in class and school environment.

Benchmark I: Use linguistic exponents to communicate appropriately for functions and co-functions of opinions, apologies, requests and instructions in class and school environment.

Students Learning Outcomes

Articulate, recognize and use some formulaic expressions to:

  • offer and respond to basic routine greetings

 

  • express and offer a few basic social courtesies

 

  • listen and respond to a few commands

 

  • express limited needs.

Articulate, recognize and use some formulaic expressions to:

 

  • offer and respond to basic routine greetings

 

  • express and offer a few basic social courtesies

 

  • introduce self and  talk about family

 

  • listen and respond to more commands

 

  • express limited needs and feelings

 

  • seek permission to do something.

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

 

Use appropriate expressions in conversation to articulate, recognize and use some formulaic expressions to:

 

  • offer and respond to greetings

 

  • express and show gratitude

 

  • express regret

 

  • introduce self and  talk about family

 

  • listen and respond to commands

 

  • express likes and dislikes

 

  • express needs and feelings

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

 

Use appropriate expressions in conversation to:

 

  • express regret

 

  • express likes and dislikes

 

  • express needs and feelings

 

  • express opinions

 

  • seek permission to do something

 

  • show ability/ inability to do something

 

  • respond to instructions and directions.

Identify, demonstrate and practice previously learnt and more formulaic expressions for greetings, routine social courtesies according to the age, gender and status of the addressee.

 

Use appropriate expressions in conversation to:

 

  • express and respond to opinion

 

  • offer and accept apology

 

  • request and respond to requests

 

  • give and respond to simple instructions and directions.

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

 

  • express opinions in simple sentences

 

  • respond to simple instructions and directions.

 

 

Benchmark II: Demon?rate through introductions, recitation of poems, and “show-and-tell “activities, the social and academic conventions and dynamics to communicate information/ideas

Benchmark II:  Demonstrate the social and acadamic  conventions  and  dynamics  to communicate information/ ideas through role plays, discussions and conversations.

Students Learning Outcomes

Demonstrate common conventions and dynamics of oral interactions in group to:

 

  • express basic emotions (happiness, sadness, anger, etc.)

 

  • exchange basic routine greetings

 

  • exchange some social courtesies

 

  • introduce themselves

 

  • participate in conversation

 

  • take turns

 

  • express needs

 

  • express joy while  playing

 

  • recite  poems.

Demonstrate common conventions and dynamics of oral interactions in group to:

 

  • exchange some routine greetings

 

  • exchange some social courtesies

 

  • introduce themselves and others

 

  • participate in conversation

 

  • take turns

 

  • use polite expressions to seek attention

 

  • express likes and dislikes

 

  • express needs and feelings

 

  • express joy while playing

Demonstrate conventions and dynamics of oral interactions in group to:

 

  • exchange routine greetings and courtesies

 

  • introduce self and others

 

  • engage in conversation

 

  • take turns

 

  • use polite expressions to seek attention

 

  • agree/ disagree politely

 

  • lead and follow

 

  • express likes and dislikes

 

  • express needs and feelings

Demonstrate conventions and dynamics of oral interactions in group to:

 

  • introduce self and others

 

  • engage in conversation

 

  • take turns

 

  • use polite expressions to seek attention

 

  • agree/ disagree politely

 

  • lead and follow

 

  • express needs and feelings

 

  • express joy, sadness and anger

 

  • describe local events.

Demonstrate conventions and dynamics of oral interactions in group to:

 

  • introduce self and others

 

  • engage in conversation

 

  • take turns

 

  • use polite expressions to seek attention
  • agree/ disagree politely

 

  • lead and follow

 

  • express needs, feelings, and ideas

 

  • express joy, sadness and anger

 

  • make polite requests for personal reasons

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

  • recite poems

 

  • describe things and objects in surroundings.
  • express joy, sadness and anger

 

  • describe things and objects in surroundings.

 

 

  • take leave

 

  • describe national events.
  • Use appropriate body language for di?erent communicative functions.
  • Use appropriate body language for di?erent communicative functions .
  • Identify and use appropriate tone and non-verbal cues for di?erent

communicative functions.

  • Practise and use appropriate tone and non-verbal cues for di?erent

communicative functions.

  • Practise and use appropriate tone and non-verbal cues for di?erent

communicative functions.

Note: In case of children with disabilities, teacher will adapt the SLOs accordingly particularly for grade 3, 4 & 5.

 

Competency 2: Reading and Critical Thinking Skills

Standard 1: Students discover, understand  and  engage  with  a  variety  of  text  types through tasks that require multiple reading and  thinking  strategies  for  comprehension, fluency and enjoyment. (C2, S1)

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Benchmark I: Use reading readiness strategies, identify and articulate digraphs, recognize words and  sentences  as meaningful units of expression, and paragraphs as graphical units of expression.

Benchmark I: Identify digraphs, silent letters and inflections in words, comprehend words, sentences and paragraphs as meaningful units of expression.

Students Learning Outcomes

Identify, recognize and articulate common two to three lettered sight words and words with common spelling patterns.

 

Identify naming words.

Identify, articulate and differentiate between the sounds of individual letters, digraphs in  initial  and final positions of a word.

 

Identify, recognize and articulate three or more lettered sight words.

Identify and articulate words containing digraphs and

tri-graphs in initial, middle and final position.

Articulate and practice words containing digraphs,

tri-graphs, and silent letters.

Articulate, practice and syllabify words containing digraphs,

tri-graphs, and silent letters.

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Identify initial consonant clusters.

 

Identify digraphs in  initial  and final  position  in a word.

Identify initial and final consonant clusters.

Recognize specific parts of words including common inflectional endings.

Recognize specific parts of words including common inflectional endings and compound words.

Recognize specific parts of words

including common inflectional

endings,

compound words, and affixes.

Identify action words.

 

Read common naming and action words and match with pictures.

Read more naming, action and describing words and match with pictures.

