LANGUAGE ARTS CURRICULUM GUIDE - Caribbean...
Transcript of LANGUAGE ARTS CURRICULUM GUIDE - Caribbean...
1
LANGUAGE ARTS CURRICULUM GUIDE
LEVEL 5
LISTENING
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
ATTEN-
TIVE
LISTEN-
ING
Listen keenly,
focus ion speech
sounds and select
appropriate cues in
order to
reconstruct the
speaker’s message.
Listening and
- memorising
content.
- identifying
steps of oral
instructions.
- Following
given
instructions.
Listening in
order to identify
specific
information.
Listening and
commenting on
what is heard.
Display
alertness when
instructions are
given.
Follow verbal
instructions
without being
distracted by
competing
noises.
Listen and react
positively to
information
heard.
ORAL/
INSTRUC-
TIONS/
DIRECTIONS
- instruc-
tions/
directions
given
before
going on a
Field Trip
– what to
observe
– Safety
measures
- Instruc-
tions
pertaining
to – the
completio
n of
assign-
ments,
task,
Talking about
the need to
follow
instructions.
Listening to
given
instructions.
Identifying the
given
steps/sequence.
Relating the
given
steps/sequence.
Following the
instructions
given.
Listening to
announcements.
Listening to
instructions and
complete a given
task.
Listen to a given
announcement
and complete a
form with
blanks.
Listen to a
recording of an
Introduction and
answer questions
pertaining to the
information
given.
Social Studies
Instructions for
- Preparation
for Field Trip
Science
Sequencing –
Phrases of the
Moon tides
Evaporation
Condensation
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
simple
experi-
ments e.g.
Measurem
ent of
solids and
ligards
Experimen
ts with
plants and
animals.
ANNOUNCE-
MENTS
- School
Assembly
Special
Activities
PTA
Meeting
Open
Days
School/
Fairs/
Parties
Relating
announcements
heard.
Responding to
announcements
heard.
Listening to
information
given.
Filling-in given
forms with
information
heard from
listening
activity.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
INTRODUC-
TIONS
- New
Pupils to
class
Teacher to
class
- Reports
- Talks
- Interviews
- Advertise
ments
- Phone
Messages/
Messages
on
Answering
Machine.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Comprehen-
sion
Listening to
consciously seek
meaning from
listening
experiences which
may be factual or
literal
understanding.
Extracting the
central idea from
listening
exercises.
Drawing
inferences from
listening
exercises.
Telling what
happened a
chronological
order.
Telling what
happened in
logical order.
Organising
sentences in
order.
Displaying
understand of the
organisation of
content.
Listen keenly in
order to apply
interpreting
skills.
Display rapt
attention during
listening
activities.
Present orderly
reports.
Ask questions
to clarity what
is not
understood
from listening
experiment.
Stories
New articles
from
Newspapers
Articles from
Magazines.
Stories
Poems
Dialogues
Current
Events
Stories
News Reports
Rules for
Good
Summarizing
(a) Include
the topic
and the
main idea.
(b) Do not
repeat
sentences
in full.
(c) Ignore un-
important
Listening and
finding answers
to questions
such as who,
what, whom,
where, why and
how.
Tell what
happened in
logical order.
Listening to the
beginning of a
completing it.
Anticipating
what will
happen next in
a story or in
current events.
Drawing
conclusions
from
information
given .
Listen to stories
and arrange
given sentences
in order.
Complete given
stories after
listening to the
beginnings.
Listen to stories
and retell using
summarized
version.
Science
Listen to report of
experiments
conducted and
arrange
information in
sequence.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Summarizing the
content of
listening
exercises.
details.
(d) Substitute
general for
specific
details.
Complete a
chart to
summarise a
conversation
on jobs.
Carpen Teach
Duties
Wages
Qualifi
Disadva
Interpreting the
meaning of a
sentence of
paragraph.
Listening to
part of a radio
programme
which two
people talk
about their jobs.
Completing the
chart which
summarises
what they say.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
RESPON-
SIVE
LISTEN-
ING
Listen and
respond/
contribute/
participate in
conversations,
planning activities
and discussions for
the development of
conversation skills.
Listening keenly
so as to
contribute to
conversations.
Respect each
other’s
opinions.
Display
courtesy during
discussions.
Take turn to
speak.
Conversations
on a variety of
topics.
- Hobbies
- Sports
- Books
- Friend-
ships
- Movies
- School
Rules
Placing
children in
groups.
Allowing
children to
choose topics
for discussion.
Discussing
chosen topics.
Retell what one
speaker said
during a
conversation.
Participate in
conversations
related to
- Mathematics
- Social Studies
- Science
APPRECIA
TIVE
LISTEN-
ING
Listening for the
development of
appreciative skills.
Listening and
identifying mood
of listening
exercises.
Listening and
responding to the
mood conveyed
by the specific
literature.
Accepts that
individuals have
different tastes.
Show
enjoyment for
personal
selection of
literature.
Show
enjoyment
when listening
to a story a
good television
show or musical
selection.
Listening
Exercises
- Poetry
Sessions
- Choral
Reading
- Drama
- Music
Listening to
specific
selections and
retelling what
they see, hear,
feel and smell.
Listening to
selections and
responding
through
pantomime of
role play etc.
Listen to a
selection and
describe the
mood it conveys.
List poems that
make them feel
happy and sad
then say why.
Listen and
respond to mood
conveyed by
poems of
- Mathematics
- Science
- Social Studies
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Recording their
favourite stories
poems, songs.
Participating in
choral
speaking,
reading and
sessions.
CRITICAL
LISTEN-
ING
Understand that
critical listening
- demands
careful
evaluation of
what is heard.
- Making
judgements
distinguishing
fact from
opinion and
determining
the adequacy
of a source of
information.
- Requires
weighting
validity of
facts,
- Goes beyond
factual
Making accurate
judgements
about
characters/events
heard from
listening
exercises.
Separating fact
from opinion.
Identifying the
degree of the
relevance of
what is heard
according to
topic.
Show pleasure
of satisfaction
when able to
evaluate
critically what
is heard.
Show alertness
during listening
experiences.
Listen critically.
Question
information
given.
Critical
Listening
Story telling
Poetry
News Reports
Advertisement
Fact: States
which can be
checked and
proven to be
true are facts.
Opinion:
Statements
which tell
what someone
thinks or
believes to be
true, but
cannot be
Listening to
stories.
Identifying
characters.
Telling the role
of each
character in the
stories heard.
Using
adjectives to
describe the
characters
according to
what they do in
the story.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
comprehension proven are
called
opinions.
Factual
Information
can be read
from court
announce-
ments, news
stories.
Opinion
Writing: can
be read from
editorials and
advertise-
ments.
Forming
judgements
about
characters.
Classify
headlines into
fact and
opinion.
Describing
what is a fact
and what is an
opinion.
Listening to
sentences and
identifying
those that
factual and
those that are
opinion.
Listening to
news reports
and identifying
factual news
reports and
opinion.
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LANGUAGE ARTS CURRICULUM GUIDE
LEVEL5
SPEAKING
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Relating Relate a story in
sequence using
natural intonation,
defined sequence
and
Discussing
sequence in
stories so as to
identify main
ideas supporting
details.
Developing
speaking ability
through proper
articulation.
Display an
awareness for
sequence in
stories.
Story Telling
- stories of
interest
- pupils’
personal
experi-
ences
- puppetry
- picture
study from
a series of
pictures
Telling stories
in sequence.
Discussing
main ideas and
supporting
detail.
Answering oral
questions based
on stories told.
Building up
stories based on
pictures.
Discussing the
use of link
words when
putting
thoughts in
sequence.
Re-arrange
pictures to tell a
story in
sequence.
Art and Craft
Make puppets.
Science
Relate stories
based on Science
fiction.
Social Studies
Relate stories
such as
- Amerindian
Stories
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Dramatizing Use language
independently and
creatively through
drama.
Exploring real
life situations
through role-
playing.
Show
willingness to
participate in
dramatic
activities so as
to examine and
explore new
behaviours and
situations.
Stories –
fiction and
non fiction
short plays
and skits
based on
current issues
or topics from
other subject
areas.
Rehearsing
parts for skits
or plays.
Memorizing
parts.
Dramatizing
stories, skits,
plays.
Discussing each
other’s part in
relation to the
whole story.
Discuss the
effectiveness of
drama in telling
a story.
Dramatize a
given story or
play using good
voice quality and
creativity.
Science
Dramatize
Science Stories.
