PRE-SCHOOL 3 Subject: LANGUAGE Strand Students should …2. Speaking a. Use spoken language to begin...

PRE-SCHOOL 3 Subject: LANGUAGE Strand Students should be able to: Listening and Speaking Students should be able to listen attentively, to understand and evaluate what they hear

Students should be able to use language to communicate, reflect, gather, process and present information 1. Listening

a. Introduce stories, poems, songs, rhymes, instructions, questions etc b. Begin to listen and respond to clear and simple questions, statements and instructions c. Begin to identify differences in letter sounds d. Begin to distinguish the beginning sound in words e. Begin to show an awareness of rhythm and rhyme f. Begin to listen effectively in order to retell and sequence events

2. Speaking a. Use spoken language to begin to express feelings, communicate effectively and articulate questions b. Talk about his /her own stories, writing, pictures and models c. Begin to speak clearly in order to be understood d. Begin to anticipate and predict when listening to stories

3. Group discussion and interaction a. Begin to listen in small and large groups

4. Language variation a. Respond to different voice tones b. Begin to use language has to fulfill his/her needs, gain information, express feelings etc

Reading Students should be able to gain meaning from texts for enjoyment, instruction and information 1. Reading strategies

a. Recognise his/her own and other familiar names b. Demonstrate conventional book handling skills c. Begin to make predictions at the beginning, during and at the end of a text read to them d. Recognise and name some letters of the alphabet and their sounds e. Begin to recognise beginning sounds or letters in familiar words

2. Understanding texts/Appreciation a. Exploring books by reading or being read to, responding to texts and relating to personal experiences b. Understand that print has meaning

3. Literature a. Retell a story or an experience

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Writing Students should be able to write for a variety of purposes to help them make sense of and explain he world around them 1. Composition

a. Show curiosity in different models or forms of written text b. Begin to express ideas through drawings c. Begin to experiment with print d. Begin to write his/her name e. Begin to differentiate between numbers, letters and words f. Drawing; show more attention to detail

2. Handwriting a. Begin to respond to conventional pencil grip instruction b. Move from scribble to writing letters

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PRE-SCHOOL 4 Subject: LANGUAGE Strand Students should be able to: Listening and Speaking Students should be able to listen attentively, to understand and evaluate what they hear


a. Distinguish between sounds he/she hears in his/her immediate environment b. Listen and respond to stories, poems, rhymes, songs, instructions, questions and explanations c. Listen effectively in order to retell, sequence and describe events d. Begin to distinguish between the beginning and ending sounds of words e. Show an awareness of rhythm and rhyme f. Begin to listen to questions effectively and give appropriate answers g. Respond to different voice tones

2. Speaking a. Use spoken language to express feelings, communicate effectively and articulate opinions b. Talk about his /her own stories, writing, pictures and models c. Speak clearly in order to be understood d. Begin to use appropriate word order in sentences e. Begin to use grammatical rules in speech even though they may over generalize f. Anticipate and predict when listening to texts read aloud g. Use language to fulfill needs, gain information, express feelings etc

3. Group discussion and interaction a. Begin to listen in small and large groups for increasing periods of time


a. Demonstrate an awareness of some conventions of written texts (eg spaces between words, directionality b. Begin to orally read simple familiar texts (charts, books, personal writing, songs) c. Begin to show an awareness and understanding of sound symbol relationships d. Begin to match spoken word(s) to written word(s) e. Begin to recognize beginning and end sounds or letters in familiar words f. Begin to recognize a some words (is, and, big, dog) g. Make predictions at the beginning, during and at the end of a text read to them

2. Understanding texts/Appreciation a. Participate in shared reading, guided reading and read aloud situations

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b. Select and re read favourite texts for enjoyment c. Begin to respond appropriately to a variety of written texts d. Make links between personal experiences and story book characters

3. Reading for information a. Begin to read familiar print from his/her immediate environment (traffic signs, food labels, billboards, bus numbers,

bathroom signs) 4. Literature

a. Begin to recognise the beginning, middle and end of a story


a. Show curiosity in different models or forms of written text b. Begin to express ideas through drawings c. Experiment with print d. Move from writing letters to words e. Write his/her name f. Differentiate between numbers, letters, symbols and drawings g. Write letters and numbers and give them meaning

2. Handwriting a. Respond to conventional pencil grip instruction b. Attempt to form letters conventionally and legibly

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KINDY Subject: LANGUAGE Strand Students should be able to: Listening and Speaking Students should be able to listen attentively, to understand and evaluate what they hear


a. Begin to hear and accept differences between languages b. Begin to listen to and talk about stories, poems, rhymes, questions, explanations and instructions with increasing

confidence and detail c. Listen attentively and considerately for increasing lengths of time d. Hear and repeat rhyming words e. Hear the beginning and end of words f. Begin to ask questions and give appropriate answers

2. Speaking a. Express thoughts and feelings and be able to discuss them, respecting contributions from others b. Communicate to establish relationships with others and for a variety of personal purposes c. Begin to speak clearly with appropriate voice and intonation d. Participate and predict when listening to books read aloud e. Begin to retell, relate and sequence events and stories f. Give instructions, directions and messages and respond to the instructions of others

3. Group discussion and interaction a. Begin to share feelings in small and large group situations

4. Drama a. Participate in imaginative play, story telling, role play and dramatization of stories and poems

5. Language variation a. Begin to understand that language is influenced by purpose and audience


a. Demonstrate an awareness of some conventions of written texts (e.g. spaces between words, directionality) b. Orally read simple familiar texts (charts, books, personal writing, songs) c. Understand sound-symbol relationships and recognize and name all letters and sounds d. Begin to recognise a basic list of common sight words (is, and, big, dog) e. Use a variety of reading strategies to make meaning of text: picture cues, directionality, phonics, self-correction, one to one

correspondence, context, prediction, an increasingly developed sight vocabulary, memory, punctuation, syntax, re-reading and reading on

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f. Begin to read and re-tell simple, familiar books independently with confidence and will be willing to take risks g. Begin to predict what may happen next in a story and revise or confirm predictions

2. Understanding texts/Appreciation a. Participate in shared reading, guided reading and read aloud situations b. Enjoy reading and being read to c. Begin to read for a variety of purposes d. Begin to read simple text aloud with increasing fluency e. Begin to talk about a range of different text types (fiction, non-fiction, letters, lists, recipes, stories, poetry, plays)

3. Reading for information a. Begin to read familiar print from his/her immediate environment (traffic signs, food labels, billboards, bus numbers,

bathroom signs) b. Recognise different parts of a book (title, contents, front/back cover, blurb)

4. Literature a. Introduce the role of author/illustrator b. Recognize that a story has a beginning, middle and end

5. Poetry a. Enjoy the rhythm and rhyme of poetry


a. Participate in generating ideas in group situation (shared writing) b. Show confidence and a positive attitude to writing c. Begin to use simple, developmentally appropriate sentences d. Introduce writing about a range of topics that are personally significant

2. Planning and drafting a. Usually responds orally to the work of others

3. Spelling strategies a. Begin to use phonetic spelling b. Begin to spell some high frequency words c. Introduce some common spelling patterns d. Expose to picture dictionary and word wall

4. Handwriting a. Use appropriate pencil grip and posture while writing b. Begin to write legible upper and lower case letters c. Present writing appropriately with correct directionality and spacing d. Begin to write neatly, paying attention to letter size, shape and formation