 

 

 

Read aloud three letter words with reasonable level of accuracy in pronunciation.

Read aloud words and simple sentences with reasonable level of accuracy in pronunciation.

Read aloud for accurate reproduction of sounds of letters and words.

Read aloud for accurate reproduction of sounds of letters and words.

 

Read silently for comprehension.

Read aloud for accurate reproduction of sounds in individual words and connected speech.

 

Read silently for comprehension.

Identify punctuation marks in sentence (e.g, Capitalization, comma, full stop, question mark, etc.)

Identify punctuation marks in sentence (e.g, Capitalization, comma, full stop, question mark, etc.)

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

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

Apply punctuation rules to assist in

developing

accuracy and

fluency through reading aloud.

Recognize and practice that words combine to make sentences.

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

 

Identify paragraph as a graphical unit of expression.

Recognize and understand that:

  • Sentences join to make a paragraph
  • In a paragraph, sentences join to make sense in relation to each other.
  • Identify paragraph as a larger meaningful unit of expression representing unity of thought.

Recognize and understand that:

 

In a paragraph, sentences join to make sense in relation to each other through transitional devices.

 

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

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.

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

 

 

 

  • Recognize each paragraph in a text as a separate meaningful unit of expression.

 

 

Identify and recognize the function of :

  • pronouns
  • conjunctions (and/ or/ but/ because)
  • transitional devices (firstly

/secondly/ finally etc.)

Identify and recognize the function of :

  • pronouns
  • pronouns, i.e. subjective, objective
  • transitional devices (next

/then /again)

 

Highlight relationships between sentences in a paragraph.

Identify and recognize the function of:

  • pronouns
  • pronouns, i.e. subjective, objective, possessive
  • transitional devices (therefore / however/ whereas/for example).
  • Show relationships between sentences in a paragraph, and between paragraphs.

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Benchmark II: Locate information from a visual cue or a graphic organizer and express the information verbally.

Benchmark II: Comprehend information from a visual cue or a graphic organizer to describe positions, directions, events, and to show comparison and contrast .

Students Learning Outcomes

Point out/name some common objects in a picture or an illustration.

Describe them in a  word  or  two, or a sentence.

Point out/name some common objects in a picture or an illustration.

Describe them in a  word  or  two, or a sentence.

Describe  events in a picture or an illustration.

Describe a series of events in a picture or an illustration.

Describe a series of events or

sequence in a picture, an

illustration or a diagram.

Point  out specific information in a calendar like name of the month, and Days of the week using sight reading strategies.

Locate specific, simple information in a clock (by the hour) by looking at the position of the hands of the clock

Explain simple position on a picture, illustration or a map.

Explain position and direction on a picture, illustration or a map.

Explain position and direction on a picture, illustration or a map.

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

  • Locate month and day in a calendar by reading across and down.

 

 

 

 

 

Read and use symbols in a picture map.

Read and use symbols and directions in a picture/story map.

Read and use symbols and directions in a map/picture.

 

Read tables and charts in the classroom.

Locate specific simple information in a clock (by half and full hour).

Locate specific information in a clock (quarter to and quarter past).

Locate specific information in a 24-hour clock (Digital/ Analogue).

 

 

Locate specific information in a calendar (month of the year) or a class timetable (subject and period) by reading across and down.

 

Read information in a picture graph and a pie chart

Locate specific information in a calendar and a class timetable.

 

Recognize how information is presented  in  a pie chart and bar graph.

 

Read to compare information given in a pie chart and a bar graph.

Locate specific information in a calendar and a class timetable, and a report card.

 

Read to compare information given in a pie chart and a bar graph.

 

Recognize and use cardinal directions.

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Benchmark III: Identify factual information applying reading comprehension and thinking strategies.

Benchmark III: Interpret factual information, new processes and procedures, personal, school, and public related information applying reading comprehension and thinking strategies.

Students Learning Outcomes

Use pre-reading strategies to predict a story by looking at picture(s) in the text.

 

Interact with the text and use reading strategies

(while reading) to:

Use pre-reading strategies to predict story by looking at picture(s) in the text.

 

Interact   with the text and use reading strategies (while reading) to:

Use pre-reading strategies to:

  • Predict some words that might occur in a text by looking at a picture/title.

Use pre-reading strategies to:

  • Predict the content/ vocabulary of a text from pictures and title etc., by using prior knowledge.

Use pre-reading strategies to:

 

  • Predict the content of a text from topic/ pictures, title/ headings etc., by using prior knowledge.

 

Grade I

Grade II

Grade III

Grade IV

Grade V

  • locate specific factual information
  • use  pictures or rebus in texts to increase under?anding
  • guess what follows in a story
  • follow sequence in a simple procedure or a  picture map.

Respond to the text (post reading) to:

  • express likes / dislikes about the story
  • express under?anding of story through pantomime.
  • locate specific factual information  to answer simple short questions in a word or two
  • use  pictures or rebus in texts to increase under?anding
  • guess what follows in a story
  • follow sequence in a simple procedure or a picture map
  • follow instructions, school and public notices or signs with visuals.

 

Respond to the text (post- reading) to:

  • express likes / dislikes about the story
  • express under?anding of story through pantomime and simple role play.

 

 

 

Read familiar words appearing on a variety of reading material such as food labels, toy boxes, etc.

Read familiar words appearing on a variety of reading material such as food labels, advertisements, coins, currency notes, etc.

Read familiar words appearing on a variety of reading material such as, advertisements, recipes, captions, etc.

Scan a simple text for specific information

Skim a simple text for specific

information.

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

 

Apply while reading strategies to interact with text to:

  • skim through common graphical features such as pictures and tables in texts to increase understanding
  • locate/scan specific factual information to answer short questions based on the text

 

Predict what follows in the text using context.