Social Studies
Role play
community
workers.
Dramatise stories
based on current
affairs.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Expressing
Opinions.
Express opinions
on current or
important issues.
Developing
critical thinking
by listening to
the opinions of
others.
Offering
constructive
criticisms after
listening to the
opinions of
others.
Display
confidence
when
expressing an
opinion on an
important issue.
Show
willingness to
speak clearly
and distinctly
when
expressing an
opinion.
Discussion on
current or
important
issues.
Use of
newspapers,
radio.
Expressing
opinions on
various issues.
Differentiating
between fact
and opinion.
Engaging in
constructive
criticisms.
Forming and
supporting
opinions with
facts.
Practising to
defend one’s
own viewpoint
on a particular
issues.
Express an
opinion on an
important issue
e.g. traffic
accidents.
All other subject
areas.
12
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Describing Use correct
English and
appropriate
vocabulary to
describe a scene,
picture or event.
Giving a vivid
description of
scenes or events
so as to appeal to
the senses of the
listeners.
Show
willingness to
listen to others
as they give
describing
scenes.
- Picture
study
- Field trips
- Class
discussion
Discussing
scenes depicted
in pictures.
Making field
trips and
describing
scenes.
Listening as
others describes
pictures, events
and scenes.
Asking
questions after
listening to
presentations.
- Describe the
scene of an
accident you
witnessed.
- Choose a
picture and
give a clear
description
of it.
All other subject
areas.
13
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Reciting Recite favourite
stanzas of poetry
from memory.
Practising
correct
pronunciation,
enunciation and
intonation when
reciting poems.
Appreciate
poetry and
prose.
Develop self
confidence
when reciting
poems.
- Favourite
stanzas of
poetry.
- Poems of
teacher’s
choice
- Poems
composed
by pupils
- Dramatic
poetry.
Reciting poems
individually.
Participating in
choral
speaking.
Reciting
dramatic
poetry.
Discussing the
mood of the
poems.
Compose a poem
and recite it from
memory.
Science
Poems on various
topics e.g. plants,
astronomy etc.
Social Studies
Poems on social
issues.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Making oral
reports
Present oral
reports on books
read, a trip or a
project.
Reporting
accurately using
correct English.
Speaking at an
acceptable rate
so that those
listening can
follow the report
that is being
presented.
Show
willingness to
report and
project that was
done
individually.
- Field trips
- Group
work on
class
projects in
different
subject
areas
- A variety
of books –
fact and
fiction.
Field trips to
places of
interest.
Compiling
book reports.
Presenting oral
reports on
books read and
trips taken.
Working on
group and
individual
projects.
Compiling and
presenting
reports.
Listening
attentively and
asking
questions based
on reports
given.
Give an oral
report on:
- a trip to a
place of
interest
- an
experiment
that was
done in the
Science
class.
Science
Reports on
experiments and
nature walks.
Social Studies
Reports on field
trips and projects.
Mathematics
Reports on
projects.
15
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Discussing Participate in
discussions on
topics of interest
for development of
oral expression.
Using
appropriate
language
structures
fluently when
discussing topics
of interest.
Practising turn
taking when
participating in
discussions.
Show
willingness to
participate in
discussions.
Respect the
views put
forward by
others.
Discussions
based on
topics of
interest e.g.
- drug abuse
Other topics
of pupils’ and
teacher’s
choice.
Participating in
small and large
group
discussions.
Asking
questions based
on what was
discussed.
Answering
questions using
correct
language
structures.
Explaining the
methods
involved in
group
discussion e.g.
appointing a
leader,
identifying task
Brainstorming.
Participate
actively in a
discussion on
any topic of
interest.
Science
Discussing results
of experiments.
Social studies
Discussing
reports on field
trips
- Discussing
current affairs
subject areas.
- Discussions
on various
concept.
16
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Giving reports
based on group
discussions.
Discussing
plans for class
activities e.g.
market day.
Delivering
Speeches.
Deliver prepared
speeches to
different
audiences.
Speaking clearly
and distinctly on
a given topic.
Using language
appropriately
when delivering
a speech.
Deliver a
speech with
confidence.
Develop
positive self-
esteem.
Prepared
speeches on
different
topics. E.g.
Topics based
on “How to
do” things
- How to
prepare
fish for
frying.
- How to
make a
kite.
- How to
play a
favourite
game.
- Welcome
Preparing and
delivering short
speeches.
Recording
speeches.
Listening to the
recordings.
Making
constructive
criticisms ;
identifying
good and bad
points in the
different
speeches.
Speak to a group
of pupils on a
given topic.
All subject areas.
17
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
and “thank
you”
speeches.
Debating Participate in
debates on various
issues.
Expressing
points with
clarity for the
benefit of the
audience.
Respect the
viewpoints
expressed by
others.
Show
willingness to
accept the
decision of the
judges.
Topics of
interest e.g.
(1) Should
School
Uniforms
be
abolished?
(2) Should the
School
Governme
nt be
responsi-
ble for
formula-
ting
School
Rules?
Other
controversial
issues related
to other
subject areas.
Discussing
topics in
groups.
Preparing
speeches for
debates.
Discussing
research skills
needed for
gathering
information.
Participating in
class debates.
Prepare a short
speech for the
purpose of a
debate.
All other subject
areas.
18
LANGUAGE ARTS CURRICULUM GUIDE
LEVEL5
READING
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
WORD
ATTACK
SKILLS
Contest
Clues
Can identify and
use many clues
when reading to
identify unknown
words.
Recognising and
unknown words
by using context
clues.
Inferring the
meaning of
unknown words
from the context.
Identifying
similes in
selections.
Identifying the
contracted forms
of words.
Identifying the
correct.
Apply clues to
assist in
understanding
unknown
words.
Derive pleasure
in sharing
words with their
peers.
Sight Words.
1. Words
affecting
daily
activities
e.g. wash,
write.
2. Words
naming
frequent
interaction
e.g. car,
please.
3. Certain
signs e.g.
exit, stop.
4. Own
names
contractio
ns – for
whole
words e.g.
I have -
I’ve,
Using words in
sentences.
Reading words
daily from the
“Word Wall.”
Repeating the
correct
pronunciation
after the
teacher.
Defining words
as they appear
in context.
Using a word
that is similar to
the new word.
Using similies
to provide
information
Read the
sentences with
new words e.g.
May is a student
who is interested
in intellectual
enquiry as well
as research.
All content areas.
19
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Was not –
Wasn’t.
Less
frequently
used words
borrowed
from other
languages
(e.g.) bureau,
mosquito,
khaki, acrobat,
vodka.
Games: Word
Puzzle, Bingo,
Word Spiders.
about the word.
Making
sentences with
the words to
bring out
meanings.
Using cloze
exercises and
filling in the
deleted words.
Playing word
games to re-
inforce
learning.
Structural
Analysis
Root words
Know that the
principal part of a
word determine its
meaning and apply
this knowledge in
reading.
Identifying root
words in words
with affixes.
Derive
satisfaction
when root
words can be
identified.
Root words
are sometimes
called stem or
base words. A
root word can
stand alone
(e.g.) sleep,
cover.
Underlining
root words in
words.
Giving the
meaning of the
words.
Discussing the
meaning of the
words using the
dictionary to
Read a selection.
Underline the
root words in the
first two
sentences.
Circle the root
words in
unknown words.
All content areas.
20
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
find meaning.
Affixes Be aware the
affixes are
constantly added
to words in the
English Language.
Give meanings
of words with
prefixes/suffixes.
Use affixes
regularly is
speech and
writing.
Affixes are
word
beginnings
and endings.
When added
to words they
change the
meanings.
Prefix – added
before a root
word. It
changes its
meaning (e.g.)
Unlike,
uncover.
Suffix – added
behind the
root word. It
modifies its
meaning (e.g.)
harder, rainy.
Prefixes:- re -,
dis -, co -,
inter -, im -, ir
-, il -, mis -.
Reviewing
prefixes and
suffixes that are
known.
Building new
words by
adding affixes.
Giving the
meanings of the
root words and
the affixes.
Writing the
meanings of the
new words in
their word
books.
Use affixes to
build words to
complete
sentences.
All content areas.
21
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Suffixes:- - er,
- oi, - ist, - an,
- ian, - ese.
Some new
affixes are: -
thon,
walkathon,
telthon
- orama,
panorama,
cinerama.
Inflectional
Endings
Know that when
inflectional
endings are added
to words their
forms are changed.
Recognise base
words in words
with inflectional
endings.