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5. Language Structure a. Introduce capital letters and periods b. Write first name accurately including capital letter

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GRADE 1 Subject: LANGUAGE Strand Students should be able to: Listening and Speaking Students should be able to listen attentively, to understand and evaluate what they hear


a. Hear and accept differences between languages b. Listen and talk about stories, poems, rhymes, questions, explanations and instruction with increasing confidence and detail c. Listen attentively and considerately and respond in small and large groups d. Hear the beginning, middle and end of words e. Anticipate and predict when listening to texts read aloud f. Ask questions and give appropriate answers

2. Speaking a. Express thoughts, feelings, ideas and opinions and is able to discuss them, respecting the contributions of others b. Use talk to establish relationships and for a variety of personal purposes c. Begin to speak clearly with appropriate voice and intonation d. Retell, relate and sequence events in stories with increasing detail e. Identify main events and relevant points f. Give instructions, directions, messages and respond to the instructions of others g. Begin to ask questions h. Begin to use content specific vocabulary which may be linked to Unit of Inquiry

3. Group discussion and interaction a. Share feelings and ideas in small and whole group situations


5. Language variation a. Begin to understand that language is influenced by purpose and audience b. Appreciate that a word can have various meanings c. Hear and share rhyming words

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a. Understand consonant blend and diagraph sound-symbol relationships b. Use a variety of reading strategies to make meaning of text (picture clues, directionality, phonics, self-correction, one –to-

one correspondence, context prediction, sight vocabulary, memory, punctuation, syntax, rereading, reading on) c. Read and retell simple and familiar books independently and with confidence and be willing to take risk. d. Read silently with a degree of independence e. Recognise a basic list of common sight words (is, and, big, dog) f. Predict what may happen in a story and revise and confirm predictions

2. Understanding texts/Appreciation a. Participate in shared reading, guided reading and read aloud situations b. Enjoy reading and being read to c. Read for a variety of purposes (pleasure, instruction, information) d. Read simple text aloud with expression and with regard to punctuation e. Begin to read a wide range of simple texts with understanding and accuracy (fiction, non-fiction, letters, lists, recipes,

stories, poetry, plays) f. Know the difference between fiction and non fiction g. Understand and respond to the ideas and feelings expressed in various reading materials h. Is able to comprehend simple text

3. Reading for information a. Recognise and refer to different parts of a book; title, contents, glossary, index, call number, spine, blurb, front/back cover b. Read familiar print from immediate environment

4. Literature a. Understand the role of author, illustrator and poet b. Recognise that a story has a clear beginning, middle and end c. Begin to recall plot and character of a story d. Begin to discuss character, situation and setting of a narrative

5. Poetry a. Appreciate poetic forms b. Enjoy the rhythm and rhyme of poetry


a. Participate in generating ideas in group situations (shared and individual) b. Show confidence and a positive attitude to writing with developing independence c. Write simple, developmentally appropriate sentences

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d. Introduced to different types of writing structures and styles as models for their own writing e. Begin to produce writing with a beginning, middle and end f. Is developing a wide range of vocabulary

2. Planning and drafting a. Respond orally to the work of others b. Is able to read own writing c. Begin to plan, draft and self-edit own writing for sense and punctuation

3. Spelling strategies a. Use phonetic spelling, phonemes and clumping b. Spell many high frequency words c. Begin to use some common spelling patterns in their writing d. Introduced to the use of reference books, dictionaries, computers e. Independently refers to word walls and word sources

4. Handwriting a. Write legible upper and lower case letters with proper pencil grip b. Present writing appropriately, with directionality and spacing c. Write neatly, paying attention to letter size, position, shape and formation

5. Language Structure a. Introduced to nouns, verbs, adjectives and pronouns b. Use capital letters, full stops and question marks in draft writing

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a. Hear and accept differences between languages b. Listen appreciatively and responsively c. Listen for a specific purpose and a variety of situations d. Listen responsively to stories read in order to identify story structures and ideas e. Anticipate and predict when listening to texts read aloud f. Ask questions and give appropriate answers

2. Speaking a. Express thoughts, feelings, ideas and opinions and is able to discuss them, respecting the contributions of others b. Use language confidently, appropriately and with increasing accuracy c. Use register, tone and voice level appropriately and purposefully d. Organise thoughts and feelings before speaking e. Use a range of specific vocabulary to suit different purposes which may be connected to the Unit of Inquiry f. Begin to communicate in more than one language g. Begin to use open-ended questions

3. Group discussion and interaction a. Actively listen and participate in group discussions b. Understand that ideas can be generated, developed and presented through talk and work in groups and pairs c. Explain and discuss their own stories and writing with peers and adults


5. Language variation a. Begin to understand that language is influenced by purpose and audience b. Respect the power of language and be aware of its effect on others, showing sensitivity

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a. Use a variety of reading strategies to make meaning of text (picture clues, directionality, phonics, self correction, one to one correspondence, context prediction, sight vocabulary, memory, punctuation, syntax, rereading, reading on)

b. Use a variety of strategies to make sense of what they read (phonemic awareness, word recognition, grammatical awareness, contextual understanding)

c. Read and retell a variety of books independently and with confidence and be willing to take risks d. Read silently with independence e. Predict what may happen in a story and revise and confirm predictions

2. Understanding texts/Appreciation a. Participate in shared reading, guided reading and read aloud situations b. Use reading for pleasure, instruction and information c. Read text aloud with fluency, expression and with regard to punctuation d. Read independently, fluently, accurately and with understanding e. Read a wide range of simple texts with understanding and accuracy (fiction, non-fiction, letters, lists, recipes, stories,

poetry, plays) f. Begin to appreciate structural and stylistic differences between fiction and non-fiction g. Make appropriate choices of selected reading material h. Understand and respond to the ideas, feelings and attitudes expressed in various texts i. Begin to make inferences and be able to support them j. Begin to recognize the author’s purpose (to inform, entertain, instruct)

3. Reading for information a. Begin to respond to text by identifying the main idea, recognizing cause and effect b. Begin to skim and scan to retrieve relevant information c. Begin to locate, select and use non-fiction texts, dictionaries and IT to find information d. Begin to use a thesaurus e. Begin to introduced to Dewy Decimal Classification system f. Use content, index and glossary

4. Literature a. Identify and describe elements of a story (setting, plot, character, theme) b. Recognise that a story has a problem, climax and resolution c. Recall plot and character of a story d. Begin to identify with character and situation

5. Poetry a. Introduced to different literary styles and genres (figurative language, poetic devices, narrative structures)

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Writing Students should be able to write for a variety of purposes to help them make sense of and explain he world around 1. Composition

a. Participate in generating ideas in group situations (shared and individual) b. Introduced to different types of writing structures and styles to reflect the particular purpose of the writing c. Write for a range of purposes, both creative and informational d. Use content specific vocabulary which may be connected to the Unit of Inquiry e. Write independently with confidence, demonstrating an increasing development of the individual “voice” of the writer f. Be introduced to the format of descriptive, narrative or information paragraph with a topic sentence, supporting details and

closing sentence g. Experiment with composing different forms of poetry

2. Planning and drafting a. Respond to the writing of others with sensitivity and respect b. Reread their written work in order to make revisions and improve their writing c. Plan, draft and self-edit own writing for sense and punctuation d. Begin to present, discuss and evaluate own work