Apply while reading strategies to interact with text to:

  • skim through common graphical features such as pictures, tables, and illustrations in texts to increase understanding
  • locate/ scan specific information to answer short questions
  • predict what follows in the text using context and prior knowledge
  • guess meaning of difficult words from context
  • use context to infer missing words
  • identify  facts in the text (as indicated through these words; day, date, place, etc.)
  • identify an opinion in the text (as indicated through these words; think, feel, believe, etc.)

Apply while reading strategies to interact with text to:

  • skim common graphical features such as pictures, tables, illustrations, maps and graphs etc. in texts to increase understanding
  • locate/ scan specific information to answer short questions
  • make simple inferences using context of the text and prior knowledge
  • guess meaning of difficult words from context
  • use context to infer missing words
  • identify facts in the text(as indicated through these words; day, date,  place, etc.)
  • identify an opinion in the text (as indicated through these words; think, feel, believe, etc.)

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

 

 

  • distinguish fact from opinion
  • follow instructions in maps, short public notices and signs
  • generate questions to understand text.
  • distinguish fact from opinion
  • follow instructions in maps, short public notices and signs
  • generate questions to understand text.

 

 

Use post reading strategies to respond to the text by:

  • Applying world knowledge and own opinion to the text read
  • relating what is read  to their own experiences
  • expressing an under?anding of story through pantomime.

Use post reading strategies to respond to the text by:

  • Applying world knowledge and own opinion to the text read
  • relating what is read  to their own feelings and experiences
  • expressing an under?anding of story through role play.

Use post reading strategies to respond to the text by:

  • Applying world knowledge and own opinion to the text read Relate their feelings and experiences to what is read.
  • Expressing an under?anding of story through role play.

 

 

Apply strategies to comprehend questions for appropriate response by marking key words, verbs and tenses in a variety of the following question types:

  • factual
  • personal response
  • interpretive.

Apply strategies to comprehend questions for appropriate response by marking key words, verbs and tenses in a variety of the following question types:

  • factual
  • personal response
  • interpretive.

Apply strategies to comprehend questions for appropriate response by marking key words, verbs and tenses in a variety of the following question types:

  • factual
  • interpretive
  • inferential
  • personal response
  • open-ended.

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

 

Use summary skills to provide the missing words in a gapped summary.

Use summary skills to mark important points and develop a mind map to summarize  a text.

 

Provide the missing information in a gapped summary.

Use summary skills to mark important points and

develop a mind

map to summarize a text.

 

Follow a process of procedure to

provide the missing

information in the gapped summary.

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Benchmark IV: Gather and locate simple information for specific purposes using various aids and study skills.

Benchmark IV: Gather and use information for a variety of purposes using various  aids  and  study skills.

Students Learning Outcomes

Arrange a list of words in alphabetical order.

Use first and second letter to arrange words in alphabetical order.

Use alphabetical order (first and second alphabet to arrange words).

 

Familiarize themselves with a dictionary in preparation for its use.

Use alphabetical order to locate words in a dictionary for increase in vocabulary and aid in comprehension of texts.

Use alphabetical order to locate words in a

dictionary for increase in

vocabulary and aid in comprehension of texts.

Brainstorm to gather ideas for various activities/tasks.

Brainstorm to gather ideas for various activities/tasks

Identify and utilize effective study skills e.g. brainstorming for ideas.

Identify and utilize effective study skills e.g. brainstorming for ideas, using illustrations and note-taking.

Identify and utilize effective study

skills e.g.

brainstorming for ideas, using

illustrations,

note-taking and making a mind map.

Identify a book by looking at its title.

Identify title and table of contents of a book.

 

 

 

Locate texts/ lessons by looking at titles and pictures.

Use textbook pictures/picture dictionary to aid comprehension and development of vocabulary.

Read simple keys/legends on picture maps

 

Read tables and charts in the classroom.

 

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Read familiar words appearing on a variety of reading material such as food labels, toy boxes, etc.

Use textual aids such as table of contents to locate a particular text/lesson.

Use textual aids such as table of content to locate a particular text.

Use textual aids such as table of content and glossary for greater comprehension of texts.

 

Read simple keys/legends on maps,

 

Read tables and charts in textbooks.

Use textual aids such as table of content and glossary for greater comprehension of texts.

 

Read simple keys/legends on maps.

 

Read tables and charts in textbooks.

Standard 2: Students read and analyse literary text to seek information, ideas, and enjoyment and to relate their own experiences to those of common humanity as depicted in literature (C2, S2)

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Benchmark I: Recall stories and nursery rhymes, express personal reactions to characters and events in them.

Benchmark I: Describe  basic  elements  of  stories and simple poems and express personal preference giving reasons.

Students Learning Outcomes

Recite short poems or nursery rhymes with actions.

 

Listen to a story/fairy-tale of a few sentences read aloud by the teacher.

 

Read aloud the same story/fairy-tale themselves.

 

Identify names and characters.

 

Respond  orally in yes or no and their likes or dislikes  about the story/ characters.

Read and recite short poems or nursery rhymes with actions.

 

Listen to a story/fairy-tale of a few sentences read aloud by the teacher.

 

Read aloud the same story/fairy-tale themselves.

 

Identify names and characters.

 

Respond orally and in writing, in a sentence, their likes or dislikes about the story/ characters.

Recite poems with actions.

 

Find out the characters in a story and give brief general comments about them.

 

Retell a story in a few simple sentences.

Recite poems with actions.

 

Recognize briefly story elements;

  • tell when and where the story is set
  • describe the characters in a story
  • express

 

Retell a story in a few simple sentences.

Recite poems with actions.

 

Express opinion about them

 

Recognize and describe briefly story elements:

  • tell when and where the story is set
  • describe the characters in a story
  • express preferences about them.

 

Retell a story briefly and sequentially.

 

Summarize a short folktale through gapped summary exercise.

 

Competency3: Formal and Lexical Aspects of Language

Standard 1: Vocabulary: Students enhance their vocabulary for meaningful and effective communication (C3,S1)

Note: For each SLO of Standard1, it must be ensured that the vocabulary (used for formulaic expressions, anagrams, mono/ bi/ tri syllabic words, homophones, compound words, homonyms, word families, similes etc.) used in each grade should have 30% of previously learned and 70% of new vocabulary.