Identifying
correct usage of
singular/plural
possessive
nouns.
Identifying and
using correctly
plural forms of
nouns.
Using the correct
Use the various
inflectional
ending correctly
in speech and
writing.
Inflection
endings when
added to
base/root
words would
change their
form
- Plurals
- Tense in
verbs
- Compar-
ing
adjectives
- Words to
form
adverbs.
Reviewing
inflectional
ending and root
words.
Adding endings
to words.
Building word
lists and adding
words to
Personal
dictionary.
Forming the
comparative
forms of
Change
sentences to the
plural form.
Give the
comparative
form of the
adjectives in
sentences.
Draw a line
under the
endings of the
adverbs in given
sentences.
All other content
areas.
22
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
comparative
forms of
adjectives.
Plural form of
nouns ending
in – s, - es.
Tense in verbs
– ed, ing.
Adding
endings to
adjectives –
er, est.
Adding
endings to
adverbs – ly.
adjectives.
Building
sentences with
new words.
Playing card
games.
Syllables As aware that
syllabication
techniques help
reader break words
into smaller units,
then pronounce
and blends these
into words.
Using the
principles of
syllabication to
decode unknown
words.
Apply the
appropriate
principles of
syllabication
when faced
with unknown
words in
reading and
spelling.
A syllable is
the basic unit
of
pronunciation.
Every syllable
must have one
vowel sound.
Words can be
divided into
syllables
following
basic rules
Dividing words
into syllables.
Following rules
for
syllabication.
Clapping out
the syllables.
Practising to
read sentences
above their
reading ability.
Read a
paragraph
selected by the
teacher.
23
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
(e.g. A single
vowel may be
a syllable
(e.g.) i/vy
a/bout.
Phonic
Analysis
Know that
consonant and
vowels sound
represent and
provided clues to
the pronunciation
of words.
Giving the
sounds of letters
and clusters in
words in an
effort at making
good
pronunciation.
Practice the
method of
sounding out
the letters when
decoding
words.
Consonants
are indicated
in the initial,
medical and
final position.
The letters a,
e, i, o and u
are the most
common
vowel sounds.
We use five
vowel sounds
in English.
In
combination
with the vowel
letters stand
for a
short/long
vowel sound.
Sounding out
the consonants,
blends.
Identifying the
long and short
vowel sounds
in words in
words.
Practising the
use of the
vowel
principles using
the
pronunciation
guide in a
dictionary.
Building words
using the
- beginning
sound
Write three
words to show
1. The short
vowel sound
‘e’
2. The long
vowel sound
a.
Write five pairs
of words with
each pair having
the same
beginning or end
sound.
Make sentences
to bring out
different
meaning for the
words
- object
- rebel’
24
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
In a dictionary
is a
pronunciation
guide and
diacritical
marking of
vowels.
Two-vowel
sound of ‘Y’ –
e.g. baby, fly.
Different
letters may
represent the
same sound
e.g. f as in
fish, ph as in
photograph,
gh as in tough
syllables ‘ in
some words
are usually
accented e.g.
win’dow,
care’less,
lin’en and
car’rot.
- medial
sound
- ending
sound
Preparing and
keeping a word
dictionary.
Practise
sounding out of
words with
accents.
Using words in
sentences to
bring out the
meanings.
Recording
completed
sentences.
Sharing
sentences with
peers.
25
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Word function
and meaning
can affect
syllable
division and
accent e.g.
ob’ject,
object’, rebel’,
reb’el.
Oral
Reading
Comprehen-
sion
Develop the ability
to read fluently
with good choice
projection, control
and expression.
Using the eye
voice span
effectively to
identify word in
reading
selections.
Show
willingness to
read aloud
silently when
requested to do
so.
Basel Readers
Comprehen-
sion selections
identified by
the teacher.
Vocabulary
based on
reading
selections.
Newspapers
Nationals
selected by
pupils/parents.
Reading
silently these
orally.
Listening to the
teacher as
he/she reads.
Phrase reading
Repeated
reading
Reading to the
class
Reading before
an audience
Taking turns to
read.
Complete a cloze
passage based on
a selection read.
Read a selected
passage to the
class.
All Content Areas
26
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Develop the
capacity to read
aloud with good
phrasing and
expression.
Using correct
intonation and
phrasing to
convey the
meaning of text
to the listener.
Gain a sense of
personal
enrichment
when sharing
ones own work.
Develop a
disciplined
approach to
reading.
Familiar
stories/poems.
Pupils’ own
work/book
about
particular
experiences
e.g. My story
My Favourite
Poems
Read from the
Author’s
Chair.
Using a tape
recorder to
record oral
reading.
Listening to
one’s own
reading in order
to improve
same.
Using the
Auther’s Chair
to read a poem
a student
Government
meeting or
Parents
meetings.
Listen to a
recorded piece of
reading and
make the
necessary
corrections.
Read a story at
general
assembly.
Social Studies
Drama
Can understand
and react to the
materials read.
Gaining the
ability to read
aloud with good
breadth control.
Reading to an
audience.
Show
enjoyment and
understanding
as materials is
read.
Develop self
confidence.
Basal readers
supplementary
materials
stories
(narratives
and dialogues)
Prepared
speeches as
for student
Using the Oral
Reading Chair
Practising
repeated
reading.
Listening to
recorded
stories,
speeches
Prepare and
Read a report
(sanitation) to
your class.
All Content
Areas.
27
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Government
- debates
- reports
- welcomes
and
apprecia-
tion
prepared by
self/peers.
Reading to
others.
Strategies
for
Independent
Reading
Realise that certain
strategies are used
by the reader
during oral
reading.
Developing
strategies to use
during
independent
reading.
Using good
volume, pitch
and clear
enunciation
when reading to
others.
Use simple fix-
up strategies to
help themselves
when they do
not understand
what they are
reading.
Frequently self
corrects when
text does not
make sense.
Develop a
positive attitude
to reading and
writing.
A wide range
of materials
and media
- news-
papers,
magazines
, poems
speeches,
songs,
mysteries
– e.g.
Books by
Enid
Blyton
Resource
texts from
content
areas (e.g.)
Easy Path
Series
Fiction
non-fiction
Listening to
teacher as
he/she relates
how he/she
reads a
selection.
Talking about
their
experiences
when reading.
Practising
Think Aloud
using Fix Up
strategies to
read an
unfamiliar
selection.
Reading
selected
Read a
book/story to
children at
Levels 2, 3 and
4.
All other Content
Areas.
28
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
books.
FIX UP
STRATE-
GIES
1. Stop and
read
more
slowly.
2. Go back
to the
beginnin
g of a
sentence/
poora-
graph
and re-
read.
3. Continue
to read
4. Reread
confus-
ing parts.
5. Skip
confus-
ing
words or
sections.
books/materials
to children at a
lower level.
Keeping a
record of books
read to others.
Producing class
books based on
current needs
and experience.
Reading own
books to others.
29
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
6. Look at
illustra-
tions.
Books I have
read to others
D Auth Title Illus
Will be able to
interpret a
selection to others.
Can understand
and discuss themes
how characters
feel, their motives
and the endings
order to make a
personal response
to them.
Reading with
expression and
correct
pronunciation
when being
“someone else”
during the
reading.
Recognising the
elements of a
story.
Show great
delight when
reading about
various
characters.
Develop
simplicity and
clarity of
speech.
Be prepared to
think about the
accuracy of
Skits based on
current
happenings.
Role play –
situations
from text and
other
materials
Plays (e.g.)
Three Little
Pigs.
Phase reading
and chunking.
Reading of
plays/poems to
an audience.
Discussing the
various
characters and
their role in a
selection.
Asking and
Do a class
presentation for
(a) Parents
Open Day.
(b) A special
Occasion at
your
school.
(c) Make a
Story Map.
Social Studies
Science
- A great
scientist.
30
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
their own
reading and to
check for errors
that can change
meanings.
Dramatisation
of stories
(e.g.) Alice in
wonderland
Uncle Remus
stories
The Jungle
Book
Poems (e.g.)
Counter pane
Dirty Jim
Elements of a
story
- Setting,
problem,
goal,
events
resolution.
Any Narrative
text.
answering
questions based
on selection.
Practising to
use timing in
speeches and
presentations.
Reading a
narrative using
characters
conversations,
behaviours to
help them to
understand.
Asking
questions as
they read.
31
LANGUAGE ARTS CURRICULUM GUIDE
LEVEL5
COMPREHENSION
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE FOLLOWING
INSTRUC-
TIONS
Understand how to
perform a task.