3. Spelling strategies a. Use knowledge of sound symbol relationships and phonological patterns b. Accurately spell high frequency and familiar words c. Apply their knowledge of spelling patterns using a range of strategies to spell words of increasing complexity d. Spell words with common prefixes and ineffectual endings e. Check the accuracy of their spelling using word banks and dictionaries, knowledge of word families and other words,

identify reasons for misspellings 4. Handwriting

a. Begin to write in a consistent and legible style b. Write neatly, paying attention to letter size, shape and formation c. Begin to use word processing to compose written pieces

5. Language Structure a. Introduce the use of nouns, verbs, adjectives and pronouns b. Use capital letters, full stops, commas, exclamation marks, and question marks in draft writing c. Begin to use quotation marks and ellipses in draft writing

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a. Hear and accept differences between languages b. Listen appreciatively and responsively c. Listen for a specific purpose and a variety of situations d. Anticipate and predict when listening to texts read aloud e. Ask relevant questions to clarify, extend and follow up ideas

2. Speaking a. Begin to understand that oral language is a medium for learning as well as for individual enjoyment b. Use register, tone and voice appropriately and purposefully c. Organise thoughts and feelings before speaking d. Use content specific vocabulary that may be connected to the Unit of Inquiry e. Explain and discuss own stories and writing f. Prepare and deliver presentations for a variety of purposes (to inform, to persuade, to direct, to entertain) g. Use both open and closed questions h. Begin to argue persuasively and define a point of view i. Able to reflect upon communication to monitor and assess their learning j. Begin to communicate in more than one language

3. Group discussion and interaction a. Actively listen and participate in group discussions b. Understand that ideas and opinions can be generated, developed and presented through talk and work in groups and pair c. Participate and respond appropriately in group discussions and take on a variety of roles (literature circles)


5. Language variation a. Understand how language can influence points of view and the response of others b. Begin to use language confidently, appropriately, and with increasing responsibility (drama, role play, discussion,

response)

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a. Use a variety of reading strategies to make meaning of text (sight vocabulary, memory, punctuation, syntax, rereading, reading on)

b. Use a variety of strategies to make sense of what they read (phonemic awareness, word recognition, grammatical awareness, contextual understanding)

c. Read and retell simple and familiar books independently and with confidence and be willing to take risks d. Read silently and comprehend the material e. Use a variety of strategies to predict what may happen in a story and revise and confirm predictions

2. Understanding texts/Appreciation a. Participate in shared reading, guided reading and read aloud situations b. Use reading for pleasure, instruction and information c. Read a wide range of texts fluently with understanding and accuracy d. Read a wide range of texts with understanding and accuracy e. Begin to appreciate structural and stylistic differences between fiction and non-fiction f. Make appropriate choices of selected reading material g. Understand and respond to the ideas, feelings and attitudes expressed in various texts h. Begin to make inferences and be able to support them i. Recognize the author’s purpose; inform, entertain, instruct j. Begin to evaluate ideas and themes that broaden perspectives and extend thinking

3. Reading for information a. Begin to respond to text by identifying the main idea, recognizing cause and effect, distinguishing between fact and

opinion, questioning and drawing conclusions b. Begin to read to skim and scan in order to find specific information quickly c. Use organizational features and systems to find texts and information d. Able to draw on different features of texts, including print sound and image to obtain meaning e. Able to locate select and use reference books, dictionaries and IT f. Locate, access, organize and synthesize information from a variety of sources (scan, skim, fact/opinion) g. Use a thesaurus h. Use content, index and glossary

4. Literature a. Identify and describe elements of a story (setting, plot, character, theme) b. Recall plot and character of a story c. Identify with character and situation d. Be able to reflect upon and analyze details of character and plot

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5. Poetry a. Introduced to various literary styles, forms and structures (figurative language, poetic devices, narrative structures)


a. Participate in generating ideas in group situations (shared and individual) b. Begin to use different types of writing structures and styles c. Begin to use writing to help their thinking, investigating, organizing and learning d. Use content specific vocabulary which may be connected to the Unit of Inquiry e. Begin to write a descriptive, narrative or information paragraph with an introduction, supporting details and conclusion f. Write independently with confidence, demonstrating an increasing development of the individual “voice” of the writer g. Use a range of modes in writing: narrative, descriptive, persuasive, expository, responsive, poetic h. Experiment with composing different forms of poetry

2. Planning and drafting a. Respond to the writing of others with sensitivity and respect b. Begin to apply the writing process; plan, draft, revise, proof read, present, discuss and evaluate c. Re-read work in order to make revisions and improvements d. Present, discuss and evaluate own work

3. Spelling strategies a. Apply knowledge of spelling conventions b. Apply knowledge of common letter strings, visual patterns and analogies c. Spell words with common prefixes and ineffectual endings d. Check accuracy of own spelling using word banks, dictionaries and spell checkers e. Revise and build on their knowledge of words and spelling patterns

4. Handwriting a. Write in a consistent, legible style (joined and printed) b. Present and organize work effectively c. Use word processing to compose written pieces

5. Language Structure a. Begin to recognize and use main parts of speech correctly (noun, verb, adjective, pronoun) b. Begin to understand the purposes and organizational features of paragraphs and how ideas can be linked c. Use capital letters, full stops and question marks in draft writing d. Use quotation marks and ellipses in draft writing

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a. Hear and accept differences between languages b. Listen appreciatively and responsively for a sustained period and variety of purposes c. Listen for a specific purpose and a variety of situations d. Ask relevant questions to clarify, extend and follow up ideas

2. Speaking a. Understand that oral language is a medium for learning as well as for individual enjoyment b. Use register, tone and voice level appropriately and purposefully c. Organise thoughts and feelings before speaking d. Use a range of specific vocabulary some linked to Unit of Inquiry to suit different purposes e. Prepare and deliver an individual presentation for a variety of purposes (to entertain, to inform, to persuade, to direct) f. Is able to reflect on own communication to monitor and assess their learning g. Begin to communicate in more than one language

3. Group discussion and interaction a. Participate and respond appropriately in complex discussions, conversations, class and group meetings, debates and group

presentations b. Understand that ideas and opinions can be generated, developed and presented through talk and work in groups and pairs c. Take up and sustain different roles, adapting them to suit the situation (including chair, scribe and spokesperson, lit circle

roles) d. Begin to use different ways to help the group move forward, including summarizing the main points, reviewing what has

been said, clarifying, drawing others in, reaching agreement, considering alternatives and anticipating consequences 4. Drama

a. Participate in imaginative play, story telling, role play and dramatization of stories and poems 5. Language variation

a. Understand how language can influence points of view and responses of others b. Use language confidently, appropriately and with increasing responsibility (drama, role play discussion, response) c. Begin to adapt speaking and listening strategies to the context, purpose and audience

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a. Use a variety of strategies to make sense of what they read (phonemic awareness, word recognition, grammatical awareness, contextual understanding)

b. Use a range of reading strategies (connections, questions, visualizations, inferences, favourites) to aid in reading comprehension

c. Begin to develop and use a reading journal using a variety of reading strategies and responses d. Read independently, (silently and aloud) fluently and accurately

2. Understanding texts/Appreciation a. Participates in reading activities (novel study, literature circles etc.) b. Read daily for enjoyment and information for sustained periods c. Read a wide range of texts with understanding and accuracy d. Appreciate and understand structural and stylistic differences between fiction and non-fiction e. Make appropriate choices of selected reading material f. Understand and respond to the ideas, feelings and attitudes expressed in various texts g. Make inferences and be able to support them h. Engage in individual and silent reading of fiction and non-fiction i. Evaluate ideas and themes that broaden perspectives and extend thinking