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Benchmark I: Recognize and use with correct spelling, naming, action and describing words, rhymes, common phrases and formulaic expressions from immediate surroundings.

Benchmark I: Build vocabulary through simple affixes, compound words, converting parts of speech, classify words into different categories; and use with correct spelling, vocabulary from the textbooks, extended environment and media.

Students Learning Outcomes

Recognize the different categories of some:

  • simple action words
  • naming  words e.g. animals, fruits, vegetables, parts of body, objects
  • colours, shapes, size, directions (left/right)
  • numbers in words and first, second and third, etc.
  • In pictures, classroom, at home and in immediate environment.

Recognize and classify into different categories, of some:

  • simple action words
  • naming words from pictures and immediate surrounding

e.g. animals, fruits, vegetables, parts of body, objects in the classroom and at home.

  • colours, shapes, multi-step directions (left/right& up/ down)

and numbers in words (cardinal and ordinal 1-10) etc.

Recognize and classify into different categories of, and use more naming, action and describing words, from pictures, signboards, labels, directions (beyond, behind, upward, downward, backward, forward, etc.) in their immediate and extended environment.

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

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

Articulate and identify simple rhyming words in text.

Articulate and use simple rhyming words in writing.

Recognize and generate rhyming strings in writing.

Create a short poem using the suggested rhyming words.

Create a short poem using the rhyming words on a given topic.

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Articulate, recognize and use some common phrases and formulaic expressions to:

  • offer and respond to basic routine greetings/ courtesies
  • express limited needs.

Articulate, recognize and use some formulaic expressions to:

  • offer and respond to basic routine greetings/ courtesies
  • introduce self and  talk about family
  • seek permission to do something.

Use appropriate expressions in conversation to articulate, recognize and use some formulaic expressions to:

  • express and show gratitude
  • express regret
  • express likes, dislikes and opinions in sentences
  • express needs and feelings
  • respond to simple instructions and directions.

Use appropriate expressions in conversation to:

 

  • express regret, likes and dislikes, needs and feelings and opinions
  • show ability/ inability to do something
  • respond to instructions and directions.

Use appropriate expressions in conversation to:

  • express and respond to opinion
  • offer and accept apology
  • request and respond to requests
  • give and respond to simple instructions and directions.

Spell simple one/two syllable words.

 

Trace and copy familiar words learnt in class.

 

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

Spell simple two/three syllable  words.

 

Take dictation of familiar words learnt in class.

 

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

Make anagrams from simple one syllable words.

 

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

Make anagrams from simple one/two syllable words.

 

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

Make anagrams from simple two/three syllable words.

 

 

Identify the word class of a given word in context.

Identify in text, and change part of speech in a given word.

Change part of speech of a given word.

 

 

Recognize and use words similar and opposite in meaning.

Locate, provide and use words similar and opposite in meaning.

Locate, provide, connect and use words  similar and opposite in meaning.

 

 

Locate, identify, differentiate between, and use some simple pairs of words including homophones.

Locate, identify, differentiate between, and use some simple pairs of words including homophones.

Locate, identify, differentiate between, and use some simple pairs of words including homophones, homonyms.

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

 

 

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

 

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

 

Locate difference between the two parts of a compound word.

 

Use common compound words in speech and own writing.

Use common compound words in their own speech and writing e.g. milk shake, bed room, airport, gold fish and sunshine.

 

Join some words to make common compound words and use them in speech and writing.

 

 

 

Recognize meaning of common adjectives in relation to each other e.g.

huge-big.

Recognize meaning of common adjectives and verbs in relation to each other.

 

 

 

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

Analyse and use some analogies and more similes in speech and writing  using “like” and “as __ as”.

 

 

Organize vocabulary items learnt  in  the class  according to the selected organizing principles,  such as arranging words in alphabetical order  and  parts of speech.

Organize vocabulary items learnt in class and from the extended environment (including media) in a notebook according to parts of speech and word family.

Organize vocabulary items learnt in class and from the extended environment (including media) in a notebook according to parts of speech and word family.

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

 

Recognize alphabetical arrangement of words as a preparation for glossary or dictionary use.

Recognize alphabetical arrangement of words in a glossary or a dictionary.

Recognize alphabetical arrangement of words in a glossary or a dictionary.

 

Locate an entry word in a glossary of a dictionary.

 

 

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

 

Take dictation of familiar words studied in class.

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

 

Take dictation of words studied in class.

Spell words studied in class both orally and in writing.

 

Take dictation of words studied in class.

 

 

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

Apply spelling change in plural form of regular and irregular nouns and regular verb forms.

Apply spelling change in plural form of regular and irregular verb forms.

Standard 2: Grammar and Structure: Students understand punctuation, syntax, grammatical functions, rules and application for developing accuracy in their spoken and written communication. (C3, S2)

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Benchmark I: Recognize grammatical functions of some parts of speech and use them for spoken and written purposes.

Benchmark I: Recognize grammatical functions of selected parts of speech, limited concepts of time, tense and aspect, and use them for spoken and written purposes.

Students Learning Outcomes

NAMING WORDS (NOUNS)

 

Recall and match common naming words with pictures (from immediate environment).

 

Use naming words in speech and writing.

NAMING WORDS (NOUNS)

 

Recognize and match common singular naming words (from immediate environment).

 

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

NOUNS

Recognize naming words as nouns.

Demonstrate use of some nouns (from immediate and extended environment)

 

Identify and differentiate between countable and uncountable nouns.

NOUNS

Recognise and use   some naming words as collective nouns.

 

Identify countable and uncountable nouns.

Demonstrate use of some nouns (from immediate and extended environment) as countable and uncountable

nouns.

NOUNS

Recall, and demonstrate use of more common/proper nouns, countable/ uncountable nouns and collective nouns (from immediate and extended environment).