Understand the
importance of
instructions.
Following
instructions to
perform a task.
Be aware that
following
instructions for
a task helps in
its execution.
Look for
instruction
before using an
item.
What is a
task?
What are
instructions?
Messages
Instructions
Activities in
text books
Notices
Games e.g.
Ludo,
Battleship and
their
instructions.
Directions on
medicine
bottles/boxes,
etc.
Following oral
and written
instructions.
Reading a
message and
relaying it to
someone.
Reading and
following
directions in
text or other
relevant
materials e.g.
recipe.
Read and
respond
positively to
instruction
given.
Science
Using instructions
to perform on
experiment.
32
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE RECALLING
FACTS Recall facts and
present them in
sequence.
Remembering
facts in correct
sequence.
Recognise that
sequence is
often important.
Stories – plot
and setting
Newspaper
articles.
Magazines
story –
clippings
News items
School
incident
Identifying plot
and setting in a
story,
newspaper
article or
magazine
clipping.
Reading and
noting character
in the stories.
Dramatising
parts of stories.
Answering
questions based
on stories.
Making
summaries of
stories heard or
read.
Read a passage
and retell story
in sequence.
Science
Steps for an
experiments.
33
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE FOLLOWING
DIRECTIONS Find out what the
cardinal prints are.
Following
directions on a
map.
Places of
interest such
as a school,
post office,
market, bank
or church on a
map of a
community of
Georgetown
or map of
Guyana.
Learning to
read a map.
Identify places
on a map.
Tracing routes
from one place
to another.
Following
written and oral
direction.
Finding
directions
between/among
places using the
cardinal points.
Answer
questions based
on a map e.g.
1. How far is
A from B?
2. How many
routes can
one use to
get from
point B to
point D?
Social Studies
Map work
34
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE MAIN IDEA
AND
DETAILS IN
SEQUENCE
Identify the main
ideas and details
and present these
in sequence.
Selecting main
idea out of many
ideas.
Look out for
main ideas in
stories, poems,
songs and
speeches.
Stories
Passages
Story poems
e.g. Mr. Tom
Narrow.
Very brief
stories,
passages,
paragraphs.
Reading stories
Identifying
main ideas and
supporting
details.
Sequencing
details to
support main
idea.
Finding titles
for brief
stories/passages
/paragraphs.
Read story, then
list the
1. main idea
2. supporting
detail (in
sequence).
Science
Getting relevant
information from
passage about
science concepts.
Social Studies
Getting relevant
information from
texts.
SEQUENCE
OF EVENTS Identify sequents
of events.
Putting events
etc. in sequence
of occurrence.
Be aware of
order even in
stories.
Stories e.g.
Reports e.g.
an accident
an outing or
visit.
Reading/listeni
ng to others.
Reading
paragraph or
passage.
Identifying the
sequence of
events when
sequence is not
stated.
Report in
sequence an
activity that you
have done.
Science
Report writing
Social Studies
Historical events
reports on tours,
visits.
35
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Rearranging
jumbled
sentences to
make a story. CLASSIFY-
ING IDEAS Define and explain
theme, mood and
feelings as they
relate to stories.
Classifying ideas
of theme, mood
and feeling.
Put ideas in
order.
Listening
to/reading a
story.
Noting the
way the
characters
behave stories.
Dramatising
parts of a
story to bring
out mood and
feelings.
Discussing –
theme that
runs through
story.
Identify the
theme and mood
from story.
Music
Identifying theme
mood of songs.
36
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE PREDICTING
OUTCOMES Discuss how
outcomes are
usually predicated.
Predicting
outcomes from
stories, etc.
Make sound
judgments
based on
information
available.
Stories
Paragraphs
Cartoons
Dialogues
Plays.
Reading and
discussing
stories read.
Anticipating,
predicting and
ensuring events
and outcomes.
Generalizing
from given
information.
Giving an
ending to a
story – oral,
written or by
illustration e.g.
--- and that is
why I will
never disobey
my mother
again!
Complete a story
beginning with
e.g.
She was too tired
to do anything
else….
Mathematics
Interpretation of
graphs.
Science
Graphs – rainfall.
37
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE MAKING INDGEMENTS
Understand the
character and plot
of a story in order
to make
judgements about
characters’
motives,
Responding to
the characters
and ideas in a
story/poem.
Being prepared
to use clues to
reach
conclusions.
Books of
pupils’ choice
and ability and
interest taken
from the
library.
The classes
e.g.)
1. The
Secret
Garden
2. Railway
children
Poems (e.g.)
1. A Child’s
Garden of
Verses.
2. Bite In
BKI
Looking in a
text for clues
about
characters and
action.
Referring to
relevant
passages/
episodes to
support
opinions.
38
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE INTER-
PRETING Can interpret and
demonstrate
understanding of
literature
selections through
various responses.
Comparing and
contrasting
selections.
Demonstrate
increasing
interest in and
comprehension
of a variety of
literature.
Periodicals
suitable to the
age and level
of pupils;
posters,
reports
newspaper
articles.
Characters
good/bad
wise/foolish
happy/sad.
Predicting what
may happen in
the text.
Distinguishing
between
fact/opinion.
Giving a new
end/beginning
to a story.
Changing
character roles
in the story.
39
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE VOCABU-
LARY Can discuss text in
order to bring out
the ways in which
choice of words
affects the
impression given
by the text.
Participating in
all reading
activities.
Be creative and
imaginative in
their reading
and writing.
Words and
phrases that
create sensory
images.
Fantasy and
Science
fiction Myths
a Legends
(e.g.)
Amerindian
stories
Fairytales,
Tables, Folk
Tales.
Advertisement
s; jokes,
songs, riddles.
Word Games
The use of
nonsense
words and
deliborate
misspelling in
poems and
advertisement.
Parents Day
Taking active
roles in story
telling sessions.
Listening to
readings.
Preparing and
reading a
selection of
poems using
good voice
modulation.
Looking at how
words are used.
Discussing the
text.
Reciting poems
from memory.
Writing own
stories/poems.
Being a part of
the dramatic
activity on
open/
40
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Activity Open
Daily
Activity.
Parents Day.
FUNC-
TIONAL
READING
Understand many
different kinds of
print may be found
in the environment
and learn to use
them
appropriately.
Develop the
powers of
discrimination and
perseverance after
using text of
increasing
difficulty.
Using a range of
information texts
in a variety of
media.
Adapting the
speed and
closeness of their
reading for
specific
purposes.
Skimming and
scanning
materials for
appropriate
purpose.
Becomes
confident and
efficient in
using and
interpreting a
wide range of
materials.
Text books –
Instructions
and materials.
Brochures
(e.g.) travel
Forms
contracts,
bank.
Information
leaflets.
The Stighway
Code.
Publicity
materials
(e.g.) dances,
plays tourist
resorts
Newspapers,
magazines,
cartoons
Radio and
television
Getting the gist
of a passage.
Making a
summary
selecting books
and materials
for a variety of
purposes.
Reading and
interpreting
materials found
in the
environment.
Writing and
sharing
brochures.
Daily reading
of the
newspaper.
Finding facts.
Complete
selected Forms
- Personal
Data
Make a carbon to
highlight Student
Government in
your school.
Prepare Exit and
Entrance sign for
the classroom.
Social Studies
Science
Art & Craft
41
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
programmes.
Dictionaries
Thesauruses
Encylopaedias
At lases
Receipts and
bills key
words in the
environment
(e.g.) Exit,
entrance,
danger keep
off.
Labels
- on bottles
- on packets
- on cans
Discussing
current
happenings
taken from
radio/television
broadcasts.
Making full use
of resource
materials Role
playing using
bills and
receipts.
- Playing
shop
- Going to
the Cinema/
- Cultural
Centre
Reading labels
and identifying
key words.
42
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE RECREA-
TIONAL
READING/
LITERA-
TURE
Develop their own
personal taste for
reading in order to
become more
independent and
reflective.
Can understand
that a simple
record is a good
way to keep track
of books read.
Selecting books
for their own
reading and for
use in their
work.
Identifying the
different forms
of literature.
Keeping a record
of their own
reading and
comments.
Show great
interact in
reading a
variety of
genres.
Appreciate
literature in all
forms.
Derive
satisfaction with
their ability to
keep a reading
record.
Travel books,
Trade books,
Diaries,
Letters, short
stories,
novels, poetry
and plays.