3. Reading for information a. Respond to text by identifying the main idea, recognizing cause and effect, distinguishing between fact and opinion,

questioning and drawing conclusions b. Read to skim and scan in order to find specific information quickly c. Use organizational features and systems to find texts and information d. Able to draw on different features of texts, including print sound and image to obtain meaning e. Locate, access, organise and synthesize information from a variety of sources (scan, skim, fact/opinion) f. Locate, select and use reference books, dictionaries, thesaurus and IT

4. Literature a. Be able to reflect upon and analyze details of character and plot b. Begin to identify how character and setting are created, and how plot, narrative structure and themes are developed c. Recognise and appreciate the choice, use and effect of figurative language, vocabulary and patterns of language d. Identify different ways of constructing sentences and their effects

5. Poetry a. Consider poetic forms and their effects b. Be aware that poems have layers of meaning and that they need to be read and re-read, questioned and reflected on to yield

their meaning c. Use specific vocabulary to comment on and analyze poetry

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a. Participate in generating ideas in group situations (shared and individual) b. Write fluently and effectively using a range of structures and styles c. Begin to be use writing to help their thinking, investigating, organising and learning d. Use content specific vocabulary which may be connected to the Unit of Inquiry e. Write a descriptive, narrative, or information paragraph with an introduction, supporting details, and conclusion f. Write independently with confidence, demonstrating an increasing development of the individual “voice” of the writer g. Display a sense of audience by writing in a variety of styles for a range of purposes h. Use a range of modes in writing: narrative, descriptive, persuasive, expository, responsive, poetic i. Begin to include a bibliography correctly j. Experiment with composing different forms of poetry

2. Planning and drafting a. Respond to the writing of others with sensitivity and respect b. Use appropriate writing model; plan, draft, revise, proof read, present, discuss and evaluate c. Plan, organize and complete writing projects of increasing length and complexity d. Revise writing to clarify ideas, provide examples, change sequence and to improve the smooth flow of ideas e. Understand that the form and quality of the presentation of their work reflects their thinking and attitudes

3. Spelling strategies a. Apply knowledge of spelling conventions b. Apply knowledge of common letter strings, visual patterns and analogies c. Check own spelling using word banks, dictionaries and spell checkers d. Revise and build on their knowledge of words and spelling patterns e. Accurately spell high frequency and familiar words f. Use a variety of strategies to spell unknown words

4. Handwriting a. Write in a consistent and legible style (joined or printed) b. Present and organize work effectively c. Use word processing to compose written pieces

5. Language Structure a. Recognise and use main parts of speech correctly (noun, verb, adjective, pronoun, adverb) b. Begin to understand the purposes and organizational features of paragraphs and how ideas can be linked c. Begin to vary sentence structure and length d. Use appropriate grammar to support meaning (e.g. semi-colons, colons, apostrophes, quotation marks, full stops, question

marks, exclamation marks, commas)

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a. Identify and appreciate differences and similarities between languages b. Listen and respond appropriately for a sustained period and for a variety of purposes c. Ask relevant questions to clarify, extend and follow up ideas d. Recognise that different tone, intonation, register etc. can convey a different message e. Identify the gist of an account or key points in a discussion and evaluate what they hear

2. Speaking a. Understand that oral language is a medium for learning as well as for individual enjoyment b. Speak audibly and clearly using spoken English in formal situations c. Use register, tone and voice level appropriately and purposefully d. Organise thoughts and feelings before speaking e. Use a wide vocabulary (some linked to Unit of Inquiry) and complex sentence structures with a high level of accuracy f. Is able to reflect on own communication to monitor and assess their learning g. Prepare and deliver an individual presentation for a variety of purposes (to entertain, to inform, to persuade, to direct) h. Evaluate the effectiveness of their speaking and consider how to adapt it to various situations i. Give complex instructions, directions and messages and respond appropriately to those of others j. Begin to argue persuasively and practice debating skills, presenting a point of view that is not necessarily their own k. Begin to re-call and re-present important features of an argument, talk, reading, radio or TV programme l. Communicate in more than one language

3. Group discussion and interaction a. Participate appropriately in complex discussions, conversations, class and group meetings, debates and group presentations

(includes introduction and conclusion) b. Understand that ideas and opinions can be generated, developed and presented through discussion c. Take up and sustain different roles, adapting them to suit the situation, including chair, scribe and spokesperson (e.g. lit.

circles, group presentation) d. Use different ways to help the group move forward, including summarizing the main points, reviewing what has been said,

clarifying, drawing others in, reaching agreement, considering alternatives and anticipating consequences 4. Drama

a. Use language confidently and appropriately in role play, drama, presentations for a variety of audiences

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5. Language variation a. Understand how language can influence points of view and the responses of others b. Adapt speaking and listening strategies to context, purpose, and audience c. Begin to use a variety of literary devices such as metaphor, simile, personification d. Begin to use language to infer meanings, draw conclusions and make judgments


a. Read with fluency, accuracy and understanding using a range of strategies (using phonemic awareness and phonic knowledge, word recognition and graphic knowledge, knowledge of grammatical structures and contextual understanding)

b. Use a range of reading strategies (connections, questions, visualisations, inferences, favourites) to aid in reading comprehension

c. Develop and use a reading journal recording a variety of reading strategies and responses d. Read independently, (silently and aloud) fluently and accurately

2. Understanding texts/Appreciation a. Participates in reading activities (novel study, literature circles etc.) b. Read daily for enjoyment and information for sustained periods c. Read a wide range of texts with understanding and accuracy d. Appreciate structural and stylistic differences between fiction and non-fiction and their sub genre e. Understand that words can evoke mental images f. Make appropriate choices of selected reading material g. Understand and respond to the ideas, feelings and attitudes expressed in various texts h. Make inferences and be able to support them i. Generate new responses or questions after reading and connect these to prior knowledge and experience j. Engage in individual and silent reading of fiction and non-fiction k. Evaluate ideas and themes that broaden perspectives and extend thinking


questioning and drawing conclusions b. Independently select the appropriate reading strategy for the purpose of the activity (scanning, skimming, rereading) c. Be aware of the different features (print, sound and image) of the text, distinguish between fact and opinion) d. Be aware of the standard organization of informational text (bullet points, icons, tables, paragraphs, sub headings, links in

hyperlinks) e. Locate, access, organize and synthesize information from a variety of sources f. Decide on a specific purpose for reading, and select texts from a variety of appropriate sources (e.g. reference books, atlas,

dictionaries, IT) g. Use a thesaurus and dictionary

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h. Consider how meanings are changed when texts are adapted to different media. i. Begin to be able to sift the relevant from the irrelevant, and distinguish between fact and opinion, bias and objectivity j. Begin to identify words associated with reason, persuasion, argument, explanation, instruction and description in non-

fiction and non literary texts 4. Literature

a. Identify the elements of plot (exposition, rising action, climax, falling action, resolution) themes, setting, characters and how they are developed

b. Identify genre (science fiction, mystery, historical novel) c. Categorize literature (fable, myth, biography, novel, essay) d. Read across the genre and show an interest in a variety of literature (both silently and orally) e. Make informed judgments about the author’s purpose in fiction (who is telling the story; narrator/author/character) f. Identify and evaluate the different types of themes/ideas and conflicts in a story g. Recognise and understand the effect of figurative language (similes, metaphors, idioms)