 

Grade I

Grade II

Grade III

Grade IV

Grade V

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

 

Identify  gender of naming words from immediate environment (masculine/femi nine).

 

Recognize that people and places have particular names

Use naming words in their speech and writing.

 

Identify and change the number of simple naming words by adding or removing “s” and “es”.

 

Identify and classify  gender of naming words from immediate environment (masculine/femi nine)

 

Recognize more particular names of people, pets, and places

Recall changing number  of simple naming words by adding and removing ‘s’ and ‘es’. Identify and change the number   of nouns by adding ‘ies’ and ‘es’ after words ending in y, o, etc.

 

Change the number of irregular nouns.

 

Classify and change the gender of nouns from immediate and extended environment (masculine, feminine, neuter).

 

Recognize general naming words as common nouns and particular naming words as proper nouns.

Classify nouns as common and proper nouns (names  of people, pets, places, holidays, etc.)

Change the number of regular and irregular nouns.

 

Recognize and use nouns with no change in number.

 

Classify and change the gender (masculine, feminine, neuter) of more nouns from immediate and extended environment.

 

Classify more nouns as common and proper nouns (names of people, pets, places, mountains, lakes, rivers, etc.)

Change the number of regular and irregular nouns, and recognise nouns with no change in number.

 

Classify and change the gender (masculine, feminine, neuter) of more nouns from immediate and extended environment (masculine, feminine, neuter).

 

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

Classify more nouns as common and proper nouns (names of people, pets, places, mountains, lakes, rivers, etc.) , countable

/uncountable nouns.

SUBSTITUTION WORDS

(Pronouns) (subjective  form)

 

Recognize and Use substitution words as subjective case: I

, we, you, he, she, it and they.

SUBSTITUTION WORDS

(Pronouns) (personal)

 

Illustrate the use of substitution words learnt earlier as subjective case.

 

Recognize and Use substitution words  as objective case: me, us, you, him, her, them, it.

PRONOUNS

 

  • Recall and use substitution words learnt earlier (personal pronouns)

 

Recognize substitution words as pronouns. Identify and use pronouns in sentences.

PRONOUNS

 

Illustrate use of pronouns learnt earlier.

 

Recognise and use:

  • I, we, you, they, it, etc. as subjective case
  • Me, us, you, them, it, etc. as objective case, and

PRONOUNS

Illustrate use of pronouns learnt earlier.

Recognise and use the personal pronouns myself, yourself, himself, herself, ourselves, themselves, and itself.

Demonstrate correct use of my-mine,

your-yours, etc.

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

Recognize and use that some words substitute particular and general naming words.

 

Distinguish between and use the substitution words.

Show possession by using the pronouns mine, yours, his, hers, its, ours, theirs after the nouns.

 

Recognise and use words my, your, his, her, its, our, their before nouns to show possession.

 

Recognize and use that pronouns agree with their nouns in gender and number

  • Mine, ours, yours, them, etc. as possessive case of personal pronouns.

Practice use of words  my, our, your, his, her, etc. to show possession.

 

Recognize and practice that pronouns agree with their nouns in gender and number.

 

Distinguish between and use the pronouns as subject, object and for possession.

Use the pronouns as subject, object and for possession

Recognize that pronouns agree with their nouns in gender and number.

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

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

Recall and use words that point to something: this, that, these, those.

Recognize and use

sentences beginning with words that point to something,

i.e. this, that, these, those, it, etc. to describe picture(s), object(s), person(s), place(s), thing(s),

etc.

Recognize and construct sentences

beginning with words that point to something,

i.e. this, that, these, those, it, etc. to describe picture(s), object(s), person(s), place(s), thing(s),

etc.

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

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

Illustrate the use of question words learnt earlier. Identify and  use question words why, how, who, whose, which, where, etc.

Illustrate the use of question words learnt earlier. Identify and  use question words when,  how many, and how much, etc.

Illustrate the use of question words learnt earlier. Identify and  use question words why and how often, etc.

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

ARTICLES

 

Identify a or an

as articles.

 

Choose between

a or an.

 

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

ARTICLES

 

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

 

Choose between

a or an.

 

Identify a or an

as articles.

 

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

ARTICLES

 

Recall and apply the rules for the use of a, an and the.

 

Choose between a or an as identified articles.

 

Identify a or an

as articles. Identify and use the  definite article ‘the’.

 

Recall and recognize that plural nouns do not take the articles a or an.

ARTICLES

 

Recall some more rules for the use of a, an and the.

 

Choose between a

or an and the

before words that start with mute consonant letters.

 

Identify and use

the definite article the’.

 

Differentiate

between use the of definite and

indefinite articles.

ARTICLES

Recall and apply the rules for the use of a, an and the.

Choose between a or an and the before words that start with mute consonant letters.

 

Recall, Identify and use the definite article ‘the’.

Differentiate between use of definite and indefinite articles.

DOING WORDS

(verbs)

 

Physically respond to, and use some common action words.

 

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

DOING /ACTION

WORDS (verbs)

 

Identify and use common action words.

 

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

Use has, have to show possession

VERBS

 

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

 

Illustrate use of different forms of the verb be, do,

-ing and have along with their negative forms with their corresponding pronouns (I, we, you, he, she, it, they).

 

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

 

Demonstrate the use of verb can

/cannot to show ability and inability. Identify and use

VERBS

 

Recognize and use more action verbs from extended environment. including other academic subjects in speech and writing.

 

Recognize helping verbs as aiding the main verbs.

Identify the use of verbs be, do,

-ing and have along with their negative   forms as helping verbs.

Distinguish between be, do, and have as main and helping verbs.

Identify and make simple sentences with

the verbs be, do

and have as main and helping verbs.

VERBS

Recognize and use more action verbs from extended environment. including other academic subjects in speech and writing.

Recognize and use be, and do to make interrogative sentences.

Demonstrate the use of be, do,

-ing and have along with their negative forms as main or helping verbs in sentences.