Literature
from other
lands
- Narrative
and
Dialogues
stories
(e.g.),
Water
Babies,
Benhur,
Heidie.
Reading Log.
D D A I B/T
Reading in their
own time in the
class/ school
library.
Reading aloud
to the
class/teacher
the book now
reading.
Reading more
than one
version of a
story.
Commenting
during
discussion and
writing on the
books they
have read.
Keeping and
sharing record
of books read.
After reading a
book give a
reason why you
like/dislike it.
List the books
you have read
during your
vacation share it
with the class.
43
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE BOOOK
CARE Realise that books
should be handed
with care.
Demonstrating
the proper care
of books.
Shows a sense
of pride when
handling books.
Care of books
and other
library
materials
- furniture
- book
marks
- catalog
cards.
Replacing
books on the
library shelf.
Listing ideas
for caring
books.
LIBRARY
SKILLS. Understand that
books in a library
are arrange in a
special order.
Identifying the
various groups
of books in a
library.
Finds pleasure
when using the
library.
Alphabetical
order books
arrangement
fiction | non
fiction books.
Agriculture
books science
books
literature.
Locating and
reading labels
to note the
arrangements of
books
Reading books
in groups
classifying
books.
SKILLS. Understand how to
used the catalog
Listing the
catalog correctly
Show a sense of
intend when
using a catalog.
Catalog cards
- Tile cards
- Author
cards.
Using catalog
cards to locate
books reading
subject cards.
Use the catalog
cards to find out
about
1 Libraries
2 Hurricane
Art and craft
making catalog
cards all content
area.
REFERENCE
BOOKS How to access
information from
library materials
Finding
information by
making full use
of the library
facilities.
Use the library
as a resource
center.
- Catalog
cards
The part of a
book e.g cover
title page,
table of
Locating
information by
making full use
of the materials
using the table
of contents.
Use the table to
Contents to find
certain
information in a
selected text.
All Content Areas
- Social Studies
- Science
44
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
contents
current
literature (eg)
the
newspaper.
Magazine
Crafts, globes
Dictionary.
Skimming and
scanning for
information.
REFERENCE
BOOKS Realise that the
dictionary
encyclopedia,
thesaurus give
information on
varying
subject/topics.
Using the
reference section
of the library
with ease.
Develop
confidence in
using reference
books show a
desire to seek
information.
Encyclopedias
are arranged
in volumes.
They are
found in the
reference
section of the
library.
Encyclopedias
are arranged
in volumes.
Encyclopedia,
dictionaries
and the
thesaurus are
written in
alphabetical
Examining a set
of
encyclopedias.
Noting the
different
volumes and
their subject
areas.
Looking at the
alphabetical
arrangement of
the reference
books.
Using the
key/guide
words in the
encyclopedia
Find a particular
subject in the
encyclopedia and
read about it.
Make a poster to
display the facts.
All Content Areas
Social Studies
- Biographies
Science
- Inventions
45
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
order. thesaurus and
dictionary.
Noting the
differences of
these three
reference
books. HAND-
WRITING Develop well-
formed letters,
consistent slant,
and proper spacing
of letters and
words for personal
communication.
Producing
correct formation
of letters in print
and cursive for
written
assignments.
Writing print
script and
cursive with
apparent ease.
Recognising
errors in letter
formation.
Enjoy a sense of
achievement
when good
presentations
are completed
in handwriting
show
willingness to
accept drill and
repetition.
Appreciate
good, legible
handwriting in
both print script
and cursive
show evidence
of keeping
menuscript tool.
Print script
and cursive
writing simple
drills.
Preparation of
headings –
name, subject,
date, class
margins.
Good writing
posture.
Print script
and Block
letters –
Alphabet chart
– upper and
lower case
letters.
Exercising the
arms in ovals
and push ups.
Writing letters,
words,
sentences and
paragraphs
according to the
specific
structures.
Practising good
spacing of
letters/words.
Writing on
stationery.
Writing in both
print script and
Use print/script
to prepare a
simple poster for
your school.
Write your
address in script.
Label a diagram
in script.
Write a given
paragraph in
cursive.
Physical
Education
- Push ups
- Arm and hand
exercises
- Warm up
exercises
Write sentences/
paragraphs in
script/cursive
- Mathematics
- Science
- Social Studies
46
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Show
willingness to
correct incorrect
formation of
letters.
Use of capital
letters
- in a
sentence
- titles
- proper
names of
persons,
countries,
places,
holidays
etc.
Correct
labeling in
classroom,
and other
content areas.
In
class/achieve
competitions.
cursive at a
required
rate/speed.
Creating own
writing style.
Displaying
good
handwriting.
Taking active
role in writing
competitions.
Using the
dictionary to
verify the
correct spelling
of words.
47
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE NEWS
RECOUNTS Recount an event
in a sequence
format.
Reducing well
sequenced
accounts.
Enjoy sharing
their experience
With others.
News writing
– Diary
writing
Chart – who?
when? where?
why? what?
Feelings
Developing a
simple plan to
recount an
event.
Using
plan/chart to
write new,
stories.
Creating
personal news
plan.
Write a story
about an
interesting
experience that
you have had.
Writing about
experience had
relating.
- Social Studies
- Science
COM-
POSITION
NARRATIVE
Produce writing
that communities
information or
create meaning
through words and
is original in
nature.
Creating and
relating stories
dialogues and
incidents in
imaginative.
Derive pleasure
when others are
entertained by
presentations.
A narrative
tells an
imaginative
are written in
different
forms.
- Folktales,
myths,
fairytales,
fables,
legends,
science
fiction,
picture
story
books.
Making a story
outline.
Drawing events
in a story.
Listing the
main events in
a story.
Rewriting a
story in a
different form.
Completing a
story.
Write a story
based on a series
of pictures.
Write a short
dialogue
between two
characters.
Social Studies
- History facts
- Social and
sensitive
issues
- Major
happening
Science
- The life in a
pond.
Report on an
experiment (step
by step)
48
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Poems
Sinking words
to do with
time – when,
after,
yesterday/
during.
Use of Past
Tense.
Complete a
story
beginning
with.
-----------------
-----------------
Write a story
on The day in
the life of a
Pen.
New words
that could be
used instead
of others (e.g.)
said –
nice –
Arranging
picture events
in correct
sequence.
Identifying
what is fact and
what is false.
Using similes
and metaphors
in story shared
reading in small
groups – noting
new words.
49
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE CREATIVE
WRITING Know the forms of
writing stories and
use them of create
those that express
ideas and feelings.
Creating stories
and poems for
enjoyment.
Show
willingness to
learn how
creative writing
can be done.
Exhibit to learn
how creative
writing can be
done.
Exhibit
willingness to
try out or
experiment with
ideas.
Story writing
- opening
- develop-
ment
- climax
- closing
Suggested
topics
- The dog
fight
- Last on the
fair
ground
- Water
Mama
Poetry
- cinquari
Use of similes
and metaphors
in stories and
poems.
Looking at how
stories are put
together.
Platting a story.
Discussing a
given story.
Writing a
beginning
paragraph for a
story.
Listening to
reading of
poetry.
Reading and
sharing them
with other.
Exchanging
each other’s
work for
correction.
Making
correction
Publishing
work.
Write a
story/poem
involving
specific
elements.
Write creative
stories and poems
related to
- Mathematics
- Science
- Social Studies
50
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE DESCRIP-
TIVE
WRITING
Write descriptions
that are accurate
and interesting to
read.
Writing
paragraphs using
clear vivid
language that
create sensory
images.
Produce realistic
and lively pieces
of writing.
Accept criticism
and try to
improve work
done.
Be observant.
Description of
– people,
places,
things/objects.
Paragraph
writing
- one/two
paragraphs
on a topic.
Use of
appropriate
descriptive
words.
Develop a
good
vocabulary
(e.g.) Use
other words
instead of
NICE, WENT
Picture study
Advertise-
ments
Notices
Topics for
Planning
paragraph.
Listing
adjectives that
could be used
to enhance the
topic.
Discussing
topics orally in
small groups.
Using the
thesaurus to
seek out new
words.
Writing simple
advertisements
for the
school/class
bulletin board.
Using picture
clues to select
suitable
adjectives.
Write an
advertisement of
the student
Government
Open Day at
your school.
Describe your
favourite
character in a
story you have
just read.
Write a
description of
any object in the
Learning Corner
of your class.
Social Studies
Describe a
- Field Trip
- Important
people/places
in the
community
51
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
writing (e.g.)