5. Poetry a. Be aware that poems are open to a range of interpretations b. Show awareness that poems have layers of meaning and that they need to be read and re-read, questioned and reflected on

to yield their meaning c. Use specific vocabulary to comment on and analyse poetry (line, couplet, stanza, rhyme scheme etc)


a. Participate in generating ideas in group situations (shared and individual) b. Write fluently and effectively using a range of structures and styles c. Use writing independently and effectively to structure thinking and communicate d. Use a range of vocabulary including content specific vocabulary linked to Unit of Inquiry e. Use a range of vocabulary which clearly and precisely portrays meaning and creates atmosphere and mood f. Write a descriptive, narrative, or informative paragraph with an introduction, supporting details, and conclusion g. Write independently with confidence, demonstrating an increasing development of the individual “voice” of the writer h. Display a sense of audience by writing in a variety of styles for a range of purposes; matching the style of writing to the

task i. Use a range of modes in writing: narrative, descriptive, persuasive, expository, responsive, poetic j. Write engaging stories that have a recognizable and appropriate structure relating to reading a variety of texts k. Use figurative language appropriately in writing (e.g. simile, metaphor, alliteration, idiom) l. Use a variety of note-taking and study skills to comprehend oral and written text and gather information during research m. Complete a bibliography using the correct way to cite references n. Experiment with composing different forms of poetry

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2. Planning and drafting a. Respond to the writing of others with sensitivity and respect b. Use appropriate writing model; plan, draft, revise, proof read, present, discuss and evaluate c. Use a variety of strategies for collecting, organizing and presenting ideas, details and information d. Plan, organize and complete writing projects of increasing length and complexity e. Revise writing to clarify ideas, provide examples, change sequence and to improve the smooth flow of ideas f. Understand that the form and quality of the presentation of their work reflects their thinking and attitudes

3. Spelling strategies a. Use standard spelling for most words, using knowledge of root words and patterns b. Use appropriate resources (dictionaries, thesaurus) to check spelling

4. Handwriting a. Have a fluent and legible style of handwriting (joined and printed) b. Use appropriate, legible style for labeling, note taking, maps etc c. Show competency in word processing

5. Language Structure a. Recognize and use the main parts of speech correctly (noun, verb, pronoun, adjective, conjunctions, articles and adverb) b. Use appropriate paragraphing linking ideas and demonstrate organizational structure c. Use correct syntax and complex sentence structure d. Use appropriate grammar to support meaning (e.g. semi-colons, colons, apostrophes, quotation marks, full stops, question

marks, exclamation marks, commas)

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a. Identify and appreciate similarities and differences between language b. Ask and answer questions to obtain and clarify information and provide helpful comments c. Give complex instruction, directions, and messages and respond appropriately to those of others d. Identify the difference in language and purpose between promotion and information e. Identify questionable strategies (e.g. exaggerated claims, one sided presentations of information) presenters use to influence

an audience (e.g. in advertisements etc) f. Concentrate and recall the main features of a talk, reading or TV programme and evaluate what they have read

2. Speaking a. Speak audibly and clearly using spoken English in formal situations b. Express and respond to a range of ideas and opinions concisely, clearly and appropriately (observe common grammatical

rules such as subject-verb agreement, noun-verb agreement and consistency of tenses) c. Use tone of voice and gestures to enhance communication and to convince or persuade listeners in conversations,

discussions or presentations d. Organize and deliver a clear and coherent informative presentation e. Communicate a main idea about a topic and describe a sequence of events using appropriate markers f. Use visual aids and images to enhance communication g. Use a varied vocabulary and a range of complex sentence structures effectively and accurately h. Demonstrate the ability to summarize by identifying main points and staying on a topic i. Recognize and interpret figurative language (e.g. similies) in their own speech and that of others j. Evaluate the effectiveness of their own speaking and consider how to adapt it to a range of situations k. Communicate in more than one language

3. Group discussion and interaction a. Contribute and work constructively in groups in a variety of roles b. Use constructive strategies in small group discussions to help the group move forward (e.g. invite other group members to

contribute, ask questions to clarify a point, negotiate to find a basis for agreement) c. Follow up on ideas and recognize the validity of different points of view in group discussions

4. Drama a. Use language confidently and appropriately in role play, drama, presentations for a variety of audiences

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5. Language variation a. Understand how language can influence points of view and the responses of others b. Adapt speaking and listening strategies to context, purpose, and audience c. Understand and use a variety of literary devices such as metaphor, similie, personification d. Use language to infer meanings, draw conclusions and make judgements



b. Use a range of reading strategies (connections, questions, visualizations, inferences, favourites) to aid in reading comprehension

c. Recognize connections between essential ideas, arguments, and perspectives in texts d. Use word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary

and to understand the precise meaning of grade-level appropriate words e. Discern the meaning and relationship between pairs of words encountered in analogies (e.g. synonyms and antonyms,

connotation and denotation) f. Use analogies and other similar devices to infer the literal and figurative meaning of phrases g. Understand how clarity is affected by the patterns of organization

2. Understanding texts/Appreciation a. Participates in reading activities (novel study, literature circles etc.) b. Read and appreciate a variety of fiction and non-fiction materials and ICT based information (including novels, short

stories, poetry, drama, essays, articles) for different purposes and from diverse cultural areas or groups c. Read fluently and approach new texts confidently d. Choose to read for pleasure e. Read aloud, showing understanding of the material and awareness of the audience f. Gain a deeper understanding of human nature, themselves and others g. Comprehend aspects of different cultures more clearly h. Understand the values and assumptions in the texts i. Understand various ways of imaginative literature (oral and written) has been used in a variety of different cultures and

times and address fundamental issues of human existence (e.g. questions of ethics, class, race, gender and justice) j. Support key ideas and viewpoints through accurate and detailed references and to other works k. Demonstrate an understanding of the author’s use of style devices and an appreciation for the effects created


questioning and drawing conclusions

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b. Independently select the appropriate reading strategy for the purpose of the activity (scanning, skimming, rereading c. Be aware of the different features (print, sound and image: films, internet) of the text, distinguish between fact and opinion) d. Be aware of the standard organization of informational text (bullet points, icons, tables, paragraphs, sub headings, links in

hyperlinks) e. Locate, access, organize and synthesize information from a variety of sources (e.g. reference books, atlases, dictionaries,

websites) f. Decide on a specific purpose for reading, and select texts from a variety of appropriate sources g. Consider how meanings are changed when texts are adapted to different media h. Be able to sift the relevant from the irrelevant, and distinguish between fact and opinion, bias and objectivity

4. Literature a. Identify the elements of plot (exposition, rising action, climax, falling action, resolution) themes, setting, characters and

how they are developed b. Read across the genre and show an interest in a variety of literature (both silently and orally) c. Respond sensitively and with emotional involvement to literature d. Compare texts, looking at style, theme and language, different cultural influence identifying connections and contrasts e. Explain their own interpretation of a written work, supporting it with evidence from the work and from their own

knowledge and experiences f. Recognize how and why texts have been influential and significant (over time, culture)