Illustrate the use of can /cannot and, may/may not and should/should not to express permission, prohibition, doubt, and obligation.

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

 

may/may not for seeking  or giving permission and prohibition.

 

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

Illustrate the use of different positive and negative   forms of  the  bedo and have with their corresponding pronouns (I, we, you, he , she, it, they)

 

Illustrate the use of can /cannot and, may/may not. Identify and use should/should not to express permission and prohibition.

 

Recall, articulate and use forms of more common regular and irregular verbs,

i.e. base, s/es, present participle -.ing), past, and past participle forms, and forms of be, do, and have regular verbs.

Recognize verbs as regular and irregular and use forms of more regular and irregular verbs.

 

 

TENSES

 

Recognize that action  takes place in time (present, past or future). Tense indicates time of action.

 

Identify and use the structure of simple Present Tense for habitual actions and for timeless and universal statements.

Identify and use the structure of Present Continuous Tense for

TENSES

 

Illustrate the use and structure of previously learnt tenses in their speech and writing.

 

Recognise and use the structure of Past Continuous Tense for actions that were in progress  at some time in the past by giving and a descriptive background to a narrative/recoun tal.

TENSES

 

Illustrate the use and structure of the previously learnt tenses (simple present and present continuous, simple past and past continuous, and  simple future tense) in their speech and writing.

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

 

describing activities and for actions taking place at the time of speaking.

 

Identify and use the structure of simple Past Tense for completed actions, with or without mention of specific time.

Recognise and use the structure of future simple tense for expressing actions in future.

 

DESCRIBING WORDS

(adjectives)

 

Use some describing words showing quality, size and colour

e.g. soft, big, yellow

 

Identify and use words showing possession e.g. my, your, his, her, our and their.

DESCRIBING WORDS

(adjectives)

 

Identify and match  some pairs of describing words showing quality, size and colour

e.g. soft-hard, big-small, black-white.

 

Identify and use words showing possession e.g. my, your, his, her, our, their and its.

ADJECTIVES

 

Identify describing words as adjectives.

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

 

Recognise and use words showing possessions as possessive adjectives, eg. his coat, her bag.

ADJECTIVES

 

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

 

Recognise and use adjectives of origin.

 

Articulate, identify and use degrees of regular adjectives

ADJECTIVES

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

Articulate, identify and use degrees of regular adjectives.

 

 

 

ADVERBS

 

Recognize that an adverb qualifies verbs, adjectives and other adverbs.

 

Identify and use simple adverbs of manner and time.

ADVERBS

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

 

WORDS SHOWING POSITION

(prepositions)

 

Recognize, identify  and  use a few words showing position

e.g. to/from, up/down,

WORDS SHOWING POSITION

(prepositions)

 

Illustrate use of some words showing position.

WORDS SHOWING POSITION

(prepositions)

 

Use some words showing position, time and movement.

WORDS SHOWING POSITION, TIME AND MOVEMENT (PREPOSITIONS)

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

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

here/there (preposition of location), a few words showing position e.g. in, on, to, with

Illustrate the use of  words showing positions learnt earlier.

Recognise and use words e.g. with, in, over, at, from, into and out of.

 

 

 

 

JOINING WORDS (CONJUNCTIONS)

 

Recognize the function of joining words.

 

Use joining words and, or and but to show addition, alternative and contrast within a sentence. Use because to express reason.

JOINING WORDS (CONJUNCTIONS)

 

Demonstrate the use of and, or and but

 

Recognize the function of more joining words.

 

Use words such as first, second, next and then to show a sequence.

JOINING WORDS (CONJUNCTIONS)

Demonstrate the use of joining words learnt earlier

Recognize the function of more joining  words such as for example, for instance, to introduce  and give example, etc.

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Benchmark II: Recognize and use punctuation such as comma, full stop, question mark, exclamation mark and capitalization to read and write simple sentences.

Benchmark II: Recognize and use punctuation including the use of hyphen, comma and colon to read and write lists and simple paragraphs.

Students Learning Outcomes

CAPITALIZATION

 

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

CAPITALIZATION

 

Recognize and apply capitalization to the initial  letter of the first word of a sentence, and to the initial letter of the names of people, pets, and places.

CAPITALIZATION

 

Use capitalization according to the rules learnt earlier.

 

Recognize and apply capitalization to the initial  letter of proper nouns: days of the week and months of the year.

CAPITALIZATION

 

Use capitalization according to the rules learnt earlier.

 

Recognize and apply capitalization to the  initial  letter of proper nouns: name s of holidays, special events, and groups.

CAPITALIZATION

 

Use capitalization according to the rules learnt earlier.

 

Recognize and apply capitalization to the initial  letter of the key words in the titles of stories and books.

 

Grade I

Grade II

Grade III

Grade IV

Grade V

PUNCTUATION

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

Recognize and use a question mark at the end of a question.

Recognize and use of comma in a list.

PUNCTUATION

Recognize that a sentence ends with some form of punctuation,

i.e. full stop, or question mark, or exclamation mark.

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

PUNCTUATION

Use punctuation according to the rules learnt earlier.

Recognize and use apostrophes to show possessions and exclamation mark to express strong feelings.

PUNCTUATION

Use punctuation according to the rules learnt earlier.

Recognize and use full stop with some abbreviations, apostrophe with contractions and hyphen with common compound words.

PUNCTUATION

Recall the rules of punctuation learnt earlier.

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

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Benchmark III: Use and respond to simple, commands and questions verbally and non-verbally.

Benchmark III: Recognize and use simple sentence structure and appropriate sentence types to write meaningful paragraphs.

Students Learning Outcomes

 

 

SENTENCE STRUCTURE

Recognize that sentences comprise of Subject + Predicate

Make simple sentences   by using SV (subject and verb) and SVO (subject, verb, object) pattern.

Demonstrate the use of

subject-verb agreement according to person and number.

SENTENCE STRUCTURE

Recall and practise that sentences comprise of Subject + Predicate

Make simple sentences by using SV (subject and verb) and SVO (subject, verb, object) pattern.

Demonstrate the use of

subject-verb agreement according to person and number.

SENTENCE STRUCTURE

Recall and practise that sentences comprise of Subject + Predicate

Practise and use simple SVO pattern sentences.

Demonstrate the use of subject-verb agreement according to person and number.

TYPES OF SENTENCES

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

TYPES OF SENTENCES

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

TYPES OF SENTENCES

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

TYPES OF SENTENCES

Identify and practice making simple sentences to show instructions, commands, requests and strong feelings.

TYPES OF SENTENCES

Identify and practice making sentences to show instructions, commands, requests and strong feelings.

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Comprehend and respond to simple

wh-questions.

Comprehend and respond to simple

wh-questions.

Identify simple sentences that show strong feelings.

 

Identify and write sentences that state/negate something or ask a question.

 

 

Recognize the function  of simple wh forms used in questions.

 

Respond to, and ask simple wh questions.

 

Respond to, and ask simple questions starting  with verbs e.g. is, am, are, was, were.

Recognize the function of more wh forms used in questions.

 

Respond to, and ask more wh questions.

 

Respond to, and ask simple questions starting with do, does and did.

Recognize the function of wh forms used in questions.

 

Respond to, and ask more wh questions.

 

Respond to, and ask simple questions starting with be, do and have.

Competency 4: Writing Skills

Standard 1: Students produce academic, transactional and creative writing that is fluent, accurate, focused and purposeful and shows an insight into the writing process. (C4, S1)

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Benchmark I: Write words and sentences            using            writing techniques.

Benchmark I: Write and analyze meaningful and effective sentences and paragraphs using different writing techniques.

Students Learning Outcomes

Practise holding a pencil correctly.

 

Trace and draw vertical, horizontal, slanted and curved lines forwards and backwards. Trace and draw circles, curves and strokes.

 

Colour within lines and create simple patterns

 

Recognize that English  is written from left to right.

Colour within lines and create simple  patterns.

 

Trace and write simple one syllable words with correct spellings. Leave regular spaces between  words.

 

Write small and capital letters in random order following appropriate writing  models of regular shape and size.

Write

multi-syllable words with correct spelling.

 

Write numbers from 50 to 100 in words.

 

Write ordinal numbers “first to thirtieth”  in words

Write

multi-syllable words with correct spelling.

Write

multi-syllable

words with correct spelling.

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Trace and write small and capital letters following appropriate writing   models of regular shape and size.

 

Write small and capital letters in series and in random order. Take dictation of alphabets.

 

Trace and write simple one syllable words with correct spelling. Leave regular spaces between words.

 

Write numbers from 1 to 10 in words.

 

Write date and captions on page top.

 

Write name and phone number

 

Trace and write simple sentences leaving spaces between words using correct capitalization, punctuation and spelling.

 

Construct simple sentences of three/four words using correct capitalization, punctuation and spelling.

Write simple two/three syllable words with correct spelling. Leave spaces between words.

 

Write numbers from 1 to 50 in words.

 

Write numbers in 10’s in words.

 

Write ordinal numbers “first to tenth” in words.

 

Identify position of objects using ordinal numbers.

 

Write date and captions on page top.

 

Write name, phone number, and address.

 

Construct simple sentences of three/four to five/six words using correct capitalization, punctuation and spelling.

 

 

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Fill in missing information to complete simple sentences.

Use the texts they read as models for their own writing.

 

Fill in missing information to complete a simple paragraph.

 

Write 3-5 simple, meaningful sentences of their own on a given topic with different sentence beginnings.

Use the reading texts as models for their own writing.

 

Make sentences by replacing words and phrases in given sentence.

 

Write sentences of their own using correct capitalization, punctuation and spelling.

 

Write with reasonable accuracy, some sentences of their own on a given topics.

Use the reading texts as models for their own writing.

 

Make sentences by replacing words and phrases in given sentences.

 

Write  sentences of their own using correct capitalization, punctuation, and spelling.

 

Use some strategies to gather ideas for writing, such as brainstorming, mind mapping, etc.

Use the reading texts as models for their own writing.

Write  sentences of their own using correct capitalization, punctuation, and spelling.

Select and use some strategies, e.g. brainstorming. mind mapping, or making outlines, etc. to gather and organize ideas for their own writing.

Write a guided paragraph using ideas gathered and organized through various strategies.

 

 

Fill in the missing information to complete a simple paragraph.

Write a guided paragraph using ideas gathered and organized through various strategies.

 

Recognize that:

 

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

 

  • the main idea of a paragraph is given in the topic sentence

 

  • other sentences in the paragraph support the topic

Write a guided paragraph using ideas gathered and organized through various strategies.

Analyse a simple paragraph to recognize that:

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

 

  • the main idea of a paragraph is given in the topic sentence

 

  • other sentences in the paragraph support the topic

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

 

 

sentence.

 

Use the above organizing principles of paragraph writing to write a meaningful and guided paragraph.

 

Use appropriate conjunctions e.g. and, but, or, and because to join sentences  within a paragraph.

sentence.

Analyse and use the above organizing principles of paragraph writing to write a meaningful and unified paragraph.

Analyse and use conjunctions (e.g. and, but, or, and because) Transitional words (e.g. for example, for instance, therefore) and sequence

markers, (e.g. first(ly), second(ly), then, next, etc).

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Benchmark II: Write naming and action words, sentences,  answers to simple questions and guided stories about familiar topics.

Benchmark II: Write  short  descriptive,  expository and narrative paragraphs and stories  for  academic and creative purposes.

Students Learning Outcomes

Write appropriate naming and action word(s) to identify  an object or an action in a picture.

List items of similar category from a given text.

Write a few sentences to describe a picture and a series of pictures.

 

List items of a similar category from a given text/picture.

Make a list of items (e.g. vocabulary) required for a given task/topic.

Classify items (e.g. vocabulary) required for a given task/topic.

Classify items (e.g. vocabulary) required for a given task/topic

Show a series of actions in a picture   by writing action verbs.

Write actions or describing words using a series of action pictures.

 

 

 

Recognize the function of selected question words

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

 

Recognize the function of different question words

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

 

Recognize the function of different question words

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

 

Recognize the function of different question words

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

e.g. what, when, to write answers to simple questions.

to write short answers.

and key words to write appropriate short answers.

and key words to write appropriate short answers.

 

 

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

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

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

 

 

Write simple descriptive and narrative paragraphs.

 

Use appropriate vocabulary and tense to write a simple guided paragraph by;

  • giving general physical description of a person/ object

 

  • narrating an activity from immediate surroundings

 

  • writing an expository paragraph explaining a process or procedure

 

  • replacing rebus with words to complete a given story

 

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

Write simple descriptive and narrative paragraphs.

 

Use appropriate vocabulary and tense to write a simple paragraph by;

 

  • giving description of a person/ object/ place

 

  • narrating an activity from immediate surroundings

 

  • explaining a process or procedure

 

  • writing an expository paragraph explaining a process or procedure.

Analyse descriptive, narrative and expository paragraphs to note differences.

 

Use appropriate vocabulary and tense to write a simple paragraph by;

 

  • giving physical description and character traits/ characteri?ics of a person/object

/place, moving from general to specific

 

  • narrating an activity from immediate and extended surroundings

 

  • explaining a process or procedure

 

  • writing an expository paragraph explaining a process or procedure.

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

 

Replace rebus with words to complete a given story.

 

Complete the story with given words.

Identify the basic elements of a story:

  • Beginning, middle and end

 

  • Characters

 

  • Place and time.

 

Write a guided story  using these elements.

Identify the elements of a story:

  • Plot- Beginning, middle and end of a story with   conflict & resolution

 

  • Human, animal, imaginary characters and their roles

 

  • Setting.

 

Write a guided story using the elements of story writing.

 

Write a short passage, anecdote, fable, etc., for pleasure and creativity.

Identify the elements of a story:

 

  • Plot- Beginning, middle and end of a story with   conflict & resolution

 

  • Human, animal, imaginary characters and their roles

 

  • Setting.

 

Write a story using the elements of story  writing.

 

Write a short passage, anecdote, fable, etc., for pleasure and creativity.

Recognize and write rhyming words from a poem.

Recognize and write rhyming words from a poem. Write more rhyming words.

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

Identify   and write the central idea of a given poem in simple language.

 

List rhyming words and write a poem.

Write the central idea of a given poem in simple language.

 

List rhyming words and  write a poem  based on the same central idea.

 

Grade I

Grade II

Grade III

Grade IV

Grade v

Benchmark III: Write a variety of simple interpersonal and transactional texts using guided writing techniques e.g. greeting cards, dialogues (speech bubbles, cartoon strips) using vocabulary appropriate to the communicative purpose and context.

Benchmark III: Write a variety of interpersonal and transactional texts e.g. short notes, informal invitations and letters, and dialogues (speech bubbles, cartoon strips,) using vocabulary, tone, and style of expression appropriate to the communicative purpose and context.

Students Learning Outcomes

Recognize the conventions of a greeting  card and make/fill in

Make/write simple greeting cards:

Read short notes written for selected purposes  to write guided

Read short notes written for different purposes   to write short notes

Read short notes written for different purposes to

 

Grade I

Grade II

Grade III

Grade IV

Grade V

through guided activity, simple greeting cards:

  • Draw illustrations to make greeting cards

 

  • Write names of addressee and sender

 

  • Write appropriate words and formulaic expressions
  • Draw illustrations to make greeting cards using cursive writing

 

  • Write names of addressee and sender

 

  • Write appropriate words and formulaic expressions.

short notes of their own to friends  and family members.

 

Write guided short informal invitations to friends and family members to demonstrate the use of the following conventions:

  • Purpose
  • Date and time

 

  • Venue

 

  • Name of addressee and sender.

of their own to friends and family members.

 

Write short informal invitations to friends, family members and teachers to demonstrate the use of the following conventions:

  • Purpose
  • Date and Time

 

  • Venue

 

  • Name of addressee and sender.

 

Write guided replies accepting the invitation.

 

Demonstrate the use of conventions of letter writing:

  • Address
  • Date

 

  • Salutation

 

  • Body
  • Closing.

 

Write a guided informal letter.

write short notes of their own to friends  and family   members.

 

Write short informal invitations for a variety of purposes to demonstrate the use of conventions of short  invitations.

 

Write replies accepting or declining the invitation.

Demonstrate the use of conventions of letter writing:

  • Address

 

  • Date
  • Salutation

 

  • Body

 

  • Closing.

 

Write  an informal letter and formal letter of application.

Write a reply to a short informal letter  from friends  and family member.

Identify and fill in speech bubbles with given appropriate words and formulaic expressions.

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

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

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

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

 

 

 

Grade I

Grade II

Grade III

Grade IV

Grade V

Benchmark IV: Identify and use word order, spelling and punctuation.

Benchmark IV: Revise and edit word order, spelling and punctuation.

Students Learning Outcomes

Identify and revise written work for spelling and punctuation.

Revise and edit written work for spelling and punctuation.

Revise written work for layout, legibility, and punctuation.

Revise written work for: correct

  • correct spelling and punctuation

 

  • pronoun- antecedent agreement

 

  • subject-verb agreement

 

  • tenses.

 

Revise written work for layout, legibility and vocabulary.

Revise written work for:

  • correct spelling and punctuation

 

  • pronoun- antecedent agreement

 

  • subject-verb agreement

 

  • tenses.

 

Revise written work for layout, legibility and vocabulary.

56

Competency 5: Appropriate Ethical and Social Development

Standard 1: 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. cohesion

Students need to be fostered with a sense of inclusiveness, peace and social.