Describe
- My
classroom
- My Best
Friend
- The
Beggar at
the gate
- My new
game
Poetry
- Writing/
characters
- Dorty Jim
Story
characters
(e.g.)
- Goldilocks
- Heidi
52
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
EXPLANA-
TIONS
Recount personal
experiences in
sequence and
record them.
Identifying facts
in an
explanation.
Using
explanations to
give reasons for
certain
occurrences.
Nurture a desire
to write the
truth/facts.
Develop self
confidence in
writing.
Explanations
have special
language
features
(e.g.)
1. Time
relation-
ships –
first, then,
following,
finally.
2. Because
and effect
– if/then,
so, since
as a
conseque
nce.
3. Femelise
present
tense –
are, turns,
happens.
4. Topics
(e.g.) –
How a
kite
works
Discussing the
topic/s in small
and large
groups.
Defining the
topic writing
definitions.
Role playing –
Explaining the
topic orally in
the groups.
Group planning
Researching the
topic followed
by shared
reading.
Explaining/
telling the
group what was
read.
Explain: Why
school rules
must be kept.
Science
How a rain guage
works.
Social Studies
How rain was
formed.
53
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Combining
sentences
using words
that are related
to topic.
Discussing
diagrams and
writing
explanations.
Writing as a
group.
Writing in
logical
sequence.
ARGU-
MENTS
Present convincing
arguments.
Building a cast
and present it
gathering
suitable evidence
to support a
view.
Present facts
backed by
research.
Cases for/
against a
particular
view point
(e.g.)
- Student
govern-
ment
- Are school
rules
necessary
- Do we
need class
monitors?
- Carporal
Punish-
ment is
class must
Researching a
topic.
Discussing in
small groups.
Changing one’s
point of view.
Listening to
stories and
giving their
opinion.
Participate in
debates.
54
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
be
abolished
Debates –
Letters
Writing.
LETTER
WRITING
List the parts of a
letter.
Use letters to
communicate
information and
personal thoughts.
Writing letters
and addressing
envelopes
correctly.
Classifying the
different kinds of
letters.
Demonstrate an
awareness for
the mechanics
of letter writing.
Letter writing
to
- Head
teacher
- P.T.A
- News-
paper
- T.V
station
Advertise-
ments
- food, car
Conventions
associated
with the
different types
of letters
Friendly
letters
- letters of
invitation
Reading letters
to the editor in
local
newspaper,
magazines.
Working in
groups to
organize ideas,
arguments
logically.
Reviewing the
main parts of a
letter.
Preparing a
chart showing
the parts.
Addressing an
envelope.
Write a letter to
you Headteacher
giving your
views “why late
comers must not
clean the school
yard”.
Write a friendly
letter thanking
your uncle/aunt
for a gift you
received.
Art & Craft
Making and
Designing
envelopes.
Social Studies
- Stamp
collection
- Making and
keeping a
class mail
box.
Science
Describe on
experiment you
have observed.
55
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
- thank you
letters
- letters of
request
- letters of
opinion
Business
letters
- complaint
- making
request
- seeking
informa-
tion
Use of a
variety of
verbs.
Use linking
words (e.g.)
therefore, so,
because of the
first reason.
Discussing a
business letter.
Planning a
business letter.
Writing simple
business letters.
Role playing –
The postman.
56
LANGUAGE ARTS CURRICULUM GUIDE
LEVEL5
GRAMMAR
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
The Simple
Sentence
Express one idea
in simple
sentences for clear,
Well structured
and coherent
speech and writing
in all subject areas.
Constructing and
recognising the
simple sentence
that contains
only one single
finite verb and
one single
subject.
The willingness
to use the
simple sentence
type correctly.
The simple
sentence
impressed one
main idea and
can be short.
The short
simple
sentence with
one single
subject and
one single
verb.
(a)
(i) Dogs bark
(ii) The bell
rings
(iii) Are you
Simone?
(iv) Is she
coming?
(v) You run!
- Differently
composed
simple
sentences
see content
to be used
for speaking
listening
and writing
practice
work.
- Teacher
constructed
tables/
charts.
- Completing
thoughts
using
simple
sentence
structure
(see
content).
Label a picture,
drawing 3D
object using a
simple sentence
structure.
Listen to an
opinion, then add
yours using one
simple sentence.
57
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
(vi) This is
not sweet
(vii) I am
Sandra
(b)
(i) The sky is
dark.
(ii) She
became a
nurse.
(iii) He seems
brilliant.
(c)
(i) Her sister
lent her
twenty
dollars
(ii) The
mother
give the
beggar
some
clothes.
- Completing
in games
where one
begins a
sentence
and the
other
completes it
to the
desired or
directed
effect.
- Cards with
sample of
simple
sentences
used in
everyday
transactions
both in and
out of
school.
- Stories,
poems,
skits.
- Pictures and
stories or
pictures
with stories
58
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
(iii) Did her
sister lend
her
twenty
dollars?
(iv) Are you
going to
the
dance?
(v) Where is
that
double
talk
brother of
yours!
(d)
(i) The scrap
dealer
piled the
mound
high.
(ii) The
captain
made me
first base.
to be
compared,
discussed,
written
about, etc.
and
stimulate
simple
thought
patterns.
- Tables and
charts to
compose
simple
sentence
and
generating
as much as
possible.
59
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Fo
rmin
g c
om
ple
te s
imp
le s
ente
nce
wh
ich
can
be
short
or
long
by
mat
chin
g i
tem
s in
th
e co
lum
ns
TH
E S
UB
JE
CT
PA
RT
TH
E V
ER
B P
AR
T
TH
E M
OD
IFY
ING
PH
RA
SE
S P
AR
T
Sh
e D
on
key
s, T
he
bott
le s
her
lon
bec
ame
a p
ilo
t
w
ith s
om
e fr
ien
ds
at t
he
club
Th
e d
ry c
lean
er
ran
g t
he
bel
l, s
ing,
fill
s
qu
ite
easi
ly
Th
e te
ach
er S
and
ra (
you
)
bra
y,
ou
t o
f fe
ed, g
ive
ev
ery
day
, at
on
ce,
in a
dru
nk
en s
tate
Joh
nso
n
som
e te
sts,
cam
e
at r
eces
s
Yes
terd
ay,
com
e h
ere
at
the
end
of
term
60
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Recognising and
constructing the
longer simple
sentence that
contains one
single subject
and one single
verb.
The willingness
to use the
longer simple
sentence type
correctly.
The single
subject and
verb simple
sentence can
be long.
The simple
sentence can
contain a
member of
modifying
phrases
(a) Simon, the
dealer’s
son, stole
a bunch of
grapes
from the
market.
(b) Let me see
you before
six o’clock
this
afternoon,
John!
- Filling in
blanks in
sentences
1. ____ and
____
stole the
sapadillas.
2. Jean ___ and
___ broom
handles.
3. ___ and ___
and ___
monkey apples
in the market.
- Searching
presented
tents for
simple
sentence
that contain
compound.
- Construc-
ting simple
sentences
that contain
compound
Read a given
action paragraph
or passage, then
identify the
simple
sentences.
Put them into
columns to
distinguish their
structures.
Put out three
sentences and
tell what they
say.
Pick out simple
sentences from
Science or Social
Studies texts and
explain what they
say.
61
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
(c) Study well
for the
Golden
Cup award
for
children
between
the eyes of
6-10.
(d) Is it the
big black
owl in the
tree
making
such a
racket?
verbs.
- Underling
compound
verbs.
- Composing
lyrics that
contain only
one verb
and one
subject
either or
both of
which may
be
compound.
- Texts from
across the
curriculum
that contain
simple
sentence
structures.
- Sentence
strips upon
which to
white.
1.
62
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
The Negative
Simple
Sentence
A simple sentence
that is negative
carries a negative
adverbs.
Being able to
construct the
negative simple
sentence with a
comma used
after no.
Being able to
change the form
of a negative
thought.
The willingness
to add the
negative simple
sentence
structures to the
everyday
writing and
speaking.
-
63
LANGUAGE ARTS CURRICULUM GUIDE
LEVEL5
GRAMMAR
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
64
LANGUAGE ARTS CURRICULUM GUIDE
LEVEL5
VOCABULARY
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Alphabetical
order
Use a dictionary or
telephone
directory
competently
having skill of
alphabetical order
for quick
identification of
words.
Grouping words
in alphabetical
order according
to first, second
and third letters.
Show
willingness to
use the
dictionary for
various
purposes.