5. Poetry a. Determine the characteristics and purposes of different forms of poetry (e.g. ballad, lyric, epic, elegy, ode and sonnet)


a. Communicate ideas and information for a variety of purposes and to specific audiences, using the forms appropriate for the purpose and topic

b. Use writing for various purposes and in a range of contexts, including school work (e.g. to develop and clarify ideas, to express thoughts and opinions, to jot down personal impressions)

c. Write and identify simple, compound and complex sentences appropriate for the purpose d. Write in paragraphs with a topic sentence e. Write clearly and specifically in an appropriate register or voice f. Write fluently and effectively using a range of structures and styles g. Produce pieces of writing using a variety of forms, techniques and resources appropriate to the form and purpose, and

materials from other media (e.g. diagrams, illustrations, video clips, CD Roms) h. Produce media texts using writing and materials from other media (e.g. electronic portfolios, a web page for a specific

reason) i. Develop and evaluate key ideas on a topic leading to inquiry, investigation and research

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j. Select, classify and organize information to develop a central idea k. Produce reports which include relevant information on several aspects of a topic l. Give credit for both quoted and paraphrased information in a list of references by using a consistent school wide format

(bibliography) m. Begin to write narratives (e.g. biographies, auto biographies and short stories) that relate a clear, coherent incident, event or

situation by using well chosen details; and employ narrative and descriptive strategies (e.g. relevant dialogue, specific action, physical description, background description, comparison or contrast of characters)

n. Experiment, compose and evaluate different forms of poetry 2. Planning and drafting

a. Critique their own writing and that of others with sensitivity and respect b. Participate in an appropriate writing process (plan, draft, proof read, present, discuss, evaluate) c. Use a variety of strategies for collecting, organizing and presenting ideas, details and information d. Use organizational features such as paragraphs and headings to enhance writing e. Revise and edit their own work, focusing on content, organization and appropriateness of vocabulary for audience,

independently and in collaboration with others f. Proofread and correct their own final drafts, focusing on grammar, punctuation, spelling and conventions of style g. Understand that the form and quality of the presentation of their work reflects their thinking and attitudes


4. Handwriting a. Have a fluent and legible style of handwriting b. Create documents by using word processing skills and publishing programmes

5. Language Structure a. Identify and use nouns, verbs, adjectives, pronouns, adverbs, prepositions, conjunctions, articles and interjections b. Combine short related clauses with adverbs, adjectives, conjunctions and prepositional phrases

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a. Identify and appreciate similarities differences between languages b. Ask and answer questions to obtain and clarify information and provide helpful comments c. Give complex instruction, directions, and messages and respond appropriately to those of others d. Identify the difference in language and purpose between promotion and information e. Identify questionable strategies (e.g. exaggerated claims, one sided presentations of information) presenters use to influence

an audience (e.g. in advertisements etc) f. Take relevant notes on oral presentations (e.g. main feature of a talk, reading or TV programme) citing main ideas and

supporting detail and evaluate what they have heard g. Evaluate effectiveness of speech and consider how to adapt it to a variety of situation (e.g. audience feedback, verbal and

non-verbal) h. Recognise when a speaker is being ambiguous or deliberately vague, glosses over points, uses and abuses evidence and

makes unsubstantiated statements 2. Speaking

a. Speak audibly and clearly using appropriate English in different contexts, adapting their talk for a range of purposes and audiences, including the more formal

b. Express and respond to a range of ideas and opinions concisely, clearly and appropriately (observe common grammatical rules such as subject-verb agreement, noun-verb agreement and consistency of tenses)

c. Ask questions and give relevant and helpful comments d. Use tone of voice and gestures to enhance communication and to convince or persuade listeners in conversations,

discussions or presentations e. Communicate a main idea about a topic and describe a sequence of events using appropriate markers f. Use visual aids and images to enhance communication g. Use the vocabulary, structures and grammar of spoken English accurately in informal and formal situations h. Vary word choices, including technical vocabulary and sentence structure for different audiences i. Identify and summarize the main topics and features of a talk, reading or TV programme j. Paraphrase a speaker’s purpose and point of view k. Deliver persuasive presentations that include a thesis and support arguments with evidence l. Evaluate effectiveness of speech and consider how to adapt it to a variety of situations (e.g. audience feedback, verbal and

non-verbal)

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m. Communicate in more than one language 3. Group discussion and interaction

a. Contribute and work constructively in groups in a variety of roles b. Use constructive strategies in small group discussions to help move the group forward (e.g. invite other group members to

contribute, ask questions to clarify a point, negotiate to find a basis for agreement) c. Follow up on ideas and recognize the validity of different points of view in group discussions d. Take different views into account and modify their own views

4. Drama a. Use language confidently and appropriately in role play, drama, presentations for a variety of audiences

5. Language variation a. Understand how language can influence points of view and the responses of others b. Adapt speaking and listening strategies to context, purpose, and audience c. Understand and use a variety of literary devices such as metaphor, similie, personification d. Use language to infer meanings, draw conclusions and make judgements



b. Use a range of reading strategies (connections, questions, visualisations, inferences, favourites) to aid in reading comprehension

c. Read and appreciate a variety of fiction and non-fiction materials and ICT based information (including novels, short stories, poetry, drama, essays, articles) for different purposes, and from diverse cultural areas and groups

d. Recognize connections between essential ideas, arguments, and perspectives in texts e. To be able to sift the relevant from the irrelevant, and distinguish between fact and opinion, bias and objectivity f. Use word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary

and to understand the precise meaning of grade-level appropriate words g. Discern the meaning and relationship between pairs of words encountered in analogies (e.g. synonyms and antonyms,

connotation and denotation) h. Use analogies and other similar devices to infer the literal and figurative meaning of phrases i. Understand how clarity is affected by the patterns of organization

2. Understanding texts/Appreciation a. Participates in reading activities (novel study, literature circles etc.) b. Develop understanding and appreciation of texts c. Read, listen to and explore a large variety of stories, poems and dramas from diverse cultural areas or groups d. Read aloud, showing understanding of the material and awareness of the audience

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e. Understand the motivations and reactions of literary characters from different historical eras and cultures confronting similar situations or conflicts

f. Understand various ways of imaginative literature (oral and written) has been used in a variety of different cultures and times address fundamental issues of human existence (e.g. questions of ethics, class, race, gender and justice)

g. Identify significant literary devices in a text (e.g. imagery, symbolism, dialect, and irony) and use those elements to interpret the work

h. Demonstrate an understanding of the author’s use of stylistic devices and an appreciation for the effects created i. Support key ideas and viewpoints through accurate and detailed references to the text and to other works j. Be able to extract meaning beyond the literal, explaining how the choice of language and style affects implied and explicit

meanings 3. Reading for information

a. Respond to text by identifying the main idea, recognizing cause and effect, distinguishing between fact and opinion, questioning and drawing conclusions

b. Independently select the appropriate reading strategy for the purpose of the activity (scanning, skimming, re-reading) c. Be aware of how the different features (print, sound and image) of the text, distinguish between fact and opinion) d. Be aware of the standard organization of informational text (bullet points, icons, tables, paragraphs, sub headings, links in

hyperlinks) e. Locate, access, organize and synthesize information from a variety of sources (eg reference books, atlases, dictionaries,

websites) f. Decide on a specific purpose for reading, and select texts from a variety of appropriate sources g. Consider how meanings are changed when texts are adapted to different media h. Be able to sift the relevant from the irrelevant, and distinguish between fact and opinion, bias and objectivity i. Identify words associated with reason, persuasion, argument, explanation, instruction and description in NF and non

literary texts 4. Literature

a. Identify the elements of plot (exposition, rising action, climax, falling action, resolution) themes, setting, characters and how they are developed

b. Read across the genre and show an interest in a variety of literature (both silently and orally) c. Respond sensitively and with emotional involvement to literature d. Identify and analyse recurring comparative themes (e.g. good and evil, traditional and contemporary) across works e. Explain the function of structural elements of the plot (e.g. subplots, parallel episodes, climax) the plot’s development, and

the extent to which conflicts are addressed and resolved f. Analyse relevance of setting (place, time and customs) to the mood, tone and meaning of the text g. Produce responses to literature that develop interpretations and exhibit insight and support judgments through references to

the text, other works or personal knowledge h. Recognize how and why texts have been influential and significant

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5. Poetry a. Determine the characteristics and purposes of different forms of poetry (e.g. ballad, lyric, epic, elegy, ode and sonnet)


a. Communicate ideas and information for a variety of purposes and to specific audiences, using the forms appropriate for the purpose and topic

b. Use writing for various purposes and in a range of contexts, including school work (e.g. to develop and clarify ideas, to express thoughts and opinions, to jot down personal impressions)

c. Write and identify simple, compound and complex sentences d. Use effective paragraph structure to form different types of paragraphs e. Write clearly and specifically in an appropriate register or voice f. Use a variety of perspectives in writing g. Produce pieces of writing using a variety of forms, techniques and resources appropriate to the form and purpose, and

materials from other media (e.g. diagrams, illustrations, video clips, CD Roms) h. Produce media texts using writing and materials from other media (e.g. electronic portfolio, a web page for a specific

reason) i. Understand the purpose of research and the various elements of a research paper j. Take relevant research notes on written communication, citing major ideas and supporting details k. Differentiate between evidence and opinion l. Develop and evaluate key ideas on a topic leading to inquiry, investigation m. Select, classify and organize information to develop a central idea n. Prepare reports or research presentations that define a thesis, record important ideas, concepts and direct quotations,

paraphrase and summarize all relevant perspectives on the topic and develop original ideas based on the research o. Give credit for both quoted and paraphrased information in a bibliography by using a consistent school wide format to cite

references p. Write narratives (e.g. biographies, auto biographies and short stories) that relate a clear, coherent incident, event or

situation by using well chosen details; and employ narrative and descriptive strategies (e.g. relevant dialogue, specific action, physical description, background description, comparison or contrast of characters)

q. Experiment with, compose and evaluate different forms of poetry r. Write persuasive compositions that include a clearly stated thesis supported by appropriate examples and a logical strategy,

and make clear and well supported conclusions 2. Planning and drafting

a. Critique their own writing and that of others with sensitivity and respect b. Participate in an appropriate writing process (plan, draft, proof read, present, discuss, evaluate) c. Revise writing for word choice, appropriate organization, consistent point of view and transitions among paragraphs,

passages and ideas

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d. Plan and conduct information searches using a variety of information e. Utilize a strong and appropriate structure in writing expository prose f. Use organizational features such as paragraphs and headings to enhance writing g. Use effective strategies to evaluate accuracy and validity of information h. Edit written manuscripts to reflect appropriate and effective grammar


4. Handwriting a. Have a fluent and legible style of handwriting using pen (script and printed) b. Determine and use appropriate legible style for labeling, note-taking, maps etc. c. Create documents by using word processing skills and publishing programmes

5. Language Structure a. Use appropriate grammar to support meaning (e.g. semi-colons, apostrophes, quotation marks, full stops, question marks,

exclamation marks, commas) b. Identify and use nouns, verbs, adjectives, pronouns, adverbs, prepositions, conjunctions, articles and interjections c. Combine short related clauses with adverbs, adjectives, conjunctions and prepositional phrases d. Use correct syntax and complex sentence structure e. Use appropriate paragraphing, linking ideas and demonstrate organizational structure f. Use language that is precise, striking and appropriate to the subject

6. Poetry a. Be aware that poems are open to a range of interpretations b. Show awareness that poems have layers of meaning and that they need to be read aloud re-read, and questioned and

reflected upon to reveal their meaning c. Use specific vocabulary to comment on and analyze poetry (line, couplet stanza rhyme, scheme etc.)

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a. Identify and appreciate similarities differences between languages b. Ask and answer questions to obtain and clarify information and provide helpful comments c. Give complex instruction, directions, and messages and respond appropriately to those of others d. Identify the difference in language and purpose between promotion and information e. Identify questionable strategies (e.g. exaggerated claims, one sided presentations of information) presenters use to influence

an audience (e.g. in advertisements etc) f. Take relevant notes on oral presentations (e.g. main features of a talk, reading or TV programme) citing main ideas and

supporting detail and evaluate what they have heard g. Paraphrase a speaker’s purpose and point of view h. Distinguish features of presentation where a speaker aims to explain, persuade, amuse or argue a case i. Recognise when a speaker is being ambiguous or deliberately vague, glosses over points, uses and abuses evidence and

makes unsubstantiated statements j. Distinguish tone, undertone, implications and other signs of a speakers intentions (e.g. hidden agendas, slanted or biased

material) k. Identify the major elements of what is being said both explicitly and implicitly

2. Speaking a. Speak audibly and clearly using appropriate English in different contexts, adapting their talk for a range of purposes and

audiences, including the more formal b. Use gesture, tone, pace and rhetorical devices for emphasis c. Structure talk clearly using markers (e.g. transitions, preview, summaries, logically developed body, effective conclusion) d. Express and respond to range of ideas and opinions concisely, clearly and appropriately (observe common grammatical

rules such as subject-verb agreement, noun-verb agreement and consistency of tenses) e. Use the vocabulary, structures and grammar of spoken English accurately in informal and formal situations f. Vary word choices, including technical vocabulary and sentence structure for different audiences effectively and with a

high level of accuracy g. Identify and summarise the main topics and features of a talk, reading or TV programme h. Use illustrations, visual aids, evidence and anecdote to enrich their ideas i. Paraphrase a speaker’s purpose and point of view j. Deliver persuasive presentations that include a thesis and support arguments with evidence

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k. Evaluate effectiveness of speech and consider how to adapt it to a variety of situations (e.g. audience feedback, verbal and non-verbal)

l. Communicate in more than one language 3. Group discussion and interaction

a. Contribute and work constructively in groups in a variety of roles b. Use constructive strategies in small group discussions to help the group move forward (e.g. invite other group members to

contribute, ask questions to clarify a point, negotiate to find a basis for agreement) c. Follow up on ideas and recognize the validity of different points of view in group discussions d. Take different views into account and modify their own views e. Sift and summarize the most important points

4. Drama a. Use language confidently and appropriately in role play, drama and presentations for a variety of audiences

5. Language variation a. Understand how language can influence points of view and the responses of others b. Adapt speaking and listening strategies to context, purpose, and audience c. Understand and use a variety of literary devices such as metaphor, similie and personification d. Use language to infer meanings, draw conclusions and make judgements

Reading Students should be able to gain meaning from texts for enjoyment, instruction and information

1. Reading strategies a. Read with fluency, accuracy and understanding using a range of strategies (using phonemic awareness and phonic

knowledge, word recognition and graphic knowledge, knowledge of grammatical structures and contextual understanding) b. Use a range of reading strategies (connections, questions, visualisations, inferences, favourites) to aid in reading

comprehension c. Recognize connections between essential ideas, arguments, and perspectives in texts d. Use word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary

and to understand the precise meaning of grade-level appropriate words e. Discern the meaning and relationship between pairs of words encountered in analogies (eg synonyms and antonyms,

connotation and denotation) f. Use analogies and other similar devices to infer the literal and figurative meaning of phrases g. Understand how clarity is affected by the patterns of organization

2. Understanding texts/Appreciation a. Participate in reading activities (novel study, literature circles etc.) b. Read and appreciate a variety of fiction and non- fiction materials and ICT based information (including novels, short

stories, poetry, drama, essays, articles) for different purposes, and from diverse cultural areas or groups c. Develop understanding and appreciation of texts

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d. Read, listen to and explore a large variety of stories, poems and drams from diverse cultural areas or groups e. Understand the motivations and reactions of literary characters from different historical eras and cultures confronting

similar situations or conflicts f. Understand various ways of imaginative literature (oral and written) has been used in a variety of different cultures and

times address fundamental issues of human existence (e.g. questions of ethics, class, race, gender and justice) g. Identify significant literary devices in a text (e.g. imagery, symbolism, dialect, and irony) and use those elements to

interpret the work h. Demonstrate an understanding of the author’s use of stylistic devices and an appreciation for the effects created i. Analyze how the theme or meaning of a selection represents a view or comment on life and different cultural contexts (e.g.

childhood, oral and folk traditions) using textual evidence to support the claims j. Be able to extract meaning beyond the literal, explaining how the choice of language and style affects implied and explicit

meanings 3. Reading for information

a. Respond to text by identifying the main idea, recognizing cause and effect, distinguishing between fact and opinion, questioning and drawing conclusions

b. Independently select the appropriate reading strategy for the purpose of the activity (scanning, skimming, rereading) c. Be aware of the different features (print, sound and image) of the text, distinguish between fact and opinion) d. Be aware of the standard organization of informational text (bullet points, icons, tables, paragraphs, sub headings, links in

hyperlinks) e. Locate, access, organize and synthesize information from a variety of sources f. Decide on a specific purpose for reading, and select texts from a variety of appropriate sources (e.g. reference books,

atlases, dictionaries, websites) g. Consider how meanings are changed when texts are adapted to different media h. Be able to sift the relevant from the irrelevant, and distinguish between fact and opinion, bias and objectivity i. Identify words associated with reason, persuasion, argument, explanation, instruction and description in non-fiction and

non literary texts j. Understand the unity, coherence, logic, internal consistency and structural patterns of non-fictions text k. Compare original text to a summary for accuracy of the main ideas, inclusion of critical details, and the extent to which it

conveys the underlying meaning of the original text including non-fiction text l. Analyze persuasive text for proposition-and-support-patterns

4. Literature a. Identify the elements of plot (exposition, rising action, climax, falling action, resolution) themes, setting, characters and

how they are developed b. Read across the genre and show an interest in a variety of literature (both silently and orally) c. Respond sensitively and with emotional involvement to literature d. Identify and analyze recurring comparative themes (e.g. good and evil, traditional and contemporary) across works

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e. Explain the function of structural elements of the plot (e.g. subplots, parallel episodes, climax) the plot’s development, and the extent to which conflicts are addressed and resolved

f. Analyze relevance of setting (place, time and customs) to the mood, tone and meaning of the text g. Recognize how and why texts have been influential and significant h. Identify significant literary devices in a text (e.g. imagery, symbolism, dialect, and irony) and use those elements to

interpret the work i. Recognise how and why texts have been influential and significant over time and culture j. Produce responses to literature that develop interpretations and exhibit careful reading and insight; connect the student’s

own responses to specific textual references; draw supported inferences and the effects of a literary work on its audience; and support judgments through references to the text, other works or personal knowledge

5. Poetry a. Determine the characteristics and purposes of different forms of poetry (e.g. ballad, lyric, epic, elegy, ode, and sonnet)

Writing Students should be able to write for a variety of purposes to help them make sense of and explain he world around them

1. Composition a. Communicate ideas and information for a variety of purposes and to specific audiences, using the forms appropriate for the

purpose and topic b. Use writing for various purposes and in a range of contexts, including school work (e.g. to develop and clarify ideas, to

express thoughts and opinions, to jot down personal impressions) c. Write and identify simple, compound and complex sentences appropriate for the purpose d. Use effective paragraph structure to form different types of paragraphs e. Write clearly and specifically in an appropriate register or voice f. Use a variety of perspectives in writing g. Anticipate reader reaction, counter opposing views and use language to gain attention and sustain interest h. Produce pieces of writing using a variety of forms, techniques and resources appropriate to the form and purpose, and

materials from other media (e.g. diagrams, illustrations, video clips, CD Roms) i. Produce media texts using writing and materials from other media (e.g. electronic portfolio, a web page for a specific

reason) j. Understand the purposes of research and the various elements of a research paper k. Take relevant research notes on written communication, citing major ideas and supporting details l. Differentiate between evidence and opinion m. Develop and evaluate key ideas on a topic leading to inquiry, investigation n. Select, classify and organize information to develop a central idea o. Prepare reports or research presentations that define a thesis, record important ideas, concepts and direct quotations,

paraphrase and summarize all relevant perspectives on the topic and develop original ideas based on the research

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p. Give credit for quoted and paraphrased information in a bibliography by using a consistent school wide format to cite references

q. Write narratives (e.g. biographies, auto biographies and short stories) that relate a clear, coherent incident, event or situation by using well chosen details; and employ narrative and descriptive strategies (e.g. relevant dialogue, specific action, physical description, background description, comparison or contrast of characters)

r. Experiment with, compose and evaluate different forms of poetry s. Write persuasive compositions that include a clearly stated thesis supported by appropriate examples and some cited

evidence, a logical strategy and a clear and well supported conclusion t. Support thesis or conclusions with analogies, paraphrases quotations and opinions from authorities, comparisons and

similar devices 2. Planning and drafting

a. Critique their own writing and that of others b. Participate in an appropriate writing process (plan, draft, proof read, present, discuss, evaluate) c. Edit written manuscripts to reflect appropriate and effective grammar d. Revise writing for word choice, appropriate organization, consistent point of view and transitions among paragraphs,

passages and ideas e. Plan and conduct information searches using a variety of information f. Utilize a strong and appropriate structure in writing expository prose g. Use organizational features such as paragraphs and headings to enhance writing h. Use effective strategies to evaluate accuracy and validity of information


4. Handwriting a. Have a fluent and legible style of handwriting using pen (script and printed) b. Create documents by using word processing skills and publishing programmes

5. Language Structure a. Use appropriate grammar to support meaning (e.g. Semi-colons, colons, apostrophes, quotation marks, full stops, question

marks, exclamation marks, commas) b. Identify and use nouns, verbs, adjectives, pronouns, adverbs, prepositions, conjunctions, articles and interjections c. Combine short related clauses with adverbs, adjectives, conjunctions and prepositional phrases d. Use correct syntax and complex sentence structure e. Establish coherence with and among paragraphs through effective transitions, parallel structures and similar writing

techniques f. Use language that is precise, striking and appropriate to the subject

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6. Poetry a. Be aware that poems are open to a range of interpretations b. Show awareness that poems have layers of meaning and that they need to be read and reread, and questioned and reflected

on to reveal their meaning c. Use specific vocabulary to comment on and analyze poetry (line, couplet, stanza, rhyme, scheme etc.)

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PRE-SCHOOL 3 Subject: LANGUAGE Strand Students should …2. Speaking a. Use spoken language to begin...

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Transcript of PRE-SCHOOL 3 Subject: LANGUAGE Strand Students should …2. Speaking a. Use spoken language to begin...