Display an
understanding
of dictionary
skills.
Words are
arranged
according to
the alphabet
sequence.
Alphabetical
order by first,
second and
third letters
1st letter e.g.
bouy, picture,
chair, rooster.
2nd letter e.g.
elevate,
experience,
Reading and
discussing
arrangement of
words in a
dictionary.
Arranging
words in
alphabetical
order.
Making a
personal
dictionary with
words from
given exercises/
vocabulary/
Arrange words
from given lists
in alphabetical
order.
Make and keep a
word dictionary.
Art & Craft
Design and make
an address book,
telephone book.
Social Studies
Family names
Topic words
Science
A list of scientific
terms in
alphabetical
order.
65
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
evade,
excursion.
3rd letter e.g.
digest, divide,
direct, discuss.
Word list
Names of
people, places
and things.
new words.
Compiling a list
of names in
alphabetical
order.
Noting letters
used in the
beginning of
word lists in
alphabetization.
Examining a
telephone
directory.
Grouping or
classifying
Use appropriate
terms related to
grouping or
classification of
vocabulary.
Supplying group
names for list of
animals, places
and things
comparing and
contrasting
groups.
Accept that
words and
things belong to
a group.
Use
classification in
everyday
vocabulary.
Develop an
interest for
classification.
Words and
objects can be
grouped
according to
shape, colour,
location and
other
characteristics
Pictures of
animals
collection of
objects
Discussing
different ways
of grouping.
Displaying a
group of
pictures, words,
objects.
Putting groups
of
words/picture/
objects into
Write the group
name for these
items, car, bus,
van, truck.
Underline the
odd choice hen,
hare, duck,
goose, turkey.
Complete this
group: eye, nose,
mouth _____
Science
Classifying
animals according
to group/class
Mathematics
Classifying
shapes, number
Games
I Spy
66
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
flowers, tools
etc. colour
words, name
of places,
vehicles etc.
Sound words
Movement
words e.g.
walk, run, fly,
jump, skip etc.
classifying
order.
Crossing out
odd word/
picture/object
from given
group.
Selecting a
name for a
group of words/
objects/picture
and write same.
(hand, leg, ear,
arm).
Possessive
Nouns
Use the correct
form of nouns in
speech and writing
to indicate
possession.
Identifying and
recognizing
possessive
nouns.
Distinguishing
between the
positions of the
apostrophe’s.
Develop an
awareness of
the possessive
form of nouns.
Use possessive
noun forms
correctly when
reading or
writing.
Possessive
nouns show
ownership and
are written
with an
apostrophe for
singular and
plural.
Possessive
forms of
nouns: e.g.
singular
subjects take
the 25 e.g. the
Reading given
statements and
match with
their possessive
forms.
Listening to
dictated
passages and
readings.
Reading
passages 1 text
which contain
possessive
Underline the
possessive forms
of nouns in these
sentences
e.g. The boy’s
book is on the
table.
She went to the
teachers’
quarters.
She stayed at the
children’s home.
Science
Giving clues to
identify classes of
animals e.g. This
is an animal’s
covering is hard
shell.
Mathematics
What is the boy’s
height.
67
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
bat belongs to
the boy, the
boy’s bat, e.g.
plural subjects
take the S’
e.g. the bats
belong to the
boys, the
boy’s bat,
e.g. the room
is for men, the
men’s room.
nouns.
Writing
possessive
forms of nouns.
Synonyms Substitute
appropriate words
or synonyms that
indicate the same
meaning for given
words.
Identifying and
using the correct
synonyms in
sentences.
Use synonyms
as a tool to
develop their
vocabulary.
Synonyms are
words that
have the same
meaning e.g.
big - huge,
enormous,
gigantic
small –
minute, tiny
Center –
middle
Word list
List of words
and synonyms
sentence strips
and flash
Reading and
discussing
synonyms.
Supplying
synonyms for
words given.
Completing
sentences by
putting in
suitable
synonyms.
Using the
dictionary.
Make a chart
showing words
and synonyms.
Substitute a
synonym for the
word underline.
e.g.
The sun is in the
center of the
solar system.
Art
Illustrating
characters using
synonyms e.g. a
big house.
Mathematics
Putting in a radic
of a circle.
Science
Naming parts in
the middle of
given objects.
68
TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
cards. Matching given
words with
synonyms.
Compound
words
Use a variety of
words to present a
enhanced speech
and.
Recognising and
forming
compound
words.
Be aware that
compound
words can be
made using
words from all
content area.
Compound
words are
formed by
using to or
more words as
one.
Each part of
the compound
word usually
retains its own
meaning in the
compound
word.
Make
compound
words: foot +
ball = football
chalk + board
= chalkboard
Identify
compound
words.
Match pairs of
words to make
compound
word.
Make sentences
using
compound
words.
Read words and
find their
meaning.
Complete
puzzles using
compound
words.
Write two small
words from
compound
words: e.g.
footstool, foot
stool supply
appropriate
compound words
from given
statements e.g. a
cup to drink tea
– tea cup.
Complete cross
word puzzles.
Science
Using compound
words to describe
and name Science
investigation.
Mathematics
Plotting graphs
and naming same.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Composition
of
compounds:
noun + noun
with the first
describing the
last e.g. foot +
ball, adj +
noun.
Contractions Form and use
contractions to
provide effective
sentences orally
and written.
Identifying and
forming
contractions
from given
words.
Appreciate that
new words can
be formed in a
variety of ways.
Contractions
(1) pronoun
+ verb
I + have = I’ve
He + is = he’s
(2) verb +
not
Do + not =
don’t
Will + not =
won’t
Identifying
contractions in
given
sentences.
Writing two
words in
contractions.
Making
sentences using
contractions.
Relating how
each pair of
words is written
in contracted
form.
Explaining the
Compile a chart
of contraction
e.g. he’s, she’s,
it’s, I’ve, we’re
Mathematics
Word problems
that make use of
contraction.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
function of the
apostrophe in
contractions.
Homophones Use words
competently for
effective speech
and writing.
Identifying paint
of homophones.
Supplying
suitable
homophones in
given sentences.
Express
homophones in
contextual
form.
Demonstrate the
proper use of
homophones.
Be aware of
using
homophones
correctly.
Homophones
are words with
same sound
but different
meaning and
spelling e.g.
flour – flower,
son – sun
Supply
homophones
for each given
statement.
(1) you use
your eyes
to ___
(2) a vast
body of
water
___.
Defining
homophones.
Making
sentences using
homophones.
Identifying
homophones in
given
sentences.
e.g. The
children saw
their mother
over there.
Spelling
homophones
and explain
their meaning.
Complete
sentence.
I ___ the fish
before frying it.
(flour, flower)
Completing
cross word
puzzles.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Completing
sentences using
correct
homophones.
Homographs Speak and write
correctly with
effective use of
vocabulary.
Using
homographs
correctly in
sentences.
Correct self and
others relating
to use of
homographs.
Homographs
are single
words that can
function as
two different
parts of
speech.
e.g. I comb
my hair (v)
The cockerel
has a comb on
its head. (n)
Word list Text
book.
Defining
homographs.
Listing words
that are called
homographs.
Completing
sentences with
homographs.
Making
sentences using
homographs.
Identifying
homographs in
sentences.
Making a word
list of
homographs.
Make a word
list.
What’s the
function of the
homographs in
the following
sentences.
(1) Mother
went to
Georgetow
n by train.
(2) I have to
train my
dog to do
new tricks.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Explain the
function of
homographs in
given sentence.
Gender Include specific
terms relating to
gender in speech
and writing.
Listing specific
terms for
masculine,
feminine and
neuter gender.
Be aware of
gender in their
everyday
vocabulary.
Appreciate
gender in
everyday
language is as
to enrich their
vocabulary.
Gender refers
to nouns
which can be
classified into
masculine,
feminine and
neuter –
Masculine
refers to male
e.g. boy, man,
drake
Feminine refer
to female
e.g. woman,
heifer
common can
refer to both
male or
female
e.g. baby,
parent,
Defining
gender.
Classifying
names
according to
gender.
Writing gender
for given
names.
Explaining how
you can
identify the
different types
of gender e.g.
masculine,
feminine,
neuter,
common.
Complete this
list
Mascu Femin Com
Make a cart with
genders.
Mathematics
Problem and
graphs.
Science
Living and non
living things
Art
Draw a family.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
teacher,
pupils.
Neuter refers
to neither
male or
female
e.g. box, book,
spoon.
Compiling a
chart showing
gender.
Supplying
missing gender
for given ones.
Occupation Be aware of the
occupations of
persons in the
community and
use the correct
vocabulary in
speech and
writing.
- Supplying
names for
occupations.
- Using names
of
occupations
appropriately
Appreciate the
occupation of
all people in
their
environment.
Develop an
awareness for
all people’s
contributions.
Be aware of the
significance of
all professions.
Appreciate that
all jobs are
important.
Occupation is
the profession
that one holds.
e.g. soldier –
to protect our
country
teacher – to
teach the
pupils.
A person who
designs house
– architect
A person who
represents his
country in
another
country –
ambassador
Defining the
term occupation
and discuss the
same.
Identifying
persons and
relate what are
their occupation
vice versa.
Dramatising
some person
and occupation.
Supplying
person or
occupation for
statements
given.
Complete
sentences putting
in occupation 1
person
a pilot – flies a
plane
a person who
flies a plane –
pilot.
Making a picture
chart with people
with different
occupation.
Complete cross
word puzzle.
Mathematics
Problems
involving people
and occupation.
Social Studies
Community
workers.
Art & Craft
Draw a carpenter
at work.
Science
Men and women
of Science.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Text book
Picture book
on occupation.
Anagrams Be able to examine
words and note
how letters can be
restructured to
form other words.
Making other
words using the
structure.
Display positive
observation
skills and
efficient
vocabulary.
Anagrams
A word or
phrase formed
from another
by transposing
or rearranging
the letters
e.g. evil – live
nip – pin
pots – stop
now – won
devil – lived
north – thorn
Finding words
which feature
anagrams.
Compiling list
using jumbled
words to find
new word.
Using thesaurus
to find words.
Written exercise.
Cross word
puzzles using
anagrams.
Word ad
their
opposites or
Antonyms
Be able to form the
opposites of given
words using
prefixes.
Supplying the
opposites of
given words.
Accept and use
suitable
antonyms in
everyday
language.
Develop a rich
vocabulary
through the use
Antonyms are
the opposite of
words regular:
Visible:
invisible
Possible:
impossible
Pure: impure
Discussing
what is meant
by antonyms.
Supplying
antonyms for
given words.
Using
Make a chart of
words and their
opposites
Legal – illegal
Selfish -
unselfish
Mathematics
Problems using
antonyms.
Science
Terms in Science
e.g. transparent
opaque.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
of antonyms. Irregular: by
adding prefix
Interior –
exterior
Above –
Below
Over – under
antonyms to
compare
people, animals
or things.
Using a
dictionary to
find antonyms.
Writing
sentence using
words and
antonyms.
Compiling a
chart of words
and antonyms.
Chipped
words
Formulate short
words from longer
words.
Identifying
chipped words
from longer
words.
Compiling a
word list chipped
words.
Exhibit the
habit of
analyzing words
and using
strange words
in sentences.
Short words
from long
words
e.g.
zoological,
zoo, log,
logic, logical.
Transportation
ran, sport, on
station.
Identifying long
word.
Making short
words from
long words.
Making a word
list.
Compiling a
dictionary with
Create a riddle
using shorten
form of words.
Science
Labelling items.
Social Studies
Discussing
transportation.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
chipped words
and their
meaning.
Write chipped
words.
Making
sentences using
chipped words.
Suffix Change the
meaning to words
by adding prefixes
to expand on the
store of words.
Forming new
words by
attaching
suffixes.
Increase the use
of words with
suffixes.
Appreciate the
value of an
enriched
vocabulary.
Suffixes are
group of
letters added
at the end of a
word to
change the
meaning.
e.g. danger –
dangerous
pain – painful,
painless
use – useful,
useless
Painful – with
much pain or
agony.
Painless –
Identifying
suffixes
spelling new
words on word
list.
Pronouncing
words with
suffixes
e.g. care –
careless, careful
home –
homeless
hope – hopeful,
hopeless
Making
sentences with
new words
Write a new
word for the
given group of
words.
(a) without fear -
fearless
(b) with thank –
thankful
(c) without rest -
restless
Identifying
words with
suffices from a
given paragraph.
Story Telling
using words with
suffixes to
describe
characters.
Science
Describing some
substances e.g.
water is
colourless.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
without no
pain.
formed.
Talking about
the meaning
and role of
suffixes.
Acronyms
and
abbreviations
Substitute the
shortened form of
words to lessen the
amount of words
used in spoken and
written language.
Writing
abbreviations/acr
onyms for given
words.
Interpret
acronyms an
abbreviations.
Use acronyms
and
abbreviations in
everyday
language.
Acronyms are
words formed
from initial
letters of other
words e.g. R.
DDC Caricom
(1) Names of
months –
January,
Jan.
(2) Titles –
e.g.
Doctor –
dr.
(3) Mathema
tical
terms
e.g. hour
– hr,
kilogram
– kg
Identifying and
explaining
acronyms and
abbreviations.
Writing in full
given acronyms
and
abbreviation.
Writing
acronyms and
abbreviation for
given words.
Matching
words with
appropriate
abbreviations or
acronym.
Reading
Write in full the
following
(1) Guywa
(2) B.W.I.A
(3) G. P. L
Give the
abbreviated form
of given words
e.g.
(1) January –
Jan
(2) Guyana
Sugar
Corporation
(3) World
Health
Organisa-
tion
Mathematics
Spelling out
Mathematical
terms e.g. h p –
hire purchase
Social Studies
Composing
acronyms/
abbreviation for
industries.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Magazines
Newspaper
Books
passages/
newspapers to
identify
abbreviation/
acronyms and
saying whether
they are local or
overseas based.
Making a
dictionary using
abbreviations/
acronyms.
Gradation Arrange or
categorise in series
of degrees for
sequential
arrangement.
Classifying
objects
according to
size.
Appreciate
living and non
living things
regardless of
their size or
shape.
Accept that
everything
cannot have the
same size.
Gradation
means to
arrange in a
series of
degrees.
Arrange in
order of size
ant, butterfly,
bee, bug, fly.
Explaining
what the term
gradation
means.
Arranging
pictures or
words in order
of size.
Making up list
of words to
arrange
according to
size.
Written exercise
e.g. Arrange in
order of size pin,
needle, thread,
thimble, scissors.
Mathematics
Arranging in
order of size.
Ascending and
descending order.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
Analogies Show relationship
between two
things through
comparison for
effective speech
and writing.
Completing
missing
information for
analogies.
Develop an
alertness.
Deduce answers
from given
clues.
An analogy is
a likeness in
some ways
between
things that are
otherwise
unlike;
similarity.
Analogies:-
(a) Boy is to
girl as
man is to
woman.
(b) North is
to South
as East is
to West.
Text book.
Explaining
what the term
analogy means.
Writing
analogies
Reading
analogies.
Differentiating
between two
things and their
connections.
Supplying
missing
information to
complete
analogies.
Completing
Cross word
puzzles using
analogies.
Written exercises
e.g. Uncle is to
___ as aunt is to
niece.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
analogies e.g.
Sheep is to
mutton as pig is
to ____.
Simile Use similes to
enrich vocabulary.
Identifying
similes and using
them in
sentences.
Appreciate
similes as a
form of
expression.
Show
awareness of
similes.
Similes are
expressions
that compare
two things
with like
qualities.
Simile e.g. as
agile as a
monkey.
as blind as a
bat.
Text book.
Identifying
similes.
Explaining
similes and
relate it to a
situation.
Writing similes
for given
statements.
Completing
parts of similes
e.g. as green as
___.
Complete
sentences e.g.
The little boy
was as agile as a
___.
The twins are as
like as two ___.
Idioms Possess a store of
idioms for use in
writing to give
clarity.
Using idioms in
writing for
comparing and
contrasting.
Use idioms as a
preferential
language.
Develop a
likeness for
Idioms tell us
about people
and their
behaviour.
Idioms – e.g.
Discussing
what is an
idiom.
Repeating
common idioms
Complete
sentences putting
in appropriate
idioms for parts
of sentences
underlined e.g.
Drama
Using idioms in
spoken language.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE
idioms as a
substitute for
common
sayings.
(1) good for
nothing
(2) to bury
the
hatchet
(3) the apple
of one’s
eye
(4) in the
same boat
that pupils
know.
Explaining
what each
idiom means.
Supplying
idioms for parts
of sentences
underlined.
Sherry is trying
to make peace
with her brother.
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TOPIC OBJECTIVE
CONTENT METHOD/
STRATEGIES EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE