Foreword

The Directorate: Curriculum ECD and GET programmes of the Eastern Cape Department

of Education, in collaboration with the district curriculum personnel and teachers,

provincialised the LEARNER ATTAINMENT TARGET (LAT) DOCUMENT for the

Foundation Phase with the purpose of increasing the capacity of teachers to have a clear

picture on the process of learner attainment targets.

This document, the Learner Attainment Target for Foundation Phase, is a working

document. Critical engagement with the document is encouraged. Inputs, suggestions,

recommendations and exemplars on assessment (formal assessment tasks) related

matters that will strengthen this document are invited from all stakeholders, especially

school managers and educators.

It is hoped that this process will assist the province to finalise a more realistic, practical

and authentic guideline that will provide the necessary clarity and guidance educators

need to manage the learner attainment process more effectively and with confidence.

……………………………..

Dr F. Peters Director: Curriculum ECD & GET Programmes

For inputs into this document please contact : Dr T. Reddy Tel no: 040 6084780

Ms A. Minnaar Tel no: 040 6084667

ACKNOWLEDGEMENTS Provincial task team: Dr T Reddy CES : ECD/FP Head Office Ms W Pretorius DCES : ECD/FP Head Office Ms N.P. Manxiwa DCES : ECD/FP Head Office District Office Task Team: Ms N Qongqo DCES : ECD/FP Uitenhage Ms A Smith DCES : ECD/FP Port Elizabeth Ms T.N Ngaleka DCES : ECD/FP Mt Fletcher Ms P.R.N Lefume DCES : ECD/FP East London Ms L.E. Matthews DCES : ECD/FP Grahamstown Ms N.I Mkruqulwa SES : ECD/FP Dutywa Ms N Xashimba SES : ECD/FP Queenstown Ms N.Y. Tyamzashe SES : ECD/FP Butterworth Ms A Baines SES : ECD/FP Port Elizabeth Ms B September SES : ECD/FP Uitenhage Ms M Lamprecht SES : ECD/FP Port Elizabeth Ms H Knoetze SES : ECD/FP Port Elizabeth Ms N .V Njadayi SES : ECD/FP Port Elizabeth Ms E Walters SES : ECD/FP Uitenhage Ms MN Tyatyeka DCES : ECD/FP Lady Frere Ms N Mazosiwe Acting SES: ACD/FP Uitenhage Ms R Shasha DCES: ECD / FP Queenstown Ms X Mjele SES:ECD / FP King Williamstown Educators: Ms N.F Mbande Nozizwe Jun Primary King Williamstown Ms N.Y. Saba Ezikweni Jun Primary King Williamstown Ms S.V. Lutuli Nontuthuzelo Primary East London Mr B Tsitsa Mzamomhle Primary Butterworth Ms K.C. Hlapisi Ilingelethu Jun Sec Mt Fletcher Ms M.A Ntanjana Mohoabatsana Jun Sec Mt Fletcher Ms S.R Mosia Naledi Jun Sec Mt Fletcher Ms F.N. Nobeqwa Luzie Jun Sec Mt Fletcher Ms N Ngqono Phaphama Sen Prim Mt Fletcher Ms G.H. Lerotholi Remang-Motheo Sen Prim Mt Fletcher Ms N.G. Ntokoane Matsoana Sen Prim Mt Fletcher Ms P Phera Mbizeni Sen Prim Mt Fletcher Ms P Phera Seqhobong Jun Sec Mt Fletcher Ms L. Kalatile Mosana Jun Sec Mt Fletcher Ms M.M. Erasmus Moregrove Primary Port Elizabeth Ms V Loftie-Eaton Moregrove Primary Port Elizabeth Ms E Terblanche Moregrove Primary Port Elizabeth Ms A Brenner Moregrove Primary Port Elizabeth Ms S Theron Moregrove Primary Port Elizabeth Ms J van Zyl Diaz Primary Port Elizabeth Ms E Pike Mt Pleasant Primary Port Elizabeth Ms M Issacs Arcadia Primary Port Elizabeth Ms F Salter Arcadia Primary Port Elizabeth

Ms M Shaw Arcadia Primary Port Elizabeth Ms U Wannie Arcadia Primary Port Elizabeth Ms A Lingenfelder Sunridge Primary Port Elizabeth Ms H Niemand Sunridge Primary Port Elizabeth Ms A van Wyk Newton Park Primary Port Elizabeth Ms B Nkqayi Melumzi Primary Uitenhage Ms N Mjekula James Ntungwana Prim Uitenhage Ms N Mjekula C.W. Hendickse Primary Uitenhage Ms B Noqha Mahliwane Butterworth Ms V Tyabula Zidlekhaya Butterworth THANKS A word of thanks to the following Principals / Officials of participating schools / district officers Mr C Viljoen Newton Park Primary Port Elizabeth Mr C Nel Sunridge Primary Port Elizabeth Mr N Mokapela Nozizswe Jun Primary Uitenhage Ms N Bernett James Ntungwana Uitenhage Ms L.A. Matshoba Zikweni J.P King Williams Town Ms M.D. Madaka Nontuthuzelo Prim. East London Mr A. Matabata C. W. Hendrickse Uitenhage Ms N.F.Ningiza Mzamomhle J.S.S. Butterworth Ms T.P.Mashasela Haphama S.P.S. Mt. Fletcher Mr C.R. Muller Diaz Primary Port Elizabeth Mr P. Potgieter Moregrove Primary Port Elizabeth Mr M. Mey Mount Pleasant Primary Port Elizabeth Ms F. Sibeko Melumzi Primary Uitenhage Ms Z.A. Twalo Esezizwe Jun Primar Queenstown Ms E.M. Basson College Hill Preparatory Uitenhage Mr P. De Villiers CES: Curriculum Graaff – Reinet

Grade 2 Learners from Laerskool Grens East London

CONTENTS

Learner Attainment Improvement Strategy ............................................................................ 1 – 3

Attainment Targets and Formal Assessment Tasks ................................................................. 4 – 43

Summary of Formal Assessment Tasks ...................................................................................... 44

Exemplar of a Formal Assessment Task .................................................................................... 45 - 55

Assessment Programme ............................................................................................................. 56 - 57

High Frequency Words ............................................................................................................... 58 - 59

Learner Attainment Improvement Strategy 1

LEARNER ATTAINMENT IMPROVEMENT STRATEGY 1. BACKGROUND High levels of literacy and numeracy are basic skills needed for participating in our high level knowledge society. Reading and writing skills are foundational for developing these skills, and for accessing knowledge in the curriculum which, in turn, is aimed at promoting high levels of knowledge and skills. The strategy has the broad goal that over the long term South Africans should enjoy a level of literacy that enables them to participate fully in all aspects of life, including work, family and community. The economic and social health of our nation depends on building a literate nation that is able to read widely for practical purposes and for pleasure. This means making the current generation of learners more aware of the pleasure and importance of reading, and ensuring that they will have the level of literacy skills which modern society demands. The National Literacy Strategy was developed in response to the poor literacy results achieved by Grade 3 and Grade 6 learners in the National Systemic Evaluations and to maximize the use of existing literacy resources. The strategy aims to place literacy at the heart of curriculum planning so that the subject matter from other curriculum areas is available as content or stimulus for speaking, listening, reading and writing. Equally, skills required in the reading and writing lesson should apply during the rest of the school day. Furthermore the strategy promotes the strengthening of Home Language acquisition and development and the promotion of multi-lingualism from Grade R to 6 as is set out in the Language in Education Policy (LIEP). The Literacy Strategy will develop and support the implementation of reading and writing in Grades R-6. Two key components of the NLS are: • Structured literacy focus time • A special time for Reading for pleasure and information called “Drop all and Read” (DAR) Time Emanating from this National initiative, the Learner Attainment Improvement Strategy was designed. This is in an effort to assist teachers in practically addressing the Languages challenges as reported in the findings of the 2003 Systemic Evaluation Research Project. These findings highlighted the challenges teachers and learners experience in acquiring Language skills. It also raises concerns about the low Literacy levels found in schools. 2. PURPOSE OF LEARNER ATTAINMENT TARGETS Research findings conducted by the National and Provincial Education Departments, the Joint Education Trust (JET), Human Research Council (HRC) , Higher Education Institutions (HEIS) and Non-Governmental Organisations concur that poor literacy performance can be attributed to a range of factors. Whilst Learning Outcomes and Assessment Standards spell out clearly what is expected of the learners within each grade, there is a lack of planned, progressive attainment at regular intervals. The development of Learner Attainment Targets (LATs) is an attempt to address the process of progression which is a requirement of the National Assessment Policy (February 2007). After introducing the L.A.T. programme, uniform classroom implementation will be expected in the Foundation Phase classrooms across the Province, in each grade. This effective implementation will only be evident if the learning assessment tasks are explicitly clarified and detailed enough for practical application. Exemplars of Learner Attainment Targets and Assessment Tools are included in this document to assist teachers in their task. As this is a working document, feedback and suggestions for practical improvement are valued.

2 Learner Attainment Improvement Strategy

3. PROVINCIAL PROCESS The developmental process was initiated by electing the Provincial Literacy Task Team. The four Languages for the Province were represented on this team. Each Language group found it necessary to include the expertise of practicing teachers to legitimize the process of developing the LAT’s. This developmental process and refinement involved a commitment and dedication from the teachers. The final draft presentation was delivered at a Provincial LAT workshop on the 19 January 2008 for final desk top publishing, ratification and printing and distribution. The first distribution is scheduled for the end of March 2008 for schools to pilot and refine for final publication in 2009. 4. HOW TO USE THIS GUIDE The requirements of the Protocol of February 2007 set Formal Assessment Tasks for Languages per term. Note the following:- • For Home Language, there are four (4) Formal Assessment Tasks per term. • For First Additional Language there are two (2) Formal Assessment Tasks per term. This guide consists of: 4.1. ATTAINMENT TARGETS

• The layout of the first document indicates the relevant LO’s and AS’s used for Formal and Informal Assessment.

• Note that the AS’s are not sequenced in the same manner in all Home Language documents.

• The AS’s in this document have been numbered according to the sequence of the AS’s in English Home Language Policy Document.

• There are four terms indicated on each page by means of columns. • Under each term there are shaded and non shaded areas. • Shaded areas represent Formal Assessment Tasks (FATs). These are numbered as FAT 1,

FAT 2, etc and indicate what is to be attained per term. • The following table is an extract from the Attainment Targets in the GR R document

AS2: Demonstrates appropriate listening behaviour by listening without interrupting, showing respect for the speaker and taking turns to speak.

To try and sit still and listen without interrupting. FAT 1,3 OBSERVATION

To sit still and to listen without interrupting.

To put up their hand and wait for their turn. FAT 1

To sit still without interrupting and fidgeting.

• Non-shaded areas represent Informal Assessment Tasks. 4.2. FORMAL ASSESSMENT TASKS (FATs)

• This document gives an overview (summary) of the whole FAT process per term: • It indicates by means of tabulation the selected LO’s and AS’s , FATs, Activities, Forms of

Assessment and Assessment Tools. • The teachers are expected to develop their own Assessment Tools for all tasks.

4.3. SUMMARY OF FORMAL ASSESSMENT TASKS (FATs)

• This Table is divided into four terms and the number of tasks per term for the specific Learning Programme

FAT 1, 3 indicates that AS 2 of Listening LO1 is assessed for the 1st and the 3rd FAT in Term 1

Learner Attainment Improvement Strategy 3

• A summary of all the LO’s and AS’s used for the Formal Assessment Tasks throughout the year are added to this table.

4.4. EXEMPLAR OF A FORMAL ASSESSMENT TASK

• This document is the exemplar of a Formal Assessment Task. • The teachers are expected to develop further assessment tasks as required by the

Protocol. 4.5. ASSESSMENT PROGRAMME

• This document gives the overall Formal Assessment Programme per grade per year. • It is divided into terms and details the four ( 4 ) Formal Assessment Tasks. • This Assessment Programme forms part of the School Assessment Plan.

4.6. HIGH FREQUENCY WORDS GRADE 1 - 3 5. HINTS FOR TEACHERS ON THE CHOICE OF TEXT IN THE FOUNDATION PHASE

Be conscious of : • Letter formation • Density of Text (The balance between text and illustrations) • Font size • Spacing • Number of words per page • Contextual factors (e.g. child’s environment, cultural factors, relevant to child’s

experiences) • Relevant to age / skill level / level of understanding • Extension / Enrichment of skills, broadening environments • A variety of genres and text types : • books, posters, magazines, invitations, charts, newspaper articles, poems instructions etc • Visual appeal of the text (colour, illustrations )

6. REFERENCES

• Revised National Curriculum Statement : Learning Area Policy Document • Government Gazette 29626 of February 2007 : Assessment Policy • National Literacy Strategy Document • Teacher’s Guide for the Development of Learning Programmes: Foundation Phase 2002 • The Bully, Oxford Reading Tree, Oxford University Press • Oxford Keywords, Oxford Reading Tree, Oxford University Press • They all wanted to see (Alida Bothma) • Rubistar, http://rubistar.4teachers.org

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r det

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pic

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4.

3 p

redi

cts w

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strat

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com

mun

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ten

and

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7 w

orks

out

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ffect

in th

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ora

l tex

t,AS

1 :

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a

nd w

rites

it in

ow

n w

ords

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e le

arne

r sits

and

liste

ns q

uiet

ly.

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: Lis

tens

, enj

oys a

nd re

spon

ds a

ppro

pria

tely

to ri

ddle

sLis

ten

and

resp

onds

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:

and

joke

sto

ridd

les

The

lear

ner s

how

s res

pect

for s

peak

er.

AS 6

: Lis

tens

to a

spea

ker t

he le

arne

r can

not s

ee (e

g ra

dio,

Instr

uctio

ns o

n Th

e le

arne

r tak

es tu

rns t

o sp

eak.

in

terc

om) a

nd re

spon

ds to

que

stion

s and

instr

uctio

ns.

inte

rcom

AS 6

:Th

e le

arne

r sits

and

liste

ns q

uiet

ly an

d re

spon

ds to

que

stion

s.Tool

: Ch

eck

list

FAT

Task

3

FAT

Task

1

LO 1

: LIS

TENI

NG

FAT

Task

1

Ora

l Res

pons

e : D

iscus

sion,

Talk

abo

utTa

sk 1

and

3 :

Hin

ts

Atta

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ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

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ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

6

 

 

HOM

E LAN

GUA

GE

TERM

2

AS 1

: Lis

tens

atte

ntive

ly (e

xten

ding

con

cent

ratio

n sp

an)

Com

man

ds w

ith 5

and

resp

onds

to a

n ex

tend

ed se

quen

ce o

f ins

truct

ions

sen t

ence

s.

to

the

lear

ner's

leve

l.AS

2 :

Dem

onstr

ates

app

ropr

iate

liste

ning

beh

avio

ur b

yDe

mon

strat

e re

spec

t

sho

win

g re

spec

t for

the

spea

ker,

takin

g tu

rns t

o sp

eak

and

taki

ng tu

rns t

o sp

eak

1. Le

arne

rs lis

ten

to te

ache

r disc

ussin

g fa

cts a

bout

ask

ing

ques

tions

for c

larif

icat

ion,

and

sum

mar

ising

,wh

en te

lling

news

, ora

l or

e

nviro

nmen

t.

com

men

ting

on w

hat h

as b

een

hear

d.s to

ries o

n th

e m

at.

2. O

ral d

iscus

sion

with

wor

ds a

nd se

nten

ces.

AS 3

: Re

cogn

ises a

nd sh

ows r

espe

ct fo

r diff

eren

tCo

untin

g in

3 d

iffere

nt

v

arie

ties o

f lan

guag

e.la

ngua

ges :

Engl

ish,

Afrik

aans

and

IsiX

hosa

.AS

4 :

Liste

ns w

ith e

njoy

men

t to

storie

s, po

ems,

song

s and

o

ther

ora

l tex

ts an

d sh

ows u

nder

stand

ing

:

4.1

liste

ns fo

r the

topi

c or

mai

n id

ea;

4.

2 li

stens

for d

etai

ls;G

ive d

etai

ls of

the

4.

3 p

redi

cts w

hat w

ill ha

ppen

;s to

ry. A

nswe

r 4 to

6

4.4

com

mun

icat

es b

ack

a se

quen

ce o

f eve

nts o

r ide

as in

qu

estio

ns.

1. C

hild

ren

liste

ns to

inte

rvie

ws a

bout

relig

ions

: di

alog

ue o

n cd

4.

5 a

nsw

ers q

uesti

ons a

bout

ora

l tex

t;2.

Ora

l disc

ussio

n w

ith w

ords

and

labe

ls re

pres

entin

g sy

mbo

ls.

4.6

exp

ress

es fe

elin

gs a

bout

the

text

, givi

ng re

ason

s;

4.7

wor

ks o

ut c

ause

and

effe

ct in

the

oral

text

;Co

mm

unic

ate

4 to

6

hol

iday

s.

4.8

dra

ws p

ictu

res t

o illu

strat

e un

derst

andi

ng o

f the

ora

l tex

t,ev

ents

or id

eas i

n te

xt

and

writ

es it

in o

wn

wor

ds.

Draw

pic

ture

and

expr

ess f

eelin

gs.

AS 4

: T

ask

1 an

d 3

YN

Lear

ners

liste

n fo

r det

ail

Answ

er q

uesti

ons a

bout

ora

l tex

tAS

5 :

Liste

ns, e

njoy

s and

resp

onds

app

ropr

iate

ly to

ridd

les

Liste

ns a

nd re

spon

dsEx

pres

s fee

lings

a

nd jo

kes

to ri

ddle

s.AS

5 :

Task

1Lis

tens

to p

oem

s abo

ut fr

uit.

: Tas

k 1

AS 6

: Ta

sk 3

AS 6

: Lis

tens

to a

spea

ker t

he le

arne

r can

not s

ee (e

g ra

dio,

Pupp

et sh

owLe

arne

rs re

spon

d to

que

stion

s and

instr

uctio

ns.

in

terc

om) a

nd re

spon

ds to

que

stion

s and

instr

uctio

ns.

and

resp

ond

to q

uesti

ons.

Tool

: Ch

eckl

ist4

32

1

FAT

Task

3

3. O

ral d

iscus

sion

with

sent

ence

s abo

ut d

iffer

ent r

elig

ious

LO 1

: LIS

TENI

NGO

ral R

espo

nse

: Di

scus

sion

Task

1 :

Hint

s

FAT

Task

1

Ora

l Res

pons

e :

Disc

ussio

nTa

sk 3

: Hi

nts

FAT

Task

3

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

7

 

 

HOM

E LAN

GUAG

ETE

RM 3

AS 1

: List

ens a

ttent

ively

(exte

nding

con

cent

ratio

n sp

an)

Com

man

ds w

ith 6

a

nd re

spon

ds to

an

exte

nded

sequ

ence

of in

struc

tions

sent

ence

s.

to

the

lear

ner's

leve

l.AS

2 : D

emon

strat

es a

ppro

pria

te lis

tenin

g be

havio

ur b

yLe

arne

rs as

k que

stion

s,

sho

wing

resp

ect f

or th

e sp

eake

r, ta

king

turn

s to

spea

kco

mm

ent o

n

ask

ing q

uesti

ons f

or c

larifi

catio

n, a

nd su

mm

arisin

g,an

d su

mm

arize

c

omm

entin

g on

wha

t has

bee

n he

ard.

w hat

has

bee

n he

ard.

AS 3

: Rec

ognis

es a

nd sh

ows r

espe

ct fo

r diffe

rent

Storie

s abo

ut

v

arie

ties o

f lang

uage

.pe

ople

of d

iffere

ntcu

lture

s

1. Ch

ildre

n re

ceive

lette

rs fro

m o

ther

AS

4 : L

isten

s with

enjo

ymen

t to

storie

s, po

ems,

song

s and

o

ther

ora

l texts

and

show

s und

ersta

nding

:Gi

ve d

etai

ls of

the

4.1

list

ens f

or th

e to

pic

or m

ain

idea

; sto

ry. A

nswe

r 6 to

8

4.2

listen

s for

det

ails;

ques

tions

.

4.3

pred

icts

what

will

happ

en;

Com

mun

icat

e 6 t

o 8

4.4

co

mm

unic

ates

bac

k a se

quen

ce o

f eve

nts o

r idea

s in

even

ts or

idea

s in

text

4.5

an

swer

s que

stion

s abo

ut o

ral te

xt;

4.6

expr

esse

s fee

lings

abo

ut th

e te

xt, g

iving

reas

ons;

4.7

wor

ks o

ut c

ause

and

effe

ct in

the

oral

text;

Draw

pic

ture

and

4.8

dra

ws p

ictu

res t

o illu

strat

e un

derst

andi

ng o

f the

ora

l text,

write

6 to

8 se

nten

ces

a

nd w

rites

it in

own

word

s.in

own

word

s.AS

4 :

YN

Lear

ners

listen

for d

etai

lAS

5 : L

isten

s, en

joys

and

resp

onds

app

ropr

iate

ly to

riddl

esLis

ten

and

resp

onds

Answ

er q

uesti

ons a

bout

ora

l text

a

nd jo

kes

to jo

kes

Expr

ess f

eelin

gsAS

6 : L

isten

s to

a sp

eake

r the

lear

ner c

anno

t see

(eg

radi

o,Sp

eake

r: CD

or c

asse

tteLis

tens

with

enjo

ymen

t.

inte

rcom

) and

resp

onds

to q

uesti

ons a

nd in

struc

tions

.qu

estio

ns &

instr

uctio

ns

LO 1

: LIST

ENIN

GOr

al Re

spon

se :

Read

ingTa

sk 1

: Hint

s

FAT

Task

1

1. Te

ache

r rea

ds st

ory a

bout

a h

ero.

Oral

Resp

onse

: Re

ading

, Tal

k abo

ut

3. Re

spon

d by

sum

mar

izing

fact

s abo

ut c

ount

ry.

2. Ch

ildre

n ex

pres

s the

ir fee

lings

.

2. Pe

er g

roup

s rea

d it t

o th

e cl

ass.(

see

LO3)

Task

3 : H

ints

FAT

Task

3

Tool

: Che

cklis

t4

32

1

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

8

 

 

HOM

E LAN

GUAG

ETE

RM 4

AS 1

: List

ens a

ttent

ively

(exte

nding

con

cent

ratio

n sp

an)

Com

man

ds w

ith 6

or m

ore

and

resp

onds

to a

n ex

tend

ed se

quen

ce o

f instr

uctio

nsse

nten

ces.

t

o th

e le

arne

r's le

vel.

AS 2

: Dem

onstr

ates

app

ropr

iate

liste

ning

beha

viour

by

Lear

ners

ask q

uesti

ons,

s

howi

ng re

spec

t for

the

spea

ker,

takin

g tu

rns t

o sp

eak

com

men

t on

a

sking

que

stion

s for

cla

rifica

tion,

and

sum

mar

ising,

and

sum

mar

ize2.

Child

ren

disc

uss i

n gr

oups

how

to…

…..

c

omm

entin

g on

wha

t has

bee

n he

ard.

what

has

bee

n he

ard.

3. Pla

n an

d dr

aw th

e ob

ject

.AS

3 : R

ecog

nises

and

show

s res

pect

for d

iffere

ntSto

ries a

bout

var

ietie

s of la

ngua

ge.

festi

vals

ofdi

ffere

nt c

ultur

esAS

4 : L

isten

s with

enjo

ymen

t to

storie

s, po

ems,

song

s and

o

ther

ora

l texts

and

show

s und

ersta

nding

:Gi

ve d

etai

ls of

the

4.1

list

ens f

or th

e to

pic

or m

ain

idea

; sto

ry. A

nswe

r 8 to

101.

Liste

ns to

stor

y abo

ut b

irds i

n m

y env

ironm

ent .

4.2

list

ens f

or d

etai

ls;qu

estio

ns.

2. Dr

aw a

pic

ture

of c

hara

cter

.

4.3

pred

icts

what

will

happ

en;

Com

mun

icat

e 8 t

o 10

3. An

swer

que

stion

s

4.4

com

mun

icat

es b

ack a

sequ

ence

of e

vent

s or id

eas i

n ev

ents

or id

eas i

n te

xt

4.5

answ

ers q

uesti

ons a

bout

ora

l text;

Draw

pic

ture

and

4.6

ex

pres

ses f

eelin

gs a

bout

the

text,

givi

ng re

ason

s;wr

ite 8

to 10

own

sent

ence

s

4.7

works

out

cau

se a

nd e

ffect

in th

e or

al te

xt;AS

4 :

YN

4.8

dr

aws p

ictu

res t

o illu

strat

e un

derst

andi

ng o

f the

ora

l text,

1. Le

arne

rs list

en fo

r det

ail

and

write

s it in

own

wor

ds.

2. An

swer

que

stion

s abo

ut o

ral te

xt3.

Expr

ess f

eelin

gs4.

Liste

ns w

ith e

njoym

ent.

AS 5

: List

ens,

enjo

ys a

nd re

spon

ds a

ppro

pria

tely

to rid

dles

Liste

n an

d re

spon

ds

and

joke

sto

joke

sAS

6 : L

isten

s to

a sp

eake

r the

lear

ner c

anno

t see

(eg

radi

o,Sp

eake

r on

CD o

r

inte

rcom

) and

resp

onds

to q

uesti

ons a

nd in

struc

tions

.ca

sset

te a

nd re

spon

d to

ques

t ions

and

instr

uctio

ns.

Tool

: Che

cklis

t

1. Ch

ildre

n list

en to

instr

uctio

ns a

bout

mak

ing b

ird w

ith 3D

shap

es.

FAT

Task

3

Oral

Resp

onse

: Que

stion

and

ans

wer

Task

3 : H

ints

Oral

Resp

onse

: Des

ign

and

Mak

e

LO 1

: LIST

ENIN

G

FAT

Task

1 an

d 3

Task

1 : H

ints

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

9

 

 

HO

ME

LAN

GA

UGE

TERM

1TE

RM 2

TERM

3TE

RM 4

AS

1 : R

ec

oun

ts p

ers

ona

l exp

erie

nce

s a

nd m

ore

ge

nera

lN

ews

: Per

sona

lN

ews

pers

onal

and

N

ews

pers

onal

and

N

ews

pers

onal

and

ne

ws

eve

nts,

and

exp

ress

es

fee

ling

s a

nd o

pin

ions

expe

rienc

e (h

olid

ay)

gene

ral.

Expr

ess

feel

ings

gene

ral.

Expr

ess

gene

ral.

Expr

ess

ab

out

the

m.

feel

ings

and

opi

nion

s.fe

elin

gs a

nd o

pini

ons.

AS

2 : U

ses

lan g

uag

e im

ag

ina

tive

ly fo

r fun

and

fant

asy

(e

g

Tell

own

riddl

esTe

ll rid

dles

and

Telli

ng jo

kes

Fant

asy

stor

y

te

lling

joke

s, c

rea

ting

ow

n p

oe

ms

and

co

de

lang

uag

e)

own

poem

s.

AS

3 : C

rea

tes

and

tells

sto

ries

with

a b

eg

inni

ng, m

idd

le a

ndTe

ache

r sta

rtsG

ive

1 se

nten

ce,

Giv

e to

pic,

set

ting

and

Giv

e to

pic,

set

ting

and

end

ing

, whi

ch

use

de

scrip

tive

lang

uag

e, a

void

rep

etit

ion

a st

ory

and

lear

ners

lear

ners

com

plet

e st

ory

bych

arac

ters

and

ch

arac

ters

and

a

nd h

ave

ele

me

nts

of p

lot a

nd c

hara

cte

risa

tion.

com

plet

e by

add

ing

on.

each

add

ing

on a

sen

tenc

e.le

arne

rs te

ll st

ory.

lear

ners

tell

stor

y.

AS

4 : U

ses

diff

ere

nt e

xpre

ssio

ns a

nd g

est

ure

s w

hen

tellin

gFa

cial

and

bod

y ex

pres

sion

sFa

cial

and

bod

y ex

pres

sion

sO

ral a

bout

eg.

My

hero

Faci

al a

nd b

ody

expr

essi

ons

a s

tory

.w

hen

telli

ng a

sto

ry.

whe

n te

lling

a s

tory

with

Faci

al a

nd b

ody

expr

essi

ons

whe

n te

lling

a s

tory

with

voic

e in

tona

tion.

whe

n te

lling

a s

tory

with

voic

e in

tona

tion.

voic

e in

tona

tion.

AS

5 : C

ont

ribut

es

to g

roup

and

cla

ss d

iscus

sions

Gro

up d

iscu

ssio

ns.

Elab

orat

e on

idea

s.El

abor

ate

on id

eas.

Inis

iate

topi

cs a

nd

5.1

ini

tiate

s to

pic

s in

gro

up d

iscus

sion

;G

ive

topi

cs a

nd id

eas,

Gro

up a

nd c

lass

dis

cuss

ions

Gro

up a

nd c

lass

dis

cuss

ions

elab

orat

e on

idea

s.

5.2

ta

kes

turn

s a

nd a

sks

rele

vant

que

stio

ns ;

show

s re

spec

t to

peer

s,

linke

d to

oth

er le

arni

ng a

reas

.lin

ked

to o

ther

lear

ning

are

as.

Sum

mar

ies.

5

.3 s

ugg

est

s o

r ela

bo

rate

s id

ea

s ;

ask

ques

tions

and

ans

wer

A

sk q

uest

ions

and

ans

wer

A

sk q

uest

ons,

ans

wer

G

ive

reas

ons

for a

nsw

ers.

5

.4 s

how

s se

nsiti

vity

to th

e ri

ght

s a

nd fe

elin

gs

of o

the

rs ;

ques

tions

.qu

estio

ns.

ques

tions

and

giv

e re

ason

sG

ive

feed

back

.

5.5

sum

ma

rise

s a

gro

up's

wo

rk ;

Show

s se

nsiti

vity

to ri

ghts

and

Show

s se

nsiti

vity

to ri

ghts

and

for a

nsw

ers.

Sho

ws

sens

itivi

tySh

ows

sens

itivi

ty to

righ

ts

5.6

ask

s q

uest

ions

for c

larit

y a

nd in

form

atio

n ;

feel

ings

of o

ther

s.fe

elin

gs o

f oth

ers.

to ri

ghts

and

feel

ings

of o

ther

s.an

d fe

elin

gs o

f oth

ers.

5

.7 a

nsw

ers

que

stio

ns a

nd g

ive

s re

aso

ns fo

r ans

we

rs ;

Con

stru

ctiv

e fe

edba

ck o

nC

onst

ruct

ive

feed

back

on

Con

stru

ctiv

e fe

edba

ck o

nC

onst

ruct

ive

feed

back

on

5

.8 g

ive

s c

ons

truc

tive

fee

db

ac

k to

oth

ers

.to

pic,

take

turn

s.to

pic,

take

turn

s.to

pic,

take

turn

s.to

pic,

take

turn

s.

AS

6 : I

nte

rvie

ws

pe

op

le fo

r a p

arti

cul

ar p

urp

ose

.In

terv

iew

: eg

My

hero

AS

7 : M

ake

s o

ral p

rese

nta

tions

(e

g o

n g

ive

n to

pic

s, o

n in

terv

iew

sG

ive

oral

pre

sent

atio

n on

Giv

e or

al p

rese

ntat

ion

onG

ive

oral

pre

sent

atio

n on

G

ive

oral

pre

sent

atio

n on

c

ond

ucte

d, r

ep

orti

ng b

ac

k fro

m fi

eld

trip

s)gi

ven

topi

c. D

evel

op g

uide

lines

give

n to

pic.

Des

crib

e w

hat i

sgi

ven

topi

cs, i

nter

view

s an

dgi

ven

topi

cs, i

nter

view

s an

d

7.1

with

sup

po

rt a

nd g

uid

anc

e fr

om

tea

che

r, d

eve

lop

es

cla

ssfo

r pre

sent

atio

n. M

ake

use

of

goin

g to

be

pres

ente

d an

dfie

ldtri

ps. D

evel

opfie

ldtri

ps. D

evel

op

g

uid

elin

es

for a

go

od

pre

sent

atio

n ;

visu

al a

ids

and

basi

cho

w. U

se v

isua

l aid

s an

dgu

idel

ines

for a

goo

dgu

idel

ines

for a

goo

d

7.2

de

scrib

es

wha

t is

go

ing

to b

e p

rese

nte

d a

nd h

ow

;st

rate

gies

(eye

-con

tact

, use

basi

c st

rate

gies

to e

ngag

epr

esen

tatio

n, u

se v

isua

l aid

spr

esen

tatio

n, u

se v

isua

l aid

s

7.3

use

s vi

sua

l aid

s to

sup

ple

me

nt o

ral p

rese

nta

tions

;of

the

voic

e) to

eng

age

in s

tory

.an

d ba

sic

stra

tegi

es.

and

basi

c st

rate

gies

.

7.4

use

s b

asic

stra

teg

ies

to e

nga

ge

list

ene

rs (

eg

ma

king

lis

tene

rs.

e

ye c

ont

ac

t) ;

AS

8 : E

n ga

ge

s in

co

nve

rsa

tion

as

a s

oc

ial s

kill.

Teac

her a

ssis

ts

Less

ass

ista

nce

Less

ass

ista

nce

Con

vers

e w

ithw

ith v

ocab

ular

y.fro

m te

ache

r.fro

m te

ache

r.co

nfid

ence

on

a to

pic.

FAT

Task

1

LO 2

: SP

EAKI

NG

FAT

Task

1

FAT

Tas

k 1

FAT

Task

3

FAT

Task

3

FAT

Task

3

FAT

Task

3FA

T Ta

sk 3

FAT

Tas

k 1

FAT

Tas

k 1

FAT

Task

3

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

10

 

 

HOM

E LA

NG

UAG

ETE

RM 1

AS

1 : R

ecou

nts

per

sona

l exp

erie

nces

and

mor

e g

ener

al

New

s : P

erso

nal

new

s ev

ents

, and

exp

ress

es fe

elin

gs

and

op

inio

nsex

perie

nce

(hol

iday

)

a

bou

t the

m.

AS

2 : U

ses

lan g

uag

e im

ag

ina

tivel

y fo

r fun

and

fant

asy

(eg

Te

ll ow

n rid

dles

tellin

g jo

kes,

cre

atin

g o

wn

poe

ms

and

cod

e la

ngua

ge)

AS

3 : C

rea

tes

and

tells

sto

ries

with

a b

e gin

ning

, mid

dle

and

Teac

her s

tarts

end

ing

, whi

ch u

se d

escr

iptiv

e la

ngua

ge,

avo

id re

pet

ition

a st

ory

and

lear

ner s

and

ha

ve e

lem

ents

of p

lot a

nd c

hara

cter

isatio

n.co

mp l

ete

by a

ddin

g on

.A

S 4

: Use

s d

iffer

ent e

xpre

ssio

ns a

nd g

estu

res

whe

n te

lling

Faci

al a

nd b

ody

expr

essio

ns2.

Lea

rner

s d

iscus

s q

uest

ions

on

ma

t ab

out h

ealth

y a

nd

a s

tory

.w

hen

telli

ng a

sto

ry.

u

nhea

lthy

eatin

g h

ab

its.

AS

5 : C

ontri

but

es to

gro

up a

nd c

lass

disc

ussio

nsG

roup

disc

ussio

ns.

3. R

ead

rid

dle

s a

bou

t diff

eren

t fru

its.

5

.1 i

nitia

tes

top

ics

in g

roup

disc

ussio

n ;

Giv

e to

pics

and

idea

s,4.

Div

ide

in g

roup

s fo

r que

stio

ns a

nd re

por

t ba

ck o

n

5.2

ta

kes

turn

s a

nd a

sks

rele

vant

que

stio

ns ;

show

s re

spec

t to

peer

s,

g

ood

and

ba

d e

atin

g h

ab

its.

5

.3 s

ugg

ests

or e

lab

ora

tes

idea

s ;

ask

ques

tions

and

ans

wer

5.

Rea

d a

nsw

ers

on ri

dd

les

ab

out f

ruit.

5

.4 s

how

s se

nsiti

vity

to th

e rig

hts

and

feel

ing

s of

oth

ers

;qu

estio

ns.

6. G

roup

s m

ake

frui

t ma

n fro

m m

ag

azin

e p

ictu

res

5

.5 s

umm

aris

es a

gro

up's

wor

k ;

Show

s se

nsiti

vity

to ri

ghts

and

7. R

ead

poe

ms

(ra

p) a

bou

t fru

it m

an

from

ma

ga

zine.

5

.6 a

sks

que

stio

ns fo

r cla

rity

and

info

rma

tion

;fe

elin

gs o

f oth

ers.

8. R

ap

poe

ms

in g

roup

s (a

sses

smen

t she

et).

5

.7 a

nsw

ers

que

stio

ns a

nd g

ives

rea

sons

for a

nsw

ers

; C

onst

ruct

ive

feed

back

on

5

.8 g

ives

con

stru

ctiv

e fe

edb

ack

to o

ther

s.to

pic,

take

turn

s.Sp

eaks

cle

arly

4C

onsis

tent

ly c

orre

ct u

se o

f la

ngua

ge

AS

6 : I

nter

view

s p

eop

le fo

r a p

arti

cula

r pur

pos

e.C

orre

ct s

eque

nce

AS

7 : M

ake

s or

al p

rese

nta

tions

(eg

on

giv

en to

pic

s, o

n in

terv

iew

sG

ive

oral

pre

sent

atio

n on

Stic

ks to

top

ic

con

duc

ted

, rep

ortin

g b

ack

from

fiel

dtri

ps)

give

n to

pic.

Dev

elop

gui

delin

e sSp

eaks

cle

arly

3

7.1

with

sup

por

t and

gui

da

nce

from

tea

cher

, dev

elop

es c

lass

for p

rese

ntat

ion.

Mak

e us

e of

M

ostly

cor

rect

use

of l

ang

uag

e

gui

del

ines

for a

goo

d p

rese

nta

tion

;vi

sual

aid

s an

d ba

sicC

orre

ct s

eque

nce

7

.2 d

escr

ibes

wha

t is

goi

ng to

be

pre

sent

ed a

nd h

ow ;

s tra

tegi

es (e

ye-c

onta

ct, u

seSt

icks

to to

pic

mos

t of t

he ti

me

7

.3 u

ses

visu

al a

ids

to s

upp

lem

ent o

ral p

rese

nta

tions

;of

the

voic

e) to

eng

age

Pron

unci

atio

n no

t cle

ar

2

7.4

use

s b

asic

stra

teg

ies

to e

nga

ge

liste

ners

(eg

ma

king

lis

tene

rs.

Som

etim

es c

orre

ct u

se o

f la

ngua

ge

e

ye c

onta

ct) ;

Inco

rrect

seq

uenc

e A

S 8

: Eng

ag

es in

con

vers

atio

n a

s a

soc

ial s

kill.

Teac

her a

ssist

s St

ick

to to

pic

som

etim

esw

ith v

ocab

ular

y.Po

or p

ronu

ncia

tion

1Se

ldom

cor

rect

use

of l

ang

uag

eN

o se

que

nce

Seld

omly

stic

ks to

top

ic

LO: 2

SPE

AKI

NG

FAT

Task

3

FAT

Task

3

Ora

l Res

pons

e : D

iscus

sion

FAT

Task

3

Tool

: Ru

bric

: Sp

eaki

ng

Ora

l Res

pons

e : D

esig

n an

d M

ake

1. L

eard

ers

tell

holid

ay

new

s on

ma

t.

Task

3 :

Hint

s

Task

1 :

Hint

s

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

11

 

 

HOM

E LA

NGUA

GE

TERM

2

AS 1

: Re

coun

ts p

erso

nal e

xper

ienc

es a

nd m

ore

gene

ral

New

s per

sona

l and

ne

ws e

vent

s, an

d ex

pres

ses f

eelin

gs a

nd o

pini

ons

gene

ral.

Expr

ess f

eelin

gs

ab

out t

hem

.AS

2 :

Uses

lan g

uage

imag

inat

ivel

y fo

r fun

and

fant

asy

(eg

Tell

riddl

es a

nd

te

lling

joke

s, cr

eatin

g ow

n po

ems a

nd c

ode

lang

uage

)ow

n po

ems.

1. D

iscus

s fac

ts a

bout

thei

r env

ironm

ent.

2. O

ral d

iscus

sion

with

wor

ds a

nd se

nten

ces.

AS 3

: C

reat

es a

nd te

lls st

orie

s with

a b

e gin

ning

, mid

dle

and

Giv

e 1

sent

ence

,

en

ding

, whi

ch u

se d

escr

iptiv

e la

ngua

ge, a

void

repe

titio

nle

arne

rs c

ompl

ete

story

by

and

have

ele

men

ts o

f plo

t and

cha

ract

erisa

tion.

eac h

add

ing

on a

sent

ence

.AS

4 :

Uses

diff

eren

t ex p

ress

ions

and

ges

ture

s whe

n te

lling

Faci

al a

nd b

ody

expr

essio

ns1.

Chi

ldre

n di

scus

s int

ervi

ews a

bout

relig

ions

: di

alog

ue o

n cd

a st

ory.

whe

n te

lling

a sto

ry w

ith2.

Disc

uss w

ords

and

labl

es re

pres

entin

g sy

mbo

ls.vo

ice

into

natio

n.AS

5 :

Con

tribu

tes t

o gr

oup

and

clas

s disc

ussio

nsEl

abor

ate

on id

eas.

5

.1 i

nitia

tes t

opic

s in

grou

p di

scus

sion

;G

roup

and

cla

ss d

iscus

sions

5

.2 t

akes

turn

s and

ask

s rel

evan

t que

stio

ns ;

linke

d to

oth

er le

arni

ng a

reas

.

5.3

sug

gest

s or e

labo

rate

s ide

as ;

Ask

ques

tions

and

ans

wer

5.4

sho

ws s

ensit

ivity

to th

e rig

hts a

nd fe

elin

gs o

f oth

ers ;

ques

tions

.Sp

eaks

cle

arly

4

5.5

sum

mar

ises a

gro

up's

wor

k ;

Show

s sen

sitiv

ity to

righ

ts an

dC

onsis

tent

ly c

orre

ct u

se o

f lan

guag

e

5.6

ask

s que

stio

ns fo

r cla

rity

and

info

rmat

ion

;fe

elin

gs o

f oth

ers.

Cor

rect

sequ

ence

5

.7 a

nsw

ers q

uest

ions

and

giv

es re

ason

s for

ans

wer

s ;

Con

struc

tive

feed

back

on

Stic

ks to

topi

c

5.8

giv

es c

onst

ruct

ive

feed

back

to o

ther

s.to

pic,

take

turn

s.Sp

eaks

cle

arly

3AS

6 :

Inte

rvie

ws p

eopl

e fo

r a p

artic

ular

pur

pose

.M

ostly

cor

rect

use

of l

angu

age

AS 7

: M

akes

ora

l pre

sent

atio

ns (e

g on

giv

en to

pics

, on

inte

rvie

ws

Giv

e or

al p

rese

ntat

ion

onC

orre

ct se

quen

ce

con

duct

ed, r

epor

ting

back

from

fiel

dtrip

s)g i

ven

topi

c. D

escr

ibe

wha

t is

Stic

ks to

topi

c m

ost o

f the

tim

e

7.1

with

supp

ort a

nd g

uida

nce

from

teac

her,

deve

lope

s cla

ssgo

ing

to b

e pr

esen

ted

and

Pron

unci

atio

n no

t cle

ar2

g

uide

lines

for a

goo

d pr

esen

tatio

n ;

how

. Use

visu

al a

ids a

ndSo

met

imes

cor

rect

use

of l

angu

age

7

.2 d

escr

ibes

wha

t is g

oing

to b

e pr

esen

ted

and

how

;ba

sic st

rate

gies

to e

ngag

eIn

corre

ct se

quen

ce

7

.3 u

ses v

isual

aid

s to

supp

lem

ent o

ral p

rese

ntat

ions

;in

stor

y.St

ick

to to

pic

som

etim

es

7.4

use

s bas

ic st

rate

gies

to e

ngag

e lis

tene

rs (e

g m

akin

g Po

or p

ronu

ncia

tion

1

eye

con

tact

) ;Se

ldom

cor

rect

use

of l

angu

age

AS 8

: En

gage

s in

conv

ersa

tion

as a

soci

al sk

ill.Le

ss a

ssist

ance

No

sequ

ence

from

teac

her.

Seld

omly

stic

ks to

topi

c

FAT

Task

3

Task

3 :

Hint

s

Tool

: Ru

bric

: G

roup

Ass

essm

ent

Ora

l Res

pons

e :

Inte

rvie

ws

3. D

iscus

s sen

tenc

es a

bout

diff

eren

t rel

igio

us h

olid

ays.

LO 2

: SP

EAKI

NG

FAT

Task

1

Ora

l Res

pons

e :

Prac

tical

Dem

onstr

atio

nTa

sk 1

: Hi

nts

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

12

 

 

HOM

E LA

NG

UAG

ETE

RM 3

AS

1 : R

ecou

nts p

erso

nal e

xper

ienc

es a

nd m

ore

gene

ral

New

s pe

rson

al a

nd

new

s eve

nts,

and

exp

ress

es fe

elin

gs a

nd o

pini

ons

gene

ral.

Expr

ess

abou

t the

m.

feel

ings

and

opi

nion

s.A

S 2

: Use

s lan

guag

e im

agin

ativ

ely

for f

un a

nd fa

ntas

y (e

g Te

lling

joke

s

te

lling

joke

s, cr

eatin

g ow

n po

ems a

nd c

ode

lang

uage

)A

S 3

: Cre

ates

and

tells

stor

ies w

ith a

be g

inni

ng, m

idd

le a

ndG

ive

topi

c, s

ettin

g an

d

en

ding

, whi

ch u

se d

escr

iptiv

e la

ngua

ge, a

void

repe

titio

nc h

arac

ters

and

3.

Tea

cher

giv

es g

uid

elin

es a

bout

inte

rvie

ws.

and

have

ele

men

ts o

f plo

t and

cha

ract

erisa

tion.

lear

ners

tell

stor

y.4.

Lea

rner

s int

ervi

ew a

n ol

der

per

son

(par

ent,

gran

dpar

ent)

5.

Lea

rner

s cre

ate

own

stor

y ab

out a

chi

ld h

ero

of th

eir c

ultu

re.

e

g. N

kosi

John

son,

Kla

ra M

ajol

a, R

ache

ltjie

de

Beer

AS

4 : U

ses d

iffer

ent e

xpre

ssio

ns a

nd g

estu

res w

hen

tellin

gO

ral a

bout

eg.

My

hero

a st

ory.

Faci

al a

nd b

ody

expr

essio

nsw

hen

telli

ng a

stor

y w

ithvo

ice

into

natio

n.

AS

5 : C

ontri

bute

s to

grou

p an

d c

lass

disc

ussio

nsEl

abor

ate

on id

eas.

5

.1 i

nitia

tes t

opic

s in

grou

p d

iscus

sion

;G

roup

and

cla

ss d

iscus

sions

5

.2 t

akes

turn

s and

ask

s rel

evan

t que

stio

ns ;

linke

d to

oth

er le

arni

ng a

reas

.

5.3

sug

gest

s or e

labo

rate

s ide

as ;

Ask

que

ston

s, an

swer

5.4

sho

ws s

ensit

ivity

to th

e rig

hts a

nd fe

elin

gs o

f oth

ers ;

ques

tions

and

giv

e re

ason

s1.

Chi

ldre

n re

ceiv

e le

tters

from

oth

er c

ount

ries(

writ

ten

by te

ache

r.

5.5

sum

mar

ises a

gro

up's

wor

k ;

for a

nsw

ers.

Sho

ws

sens

itivi

ty

5.6

ask

s que

stio

ns fo

r cla

rity

and

info

rmat

ion

;to

righ

ts a

nd fe

elin

gs o

f oth

ers.

5

.7 a

nsw

ers q

uest

ions

and

giv

es re

ason

s for

ans

wer

s ;

Con

stru

ctiv

e fe

edba

ck o

n

5.8

giv

es c

onst

ruct

ive

feed

back

to o

ther

s.to

pic,

take

turn

s.A

S 6

: Int

ervi

ews p

eopl

e fo

r a p

artic

ular

pur

pose

.In

terv

iew

: eg

My

hero

AS

7 : M

akes

ora

l pre

sent

atio

ns (e

g on

giv

en to

pics

, on

inte

rvie

ws

Giv

e or

al p

rese

ntat

ion

on

c

ond

ucte

d, r

epor

ting

back

from

fiel

dtri

ps)

give

n to

pics

, int

ervi

ews

and

7

.1 w

ith su

ppor

t and

gui

danc

e fro

m te

ache

r, d

evel

opes

cla

ssfie

ldtri

ps. D

evel

op

gui

del

ines

for a

goo

d p

rese

ntat

ion

;gu

idel

ines

for a

goo

dSe

e Sp

eaki

ng A

S 6

7

.2 d

escr

ibes

wha

t is g

oing

to b

e pr

esen

ted

and

how

;pr

esen

tatio

n, u

se v

isual

aid

s

7.3

use

s visu

al a

ids t

o su

pple

men

t ora

l pre

sent

atio

ns ;

and

basic

stra

tegi

es.

7

.4 u

ses b

asic

stra

tegi

es to

eng

age

liste

ners

(eg

mak

ing

See

Term

2

eye

con

tact

) ;

AS

8 : E

n gag

es in

con

vers

atio

n as

a so

cial

skill.

Less

ass

istan

cefro

m te

ache

r.

LO 2

: SP

EAKI

NG

Ora

l Res

pons

e : D

iscus

sion

and

Inte

rvie

wTa

sk 1

: H

ints

1. T

each

er re

ads s

tory

abo

ut h

ero.

Task

3 :

Hint

s

2. P

eer g

roup

s rea

d it

to th

e cl

ass.(

see

LO3)

FAT T

ask

3

FAT

Task

1

2. L

earn

ers g

ive

opin

ions

.

FAT

Task

1

3. R

espo

nd b

y su

mm

arizi

ng fa

cts a

bout

cou

ntry

.

Tool

: R

ubric

: S

peak

ing

Ora

l Res

pons

e : R

eadi

ng

FAT T

ask

3

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

13

 

 

HOM

E LA

NGUA

GE

TERM

4

AS 1

: Re

coun

ts pe

rsona

l exp

erie

nces

and

mor

e ge

nera

lNe

ws p

erso

nal a

nd

new

s eve

nts,

and

expr

esse

s fee

lings

and

opi

nion

sge

nera

l. Ex

pres

s

ab

out t

hem

.fe

elin

gs a

nd o

pini

ons.

AS 2

: Us

es la

ngua

ge im

agin

ativ

ely

for f

un a

nd fa

ntas

y (e

g Fa

ntas

y sto

ry

te

lling

joke

s, cr

eatin

g ow

n po

ems a

nd c

ode

lang

uage

)

AS 3

: C

reat

es a

nd te

lls st

orie

s with

a b

egin

ning

, mid

dle

and

Giv

e to

pic,

setti

ng a

nd3.

Fee

dbac

k on

mat

.

en

ding

, whi

ch u

se d

escr

iptiv

e la

ngua

ge, a

void

repe

titio

nch

arac

ters

and

and

have

ele

men

ts of

plo

t and

cha

ract

erisa

tion.

lear

ners

tell s

tory

.AS

4 :

Uses

diff

eren

t exp

ress

ions

and

ges

ture

s whe

n te

lling

Faci

al a

nd b

ody

expr

essio

ns

a

story

.w

hen

tellin

g a

story

with

AS 5

: Y

Nvo

ice

into

natio

n.1.

Lear

ner s

peak

s cle

arly.

AS

5 :

Con

tribu

tes t

o gr

oup

and

clas

s disc

ussio

nsIn

itiat

e to

pics

and

2. Le

arne

r wai

ts to

take

turn

s.

5

.1 i

nitia

tes t

opic

s in

grou

p di

scus

sion

;el

abor

ate

on id

eas.

3. Le

arne

r can

do

sum

mar

ies.

5.2

tak

es tu

rns a

nd a

sks r

elev

ant q

uesti

ons ;

Sum

mar

ies.

4. Le

arne

r ans

wer

s que

stion

s.

5

.3 s

ugge

sts o

r ela

bora

tes i

deas

;G

ive

reas

ons f

or a

nsw

ers.

5

.4 s

how

s sen

sitiv

ity to

the

right

s and

feel

ings

of o

ther

s ;G

ive

feed

back

.

5.5

sum

mar

ises a

gro

up's

wor

k ;

Show

s sen

sitiv

ity to

righ

ts

5.6

ask

s que

stion

s for

cla

rity

and

info

rmat

ion

;an

d fe

elin

gs o

f oth

ers.

5

.7 a

nsw

ers q

uesti

ons a

nd g

ives

reas

ons f

or a

nsw

ers ;

C

onstr

uctiv

e fe

edba

ck o

n

5.8

giv

es c

onstr

uctiv

e fe

edba

ck to

oth

ers.

topi

c, ta

ke tu

rns.

1. Li

sten

to fa

cts a

bout

bird

s. 2.

Lear

ners

ass

ess e

ach

othe

r on

give

n gr

aph.

3.

Ans

wer

que

stion

s.

AS 6

: In

terv

iew

s peo

ple

for a

par

ticul

ar p

urpo

se.

AS 7

: M

akes

ora

l pre

sent

atio

ns (e

g on

giv

en to

pics

, on

inte

rvie

ws

Giv

e or

al p

rese

ntat

ion

on

con

duct

ed, r

epor

ting

back

from

fiel

dtrip

s)g i

ven

topi

cs, i

nter

view

s and

AS 2

: Y

N

7.1

with

supp

ort a

nd g

uida

nce

from

teac

her,

deve

lops

cla

ssfie

ldtri

ps. D

evel

op

1. D

id le

arne

r use

cor

rect

lang

uage

.

gui

delin

es fo

r a g

ood

pres

enta

tion

;gu

idel

ines

for a

goo

d 2.

Did

lear

ner u

se fa

cial

exp

ress

ions

.

7.2

des

crib

es w

hat i

s goi

ng to

be

pres

ente

d an

d ho

w ;

pres

enta

tion,

use

visu

al a

ids

3. D

id le

arne

r stic

k to

giv

en ru

les.

7.3

use

s visu

al a

ids t

o su

pple

men

t ora

l pre

sent

atio

ns ;

and

basic

stra

tegi

es.

4. D

id le

arne

r mak

e us

e of

any

visu

al m

edia

.

7.4

use

s bas

ic st

rate

gies

to e

ngag

e lis

tene

rs (e

g m

akin

g

eye

con

tact

) ;AS

8 :

Enga

ges i

n co

nver

satio

n as

a so

cial

skill.

Con

verse

with

conf

iden

ce o

n a

topi

c.

1. Le

arne

rs di

scus

s ins

truct

ions

on

mak

ing

an (3

D o

bjec

t con

e an

d

FAT T

ask

3

cyli

nder

) ou

t of s

crap

mat

eria

l or c

lay.

LO 2

: SP

EAKI

NGO

ral R

espo

nse

: Disc

uss,

Desig

n an

d M

ake

Task

1 :

Hin

ts

Tool

: C

heck

list

2. D

iscus

s pla

nnin

g an

d dr

awin

g of

obj

ect.

FAT T

ask

1

Tool

: C

heck

list

Task

3 :

Hint

s O

ral R

espo

nse

: Diff

eren

t bird

s

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

14

 

 

HOM

E LAN

GUAG

ETE

RM 1

TERM

2TE

RM 3

TERM

4

AS 1

: Use

s visu

al c

ues t

o m

ake

mea

ning

:Us

e vis

ual c

ues t

o m

ake

Use

visua

l cue

s to

mak

eUs

e vis

ual c

ues t

o m

ake

Use

visua

l cue

s to

mak

e

1.1

read

s gra

phic

al te

xts su

ch a

s pho

togr

aphs

, map

s, flo

wm

eanin

g fro

m p

hoto

grap

hsm

eanin

g fro

m flo

w di

agra

ms,

mea

ning

form

flow

diag

ram

s,m

eanin

g fro

m flo

w di

agra

ms

diag

ram

s, ch

arts,

and

:an

d ex

plai

n or

ally

thei

rpo

ster c

harts

etc

. ch

arts

and

map

s. Ex

plai

nch

arts

and

map

s. Ex

plai

n 1.

1.1

expl

ains

ora

lly o

r in w

riting

thei

r mea

ning

and

purp

ose

mea

ning

and

purp

ose.

and

expl

ain.

oral

ly an

d in

writin

g th

eor

lly a

nd in

writi

ng th

e 1.

1.2

uses

the

infor

mat

ion

in ap

prop

riate

way

s (eg

map

s)m

eanin

g an

d pu

rpos

e. U

sem

eanin

g an

d pu

rpos

e. U

se 1.

1.3

eval

uate

s the

imag

e fo

r des

ign

feat

ures

and

effe

ctive

ness

infor

mat

ion

and

eval

uate

.inf

orm

atio

n an

d ev

alua

te.

AS 2

: Mak

es m

eanin

g of

writ

ten

text

:Le

arne

r com

men

ts on

a st

ory

Lear

ner c

omm

ents

on a

stor

yLe

arne

r com

men

ts on

a st

ory

Lear

ner c

omm

ents

on a

stor

y

2.1

com

men

ts on

a st

ory o

r poe

m th

e le

arne

r has

read

, and

fa

ble/

poe

m b

y ans

werin

g fa

ble/

poem

by

answ

ering

fa

ble/

poem

by a

nswe

ring

fabl

e/ p

oem

by a

nswe

ring

d

emon

strat

es u

nder

stand

ing b

y ans

werin

g qu

estio

ns o

n :

ques

tions

on

the

mai

n id

ea,

ques

tions

on

the

mai

n id

ea,

ques

tions

on

mai

n id

ea,

ques

tions

on

the

mai

n id

ea,

2.1.

1 m

ain

idea

,ke

y det

ails,

mai

n ch

arac

ters,

key d

etai

ls, m

ain

char

acte

rs,ke

y de

tails

, mai

n ch

arac

ters,

key d

etai

ls, m

ain

char

acte

rs, 2.

1.2

key d

etai

ls su

ch a

s mai

n ch

arac

ters,

sequ

ence

of e

vent

s,se

quen

ce o

f eve

nts,

settin

gse

quen

ce o

f eve

nts,

settin

gse

quen

ce o

f eve

nts,

settin

gse

quen

ce o

f eve

nts,

settin

g

se

tting

, cult

ural

value

s,of

cult

ural

value

s and

of c

ultur

al va

lues a

nd

of c

ultur

al va

lues a

ndof

cult

ural

value

s and

2.1.

3 ca

use-

effe

ct re

latio

ns,

conc

lusio

ns. R

eads

instr

uctio

nsco

nclus

ions

. Rea

ds a

wid

eco

nclus

ions

. Rea

ds a

wid

eco

nclus

ions

. Rea

ds a

wid

e 2.

1.4

conc

lusio

ns (e

g W

hat d

oes t

his st

ory /

fabl

e te

ach

us?)

rela

ted

to re

al lif

e int

eres

tsva

riety

of fi

ctio

n, ta

bles

of

varie

ty o

f fict

ion

and

varie

ty o

f fict

ion

and

2.1.

5 w

heth

er o

r not

the

story

was

liked

and

why

;an

d ne

eds e

g. H

ow to

mak

e a

cont

ent a

nd in

dexe

s.no

n-fic

tion

book

s.no

n-fic

tion

book

s. 2

.2

read

s ins

truct

ions

rela

ted

to re

al lif

e int

eres

ts an

d ne

eds ;

milk

shak

e. Re

ads a

wid

e va

riety

2

.3

read

s a w

ide

varie

ty o

f fai

rly c

ompl

ex te

xts su

ch a

s fic

tion

of c

ompl

ex te

xts su

ch a

s

and

non

-fict

ion

book

s, ta

bles

of c

onte

nts a

nd in

dexe

s.fic

tion

book

s. 25

0 wor

ds30

0 wor

ds35

0 wor

ds40

0 wor

ds½

of A

4 (12

font

)¾

of A

4 (12

font

)1 o

f A4 (

12fo

nt)

1 of A

4 (12

font

)

AS 3

: Rea

ds te

xts a

lone

, and

use

s a v

arie

ty o

f stra

tegi

es to

mak

eLe

arne

r rea

ds te

xts a

lone

Lear

ner u

ses w

ord

Lear

ner u

ses w

ord

Lear

ner u

ses a

wor

d

mea

ning

:

flu

ently

and

with

und

ersta

nding

reco

gnitio

n an

dre

cogn

ition

and

reco

gnitio

n an

d

3.1

read

s a p

rinte

d te

xt flu

ently

and

with

und

ersta

nding

:by

pro

noun

cing

wor

ds w

ithco

mpr

ehen

sion

skills

toco

mpr

ehen

sion

skills

toco

mpr

ehen

sion

skills

to

3.1.

1 pr

onou

nces

wor

ds w

ith a

ccur

acy w

hen

read

ing a

loud

,ac

cura

cy w

hen

read

ing a

loud

, re

ad u

nfam

iliar t

exts.

read

unf

amilia

r tex

ts.re

ad u

nfam

iliar t

exts.

3.1.

2 re

ads a

loud

with

exp

ressi

on, u

sing

appr

opria

te st

ress,

mak

ing u

se o

f pho

nics t

o(p

arag

raph

)Re

ads a

loud

with

pa

using

and

into

natio

n,

read

unf

amilia

r tex

tsex

pres

sion,

pau

sing

and

3.1.

3 us

es w

ord

reco

gnitio

n an

d co

mpr

ehen

sion

skills

to re

ad(u

npre

pare

d re

ading

) and

also

Capt

ions

of n

ews e

vent

sRe

ads a

par

agra

ph a

ndint

onat

ion.

unfa

milia

r tex

ts (e

g ph

onic

s, co

ntex

tual

cue

s, pr

edic

ting)

includ

e m

etho

ds o

f re-

read

ing,

by u

sing

phon

ics/

pred

icts

the

end

to m

ake

3.1.

4 us

es a

rang

e of

aut

omat

ic m

onito

ring

and

self-

corre

cting

prac

tising

the

word

bef

ore

cont

extu

al c

ues.

mea

ning.

met

hods

whe

n re

ading

such

as r

e-re

ading

, rea

ding

on,

sayin

g it o

ut lo

ud.

Re-re

ading

, rea

ding

on

Re-re

ading

, rea

ding

on

Re-re

ading

, rea

ding

on

paus

ing, a

nd p

ract

ising

the

word

bef

ore

sayin

g it o

ut lo

ud.

and

paus

ing w

hen

read

ing.

and

paus

ing w

hen

read

ing.

and

paus

ing w

hen

read

ing.

½ of

A4 (

12fo

nt)

¾ of

A4 (

12fo

nt)

1 of A

4 (12

font

)1 o

f A4 (

12fo

nt)

LO 3

: REA

DING

AND

VIEW

ING

FAT T

ask 2

and

4

FAT T

ask 2

FAT T

ask 4

FAT T

ask 2

and

4

FAT T

ask 2

FAT T

ask 2

and

4FA

T Tas

k 4

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

15

 

 

HOM

E LA

NGUA

GE

TERM

1

AS 1

: Us

es v

isual

cue

s to

mak

e m

eani

ng :

Use

visu

al c

ues t

o m

ake

1.

1 r

eads

gra

phic

al te

xts s

uch

as p

hoto

grap

hs, m

aps,

flow

mea

ning

from

pho

togr

aphs

diag

ram

s, ch

arts,

and

:an

d ex

plai

n or

ally

thei

r 1

.1.1

exp

lain

s ora

lly o

r in

writ

ing

thei

r mea

ning

and

pur

pose

mea

n ing

and

pur

pose

. 1

.1.2

use

s the

info

rmat

ion

in a

ppro

pria

te w

ays (

eg m

aps)

1. Le

arne

rs re

ad q

uesti

ons a

bout

stor

y .

1.1

.3 e

valu

ates

the

imag

e fo

r des

ign

feat

ures

and

effe

ctive

ness

2. A

nsw

er q

uesti

ons i

n gr

oups

.AS

2 :

Mak

es m

eani

ng o

f writ

ten

text

:Le

arne

r com

men

ts on

a st

ory

3. Le

arne

rs re

ad ri

ddle

s abo

ut d

iffer

ent f

ruits

in g

roup

s and

2.1

com

men

ts on

a st

ory

or p

oem

the

lear

ner h

as re

ad, a

nd

fabl

e/ p

oem

by

answ

erin

g

show

s und

ersta

ndin

g of

ridd

les.

d

emon

strat

es u

nder

stand

ing

by a

nsw

erin

g qu

estio

ns o

n :

ques

tions

on

the

mai

n id

ea,

4. Le

arne

rs re

ad o

wn

storie

s abo

ut g

ood

and

bad

eatin

g ha

bits.

2

.1.1

mai

n id

ea,

key

deta

ils, m

ain

char

acte

rs, 2

.1.2

key

det

ails

such

as m

ain

char

acte

rs, se

quen

ce o

f eve

nts,

sequ

ence

of e

vent

s, se

tting

setti

ng, c

ultu

ral v

alue

s,of

cul

tura

l val

ues a

nd 2

.1.3

cau

se-e

ffect

rela

tions

,co

nclu

sions

. Rea

ds in

struc

tions

2.1

.4 c

oncl

usio

nsI (

eg W

hat d

oes t

his s

tory

/ fa

ble

teac

h us

?)re

late

d to

real

life

inte

rests

Read

s cle

arly

4 2

.1.5

whe

ther

or n

ot th

e sto

ry w

as lik

ed a

nd w

hy;

and

need

s eg.

How

to m

ake

aC

orre

ct p

ronu

ncia

tion

2.2

re

ads i

nstru

ctio

ns re

late

d to

real

life

inte

rests

and

nee

ds ;

milk

shak

e. R

eads

a w

ide

varie

ty

Read

s with

exc

eptio

nal in

sight

2.3

re

ads a

wid

e va

riety

of f

airly

com

plex

text

s suc

h as

fict

ion

o f c

ompl

ex te

xts s

uch

as

Read

s with

exp

ress

ion

a

nd n

on-fi

ctio

n bo

oks,

tabl

es o

f con

tent

s and

inde

xes.

fictio

n bo

oks.

250

wor

dsRe

ads c

lear

ly3

½ o

f A4

(12f

ont)

Cor

rect

pro

nunc

iatio

nAS

3 :

Read

s tex

ts al

one,

and

use

s a v

arie

ty o

f stra

tegi

es to

mak

eLe

arne

r rea

ds te

xts a

lone

Read

s with

reas

onab

le in

sight

m

eani

ng :

flu

ently

and

with

und

ersta

ndin

gRe

ads i

n ph

rase

s

3.1

rea

ds a

prin

ted

text

flue

ntly

and

with

und

ersta

ndin

g :

by p

rono

unci

ng w

ords

with

Hesit

ant r

eadi

ng2

3.1

.1 p

rono

unce

s wor

ds w

ith a

ccur

acy

whe

n re

adin

g al

oud,

accu

racy

whe

n re

adin

g al

oud,

Re

plac

es te

xt w

ith o

wn

wor

ds 3

.1.2

rea

ds a

loud

with

exp

ress

ion,

usin

g ap

prop

riate

stre

ss,

mak

ing

use

of p

honi

cs to

Read

s with

no

unde

rstan

ding

paus

ing

and

into

natio

n,

read

unf

amilia

r tex

tsRe

ads w

ord

for w

ord

3.1

.3 u

ses w

ord

reco

gnitio

n an

d co

mpr

ehen

sion

skills

to re

ad(u

npre

paire

d re

adin

g) a

nd a

lsoC

anno

t rea

d w

ithou

t hel

p1

unfa

milia

r tex

ts (e

g ph

onic

s, co

ntex

tual

cue

s, pr

edic

ting)

incl

ude

met

hods

of r

e-re

adin

g, 3

.1.4

use

s a ra

nge

of a

utom

atic

mon

itorin

g an

d se

lf-co

rrect

ing

prac

tisin

g th

e w

ord

befo

re

m

etho

ds w

hen

read

ing

such

as r

e-re

adin

g, re

adin

g on

,sa

ying

it o

ut lo

ud.

14 to

15

4

pa

usin

g, a

nd p

ract

ising

the

wor

d be

fore

sayin

g it

out l

oud.

10 to

13

3½

of A

4 (1

2fon

t)7

to 9

21

to 6

1

LO 3

: RE

ADIN

G A

ND V

IEW

ING

FAT T

ask

2

Writ

ten

Resp

onse

Task

2 :

Hin

ts

Tool

: R

ubric

: Re

adin

g

Tool

: R

atin

g Sc

ale

: Spe

lling

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

16

 

 

HOM

E LA

NG

UAG

ETE

RM 2

AS

1 : U

ses

visu

al c

ues

to m

ake

mea

ning

:Us

e vi

sual

cue

s to

mak

e

1.1

rea

ds

gra

phi

cal t

exts

suc

h a

s p

hoto

gra

phs

, ma

ps,

flow

mea

ning

from

flow

dia

gram

s,

d

iag

ram

s, c

harts

, and

:po

ster

cha

rts e

tc.

1.1

.1 e

xpla

ins

ora

lly o

r in

writ

ing

thei

r mea

ning

and

pur

pos

ean

d ex

plai

n. 1

.1.2

use

s th

e in

form

atio

n in

ap

pro

pria

te w

ays

(eg

ma

ps)

1. L

earn

ers

rea

d w

orks

heet

on

com

pre

hens

ion

ab

out l

ette

rs o

f 1

.1.3

eva

lua

tes

the

ima

ge

for d

esig

n fe

atu

res

and

effe

ctiv

enes

s

the

alp

hab

et a

nd g

ener

al i

nfor

ma

tion.

(env

ironm

ent)

2. R

ead

ma

p o

f env

ironm

ent.

AS

2 : M

ake

s m

eani

ng o

f writ

ten

text

:Le

arne

r com

men

ts o

n a

stor

y

2.1

com

men

ts o

n a

sto

ry o

r poe

m th

e le

arn

er h

as

rea

d, a

nd

fabl

e/po

em b

y an

swer

ing

d

emon

stra

tes

und

erst

and

ing

by

ans

wer

ing

que

stio

ns o

n :

ques

tions

on

the

mai

n id

ea,

2.1

.1 m

ain

idea

,ke

y de

tails

, mai

n ch

arac

ters

, 2

.1.2

key

det

ails

suc

h a

s m

ain

cha

ract

ers,

seq

uenc

e of

eve

nts,

sequ

ence

of e

vent

s, s

ettin

g1.

Lea

rner

s re

ad

wor

kshe

et o

n co

mp

rehe

nsio

n a

bou

t

se

ttin

g, c

ultu

ral v

alu

es,

of c

ultu

ral v

alue

s an

d

Na

tiona

l Ant

hem

. (ob

serv

e sp

ellin

g o

n w

orks

heet

) 2

.1.3

ca

use-

effe

ct re

latio

ns,

conc

lusio

ns. R

eads

a w

ide

2.1

.4 c

oncl

usio

nsI (

eg W

hat d

oes

this

stor

y /

fab

le te

ach

us?

)va

riety

of f

ictio

n, ta

bles

of

2.1

.5 w

heth

er o

r not

the

stor

y w

as

liked

and

why

;co

nten

t and

inde

xes.

Rea

ds c

lea

rly4

2.2

re

ad

s in

stru

ctio

ns re

late

d to

rea

l life

inte

rest

s a

nd n

eed

s ;

Cor

rect

pro

nunc

iatio

n 2

.3

rea

ds

a w

ide

varie

ty o

f fa

irly

com

ple

x te

xts

such

as

fictio

nRe

ad

s w

ith e

xcep

tiona

l ins

ight

a

nd n

on-fi

ctio

n b

ooks

, ta

ble

s of

con

tent

s a

nd in

dex

es.

300

wor

dsRe

ad

s w

ith e

xpre

ssio

n¾

of A

4 (1

2fon

t)Re

ad

s cle

arly

3C

orre

ct p

ronu

ncia

tion

Rea

ds

with

rea

sona

ble

insig

htA

S 3

: Rea

ds

text

s a

lone

, and

use

s a

va

riety

of s

trate

gie

s to

ma

keLe

arne

r use

s w

ord

Rea

ds

in p

hra

ses

m

eani

ng :

re

cogn

ition

and

Hes

itant

rea

din

g2

3

.1 r

ead

s a

prin

ted

text

flue

ntly

and

with

und

erst

and

ing

:co

mpr

ehen

sion

skill

s to

Rep

lace

s te

xt w

ith o

wn

wor

ds

3.1

.1 p

rono

unce

s w

ord

s w

ith a

ccur

acy

whe

n re

ad

ing

alo

ud,

read

unf

amili

ar te

xts.

Rea

ds

with

no

und

erst

and

ing

3.1

.2 r

ead

s a

loud

with

exp

ress

ion,

usin

g a

pp

rop

riate

stre

ss,

(par

agra

ph)

Rea

ds

wor

d fo

r wor

d

p

aus

ing

and

into

natio

n,

Ca

nnot

rea

d w

ithou

t hel

p1

3.1

.3 u

ses

wor

d re

cog

nitio

n a

nd c

omp

rehe

nsio

n sk

ills to

rea

dC

aptio

ns o

f new

s ev

ents

unfa

milia

r tex

ts (e

g p

honi

cs, c

onte

xtua

l cue

s, p

red

ictin

g)

by u

sing

phon

ics/

3.1

.4 u

ses

a ra

nge

of a

utom

atic

mon

itorin

g a

nd s

elf-c

orre

ctin

gco

ntex

tual

cue

s.N

o m

ista

kes

4

m

etho

ds

whe

n re

ad

ing

suc

h a

s re

-rea

din

g, r

ead

ing

on,

Re-r

eadi

ng, r

eadi

ng o

nFe

w m

ista

kes

3

p

aus

ing

, and

pra

ctisi

ng th

e w

ord

bef

ore

sayi

ng it

out

loud

and

paus

ing

whe

n re

adin

g.Lo

ts o

f mist

ake

s2

¾ o

f A4

(12f

ont)

Ca

nnot

sp

ell

1

Tool

: R

atin

g Sc

ale

: Spe

lling

FAT

Task

4

Ora

l and

Writ

ten

Resp

onse

FAT

Task

2 a

nd 4

Task

4 :

Hin

ts

Tool

: R

ubric

: Re

adin

g

LO 3

: RE

AD

ING

AN

D V

IEW

ING

Ora

l and

Writ

ten

Resp

onse

Task

2 :

Hin

ts

FAT

Task

2 a

nd 4

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

17

 

 

HOM

E LA

NGUA

GE

TERM

3

AS 1

: Us

es v

isual

cue

s to

mak

e m

eani

ng :

Use

visu

al c

ues t

o m

ake

1.

1 r

eads

gra

phic

al te

xts s

uch

as p

hoto

grap

hs, m

aps,

flow

mea

ning

form

flow

dia

gram

s,

di

agra

ms,

char

ts, a

nd :

char

ts an

d m

aps.

Expl

ain

1.1

.1 e

xpla

ins o

rally

or i

n w

ritin

g th

eir m

eani

ng a

nd p

urpo

seor

ally

and

in w

ritin

g th

e 1

.1.2

use

s the

info

rmat

ion

in a

ppro

pria

te w

ays (

eg m

aps)

mea

ning

and

pur

pose

. Use

1.1

.3 e

valu

ates

the

imag

e fo

r des

ign

feat

ures

and

effe

ctiv

enes

sin

form

atio

n an

d ev

alua

te.

AS 2

: M

akes

mea

ning

of w

ritte

n te

xt :

Lear

ner c

omm

ents

on a

stor

y

2.1

com

men

ts o

n a

stor

y or

poe

m th

e le

arne

r has

read

, and

fa

ble/

poem

by

answ

erin

g

dem

onst

rate

s und

erst

andi

ng b

y an

swer

ing

ques

tions

on

:qu

estio

ns o

n m

ain

idea

, 2

.1.1

mai

n id

ea,

key

deta

ils, m

ain

char

acte

rs,

2.1

.2 k

ey d

etai

ls su

ch a

s mai

n ch

arac

ters,

sequ

ence

of e

vent

s,se

quen

ce o

f eve

nts,

setti

ng

se

tting

, cul

tura

l val

ues,

of c

ultu

ral v

alue

s and

2.1

.3 c

ause

-effe

ct re

latio

ns,

conc

lusio

ns. R

eads

a w

ide

2.1

.4 c

oncl

usio

nsI (

eg W

hat d

oes t

his s

tory

/ fa

ble

teac

h us

?)va

riety

of f

ictio

n a

nd 2

.1.5

whe

ther

or n

ot th

e st

ory

was

liked

and

why

;no

n-fic

tion

book

s.Re

ads c

lear

ly4

2.2

re

ads i

nstru

ctio

ns re

late

d to

real

life

inte

rest

s and

nee

ds ;

Cor

rect

pro

nunc

iatio

n 2

.3

read

s a w

ide

varie

ty o

f fai

rly c

ompl

ex te

xts s

uch

as fi

ctio

nRe

ads w

ith e

xcep

tiona

l insig

ht

and

non

-fict

ion

book

s, ta

bles

of c

onte

nts a

nd in

dexe

s.35

0 w

ords

Read

s with

exp

ress

ion

1 of

A4

(12f

ont)

Read

s cle

arly

3C

orre

ct p

ronu

ncia

tion

Read

s with

reas

onab

le in

sight

AS 3

: Re

ads t

exts

alo

ne, a

nd u

ses a

var

iety

of s

trate

gies

to m

ake

Lear

ner u

ses w

ord

Read

s in

phra

ses

m

eani

ng :

re

cogn

ition

and

Hesit

ant r

eadi

ng2

3

.1 r

eads

a p

rinte

d te

xt fl

uent

ly a

nd w

ith u

nder

stan

ding

:co

mpr

ehen

sion

skills

toRe

plac

es te

xt w

ith o

wn

wor

ds 3

.1.1

pro

noun

ces w

ords

with

acc

urac

y w

hen

read

ing

alou

d,re

ad u

nfam

iliar t

exts.

Read

s with

no

unde

rstan

ding

3.1

.2 r

eads

alo

ud w

ith e

xpre

ssio

n, u

sing

appr

opria

te st

ress

,Re

ads w

ord

for w

ord

paus

ing

and

into

natio

n,

Can

not r

ead

with

out h

elp

1 3

.1.3

use

s wor

d re

cogn

ition

and

com

preh

ensio

n sk

ills to

read

Read

s a p

arag

raph

and

unfa

milia

r tex

ts (e

g ph

onic

s, co

ntex

tual

cue

s, pr

edic

ting)

pred

icts

the

end

to m

ake

3.1

.4 u

ses a

rang

e o f

aut

omat

ic m

onito

ring

and

self-

corre

ctin

gm

eani

ng.

met

hods

whe

n re

adin

g su

ch a

s re-

read

ing,

read

ing

on,

Re-re

adin

g, re

adin

g on

14 to

15

4

pa

usin

g, a

nd p

ract

ising

the

wor

d be

fore

sayi

ng it

out

loud

.an

d pa

usin

g w

hen

read

ing.

10 to

13

31

of A

4 (1

2fon

t)7

to 9

21

to 6

1

1. R

ead

lette

rs fro

m c

hild

ren

from

diff

eren

t cou

ntrie

s.

Task

4 :

Hin

ts

Task

2 :

Hint

s1.

Lea

rner

s rea

d ow

n st

orie

s writ

ten

abou

t her

oes f

rom

the

past

.

Ora

l Res

pons

e :

Read

ing

LO 3

: RE

ADIN

G A

ND V

IEW

ING

Ora

l Res

pons

e :

Read

ing

FAT T

ask

4

Tool

: R

atin

g Sc

ale

: Spe

lling

FAT T

ask

2 an

d 4

2. L

earn

ers r

ead

own

lette

rs w

ritte

n in

resp

onse

to re

ceiv

ed le

tters.

Tool

: R

ubric

: Re

adin

g

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

18

 

 

HOM

E LA

NGUA

GE

TERM

4

AS 1

: Us

es v

isual

cue

s to

mak

e m

eani

ng :

1.

1 r

eads

gra

phic

al te

xts s

uch

as p

hoto

grap

hs, m

aps,

flow

diag

ram

s, ch

arts

, and

: 1

.1.1

exp

lain

s ora

lly o

r in

writ

ing

thei

r mea

ning

and

pur

pose

1.1

.2 u

ses t

he in

form

atio

n in

app

ropr

iate

way

s (eg

map

s) 1

.1.3

eva

luat

es th

e im

age

for d

esig

n fe

atur

es a

nd e

ffect

iven

ess

AS 2

: M

akes

mea

ning

of w

ritte

n te

xt :

Lear

ner c

omm

ents

on a

stor

y

2.1

com

men

ts o

n a

stor

y or

poe

m th

e le

arne

r has

read

, and

fa

ble/

poe

m b

y an

swer

ing

d

emon

stra

tes u

nder

stan

ding

by

answ

erin

g qu

estio

ns o

n :

ques

tions

on

the

mai

n id

ea,

2.1

.1 m

ain

idea

,ke

y de

tails

, mai

n ch

arac

ters

, 2

.1.2

key

det

ails

such

as m

ain

char

acte

rs, se

quen

ce o

f eve

nts,

sequ

ence

of e

vent

s, se

tting

setti

ng, c

ultu

ral v

alue

s,of

cul

tura

l val

ues a

ndRe

ads c

lear

ly4

2.1

.3 c

ause

-effe

ct re

latio

ns,

conc

lusio

ns. R

eads

a w

ide

Cor

rect

pro

nunc

iatio

n 2

.1.4

con

clus

ions

I (eg

Wha

t doe

s thi

s sto

ry /

fabl

e te

ach

us?)

varie

ty o

f fic

tion

and

Read

s with

exc

eptio

nal in

sight

2.1

.5 w

heth

er o

r not

the

stor

y w

as lik

ed a

nd w

hy;

non-

fictio

n bo

oks.

Read

s with

exp

ress

ion

2.2

re

ads i

nstru

ctio

ns re

late

d to

real

life

inte

rest

s and

nee

ds ;

Read

s cle

arly

3 2

.3

read

s a w

ide

varie

ty o

f fai

rly c

ompl

ex te

xts s

uch

as fi

ctio

nC

orre

ct p

ronu

ncia

tion

a

nd n

on-fi

ctio

n bo

oks,

tabl

es o

f con

tent

s and

inde

xes.

400

wor

dsRe

ads w

ith re

ason

able

insig

ht1

of A

4 (1

2fon

t)Re

ads i

n ph

rase

sAS

3 :

Read

s tex

ts a

lone

, and

use

s a v

arie

ty o

f stra

tegi

es to

mak

eLe

arne

r use

s a w

ord

Hesit

ant r

eadi

ng2

m

eani

ng :

re

cogn

ition

and

Repl

aces

text

with

ow

n w

ords

3

.1 r

eads

a p

rinte

d te

xt fl

uent

ly a

nd w

ith u

nder

stan

ding

:co

mpr

ehen

sion

skills

to

Read

s with

no

unde

rstan

ding

3.1

.1 p

rono

unce

s wor

ds w

ith a

ccur

acy

whe

n re

adin

g al

oud,

rea d

unf

amilia

r tex

ts.Re

ads w

ord

for w

ord

3.1

.2 r

eads

alo

ud w

ith e

xpre

ssio

n, u

sing

appr

opria

te st

ress

,Re

ads a

loud

with

C

anno

t rea

d w

ithou

t hel

p1

paus

ing

and

into

natio

n,

expr

ess io

n, p

ausin

g an

d 3

.1.3

use

s wor

d re

cogn

ition

and

com

preh

ensio

n sk

ills to

read

into

natio

n.

un

fam

iliar t

exts

(eg

phon

ics,

cont

extu

al c

ues,

pred

ictin

g) 3

.1.4

use

s a ra

nge

of a

utom

atic

mon

itorin

g an

d se

lf-co

rrect

ing

14 to

15

4

m

etho

ds w

hen

read

ing

such

as r

e-re

adin

g, re

adin

g on

,Re

-read

ing,

read

ing

on10

to 1

33

paus

ing,

and

pra

ctisi

ng th

e w

ord

befo

re sa

ying

it o

ut lo

udan

d pa

usin

g w

hen

read

ing.

7 to

92

1 of

A4

(12f

ont)

1 to

61

LO 3

: RE

ADIN

G A

ND V

IEW

ING

Desig

n an

d M

ake

Task

2 :

Hin

ts1.

Lea

rner

s rea

d in

stru

ctio

ns o

n m

akin

g of

eg.

3D

bird

.2.

Lea

rner

s rea

d lis

t of r

equi

rem

ents

for 3

D b

ird .

FAT T

ask

2

Tool

: R

atin

g Sc

ale

: Spe

lling

Tool

: R

ubric

: Re

adin

g

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

19

 

 

HOM

E LA

NG

UAG

ETE

RM 1

TERM

2TE

RM 3

TERM

4

AS

4 : C

onso

lidat

es p

honi

c kn

owle

dge

:Te

st 5

0 w

ords

Test

60

wor

dsTe

st 7

0 w

ords

Test

80

wor

dsor

2X

40 w

ords

4

.1 r

ecog

nise

s tha

t the

sam

e so

und

can

be sp

elle

d in

ay- a

i- al

l Fai

ry "e

"

di

ffere

nt w

ays (

eg p

lay,

pai

n, p

late

)m

ake

- m

akin

gRe

cogn

ises t

hat t

he s

ame

4

.2 r

ecog

nise

s tha

t the

sam

e sp

ellin

g ca

n re

pres

ent

spel

ling

can

repr

esen

t

di

ffere

nt so

unds

(eg

brea

d, re

ad)

diffe

rent

sou

nds.

ea, c

ity (s

ound

s lik

e s)

gian

t (so

unds

like

j)

4.3

rec

ogni

ses s

ome

mor

e vo

wel

soun

ds sp

elle

d w

ith tw

o

oy, o

w, e

w, o

e, u

i, ue

, ey,

le

tters

(vow

el d

iagr

aphs

) (eg

oi,o

u,oa

,aw

)ie

, ei e

y

4

.4 r

ecog

nise

s the

use

of '

gh' a

nd 'g

ht' a

t the

end

of w

ords

;Re

cogn

ise th

e us

e of

'gh'

and

-ble

, - d

le,-p

le, -

tle'g

ht'

toug

h /

taug

ht-t

ch, -

ould

, -ld

, -al

l, -s

kco

ugh

/ ca

ught

4

.5 r

ecog

nise

s vow

els w

ith tw

o so

unds

(dip

hton

gs) (

eg

thou

gh /

taug

htSi

lent

sou

nds

ere,

air,a

re,a

u)k

- kn

ight

, g -

gnaw

, h -

hone

stoa

r ea

r* A

DDITI

ON

AL

4.6

Sile

nt so

unds

eg.

k -

knig

ht, g

- gn

aw

h

- hon

est,

l - p

alm

, b -

lam

b

FAT T

ask

2FA

T Tas

k 2

FAT T

ask

2A

S 5

: Rea

ds fo

r inf

orm

atio

n an

d en

joym

ent :

5

.1 c

hoos

es fi

ctio

n an

d no

n-fic

tion

book

s and

says

wha

t was

fictio

nfic

tion

fictio

n - n

on-fi

ctio

n fro

mfic

tion

- non

-fict

ion

from

liked

or n

ot lik

ed a

bout

them

;lib

rary

libra

ry

5.2

rea

ds a

nd a

ppre

ciat

es b

ooks

writ

ten

by a

utho

rs fro

meg

. IsiX

hosa

sto

ryeg

. Jew

ish re

ligio

n

di

ffere

nt c

ultu

res a

bout

a ra

nge

of d

iffer

ent c

onte

xts a

ndN

elso

n M

ande

lain

form

atio

n

re

latio

nshi

ps

5.3

rea

ds d

iffer

ent k

inds

of t

exts

such

as c

omic

s, m

agaz

ines

,Re

ads

com

ics

Read

s m

agaz

ines

Mga

zines

and

new

spap

ers

Mga

zines

and

new

spap

ers

new

spap

ers

5

.4 d

evel

ops v

ocab

ular

y by

usin

g a

dict

iona

ry a

nd k

eepi

ngPe

rson

al /

pic

ture

dic

tiona

ryPe

rson

al /

pic

ture

dic

tiona

ryPe

rson

al /

pic

ture

dic

tiona

ryPe

rson

al /

pic

ture

dic

tiona

ry

a

perso

nal d

ictio

nary

;of

new

wor

dsJu

nior

dic

tiona

ryJu

nior

dic

tiona

ryJu

nior

dic

tiona

ry

5.5

use

s tab

le o

f con

tent

s, in

dex,

key

wor

ds, h

eadi

ngs,

Key

wor

dsIn

dex

and

tabl

e of

con

tent

Head

ings

/ c

aptio

nsHe

adin

gs /

cap

tions

capt

ions

and

pag

e nu

mbe

rs to

find

info

rmat

ion

;pa

ge n

umbe

rspa

ge n

umbe

rs

5.6

pla

ys w

ord

gam

es th

at d

raw

on

read

ing,

voc

abul

ary

10 to

20

wor

ds20

to 3

0 w

ords

30 to

40

wor

ds30

to 4

0 w

ords

know

ledg

e an

d sk

ills

5.7

ide

ntifi

es a

nd fi

nds i

nfor

mat

ion

sour

ces s

uch

as

Inte

rvie

w p

eopl

e fro

mRe

sear

ch in

tere

stin

g to

pic

c

omm

unity

mem

bers,

libra

ry b

ooks

;co

mm

unity

usin

g bo

oks

5

.8 s

tarts

to a

naly

se o

ral,

writ

ten

and

visu

al te

xts f

orA

naly

se a

n ad

verti

sem

ent

Ana

lyse

an

oral

text

: ra

dio,

Ana

lyse

an

adve

rtise

men

t

soc

io-c

ultu

ral v

alue

s, at

titud

es a

nd a

ssum

ptio

nsin

a m

agaz

ine

and

talk

abo

utta

pe a

nd ta

lk a

bout

the

role

son

tele

visio

n an

d ta

lk

(eg

in a

n ad

veris

emen

t on

soap

pow

der,

talk

abo

ut w

hoth

e au

dien

ce ta

rget

ed.

play

ed b

y m

ales

and

fem

ales

abou

t the

soci

o cu

ltura

l val

ues

is m

eant

to a

ppea

l to,

and

role

s pla

yed

by fe

mal

es a

ndan

d so

cio

cultu

ral v

alue

san

d at

titud

es.

mal

es)

and

attit

udes

FAT T

ask

4FA

T Tas

k 2

FAT T

ask

2 an

d 4

LO 3

: RE

ADI

NG

AN

D VI

EWIN

G

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

20

 

 

HO

ME

LAN

GU

AG

ETE

RM 1

AS

4 : C

on

solid

ate

s p

ho

nic

kn

ow

led

ge

:Te

st 5

0 w

ord

sG

rad

e 2

re

visi

on

4

.1 r

ec

og

nis

es

tha

t th

e s

am

e s

ou

nd

ca

n b

e s

pe

lled

ina

y- a

i- a

ll Fa

iry "

e"

diff

ere

nt

wa

ys (

eg

pla

y, p

ain

, pla

te)

ma

ke -

ma

kin

gRe

co

gn

ise

s th

at t

he

sa

me

4

.2 r

ec

og

nis

es

tha

t th

e s

am

e s

pe

llin

g c

an

re

pre

sen

tsp

elli

ng

ca

n r

ep

rese

nt

2. P

ho

nic

s : t

est

of

wo

rds

do

ne

.

d

iffe

ren

t so

un

ds

(eg

bre

ad

, re

ad

)d

iffe

ren

t so

un

ds.

3. C

ho

ose

5 w

ord

s fr

om

ph

on

ics

list

to m

ake

se

nte

nc

es.

ea

, city

(so

un

ds

like

s)

4. L

oo

k fo

r si

mila

r w

ord

s in

ma

ga

zin

es

or

ne

wsp

ap

ers

gia

nt (

sou

nd

s lik

e j)

4

.3 r

ec

og

nis

es

som

e m

ore

vo

we

l so

un

ds

spe

lled

with

tw

o

o

y, o

w, e

w, o

e, u

i, u

e, e

y,

lett

ers

(vo

we

l dia

gra

ph

s) (

eg

oi,o

u,o

a,a

w)

ie, e

i ey

4

.4 r

ec

og

nis

es

the

use

of

'gh

' an

d 'g

ht'

at

the

en

d o

f w

ord

s ;

Rec

og

nis

e th

e u

se o

f 'g

h' a

nd

'gh

t' t

ou

gh

/ ta

ug

ht

co

ug

h /

ca

ug

ht

1. L

ea

rne

rs r

ea

d d

iffe

ren

t p

oe

ms.

4

.5 r

ec

og

nis

es

vow

els

with

tw

o s

ou

nd

s (d

iph

ton

gs)

(e

g

tho

ug

h /

tau

gh

t

e

re,a

ir,a

re,a

u)

* A

DD

ITIO

NA

L 4.

6 Si

len

t so

un

ds

eg

. k -

kn

igh

t, g

- g

na

w

h

- h

on

est

, l -

pa

lm, b

- la

mb

Re

ad

s c

lea

rly4

AS

5 : R

ea

ds

for

info

rma

tion

an

d e

njo

yme

nt

:C

orr

ec

t p

ron

un

cia

tion

5

.1 c

ho

ose

s fic

tion

an

d n

on

-fic

tion

bo

oks

an

d s

ays

wh

at

wa

sfic

tion

Re

ad

s w

ith e

xce

ptio

na

l in

sig

ht

like

d o

r n

ot

like

d a

bo

ut

the

m ;

Re

ad

s w

ith e

xpre

ssio

n

5.2

re

ad

s a

nd

ap

pre

cia

tes

bo

oks

writ

ten

by

au

tho

rs f

rom

Re

ad

s c

lea

rly3

diff

ere

nt

cu

lture

s a

bo

ut

a r

an

ge

of

diff

ere

nt

co

nte

xts

an

dC

orr

ec

t p

ron

un

cia

tion

rela

tion

ship

sR

ea

ds

with

re

aso

na

ble

insi

gh

t

5.3

re

ad

s d

iffe

ren

t ki

nd

s o

f te

xts

suc

h a

s c

om

ics,

ma

ga

zin

es,

Rea

ds

co

mic

sR

ea

ds

in p

hra

ses

ne

wsp

ap

ers

He

sita

nt

rea

din

g2

5

.4 d

eve

lop

s vo

ca

bu

lary

by

usi

ng

a d

ictio

na

ry a

nd

ke

ep

ing

Pers

on

al /

pic

ture

dic

tion

ary

Re

pla

ce

s te

xt w

ith o

wn

wo

rds

a p

ers

on

al d

ictio

na

ry ;

of n

ew

wo

rds

Re

ad

s w

ith n

o u

nd

ers

tan

din

g

5.5

use

s ta

ble

of

co

nte

nts

, in

de

x, k

ey

wo

rds,

he

ad

ing

s,K

ey

wo

rds

Re

ad

s w

ord

fo

r w

ord

ca

ptio

ns

an

d p

ag

e n

um

be

rs t

o f

ind

info

rma

tion

;C

an

no

t re

ad

with

ou

t h

elp

1

5.6

pla

ys w

ord

ga

me

s th

at

dra

w o

n r

ea

din

g, v

oc

ab

ula

ry

10 to

20

wo

rds

kno

wle

dg

e a

nd

ski

lls

5.7

id

en

tifie

s a

nd

fin

ds

info

rma

tion

so

urc

es

suc

h a

s

co

mm

un

ity m

em

be

rs, l

ibra

ry b

oo

ks ;

45 t

o 5

04

5

.8 s

tart

s to

an

aly

se o

ral,

writ

ten

an

d v

isu

al t

ext

s fo

rA

na

lyse

an

ad

vert

ise

me

nt

35 t

o 4

43

s

oc

io-c

ultu

ral v

alu

es,

att

itud

es

an

d a

ssu

mp

tion

sin

a m

ag

azi

ne

an

d ta

lk a

bo

ut

16 t

o 3

42

(

eg

in a

n a

dve

rise

me

nt

on

so

ap

po

wd

er,

ta

lk a

bo

ut

wh

oth

e a

udie

nc

e ta

rge

ted

.1

to 1

51

is m

ea

nt

to a

pp

ea

l to

, an

d r

ole

s p

laye

d b

y fe

ma

les

an

d

m

ale

s )

Too

l :

Ratin

g S

ca

le :

Spe

llin

g

Task

4 :

Hin

ts

FAT

Task

4

2. L

ea

rne

rs d

eve

lop

vo

ca

bu

lary

usi

ng

dic

tion

arie

s fo

r d

iffic

ult

3. E

ac

h g

rou

p d

ram

atiz

e p

oe

m in

a r

ap

fo

rm.

FAT

Task

2

1. S

up

ply

sta

nd

ard

ise

d r

ea

din

g m

ate

rial.(

rea

din

g p

rog

ram

me

)

Too

l :

Rub

ric :

Rea

din

g

a

nd

use

it t

o m

ake

se

nte

nc

es

in b

oo

ks C

ho

ose

be

twe

en

3 o

r 4 a

s a

n a

ctiv

ity.

Ora

l an

d W

ritte

n R

esp

on

se

Task

2 :

Hin

tsO

ral a

nd

Writ

ten

Re

spo

nse

LO 3

: RE

AD

ING

AN

D V

IEW

ING

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

21

 

 

HO

ME

LAN

GU

AG

ETE

RM 2

AS

4 : C

on

solid

ate

s p

ho

nic

kn

ow

led

ge

:Te

st 6

0 w

ord

sG

rad

e 2

re

visio

n

4.1

re

co

gn

ise

s th

at

the

sa

me

so

un

d c

an

be

sp

elle

d in

diff

ere

nt

wa

ys (

eg

pla

y, p

ain

, pla

te)

1. S

up

ply

sta

nd

ard

ise

d re

ad

ing

ma

teria

l.(e

nvi

ron

me

nt)

4

.2 r

ec

og

nis

es

tha

t th

e s

am

e s

pe

llin

g c

an

rep

rese

nt

2. P

ho

nic

s : t

est

of

wo

rds

do

ne

.

d

iffe

ren

t so

un

ds

(eg

bre

ad

, re

ad

)3.

Ch

oo

se 5

wo

rds

fro

m p

ho

nic

s lis

t to

ma

ke s

en

ten

ce

s.4.

Lo

ok

for s

imila

r wo

rds

in m

ag

azi

ne

s o

r ne

wsp

ap

er s

4

.3 r

ec

og

nis

es

som

e m

ore

vo

we

l so

un

ds

spe

lled

with

tw

o

le

tte

rs (

vow

el d

iag

rap

hs)

(e

g o

i,ou

,oa

,aw

)

4

.4 r

ec

og

nis

es

the

use

of

'gh

' an

d 'g

ht'

at

the

en

d o

f w

ord

s ;

- ble

, - d

le,-

ple

, -tle

-tc

h, -

oul

d, -

ld, -

all,

-sk

4

.5 r

ec

og

nis

es

vow

els

with

tw

o s

ou

nd

s (d

iph

ton

gs)

(e

g

Sile

nt s

oun

ds

ere

,air,

are

,au

)k

- k

nig

ht, g

- g

naw

, h -

ho

nest

* A

DD

ITIO

NA

L 4.

6 Si

len

t so

un

ds

eg

. k -

kn

igh

t, g

- g

na

w1.

Ch

ildre

n re

ad

fa

cts

fo

r in

terv

iew

s a

bo

ut

relig

ion

s : d

ialo

gu

e o

n c

d

h

- h

on

est

, l -

pa

lm, b

- la

mb

2. R

ea

d w

ord

s a

nd

lab

els

rep

rese

ntin

g fe

stiv

als

an

d s

ymb

ols.

4. R

ea

d c

om

pre

he

nsi

on

ab

ou

t o

ur N

atio

na

l An

the

m.

AS

5 : R

ea

ds

for i

nfo

rma

tion

an

d e

njo

yme

nt

:

5.1

ch

oo

ses

fictio

n a

nd

no

n-f

ictio

n b

oo

ks a

nd

sa

ys w

ha

t w

as

fictio

n

lik

ed

or n

ot

like

d a

bo

ut

the

m ;

Re

ad

s c

lea

rly4

5

.2 r

ea

ds

an

d a

pp

rec

iate

s b

oo

ks w

ritte

n b

y a

uth

ors

fro

me

g. I

siX

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sto

ryC

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ec

t p

ron

un

cia

tion

diff

ere

nt

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lture

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bo

ut

a ra

ng

e o

f d

iffe

ren

t c

on

text

s a

nd

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lso

n M

and

ela

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ad

s w

ith e

xce

ptio

na

l in

sig

ht

rela

tion

ship

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ea

ds

with

exp

ress

ion

5

.3 r

ea

ds

diff

ere

nt

kin

ds

of

text

s su

ch

as

co

mic

s, m

ag

azi

ne

s,Re

ad

s m

ag

azi

nes

Re

ad

s c

lea

rly3

ne

wsp

ap

er s

Co

rre

ct

pro

nu

nc

iatio

n

5.4

de

velo

ps

voc

ab

ula

ry b

y u

sing

a d

ictio

na

ry a

nd

ke

ep

ing

Pers

ona

l / p

ictu

re d

ictio

nary

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ad

s w

ith re

aso

na

ble

insig

ht

a p

ers

on

al d

ictio

na

ry ;

Juni

or d

ictio

nary

Re

ad

s in

ph

rase

s

5.5

use

s ta

ble

of

co

nte

nts

, in

de

x, k

ey

wo

rds,

he

ad

ing

s,In

de

x a

nd ta

ble

of c

ont

ent

He

sita

nt

rea

din

g2

ca

ptio

ns

an

d p

ag

e n

um

be

rs t

o fi

nd

info

rma

tion

;R

ep

lac

es

text

with

ow

n w

ord

s

5.6

pla

ys w

ord

ga

me

s th

at

dra

w o

n re

ad

ing

, vo

ca

bu

lary

20

to 3

0 w

ord

sR

ea

ds

with

no

un

de

rsta

nd

ing

kno

wle

dg

e a

nd

ski

ll sR

ea

ds

wo

rd f

or w

ord

5

.7 i

de

ntif

ies

an

d fi

nd

s in

form

atio

n s

ou

rce

s su

ch

as

Ca

nn

ot

rea

d w

itho

ut

he

lp1

c

om

mu

nity

me

mb

ers

, lib

rary

bo

oks

;

5.8

sta

rts

to a

na

lyse

ora

l, w

ritte

n a

nd

vis

ua

l te

xts

for

Ana

lyse

an

ora

l te

xt :

rad

io,

s

oc

io-c

ultu

ral v

alu

es,

att

itud

es

an

d a

ssu

mp

tion

sta

pe

and

talk

ab

out

the

role

s55

to

60

4

(e

g in

an

ad

veris

em

en

t o

n s

oa

p p

ow

de

r, ta

lk a

bo

ut

wh

op

laye

d b

y m

ale

s a

nd fe

ma

les

45 t

o 5

43

is m

ea

nt

to a

pp

ea

l to

, an

d ro

les

pla

yed

by

fem

ale

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nd

and

so

cio

cul

tura

l va

lue

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m

ale

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de

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ten

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ons

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sk 2

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ints

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ca

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lling

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ten

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ons

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sk 4

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ints

a

nd

use

it t

o m

ake

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nte

nc

es

in b

oo

ks

FAT

Task

2 a

nd 4

Too

l :

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ric :

Rea

din

g

LO 3

: RE

AD

ING

AN

D V

IEW

ING

FA T

Ta

sk 2

3. R

ea

d s

en

ten

ce

s a

bo

ut

diff

ere

nt

relig

iou

s h

olid

ays

.

C

hoo

se b

etw

ee

n 3

or 4

as

an

ac

tivity

.

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

22

 

 

HO

ME

LAN

GU

AG

ETE

RM

3

AS

4 :

Co

nso

lida

tes

ph

on

ic k

no

wle

dg

e :

Test

70

wo

rds

Gra

de

2

revi

sio

n

4.

1 r

ec

og

nis

es

tha

t th

e s

am

e s

ou

nd

ca

n b

e s

pe

lled

in

d

i ffe

ren

t w

ays

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g p

lay,

pa

in,

pla

te)

1. S

up

ply

sta

nd

ard

ise

d r

ea

din

g m

ate

rial.

(c

hild

he

ro)

4.2

re

co

gn

ise

s th

at

the

sa

me

sp

elli

ng

ca

n r

ep

rese

nt

2. P

ho

nic

s :

test

of

wo

rds

do

ne

.

d

iffe

ren

t so

un

ds

(eg

bre

ad

, re

ad

)3.

Ch

oo

se 5

wo

rds

fro

m p

ho

nic

s lis

t to

ma

ke s

en

ten

ce

s.4.

Lo

ok

for

sim

ilar

wo

rds

in m

ag

azi

ne

s o

r n

ew

spa

pe

rs

4.3

re

co

gn

ise

s so

me

mo

re v

ow

el s

ou

nd

s sp

elle

d w

ith t

wo

lett

ers

(vo

we

l dia

gra

ph

s) (

eg

oi,o

u,o

a,a

w)

4.4

re

co

gn

ise

s th

e u

se o

f 'g

h' a

nd

'gh

t' a

t th

e e

nd

of

wo

rds

;

1. R

ea

d in

form

atio

n in

lett

ers

re

ce

ive

d

fro

m c

hild

ren

4.5

re

co

gn

ise

s vo

we

ls w

ith t

wo

so

un

ds

(dip

hto

ng

s) (

eg

oth

er

co

un

trie

s.

e

re,a

ir,a

re,a

u)

oa

r e

ar

* A

DD

ITIO

NA

L 4.

6 Si

len

t so

un

ds

eg

. k

- kn

igh

t, g

- g

na

w

h -

ho

ne

st,

l - p

alm

, b

- la

mb

Re

ad

s c

lea

rly4

Co

rre

ct

pro

nu

nc

iatio

nR

ea

ds

with

exc

ep

tion

al i

nsi

gh

tA

S 5

: R

ea

ds

for

info

rma

tion

an

d e

njo

yme

nt

:R

ea

ds

with

exp

ress

ion

5.1

ch

oo

ses

fictio

n a

nd

no

n-f

ictio

n b

oo

ks a

nd

sa

ys w

ha

t w

as

fictio

n -

no

n-f

ictio

n fr

om

Re

ad

s c

lea

rly3

like

d o

r n

ot

like

d a

bo

ut

the

m ;

libra

ryC

orr

ec

t p

ron

un

cia

tion

5.2

re

ad

s a

nd

ap

pre

cia

tes

bo

oks

writ

ten

by

au

tho

rs f

rom

eg

. Je

wis

h r

elig

ion

Re

ad

s w

ith r

ea

son

ab

le in

sig

ht

di ff

ere

nt

cu

lture

s a

bo

ut

a r

an

ge

of

diff

ere

nt

co

nte

xts

an

din

form

atio

nR

ea

ds

in p

hra

ses

rela

tion

ship

sH

esi

tan

t re

ad

ing

2

5.

3 r

ea

ds

diff

ere

nt

kin

ds

of

text

s su

ch

as

co

mic

s, m

ag

azi

ne

s,M

ga

zin

es

an

d n

ew

spa

pe

rsR

ep

lac

es

text

with

ow

n w

ord

s

n

ew

spa

pe

rsR

ea

ds

with

no

un

de

rsta

nd

ing

5.4

de

velo

ps

voc

ab

ula

ry b

y u

sin

g a

dic

tion

ary

an

d k

ee

pin

gPe

rso

na

l / p

ictu

re d

ictio

na

ryR

ea

ds

wo

rd f

or

wo

rd

a

pe

rso

na

l dic

tion

ary

;Ju

nio

r d

ictio

na

ryC

an

no

t re

ad

with

ou

t h

elp

1

5.

5 u

ses

tab

le o

f c

on

ten

ts,

ind

ex,

ke

y w

ord

s, h

ea

din

gs,

He

ad

ing

s /

ca

ptio

ns

An

swe

rs v

ery

fe

w q

ue

stio

ns

co

rre

ctly

2

c

ap

tion

s a

nd

pa

ge

nu

mb

ers

to

fin

d in

form

atio

n ;

pa

ge

nu

mb

ers

5.6

pla

ys w

ord

ga

me

s th

at

dra

w o

n r

ea

din

g,

voc

ab

ula

ry

30 t

o 4

0 w

ord

s

kn

ow

led

ge

an

d s

kills

An

swe

rs a

ll q

ue

stio

ns

co

rre

ctly

4

5.

7 id

en

tifie

s a

nd

fin

ds

info

rma

tion

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urc

es

suc

h a

s In

terv

iew

pe

op

le fr

om

An

swe

rs m

ost

qu

est

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s c

orr

ec

tly3

c

om

mu

nity

me

mb

ers

, lib

rary

bo

oks

;c

om

mu

nity

An

swe

rs v

ery

fe

w q

ue

stio

ns

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rre

ctly

2

5.

8 s

tart

s to

an

aly

se o

ral,

writ

ten

an

d v

isu

al t

ext

s fo

rA

na

lyse

an

ad

vert

ise

me

nt

An

swe

rs a

ll q

ue

stio

ns

inc

orr

ec

tly1

s

oc

io-c

ultu

ral v

alu

es,

att

itud

es

an

d a

ssu

mp

tion

so

n t

ele

visi

on

an

d t

alk

(

eg

in a

n a

dve

rise

me

nt

on

so

ap

po

wd

er,

ta

lk a

bo

ut

wh

oa

bo

ut

the

so

cio

cu

ltura

l va

lue

s

is

me

an

t to

ap

pe

al t

o,

an

d r

ole

s p

laye

d b

y fe

ma

les

an

da

nd

att

itud

es.

65 t

o 7

04

ma

les)

51 t

o 6

43

26 t

o 5

02

1 to

25

1

Ora

l an

d W

ritte

n R

esp

on

se

FAT

Task

2 a

nd

4

FA T

Ta

sk 4

Ora

l an

d W

ritte

n R

esp

on

seTa

sk 4

: H

ints

Too

l :

Ra

ting

Sc

ale

: Sp

elli

ng

Too

l :

Ru

bric

: C

om

pre

he

nsi

on

LO 3

: R

EAD

ING

AN

D V

IEW

ING

a

nd

use

it

to m

ake

se

nte

nc

es

in b

oo

ks

Ch

oo

se b

etw

ee

n 3

or

4 a

s a

n a

ctiv

ity.

Task

2 a

nd

4 :

Hin

ts

Too

l :

Ru

bric

: R

ea

din

g

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

23

 

 

HO

ME

LAN

GU

AG

ETE

RM 4

AS

4 : C

on

solid

ate

s p

ho

nic

kn

ow

led

ge

:Te

st 8

0 w

ord

sG

rad

e 2

re

visi

on

or 2

X 4

0 w

ord

s

4.1

re

co

gn

ise

s th

at

the

sa

me

so

un

d c

an

be

sp

elle

d in

di ff

ere

nt

wa

ys (

eg

pla

y, p

ain

, pla

te)

1. S

up

ply

sta

nd

ard

ise

d r

ea

din

g m

ate

rial.

(ob

jec

t)

4.2

re

co

gn

ise

s th

at

the

sa

me

sp

elli

ng

ca

n r

ep

rese

nt

2. P

ho

nic

s : t

est

of

wo

rds

do

ne

.

d

iffe

ren

t so

un

ds

(eg

bre

ad

, re

ad

)3.

Ch

oo

se 5

wo

rds

fro

m p

ho

nic

s lis

t to

ma

ke s

en

ten

ce

s.4.

Lo

ok

for

sim

ilar

wo

rds

in m

ag

azi

ne

s o

r n

ew

spa

pe

rs

4

.3 r

ec

og

nis

es

som

e m

ore

vo

we

l so

un

ds

spe

lled

with

tw

o

le

tte

rs (

vow

el d

iag

rap

hs)

(e

g o

i,ou

,oa

,aw

)

4

.4 r

ec

og

nis

es

the

use

of

'gh

' an

d 'g

ht'

at

the

en

d o

f w

ord

s ;

Re

ad

s c

lea

rly4

4

.5 r

ec

og

nis

es

vow

els

with

tw

o s

ou

nd

s (d

iph

ton

gs)

(e

g

Co

rre

ct

pro

nu

nc

iatio

n

e

re,a

ir,a

re,a

u)

Re

ad

s w

ith e

xce

ptio

na

l in

sig

ht

* A

DD

ITIO

NA

L 4.

6 Si

len

t so

un

ds

eg

. k -

kn

igh

t, g

- g

na

wR

ea

ds

with

exp

ress

ion

h -

ho

ne

st, l

- p

alm

, b -

lam

bR

ea

ds

cle

arly

3C

orr

ec

t p

ron

un

cia

tion

Re

ad

s w

ith r

ea

son

ab

le in

sig

ht

AS

5 : R

ea

ds

for i

nfo

rma

tion

an

d e

njo

yme

nt

:R

ea

ds

in p

hra

ses

5

.1 c

ho

ose

s fic

tion

an

d n

on

-fic

tion

bo

oks

an

d s

ays

wh

at

wa

sfic

tion

- n

on

-fic

tion

fro

mH

esi

tan

t re

ad

ing

2

lik

ed

or

no

t lik

ed

ab

ou

t th

em

;lib

rary

Re

pla

ce

s te

xt w

ith o

wn

wo

rds

5

.2 r

ea

ds

an

d a

pp

rec

iate

s b

oo

ks w

ritte

n b

y a

uth

ors

fro

mR

ea

ds

with

no

un

de

rsta

nd

ing

diff

ere

nt

cu

lture

s a

bo

ut

a r

an

ge

of

diff

ere

nt

co

nte

xts

an

dR

ea

ds

wo

rd f

or

wo

rd

re

latio

nsh

ips

Ca

nn

ot

rea

d w

itho

ut

he

lp1

5

.3 r

ea

ds

diff

ere

nt

kin

ds

of

text

s su

ch

as

co

mic

s, m

ag

azi

ne

s,M

ga

zin

es

an

d n

ew

spa

pe

rs

n

ew

spa

pe

rs

5.4

de

velo

ps

voc

ab

ula

ry b

y u

sin

g a

dic

tion

ary

an

d k

ee

pin

gPe

rso

na

l / p

ictu

re d

ictio

na

ryA

nsw

ers

all

qu

est

ion

s c

orr

ec

tly4

a p

ers

on

al d

ictio

na

ry ;

Jun

ior d

ictio

na

ryA

nsw

ers

mo

st q

ue

stio

ns

co

rre

ctly

3

5.5

use

s ta

ble

of

co

nte

nts

, in

de

x, k

ey

wo

rds,

he

ad

ing

s,H

ea

din

gs

/ c

ap

tions

An

swe

rs v

ery

fe

w q

ue

stio

ns

co

rre

ctly

2

c

ap

tion

s a

nd

pa

ge

nu

mb

ers

to

fin

d in

form

atio

n ;

pa

ge

nu

mb

ers

An

swe

rs a

ll q

ue

stio

ns

inc

orr

ec

tly1

5

.6 p

lays

wo

rd g

am

es

tha

t d

raw

on

re

ad

ing

, vo

ca

bu

lary

30

to 4

0 w

ord

s

kn

ow

led

ge

an

d s

kills

5

.7 i

de

ntif

ies

an

d f

ind

s in

form

atio

n s

ou

rce

s su

ch

as

Rese

arc

h in

tere

stin

g to

pic

75 t

o 8

04

c

om

mu

nity

me

mb

ers

, lib

rary

bo

oks

;u

sin

g b

oo

ks60

to

74

3

5.8

sta

rts

to a

na

lyse

ora

l, w

ritte

n a

nd

vis

ua

l te

xts

for

30 t

o 5

92

s

oc

io-c

ultu

ral v

alu

es,

att

itud

es

an

d a

ssu

mp

tion

s1

to 2

91

(

eg

in a

n a

dve

rise

me

nt

on

so

ap

po

wd

er,

talk

ab

ou

t w

ho

it

is

me

an

t to

ap

pe

al t

o, a

nd

ro

les

pla

yed

by

fem

ale

s a

nd

ma

les)

Too

l :

Rub

ric :

Co

mp

reh

ens

ion

Too

l :

Ratin

g S

ca

le :

Spe

llin

g

Ora

l and

Writ

ten

Re

spo

nse

Task

2 :

Hin

ts

LO 3

: RE

AD

ING

AN

D V

IEW

ING

a

nd

use

it t

o m

ake

se

nte

nc

es

in b

oo

ks C

ho

ose

be

twe

en

3 o

r 4 a

s a

n a

ctiv

ity.

Too

l :

Rub

ric :

Rea

din

g

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

24

 

 

HOM

E LA

NG

UAG

ETE

RM 1

TERM

2TE

RM 3

TERM

4

AS

1 : U

se p

re-w

ritin

g st

rate

gie

s to

initi

ate

writ

ing

1.

1 u

ses v

ario

us p

re-w

ritin

g st

rate

gie

s to

ga

ther

Cho

ose

a to

pic

and

brai

nsto

rmG

roup

ing/

map

ping

in w

hich

Gat

her i

deas

or i

nfor

mat

ion

Gat

her i

deas

or i

nfor

mat

ion

i

nfor

ma

tion

and

cho

ose

a to

pic

(eg

bra

inst

orm

ingi

deas

and

ask

que

stio

ns in

ath

ey w

ill w

rite

the

cont

ent.

and

orga

nise

thei

r tho

ught

san

d or

gani

se th

eir t

houg

hts

f

ree

writ

ing,

talk

ing

with

frie

nds,

visu

al i

ma

ges)

grou

p an

d pu

t tho

ught

s on

in

sen

tenc

es a

nd p

arag

raph

sin s

ente

nces

and

par

agra

phs.

pape

r or i

n dr

awin

g fo

rm.

1.

2 b

egin

s to

pla

n w

ritin

g1

para

grap

h2

para

grap

h3

para

grap

hsst

ory

AS

2 :

Dra

fts a

pie

ce o

f writ

ing

for d

iffer

ent p

urp

oses

:

2.1

sel

ects

to s

uit t

he p

urp

ose

and

aud

ienc

e (e

g d

iary

Mak

e al

list

of e

vent

s th

atKe

ep a

dia

ry a

nd re

cord

M

ake

a m

ind

map

abo

ut

e

ntry

to re

cord

feel

ings

ab

out a

n ev

ent)

happ

ens

at th

e sc

hool

feel

ings

abo

ut a

nd e

vent

.re

spon

sibili

ties.

2.

2 w

rites

a se

lect

ion

of s

hort

text

s fo

r diff

eren

tRe

cipe

Inst

ruct

ions

Lette

rD

ialo

gue

p

urp

oses

(eg

one-

or t

wo-

pa

rag

rap

h st

orie

s,

sim

ple

boo

k re

view

s, re

cip

es, l

ette

rs, d

ialo

gue

s,W

rite

a sh

ort p

arag

raph

on

a

ins

truct

ions

);gi

ven

topi

c.1

para

grap

h2

para

grap

hs3

para

grap

hsst

ory

2.

3 w

here

ap

pro

pria

te, w

rites

a ti

tle th

at r

efle

cts

the

c

onte

nt.

FAT T

ask

2FA

T Ta

sk 4

FAT

Task

2 a

nd 4

FAT

Task

4A

S 3

: Re

vise

s ow

n w

ritin

g :

Disc

uss

own

writ

ing

with

the

Disc

uss

with

the

teac

her a

ndDi

scus

s th

eir w

ritin

g w

ith a

Disc

uss

with

a p

eer t

heir

3.

1 d

iscus

ses o

wn

and

oth

ers'

writ

ing

to g

et o

r giv

ete

ache

r to

mak

e it

clea

rer/

a gr

oup

of le

arne

rs to

mak

e pe

er to

iden

tify

begi

nnin

gw

ritin

g to

iden

tify

cont

ext,

f

eed

ba

ck;

mor

e in

tere

stin

g or

repl

ace

writ

ing

mor

e in

form

ativ

e.an

d en

ding

sen

tenc

es in

sent

ence

s an

d re

vise

ow

n

3.2

ed

its o

wn

writ

ing

(eg

del

etin

g o

r ad

din

g w

ord

s to

wor

ds.

Revi

se a

nd e

dit

Re-a

rrang

e se

nten

ces

and

each

par

agra

ph.

writ

ing.

c

larif

y m

eani

ng, r

e-or

der

ing

sent

ence

s, c

heck

ing

own

writ

ing.

rem

ove

som

e pa

rts.

Revi

se a

nd e

dits

ow

n w

ritin

g eck

sub

ject

and

ver

b ag

reem

a

nd c

orre

ctin

g sp

ellin

g a

nd p

unct

uatio

n);

Che

ck e

rrors

, spe

lling

,Re

vise

ow

n w

ritin

g.C

heck

ver

b te

nse

3.

3 re

vise

s ow

n w

ritin

g a

fter g

ettin

g fe

edb

ack

from

an

d pu

nctu

atio

n.A

dd o

r del

ete

wor

ds a

ndR

o

ther

s.re

-ord

er s

ente

nces

1 pa

ragr

aph

2 pa

ragr

aphs

3 pa

ragr

aphs

stor

y

FAT

Task

2 a

nd 4

AS

4 :

'Pub

lishe

s' (m

ake

s pub

lic) o

wn

writ

ing

Writ

e po

ems

and

shar

e it

byRe

vise

ow

n w

ritin

g, s

hare

Shar

e di

alog

ue w

ith a

gro

up.

4.

1 s

hare

s wor

k w

ith o

ther

s b

y re

ad

ing

it a

loud

and

/re

adin

g it

alou

d Sh

ares

pro

cess

of i

nter

view

own

stor

y w

ith c

lass

and

C

ompi

le a

cla

ss b

ook

or

o

r disp

layi

ng it

in th

e cl

ass

room

;w

ith te

ache

r and

aan

d ou

tcom

e w

ith te

ache

rdi

spla

y in

read

ing

corn

er.

anth

olog

y w

ith s

torie

s.

4.2

sha

res w

ritin

g w

ith in

tend

ed a

udie

nce,

suc

h a

s gr

oup

of le

arne

rs.

and

peer

s.

fa

mily

or f

riend

s (e

g le

tter

s, m

essa

ges

, ins

truct

ion s

Com

pile

a c

lass

boo

k

4.3

ma

kes o

wn

boo

ks o

r con

trib

utes

to c

lass

(ant

holo

gy) w

ith c

lass

poe

ms

R

ant

holo

gie

s.an

d di

spla

y.O

wn

stor

y w

ith g

iven

Inte

rvie

wto

pic

: boo

klet

(6 x

A5)

FAT T

ask

4FA

T Ta

sk 4

LO 4

: W

RITI

NG

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

25

 

 

HOM

E LA

NG

UAG

ETE

RM 1

AS

1 : U

se p

re-w

ritin

g st

rate

gies

Cho

ose

a to

pic

and

brai

nsto

rm

1.1

use

s var

ious

pre

-writ

ing

stra

tegi

es to

gat

her

idea

s an

d as

k qu

estio

ns in

a

inf

orm

atio

n an

d c

hoos

e a

topi

c (e

g br

ains

torm

ing,

grou

p an

d pu

t tho

ught

s on

fre

e w

ritin

g, ta

lkin

g w

ith fr

iend

s, vi

sual

imag

es)

pape

r or i

n dr

awin

g fo

rm.

1.

2 b

egin

s to

plan

writ

ing

R1.

Sup

ply

lear

ners

with

sent

ence

s, m

atch

ing

the

first

par

t with

1

para

grap

h

the

last

.A

S 2

: D

rafts

a p

iece

of w

ritin

g fo

r diff

eren

t pur

pose

s :M

ake

al li

st o

f eve

nts

that

2. L

earn

ers m

atch

the

two

parts

in c

orre

ct o

rder

.

2.1

sele

cts t

o su

it th

e pu

rpos

e an

d a

udie

nce

(eg

dia

ry

happ

ens

at th

e sc

hool

3. R

ewrit

e se

nten

ces c

orre

ctly

in w

orkb

ook.

ent

ry to

reco

rd fe

elin

gs a

bout

an

even

t)Re

cipe

4. C

orre

ct u

se p

unct

uatio

n.

2.

2 w

rites

a se

lect

ion

o f sh

ort t

exts

for d

iffer

ent

p

urpo

ses (

eg o

ne- o

r tw

o-pa

ragr

aph

stor

ies,

s

impl

e bo

ok re

view

s, re

cipe

s, le

tters

, dia

logu

es,

i

nstru

ctio

ns);

1 pa

ragr

aph

2.

3 w

here

app

ropr

iate

, writ

es a

title

that

refle

cts t

he

1. W

rite

poem

s in

grou

ps.

c

onte

nt.

2. W

rite

sent

ence

s abo

ut g

ood

and

bad

eat

ing

habi

ts.

AS

3 :

Revi

ses o

wn

writ

ing

:Di

scus

s ow

n w

ritin

g w

ith th

e

3.1

disc

usse

s ow

n an

d o

ther

s' w

ritin

g to

get

or g

ive

teac

her t

o m

ake

it cl

eare

r/Im

agin

ativ

e4

f

eed

back

;m

ore

inte

rest

ing

or re

plac

eC

orre

ct sp

ellin

g

3.2

ed

its o

wn

writ

ing

(eg

del

etin

g or

ad

din

g w

ord

s to

wor

ds.

Revi

se a

nd e

dit

Cor

rect

use

of p

unct

uatio

n

cla

rify

mea

ning

, re-

ord

erin

g se

nten

ces,

chec

king

own

writ

ing.

Cor

rect

sequ

ence

a

nd c

orre

ctin

g sp

ellin

g an

d p

unct

uatio

n);

Goo

d se

nten

ce c

onst

ruct

ion

3

3.3

revi

ses o

wn

writ

ing

afte

r get

ting

feed

back

from

R

Occ

asio

nal s

pellin

g m

istak

es

oth

ers.

1 pa

ragr

aph

Occ

asio

nal p

unct

uatio

n m

istak

esA

S 4

: 'P

ublis

hes'

(mak

es p

ublic

) ow

n w

ritin

gW

rite

poem

s an

d sh

are

it by

Cor

rect

sequ

ence

4.

1 sh

ares

wor

k w

ith o

ther

s by

read

ing

it al

oud

and

/re

adin

g it

alou

d Po

or se

nten

ce c

onst

ruct

ion

2

or d

ispla

ying

it in

the

clas

sroo

m;

with

teac

her a

nd a

Poor

spel

ling

4.

2 sh

ares

writ

ing

with

inte

nded

aud

ienc

e, su

ch a

s gr

oup

of le

arne

rs.

Poor

pun

ctua

tion

f

amily

or f

riend

s (eg

lette

rs, m

essa

ges,

inst

ruct

ions

)C

ompi

le a

cla

ssbo

ok

Inco

rrect

sequ

ence

4.

3 m

akes

ow

n bo

oks o

r con

tribu

tes t

o cl

ass

(ant

holo

gy) w

ith c

lass

poe

ms

No

sent

ence

s1

a

ntho

logi

es.

and

disp

lay.

Illegi

ble

No

punc

tuat

ion

Inco

rrect

sequ

ence

FAT T

ask

4

Tool

: R

ubric

: W

ritin

g w

ith s

eque

ncin

g

Writ

ten

Resp

onse

: Se

nten

ces

and

Poem

Task

4 :

Hin

ts

LO 4

: W

RITIN

G

FAT T

ask

2

Writ

ten

Resp

onse

: Se

quen

cing

Task

2 :

Hin

ts

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

26

 

 

HOM

E LA

NG

UAG

ETE

RM 2

AS

1 : U

se p

re-w

ritin

g s

trate

gie

s

1.1

use

s va

rious

pre

-writ

ing

stra

teg

ies

to g

ath

e rG

roup

ing/

map

ping

in w

hich

i

nfor

ma

tion

and

cho

ose

a to

pic

(eg

bra

inst

orm

ing

,th

ey w

ill w

rite

the

cont

ent.

f

ree

writ

ing

, ta

lkin

g w

ith fr

iend

s, v

isua

l im

ag

es)

1.

2 b

egin

s to

pla

n w

ritin

g1.

Bra

inst

orm

fact

s a

bo

ut m

y en

viro

nmen

t.2

para

grap

h2.

Cre

ate

a s

hort

text

(one

pa

rag

rap

h)a

bou

t you

r env

ironm

ent

a

fter d

iscus

sion.

AS

2 :

Dra

fts a

pie

ce o

f writ

ing

for d

iffer

ent p

urp

oses

:

2.1

sel

ects

to s

uit t

he p

urp

ose

and

aud

ienc

e (e

g d

iary

Ke

ep a

dia

ry a

nd re

cord

ent

ry to

reco

rd fe

elin

gs

ab

out a

n ev

ent)

feel

ings

abo

ut a

nd e

vent

.

2.2

writ

es a

sel

ectio

n of

sho

rt te

xts

for d

iffer

ent

Inst

ruct

ions

p

urp

oses

(eg

one

- or t

wo-

pa

rag

rap

h st

orie

s,

sim

ple

boo

k re

view

s, re

cip

es, l

ette

rs, d

ialo

gue

s,W

rite

a sh

ort p

arag

raph

on

a 1.

Writ

e se

nten

ces

on w

orks

heet

in o

rder

mon

ths

of th

e ye

ar.

i

nstru

ctio

ns);

give

n to

pic.

2. R

ewrit

e se

nten

ces

on

wo

rksh

eet w

ith p

unct

uatio

n.

2 pa

ragr

aphs

3. W

rite

sent

ence

s co

nsist

ing

of o

ne p

ara

gra

ph

ab

out o

ne o

f th

e

2.3

whe

re a

pp

rop

riate

, writ

es a

title

tha

t ref

lect

s th

e

inte

rvie

ws

of d

iffer

ent r

elig

ious

fest

iva

ls.

con

tent

.4.

Ma

ke p

att

erns

to d

ecor

ate

top

and

bot

tom

of p

ag

e w

ith

re

ligio

us s

ymb

ols.

AS

3 :

Revi

ses

own

writ

ing

:D

iscus

s w

ith th

e te

ache

r and

3.

1 d

iscus

ses

own

and

oth

ers'

writ

ing

to g

et o

r giv

ea

grou

p of

lear

ners

to m

ake

Ima

gin

ativ

e4

f

eed

ba

ck;

writ

ing

mor

e in

form

ativ

e.C

orre

ct s

pel

ling

3.

2 e

dits

ow

n w

ritin

g (e

g d

elet

ing

or a

dd

ing

wor

ds

toRe

-arra

nge

sent

ence

s an

d C

orre

ct u

se o

f pun

ctua

tion

c

larif

y m

eani

ng, r

e-or

der

ing

sen

tenc

es, c

heck

ing

rem

ove

som

e pa

rts.

Cor

rect

seq

uenc

e

and

cor

rect

ing

sp

ellin

g a

nd p

unct

uatio

n);

Revi

se o

wn

writ

ing.

Goo

d s

ente

nce

cons

truct

ion

3

3.3

revi

ses

own

writ

ing

afte

r get

ting

feed

ba

ck fr

om

Occ

asio

nal s

pel

ling

mist

ake

s

oth

ers.

2 pa

ragr

aphs

Occ

asio

nal p

unct

uatio

n m

ista

kes

AS

4 :

'Pub

lishe

s' (m

ake

s p

ublic

) ow

n w

ritin

gC

orre

ct s

eque

nce

with

a fe

w m

ista

kes

4.

1 s

hare

s w

ork

with

oth

ers

by

rea

din

g it

alo

ud a

nd/

Shar

es p

proc

ess

of in

terv

iew

Poor

sen

tenc

e co

nstru

ctio

n2

o

r disp

layi

ng it

in th

e cl

ass

room

;an

d ou

tcom

e w

ith te

ache

rPo

or s

pel

ling

4.

2 s

hare

s w

ritin

g w

ith in

tend

ed a

udie

nce,

suc

h a

s an

d pe

ers.

Poor

pun

ctua

tion

f

am

ily o

r frie

nds

(eg

lett

ers,

mes

sag

es, i

nstru

ctio

ns)

Cor

rect

seq

uenc

e w

ith lo

ts o

f mist

ake

s

4.3

ma

kes

own

boo

ks o

r con

trib

utes

to c

lass

No

sent

ence

s1

a

ntho

log

ies.

Illeg

ible

No

pun

ctua

tion

Inco

rrect

seq

uenc

e

LO 4

: W

RITI

NG

Task

2 :

Hin

tsW

ritte

n Re

spon

se :

Tex

t one

par

agra

ph

Task

4 :

Hin

ts

Tool

: R

ubric

: W

ritin

g w

ith s

eque

ncin

g

FAT

Task

2

Writ

ten

Resp

onse

: L

abel

s an

d se

nten

ces

FAT

Task

4

FAT

Task

4

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

27

 

 

HOM

E LA

NG

UAG

ETE

RM 3

AS

1 : U

se p

re-w

ritin

g s

trate

gie

s

1.1

use

s va

rious

pre

-writ

ing

stra

teg

ies

to g

ath

erG

athe

r ide

as o

r inf

orm

atio

n

inf

orm

atio

n a

nd c

hoos

e a

top

ic (e

g b

rain

stor

min

g,

and

orga

nise

thei

r tho

ught

s

fre

e w

ritin

g, t

alk

ing

with

frie

nds,

visu

al i

ma

ges

)in

sen

tenc

es a

nd p

arag

raph

s.

1.2

beg

ins

to p

lan

writ

ing

1. W

rite

own

stor

y a

fter i

nter

view

for i

nfor

ma

tion

ab

out a

chi

ld3

para

grap

hs

her

o. (2

to 5

sa

me

as

in T

ask

4 )

AS

2 :

Dra

fts a

pie

ce o

f writ

ing

for d

iffer

ent p

urp

oses

:

2.1

sel

ects

to s

uit t

he p

urp

ose

and

aud

ienc

e (e

g d

iary

ent

ry to

reco

rd fe

elin

gs

ab

out a

n ev

ent)

2.

2 w

rites

a s

elec

tion

o f s

hort

text

s fo

r diff

eren

tLe

tter

p

urp

oses

(eg

one

- or t

wo-

pa

rag

rap

h st

orie

s,1.

Use

info

from

lett

ers

to p

lan

writ

ten

wor

k

sim

ple

boo

k re

view

s, re

cip

es, l

ette

rs, d

ialo

gue

s,2.

Tea

cher

sup

plie

s g

uid

elin

es o

n ho

w to

writ

e a

lett

er.

i

nstru

ctio

ns);

3. D

raft

a le

tter

in a

Hom

ewor

k b

ook.

3 pa

ragr

aphs

4. E

dit

lett

er in

Ho

mew

ork

boo

k. U

se d

ictio

narie

s a

s w

ell.

2.

3 w

here

ap

pro

pria

te, w

rites

a ti

tle th

at r

efle

cts

the

5. W

rite

lett

er n

eat a

nd c

orre

ct in

Wor

kboo

k.

con

tent

.G

uide

lines

for w

ritin

g a

lette

r.A

dre

ss. B

egin

ning

. Who

is it

for?

Wha

t is

it a

bou

t?

How

ma

ny p

ara

gra

phs

mus

t it c

onsis

t of?

End

ing

.A

S 3

: Re

vise

s ow

n w

ritin

g :

Disc

uss

thei

r writ

ing

with

a

3.1

disc

usse

s ow

n a

nd o

ther

s' w

ritin

g to

get

or g

ive

peer

to id

entif

y be

ginn

ing

f

eed

ba

ck;

and

endi

ng s

ente

nces

in

Ima

gin

ativ

e4

3.

2 e

dits

ow

n w

ritin

g (e

g d

elet

ing

or a

dd

ing

wor

ds

toea

ch p

arag

raph

.C

orre

ct s

pel

ling

c

larif

y m

eani

ng, r

e-or

der

ing

sen

tenc

es, c

heck

ing

Revi

se a

nd e

dits

ow

n w

ritin

g.C

orre

ct u

se o

f pun

ctua

tion

a

nd c

orre

ctin

g s

pel

ling

and

pun

ctua

tion)

;Us

es p

ara

gra

phs

3.

3 re

vise

s ow

n w

ritin

g a

fter g

ettin

g fe

edb

ack

from

G

ood

sen

tenc

e co

nstru

ctio

n3

o

ther

s.3

para

grap

hsO

cca

siona

l sp

ellin

g m

ista

kes

Occ

asio

nal p

unct

uatio

n m

ista

kes

Att

emp

ts to

writ

e in

pa

rag

rap

hsA

S 4

: 'P

ublis

hes'

(ma

kes

pub

lic) o

wn

writ

ing

Revi

se o

wn

writ

ing,

sha

rePo

or s

ente

nce

cons

truct

ion

2

4.1

sha

res

wor

k w

ith o

ther

s b

y re

ad

ing

it a

loud

and

/ow

n st

ory

with

cla

ss a

nd

Poor

sp

ellin

g

or d

ispla

ying

it in

the

cla

ssro

om;

disp

lay

in re

adin

g co

rner

.Po

or p

unct

uatio

n

4.2

sha

res

writ

ing

with

inte

nded

aud

ienc

e, s

uch

as

No

pa

rag

rap

hs

fa

mily

or f

riend

s (e

g le

tter

s, m

essa

ges

, ins

truct

ions

)R

No

sent

ence

s1

4.

3 m

ake

s ow

n b

ooks

or c

ontri

but

es to

cla

ssO

wn

stor

y w

ith g

iven

Illeg

ible

a

ntho

log

ies.

topi

c : b

ookl

et (6

xA

5)N

o p

unct

uatio

nN

o p

ara

gra

phs

LO 4

: W

RITI

NG

Writ

ten

Resp

onse

: In

terv

iew

and

Sto

ryTa

sk 2

: H

ints

Writ

ten

Resp

onse

: Le

tter

Task

4 :

Hin

ts

Tool

: R

ubric

: W

ritin

g

FAT

Task

2 a

nd 4

FAT

Task

2 a

nd 4

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

28

 

 

HOM

E LA

NGUA

GE

TERM

4

AS 1

: Us

e pr

e-w

ritin

g str

ateg

ies

1.

1 u

ses v

ario

us p

re-w

ritin

g str

ateg

ies t

o ga

the r

Gat

her i

deas

or i

nfor

mat

ion

i

nfor

mat

ion

and

choo

se a

topi

c (e

g br

ains

torm

ing,

and

orga

nise

thei

r tho

ught

s

fre

e w

ritin

g, ta

lking

with

frie

nds,

visua

l imag

es)

in se

nten

ces a

nd p

arag

raph

s.

1.2

beg

ins t

o pl

an w

ritin

gR

Dial

ogue

abo

ut c

reat

ures

eg

from

out

er sp

ace

or o

wn

desig

ned

bird

s. sto

ry1.

Rev

ise w

ritin

g of

dia

logu

e in

spee

ch b

ubbl

es.

AS 2

: D

rafts

a p

iece

of w

ritin

g fo

r diff

eren

t pur

pose

s :2.

Disc

uss d

iffer

ent p

ictu

res o

n w

orks

heet

.

2.1

sele

cts t

o su

it th

e pu

rpos

e an

d au

dien

ce (e

g di

ary

Mak

e a

min

d m

ap a

bout

3.

Writ

e ke

y w

ords

on

boar

d.

ent

ry to

reco

rd fe

elin

gs a

bout

an

even

t)re

spon

sibilit

ies.

4. Le

arne

rs w

rite

dial

ogue

in sp

eech

bub

bles

.

2.2

writ

es a

sele

ctio

n of

shor

t tex

ts fo

r diff

eren

tDi

alog

ue5.

Lear

ners

chec

k ow

n w

ork.

(spe

lling)

p

urpo

ses (

eg o

ne- o

r tw

o-pa

ragr

aph

storie

s,6.

Rew

rite

dial

ogue

in d

iffer

ent w

ay.

Bal

oo :

s

impl

e bo

ok re

view

s, re

cipe

s, le

tters,

dia

logu

es,

Pok

el :

i

nstru

ctio

ns);

story

2.

3 w

here

app

ropr

iate

, writ

es a

title

that

refle

cts t

he

c

onte

nt.

Imag

inat

ive4

Cor

rect

spel

ling

Cor

rect

use

of p

unct

uatio

nAS

3 :

Rev

ises o

wn

writ

ing

:Di

scus

s with

a p

eer t

heir

Uses

par

agra

phs

3.

1 d

iscus

ses o

wn

and

othe

rs' w

ritin

g to

get

or g

ivew

ritin

g to

iden

tify

cont

ext,

Goo

d se

nten

ce c

onstr

uctio

n3

f

eedb

ack;

sent

ence

s and

revi

se o

wn

Occ

asio

nal s

pellin

g m

istak

es

3.2

edi

ts ow

n w

ritin

g (e

g de

letin

g or

add

ing

wor

ds to

writ

ing.

Occ

asio

nal p

unct

uatio

n m

istak

es

cla

rify

mea

ning

, re-

orde

ring

sent

ence

s, ch

eckin

gAt

tem

pts t

o w

rite

in p

arag

raph

s

and

cor

rect

ing

spel

ling

and

punc

tuat

ion)

;Po

or se

nten

ce c

onstr

uctio

n2

3.

3 re

vises

ow

n w

ritin

g af

ter g

ettin

g fe

edba

ck fr

om

RPo

or sp

ellin

g

oth

ers.

story

Poor

pun

ctua

tion

AS 4

: 'P

ublis

hes'

(mak

es p

ublic

) ow

n w

ritin

gSh

are

dial

ogue

with

a g

roup

.No

par

agra

phs

4.

1 sh

ares

wor

k w

ith o

ther

s by

read

ing

it al

oud

and/

Com

pile

a c

lass

book

or

No se

nten

ces

1

or d

ispla

ying

it in

the

clas

sroom

;an

thol

ogy

with

stor

ies.

Illegi

ble

4.

2 sh

ares

writ

ing

with

inte

nded

aud

ienc

e, su

ch a

s No

pun

ctua

tion

f

amily

or f

riend

s (eg

lette

rs, m

essa

ges,

instr

uctio

ns)

No p

arag

raph

s

4.3

mak

es o

wn

book

s or c

ontri

bute

s to

clas

sO

wn

story

with

giv

en

ant

holo

gies

.to

pic

: boo

klet

(6 x

A5)

FAT T

ask

4

Tool

: R

ubric

: W

ritin

g

LO 4

: W

RITIN

GW

ritte

n Re

spon

se :

Seq

uenc

ing,

Dia

logu

eTa

sk 4

- H

ints

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

29

 

 

HOME

LANG

UAGE

TERM

1TER

M 2

TERM

3TER

M 4

LO 4

: WRIT

ING

AS 5

: Buil

ds vo

cabu

lary a

nd sp

ells w

ords in

depe

nden

tly :

Build

and s

pells

words

for

5.1

varie

s voc

abula

ry fo

r inte

rest a

nd sp

ecific

purp

oses

:sp

ecific

purpo

ses e

g. 5

.2 ex

perim

ents

with

and m

anipu

lates

word

s from

words

used

in a

poem

/story

Words

used

in jo

kes

Words

used

in m

edia

and

Words

used

in di

alogu

e,

s

torie

s, rea

ding,

media

, joke

s, ora

l lang

uage

o fin

readin

g.an

d oral

.rea

ding.

radio

and t

elevis

ion.

frie

nds a

nd ot

hers:

5.3

build

s word

bank

and p

erson

al dic

tiona

ry;R

RR

R 5

.4 us

es d

iction

ary t

o che

ck sp

elling

and m

eanin

g of w

ords;

RR

RR

5.5

uses

know

ledge

of ph

onics

and

spell

ing ru

les to

write

Use k

nowl

edge

of ph

onics

.Us

e kno

wled

ge of

phon

ics.

Use k

nowl

edge

of ph

onics

.Us

e kno

wled

ge of

phon

ics.

unfa

milia

r word

s.AS

6 : U

ses a

pprop

riate

gram

matic

al str

uctur

es an

d1 p

aragra

ph2 p

aragra

phs

3 para

graph

ssto

ry

writi

ng co

nven

tions

:4 s

enten

ce pa

ragrap

hs4 s

enten

ces p

er pa

ragrap

h 6

.1 be

gins t

o grou

p sen

tenc

es in

to pa

ragra

phs;

Grou

p sen

tence

s to

6.2

uses

punc

tuatio

n app

ropria

tely(

capit

al let

ters,

full st

ops,

Capit

al let

ters, c

omma

s,Ca

pital

letter

s, com

mas,

Apos

troph

e and

for

m a s

tory.

que

stion m

ark,

comm

as, a

postr

ophe

s, exc

lamat

ion m

arkfu

ll stop

s and

ques

tion m

arks.fu

ll stop

s and

ques

tion m

arks.

excla

matio

n mark

s. 6

.3 ap

plies

know

ledge

of gr

amma

r;R

6.4

uses

know

ledge

of ot

her te

xts as

mod

els fo

r writi

ng;

6.5

uses

narra

tive s

truct

ure;

RR

6.6

uses

infor

matio

nal te

xt str

uctur

es, su

ch as

expe

rimen

ts.

R

AS 7

: Write

s legib

ly :

7.1

write

s with

ease

and i

ncrea

sing s

peed

as a

result

ofR

RR

R

f

reque

nt pr

actic

e;Re

vise a

ll lette

rsSta

rt with

cursiv

eCu

rsive p

atte

rnsWr

ite in

Irish o

rin

print.

(A a

B b)

patte

rns an

d let

ters

and

lette

rsha

lf line

s 7

.2 co

mplet

es a

writin

g tas

k with

in a s

et tim

e.R

RR

R

FAT T

ask 4

FAT T

ask 4

FAT T

ask 2

FAT T

ask 4

FAT T

ask 4

FAT T

ask 4

FAT T

ask 2

FAT T

ask 4

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

30

 

 

HOM

E LAN

GUAG

ETE

RM 1

AS 5

: Bu

ilds v

ocab

ulary

and

spel

ls w

ords

inde

pend

ently

:Bu

ild a

nd sp

ells

word

s for

5.

1 v

arie

s voc

abul

ary

for in

tere

st an

d sp

ecific

pur

pose

s:sp

ecific

pur

pose

s eg.

5.

2 e

xper

imen

ts w

ith a

nd m

anip

ulat

es w

ords

from

word

s use

d in

a po

em/s

tory

s

torie

s, re

adin

g, m

edia

, joke

s, or

al la

ngua

ge o

fin

read

ing.

f

riend

s and

oth

ers:

1. U

se p

unct

uatio

n in

sent

ence

s abo

ut g

ood

and

bad

5.

3 b

uild

s wor

d ba

nk a

nd p

erso

nal d

ictio

nary

;R

ea

ting

habi

ts.

5.4

use

s dic

tiona

ry to

che

ck sp

ellin

g an

d m

eani

ng o

f wor

ds;

R

5.5

use

s kno

wle

dge

of p

honi

cs a

nd sp

ellin

g ru

les t

o w

rite

Use

know

ledg

e of

pho

nics

.

unf

amilia

r wor

ds.

AS 6

: U

ses a

ppro

pria

te g

ram

mat

ical

stru

ctur

es a

nd1 p

arag

raph

Imag

inat

ive4

writ

ing

conv

entio

ns:

4 sen

tenc

e pa

ragr

aphs

Cor

rect

spel

ling

6.

1 b

egin

s to

grou

p se

nten

ces i

nto

para

grap

hs;

Cor

rect

use

of p

unct

uatio

n

6.2

use

s pun

ctua

tion

appr

opria

tely(

capi

tal le

tters,

full s

tops

,Ca

pita

l lette

rs, c

omm

as,

Uses

par

agra

phs

q

uesti

on m

ark,

com

mas

, apo

strop

hes,

excl

amat

ion

mar

k;fu

ll sto

ps a

nd q

uesti

on m

arks

.G

ood

sent

ence

con

struc

tion

3

6.3

app

lies k

now

ledg

e of

gra

mm

ar;

RO

ccas

iona

l spe

lling

mist

akes

6.

4 u

ses k

now

ledg

e of

oth

er te

xts a

s mod

els f

or w

ritin

g;R

Occ

asio

nal p

unct

uatio

n m

istak

es

6.5

use

s nar

rativ

e str

uctu

re;

Atte

mpt

s to

writ

e in

par

agra

phs

6.

6 u

ses i

nfor

mat

iona

l tex

t stru

ctur

es, s

uch

as e

xper

imen

ts.

Poor

sent

ence

con

struc

tion

2Po

or sp

ellin

gPo

or p

unct

uatio

nNo

par

agra

phs

AS 7

: W

rites

legi

bly

:No

sent

ence

s1

7.

1 w

rites

with

eas

e an

d in

crea

sing

spee

d as

a re

sult

o fR

Illegi

ble

f

requ

ent p

ract

ice;

No p

unct

uatio

nRe

vise

all le

tters

No p

arag

raph

sin

Prin

t. (A

a B

b)

7.

2 c

ompl

etes

a w

ritin

g ta

sk w

ithin

a se

t tim

e.R

Writ

ten

Resp

onse

: Sen

tenc

esLO

4 : W

RITIN

G

Task

4 :

Hint

s

FAT T

ask

4

2. C

ompl

ete

task

with

in a

give

n tim

e.

Tool

: R

ubric

: Writ

ing

FAT T

ask

4

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

31

 

 

HOM

E LA

NGUA

GE

TERM

2

AS 5

: B

uild

s voc

abul

ary

and

spel

ls w

ords

inde

pend

ently

:

5.1

var

ies v

ocab

ular

y fo

r int

eres

t and

spec

ific p

urpo

ses:

5.

2 e

xper

imen

ts w

ith a

nd m

anip

ulat

es w

ords

from

Wor

ds u

sed

in jo

kes

s

torie

s, re

adin

g, m

edia

, jok

es, o

ral la

ngua

ge o

fan

d or

al .

f

riend

s and

oth

ers:

1. W

rite

sent

ence

s on

wor

kshe

et in

ord

er m

onth

s of t

he y

ear.

5.

3 b

uild

s wor

d ba

nk a

nd p

erso

nal d

ictio

nary

;R

2. R

ewrit

e se

nten

ces o

n w

orks

heet

with

pun

ctua

tion.

5.4

use

s dic

tiona

ry to

che

ck sp

ellin

g an

d m

eani

ng o

f wor

ds;

R3.

Writ

e se

nten

ces c

onsis

ting

of o

ne p

arag

raph

abo

ut th

e

5.5

use

s kno

wle

dge

of p

honi

cs a

nd sp

ellin

g ru

les t

o w

rite

Use

know

ledg

e of

pho

nics

.

inte

rvie

ws o

f diff

eren

t rel

igio

us fe

stiva

ls.

unf

amilia

r wor

ds.

4. M

ake

patte

rns t

o de

cora

te to

p an

d bo

ttom

of p

age

with

AS

6 :

Use

s app

ropr

iate

gra

mm

atic

al st

ruct

ures

and

2 pa

ragr

aphs

re

ligio

us sy

mbo

ls.

w

ritin

g co

nven

tions

:4

sent

ence

s per

par

agra

ph5.

Writ

e th

e ta

sk w

ithin

a se

t tim

e.

6.1

beg

ins t

o gr

oup

sent

ence

s int

o pa

ragr

aphs

;6.

Ans

wer

que

stion

s abo

ut N

atio

nal A

nthe

m (p

unct

uatio

n)

6.2

use

s pun

ctua

tion

appr

opria

tely(

capi

tal le

tters,

full s

tops

,C

apita

l lette

rs, c

omm

as,

q

uesti

on m

ark,

com

mas

, apo

strop

hes,

excl

amat

ion

mar

k ;fu

ll sto

ps a

nd q

uesti

on m

arks

.

6.3

app

lies k

now

ledg

e of

gra

mm

ar;

Imag

inat

ive

4

6.4

use

s kno

wle

dge

of o

ther

text

s as m

odel

s for

writ

ing;

Cor

rect

spel

ling

6.

5 u

ses n

arra

tive

struc

ture

;C

orre

ct u

se o

f pun

ctua

tion

6.

6 u

ses i

nfor

mat

iona

l tex

t stru

ctur

es, s

uch

as e

xper

imen

ts.

Uses

par

agra

phs

Goo

d se

nten

ce c

onstr

uctio

n3

Occ

asio

nal s

pellin

g m

istak

esO

ccas

iona

l pun

ctua

tion

mist

akes

AS 7

: W

rites

legi

bly

:At

tem

pts t

o w

rite

in p

arag

raph

s

7.1

writ

es w

ith e

ase

and

incr

easin

g sp

eed

as a

resu

lt of

RPo

or se

nten

ce c

onstr

uctio

n2

f

requ

ent p

ract

ice;

Poor

spel

ling

Star

t with

Cur

sive

Poor

pun

ctua

tion

patte

rns a

nd le

tters

No p

arag

raph

s

7.2

com

plet

es a

writ

ing

task

with

in a

set t

ime.

RNo

sent

ence

s1

Illegi

ble

No p

unct

uatio

nNo

par

agra

phs

LO 4

: W

RITIN

G

FAT T

ask

4

Writ

ten

Resp

onse

: La

bels,

Sen

tenc

esTa

sk 4

: H

ints

Tool

: R

ubric

: W

ritin

g

FAT T

ask

4

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

32

 

 

HOM

E LAN

GUA

GE

TERM

3

AS 5

: B

uild

s voc

abul

ary

and

spel

ls w

ords

inde

pend

ently

:

5.1

var

ies v

ocab

ular

y fo

r inte

rest

and

spec

ific p

urpo

ses:

5.

2 e

xper

imen

ts w

ith a

nd m

anip

ulat

es w

ords

from

Wor

ds u

sed

in m

edia

and

sto

ries,

read

ing,

med

ia, jo

kes,

oral

lang

uage

of

read

ing.

f

riend

s and

oth

ers:

Task

2

5.3

bui

lds w

ord

bank

and

per

sona

l dic

tiona

ry;

R1.

Stor

y ab

out a

her

o fro

m th

e pa

st.

5.4

use

s dic

tiona

ry to

che

ck sp

ellin

g an

d m

eani

ng o

f wor

ds;

R2.

Use

info

rmat

ion

from

inte

rvie

w.

5.

5 u

ses k

now

ledg

e of

pho

nics

and

spel

ling

rule

s to

writ

eUs

e kn

owle

dge

of p

honi

cs.

3. W

rite

story

with

: be

ginn

ing,

mid

dle

and

endi

ng.

u

nfam

iliar w

ords

.4.

Mak

e us

e of

cor

rect

puc

tuat

ion.

AS 6

: U

ses a

ppro

pria

te g

ram

mat

ical

stru

ctur

es a

nd3

para

grap

hs5.

Use

dic

tiona

ry to

che

ck sp

ellin

g of

mor

e di

fficu

lt w

ords

.

w

ritin

g co

nven

tions

:Ta

sk 4

6.

1 b

egin

s to

grou

p se

nten

ces i

nto

para

grap

hs;

1. Le

tter

to c

hild

ren

in o

ther

cou

ntrie

s: ch

eck s

pellin

g ru

les

6.

2 u

ses p

unct

uatio

n ap

prop

riate

ly(ca

pita

l lette

rs, fu

ll sto

ps,

Apos

troph

e an

d

que

stion

mar

k, co

mm

as, a

postr

ophe

s, ex

clam

atio

n m

ark

excl

amat

ion

mar

ks.

6.

3 a

pplie

s kno

wle

dge

of g

ram

mar

;Im

agin

ative

4

6.4

use

s kno

wle

dge

of o

ther

text

s as m

odel

s for

writ

ing;

Cor

rect

spel

ling

6.

5 u

ses n

arra

tive

struc

ture

;R

Cor

rect

use

of p

unct

uatio

n

6.6

use

s inf

orm

atio

nal t

ext s

truct

ures

, suc

h as

exp

erim

ents.

Us

es p

arag

raph

sG

ood

sent

ence

con

struc

tion

3O

ccas

iona

l spe

lling

mist

akes

Occ

asio

nal p

unct

uatio

n m

istak

esAS

7 :

Writ

es le

gibl

y :

Atte

mpt

s to

writ

e in

par

agra

phs

7.

1 w

rites

with

eas

e an

d in

crea

sing

spee

d as

a re

sult

ofR

Poor

sent

ence

con

struc

tion

2

fre

quen

t pra

ctic

e;Po

or sp

ellin

gCu

rsive

patte

rns

Poor

pun

ctua

tion

and

lette

rsNo

par

agra

phs

7.

2 c

ompl

etes

a w

ritin

g ta

sk w

ithin

a se

t tim

e.R

No se

nten

ces

1Ille

gibl

eNo

pun

ctua

tion

No p

arag

raph

s

LO 4

: W

RITIN

G

FAT T

ask

2

Tool

: R

ubric

: W

ritin

g

FAT T

ask

2

Writ

ten

Resp

onse

: In

terv

iew,

Lette

rTa

sk 2

and

4 :

Hin

ts

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

33

 

 

HOME

LANG

UAGE

TERM

4

AS 5

: Buil

ds vo

cabu

lary

and

spell

s wor

ds in

depe

nden

tly :

5.1

varie

s voc

abula

ry fo

r inte

rest

and

spec

ific p

urpo

ses:

5.2

exp

erim

ents

with

and

man

ipula

tes w

ords

from

Word

s use

d in

dialog

ue,

sto

ries,

read

ing, m

edia

, joke

s, or

al la

ngua

ge o

fra

dio a

nd te

levisi

on.

frie

nds a

nd o

ther

s:Di

alog

ue a

bout

cre

atur

es e

g fro

m o

uter

spac

e or

own

des

igned

bird

s. 5

.3 b

uilds

wor

d ba

nk a

nd p

erso

nal d

iction

ary;

R1.

Revis

e wr

iting

of d

ialog

ue in

spee

ch b

ubbl

es.

5.4

use

s dict

ionar

y to

chec

k spe

lling

and

mea

ning

of w

ords

; R

2. Di

scus

s diffe

rent

pict

ures

on

works

heet

. 5

.5 u

ses k

nowl

edge

of p

honic

s and

spell

ing ru

les to

write

Use

know

ledge

of p

honic

s.3.

Write

key w

ords

on

boar

d.

u

nfam

iliar w

ords

.4.

Lear

ners

write

dia

logue

in sp

eech

bub

bles

.AS

6 : U

ses a

ppro

pria

te g

ram

mat

ical st

ruct

ures

and

story

5. Le

arne

rs ch

eck o

wn w

ork.

(spell

ing)

w

riting

con

vent

ions:

6. Re

write

dia

logue

in d

iffere

nt w

ay.

Baloo

: 6

.1 b

egins

to g

roup

sent

ence

s int

o pa

ragr

aphs

;Gr

oup

sente

nces

to

Pok

el :

6.2

use

s pun

ctua

tion

appr

opria

tely(

capi

tal le

tters,

full s

tops

,fo

rm a

stor

y.

q

uesti

on m

ark,

com

mas

, apo

strop

hes,

excla

mat

ion m

ark;

6.3

app

lies k

nowl

edge

of g

ram

mar

;R

Imag

inativ

e4

6.4

use

s kno

wled

ge o

f oth

er te

xts a

s mod

els fo

r writi

ng;

Corre

ct sp

elling

6.5

use

s nar

rativ

e str

uctu

re;

RCo

rrect

use

of p

unct

uatio

n 6

.6 u

ses in

form

ation

al te

xt str

uctu

res,

such

as e

xper

imen

ts.

RUs

es p

arag

raph

sG

ood

sent

ence

con

struc

tion

3Oc

casio

nal sp

elling

mist

akes

Occa

siona

l pun

ctua

tion

mist

akes

AS 7

: Write

s legib

ly :

Atte

mpt

s to

write

in p

arag

raph

s 7

.1 w

rites w

ith e

ase

and

incre

asing

spee

d as

a re

sult o

fR

Poor

spell

ing

f

requ

ent p

ract

ice;

Poor

pun

ctua

tion

Write

inIris

h or

No p

arag

raph

sha

lf line

sNo

sent

ence

s1

7.2

com

plet

es a

writi

ng ta

sk w

ithin

a se

t tim

e.R

Illegib

leNo

pun

ctua

tion

No p

arag

raph

s

Tool

: Ru

bric

: Writi

ng

FAT T

ask 4

LO 4

: WRIT

ING

Writte

n Res

pons

e : S

eque

ncing

, Dial

ogue

Ta

sk 4

: Hi

nts

FAT T

ask 4

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

34

 

 

HOM

E LAN

GUAG

ETE

RM 1

TERM

2TE

RM 3

TERM

4

AS 1

:Use

lang

uage

to d

evel

op c

once

pts

1.1

und

ersta

nds a

nd u

ses t

he c

once

ptua

l lang

uage

of d

iffere

nt le

arnin

gR

RR

R

are

as n

eces

sary

at t

his le

vel a

nd in

pre

para

tion

for t

he n

ext le

vel.

eg. M

(su

btra

ctio

n)eg

. NS (

exp

erim

ent )

eg. T

ech

( d

esig

n )

eg. A

&C (

bac

kgro

und

)AS

2 :

Uses

lang

uage

to th

ink a

nd re

ason

:

2.1

unde

rstan

ds a

nd u

ses l

angu

age

for lo

gic

and

reas

oning

(eg

caus

e R

a

nd e

ffect

, dra

wing

con

clus

ions

)Gi

ve c

oncl

usio

n to

stor

yHi

gher

ord

er o

f think

ing

2.2

use

s hig

her o

rder

think

ing a

nd th

e la

ngua

ge a

ssoci

ated

with

it (e

gR

dete

rmine

cau

se a

nd e

ffect

R

h

ypot

hesis

ing -'I

think

it co

uld .

. .' ,

If . .

. th

en .

. . ')

High

er o

rder

of th

inking

for

e.g.

a p

ower

failu

reHi

gher

ord

er o

f think

ing

2.3

uses

lang

uage

to d

escr

ibe

simila

ritie

s and

diffe

renc

es,a

nd to

ana

lyse,

simila

rities

and

diffe

renc

es.

for w

riting

dia

logu

e - a

nalys

e

con

trast

in for

mat

ion.

FAT T

ask 2

and

4FA

T Tas

k 2FA

T Tas

k 2

AS 3

: Us

es la

ngua

ge to

inve

stiga

te a

nd e

xplo

re :

3.

1 as

ks q

uesti

ons f

or c

larifi

catio

n, se

arch

es fo

r exp

lana

tions

, sug

gests

R

al

tern

ative

s (eg

'If I d

o th

is, th

en .

. .' '

Wha

t abo

ut .

. .?'

' We

could

try .

Plan

steps

of g

iven

task

.Su

rvey

, ask

que

stion

s,In

terv

iew

a pe

rson

eg. M

y her

o

3.2

does

sim

ple

rese

arch

:ask

s que

stion

s whic

h he

lp d

efine

the

task

Shar

e re

spon

sibliti

ties.

sum

mar

ise a

ndR

Does

a si

mpl

e lib

rary

rese

arch

a

nd g

et n

eces

sary

info

rmat

ion

(eg

Wha

t do

we

need

to kn

ow, t

o,do

pres

ent in

form

atio

n.

to

get?

';'Whe

re c

an w

e fin

d th

e inf

orm

atio

n?';

3.

3 pl

ans t

he st

eps o

f a ta

sk, a

nd sh

ares

resp

onsib

ilitie

s (eg

wha

t mus

t be

RR

a

nd w

ho w

ill do

wha

t);Gi

ve g

uidel

ines f

or in

terv

iew.

3.

4 us

es si

mpl

e str

ateg

ies f

or g

ettin

g inf

orm

atio

nR

3.4.

1 as

ks re

leva

nt q

uesti

ons,

R 3

.4.2

carrie

s out

inte

rvie

ws a

nd su

rvey

s, 3

.4.3

does

libra

ry re

sear

ch (w

ith h

elp

of a

dult o

r old

er le

arne

r);

3.5

supp

orts

and

clar

ifies a

rgum

ents,

by g

iving

reas

ons a

nd e

viden

ce;

R

3.6

sum

mar

ises i

nfor

mat

ion

and

pres

ents

it in

an a

ppro

pria

te a

ndR

in

tere

sting

way

.

FAT T

ask 2

and

4AS

4 :

Pros

esse

s inf

orm

atio

n :

4.

1 re

cord

s and

org

anise

s inf

orm

atio

n in

diffe

rent

way

s;R

RR

R 4

.1.1 s

elec

ts inf

orm

atio

n an

d ta

ke n

otes

,M

ake

a sh

ort li

st.M

ake

tabl

e or

dia

gram

Mak

e m

ind m

aps.

Mak

e ch

art a

nd flo

w 4

.1.2

mak

es m

ind m

aps,

eg. g

roce

ries,

statio

nery

eg. R

elig

ions

and

festi

vals

eg. C

ause

s and

effe

ct o

fch

art t

o re

cord

4.1.

3 co

nstru

cts t

able

s, di

agra

ms,

char

ts an

d flo

w-ch

arts

food

, clo

thing

, sym

bols

etc.

powe

r fai

lure

or

sim

ilariti

es a

nd d

iffere

nces

.

4.2

sequ

ence

info

rmat

ion

and

puts

it und

er h

eadi

ngs;

Simila

rities

and

diffe

renc

e swa

ter s

horta

ge.

4.

3 us

es la

ngua

ge to

des

crib

e sim

ilarit

ies a

nd d

iffere

nces

, and

toR

a

nalys

e, c

ompa

re a

nd c

ontra

st in f

orm

atio

n.

FAT T

ask 4

FAT T

ask 4

FAT T

ask 4

LO 5

: THI

NKIN

G AN

D RE

ASON

ING

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

35

 

 

HOM

E LA

NGUA

GE

TERM

1

AS 1

:Use

lang

uage

to d

evel

op c

once

pts

1.1

un

derst

ands

and

use

s the

con

cept

ual la

ngua

ge o

f diff

eren

t lea

rnin

gR

a

reas

nec

essa

ry a

t thi

s lev

el a

nd in

pre

para

tion

for t

he n

ext l

evel

.eg

. M (

subt

ract

ion)

AS 2

: U

ses l

angu

age

to th

ink

and

reas

on :

2.

1 u

nder

stand

s and

use

s lan

guag

e fo

r log

ic a

nd re

ason

ing

(eg

caus

e R

1. S

uppl

y le

arne

rs w

ith se

nten

ces,

mat

chin

g th

e fir

st

a

nd e

ffect

, dra

win

g co

nclu

sions

)G

ive

conc

lusio

n to

stor

y

part

with

the

last.

2.2

us

es h

ighe

r ord

er th

inkin

g an

d th

e la

ngua

ge a

ssoc

iate

d w

ith it

(eg

2. Le

arne

rs m

atch

the

two

parts

in c

orre

ct o

rder

.

hyp

othe

sisin

g -'I

thin

k it

coul

d . .

.' ,

If .

. . th

en .

. . ')

3. R

ewrit

e se

nten

ces c

orre

ctly

in w

orkb

ook.

2.3

use

s lan

guag

e to

des

crib

e sim

ilarit

ies a

nd d

iffer

ence

s,and

to a

nalys

e,4.

Cor

rect

use

pun

ctua

tion.

con

trast

info

rmat

ion.

AS 3

: U

ses l

angu

age

to in

vesti

gate

and

exp

lore

:

3.1

ask

s que

stion

s for

cla

rific

atio

n, se

arch

es fo

r exp

lana

tions

, sug

gests

1. Le

arne

rs us

e m

agaz

ine

fruit

man

cre

ated

in g

roup

s.

al

tern

ativ

es (e

g 'If

I do

this,

then

. . .

' 'W

hat a

bout

. . .

?' '

We

coul

d try

. Pl

an st

eps o

f giv

en ta

sk.

2. W

rite

key

wor

ds se

pera

tely.

3.

2 d

oes s

impl

e re

sear

ch :a

sks q

uesti

ons w

hich

hel

p de

fine

the

task

3. W

rite

rhym

ing

wor

ds f

or e

ach

key

wor

d.

and

get

nec

essa

ry i

nfor

mat

ion

(eg

Wha

t do

we

need

to k

now

, to,

do4.

Cre

ate

poem

abo

ut fr

uit m

an in

gro

ups.

t

o ge

t?';'W

here

can

we

find

the

info

rmat

ion?

';5.

Cre

ate

rap

for p

oem

.

3.3

pla

ns th

e ste

ps o

f a ta

sk, a

nd sh

ares

resp

onsib

ilitie

s (eg

wha

t mus

t be

a

nd w

ho w

ill do

wha

t);

3.4

use

s sim

ple

strat

egie

s for

get

ting

info

rmat

ion

9 to

10

3.4

.1 a

sks r

elev

ant q

uesti

ons,

7 to

8 3

.4.2

car

ries o

ut in

terv

iew

s and

surv

eys,

5 to

6 3

.4.3

doe

s lib

rary

rese

arch

(with

hel

p of

adu

lt or

old

er le

arne

r);1

to 4

3.

5 su

ppor

ts an

d cl

arifie

s arg

umen

ts, b

y gi

ving

reas

ons a

nd e

vide

nce;

3.

6 su

mm

arise

s in f

orm

atio

n an

d pr

esen

ts it

in a

n ap

prop

riate

and

i

nter

estin

g w

ay.

See

wor

kshe

et.

1

23

4AS

4 :

Pro

sess

es in

form

atio

n :

Wor

ks w

ell t

oget

her

4.

1 re

cord

s and

org

anise

s inf

orm

atio

n in

diff

eren

t way

s;R

Cre

ativ

e 4

.1.1

sele

cts i

nfor

mat

ion

and

take

not

es,

Mak

e a

shor

t list

.Ke

eps w

ith th

e be

at.

4.1

.2 m

akes

min

d m

aps,

eg. g

roce

ries,

statio

nery

Cre

ates

a "r

ap" m

ood.

4.1

.3 c

onstr

ucts

tabl

es, d

iagr

ams,

char

ts an

d flo

w-c

harts

Used

rhym

ing

wor

ds

4.2

sequ

ence

info

rmat

ion

and

puts

it un

der h

eadi

ngs;

Cor

rect

spel

ling

4.

3 u

ses l

angu

age

to d

escr

ibe

simila

ritie

s and

diff

eren

ces,

and

toC

orre

ct u

se o

f pun

ctua

tion

a

nalys

e, c

ompa

re a

nd c

ontra

st in

form

atio

n.

2 1

Writ

ten

Resp

onse

: Pr

actic

al d

emon

strat

ion

PR

Task

4 :

Hin

ts

Tool

: R

atin

g Sc

ale

: S

ente

nces

FAT T

ask

4

LO 5

: TH

INKI

NG A

ND R

EASO

NING

Writ

ten

Resp

onse

: S

ente

nces

Task

2 :

Hin

ts

Tool

: R

ubric

for r

ap g

roup

s

4 3

FAT T

ask

2

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

36

 

 

HO

ME

LAN

GUA

GE

TERM

2LO

5 :

THIN

KIN

G A

ND

REA

SON

ING

AS

1 :U

se la

ngua

ge

to d

eve

lop

co

nce

pts

1.1

un

de

rsta

nds

and

use

s th

e c

onc

ep

tua

l la

ngua

ge

of d

iffe

rent

lea

rnin

gR

a

rea

s ne

ce

ssa

ry a

t thi

s le

vel a

nd in

pre

pa

ratio

n fo

r the

ne

xt le

vel.

eg. N

S (

exp

erim

ent )

AS

2 :

Use

s la

ngua

ge

to th

ink

and

rea

son

:

2.1

und

ers

tand

s a

nd u

ses

lang

uag

e fo

r lo

gic

and

rea

soni

ng (

eg

ca

use

and

effe

ct,

dra

win

g c

onc

lusio

ns)

2.2

us

es

hig

her o

rde

r thi

nkin

g a

nd th

e la

ngua

ge

ass

oc

iate

d w

ith it

(e

gR

1. B

rain

sto

rm fa

cts

ab

out

my

env

ironm

ent

.

hyp

oth

esis

ing

-'I t

hink

it c

oul

d .

. .'

, If .

. . t

hen

. . .

')H

ighe

r ord

er o

f thi

nkin

g fo

r2.

Cre

ate

a s

hort

text

ab

out

yo

ur e

nviro

nme

nt a

fte

r disc

ussio

n.

2.3

use

s la

ngua

ge

to d

esc

ribe

sim

ilarit

ies

and

diff

ere

nce

s,a

nd to

ana

lyse

,si

mila

ritie

s a

nd d

iffer

ence

s.

co

ntra

st in

form

atio

n.Im

ag

ina

tive

4C

orre

ct s

pe

lling

AS

3 :

Use

s la

ngua

ge

to in

vest

iga

te a

nd e

xplo

re :

Co

rrec

t use

of p

unc

tua

tion

3.

1 a

sks

que

stio

ns fo

r cla

rific

atio

n, s

ea

rche

s fo

r exp

lana

tions

, sug

ge

sts

RU

ses

pa

rag

rap

hs

a

ltern

ativ

es

(eg

'If I

do

this,

the

n . .

.' '

Wha

t ab

out

. . .

?' '

We

co

uld

try

. Su

rvey

, ask

que

stio

ns,

Go

od

se

nte

nce

co

nstr

uctio

n3

3.

2 d

oe

s sim

ple

rese

arc

h :a

sks

que

stio

ns w

hic

h he

lp d

efin

e th

e ta

sksu

mm

aris

e a

ndO

cc

asio

nal s

pe

lling

mist

ake

s

and

ge

t ne

ce

ssa

ry i

nfo

rma

tion

(eg

Wha

t do

we

ne

ed

to k

now

, to

,do

pre

sent

info

rma

tion.

Oc

ca

siona

l pun

ctu

atio

n m

ista

kes

t

o g

et?

';'W

here

ca

n w

e fi

nd th

e in

form

atio

n?';

Att

em

pts

to w

rite

in p

ara

gra

phs

3.

3 p

lans

the

ste

ps

of a

task

, and

sha

res

resp

ons

ibilit

ies

(eg

wha

t mus

t be

Poo

r se

nte

nce

co

nstr

uctio

n2

a

nd w

ho w

ill d

o w

hat)

;Po

or s

pe

lling

3.

4 u

ses

simp

le s

tra

teg

ies

for g

ett

ing

info

rma

tion

Poo

r pun

ctu

atio

n 3

.4.1

ask

s re

leva

nt q

uest

ions

,N

o p

ara

gra

phs

3.4

.2 c

arri

es

out

inte

rvie

ws

and

sur

veys

,N

o s

ent

enc

es

1 3

.4.3

do

es

libra

ry re

sea

rch

(with

he

lp o

f ad

ult o

r old

er l

ea

rne

r);

Ille

gib

le

3.5

sup

po

rts

and

cla

rifie

s a

rgum

ent

s, b

y g

ivin

g re

aso

ns a

nd e

vid

enc

e;

No

pun

ctu

atio

n

3.6

sum

ma

rise

s in

form

atio

n a

nd p

rese

nts

it in

an

ap

pro

pria

te a

ndN

o p

ara

gra

phs

i

nte

rest

ing

wa

y.A

S 4

: Pr

ose

sse

s in

form

atio

n :

4.

1 re

co

rds

and

org

ani

ses

info

rma

tion

in d

iffe

rent

wa

ys;

R 4

.1.1

se

lec

ts in

form

atio

n a

nd ta

ke n

ote

s,M

ake

tab

le o

r dia

gra

m 4

.1.2

ma

kes

min

d m

ap

s,eg

. Rel

igio

ns a

nd fe

stiv

als

1. M

ake

min

d m

ap

of l

ab

els

and

wo

rds

of d

iffe

rent

relig

ions

. 4

.1.3

co

nstr

ucts

tab

les,

dia

gra

ms,

cha

rts

and

flo

w-c

hart

sfo

od, c

loth

ing

, sym

bol

s et

c.2.

Writ

e s

ent

enc

es

on

wo

rksh

ee

t in

ord

er m

ont

hs o

f the

ye

ar.

4.

2 s

eq

uenc

e in

form

atio

n a

nd p

uts

it un

de

r he

ad

ing

s;Si

mila

ritie

s a

nd d

iffer

ence

s3.

Re

writ

e s

ent

enc

es

on

wo

rksh

ee

t with

pun

ctu

atio

n.

4.

3 u

ses

lang

uag

e to

de

scrib

e s

imila

ritie

s a

nd d

iffe

renc

es,

and

to4.

Writ

e s

ent

enc

es

co

nsist

ing

of o

ne p

ara

gra

ph

ab

out

the

ana

lyse

, co

mp

are

and

co

ntra

st in

form

atio

n.

inte

rvie

ws

of d

iffe

rent

relig

ious

fest

iva

ls.5.

Ma

ke p

att

ern

s to

de

co

rate

top

and

bo

tto

m o

f pa

ge

with

relig

ious

sym

bo

ls.6.

Wo

rksh

ee

t ab

out

Na

tiona

l Ant

hem

and

que

stio

ns a

bo

ut fl

ag

.

36 to

40

431

to 3

53

26 to

30

2Be

low

25

1

Tool

: R

atin

g S

cale

: S

ente

nces

Tool

: R

ubric

: W

ritin

g

Writ

ten

Resp

onse

: La

bel

s , S

ente

nces

Task

4 :

Hin

ts

FAT

Task

4

FAT

Task

2

Task

2 :

Hin

ts

Writ

ten

Resp

onse

: B

rain

stor

m P

ract

ica

l

Dem

onst

ratio

n

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

37

 

 

HOM

E LA

NGUA

GE

TERM

3LO

5 :

THIN

KING

AND

REA

SONI

NGAS

1 :U

se la

ngua

ge to

dev

elop

con

cept

s 1

.1

unde

rstan

ds a

nd u

ses t

he c

once

ptua

l lang

uage

of d

iffer

ent l

earn

ing

R

are

as n

eces

sary

at t

his l

evel

and

in p

repa

ratio

n fo

r the

nex

t lev

el.

eg. T

ech

( d

esig

n )

AS 2

: U

ses l

angu

age

to th

ink

and

reas

on :

2.

1 u

nder

stand

s and

use

s lan

guag

e fo

r log

ic a

nd re

ason

ing

(eg

caus

e 1.

Sto

ry a

bout

a h

ero

from

the

past.

a

nd e

ffect

, dra

win

g co

nclu

sions

)Hi

gher

ord

er o

f thi

nkin

g eg

.2.

Use

info

rmat

ion

from

inte

rvie

w.

2.2

us

es h

ighe

r ord

er th

inkin

g an

d th

e la

ngua

ge a

ssoc

iate

d w

ith it

(eg

pow

er fa

ilure

. 3.

Writ

e sto

ry w

ith :

begi

nnin

g, m

iddl

e an

d en

ding

.

hyp

othe

sisin

g -'I

thin

k it

coul

d . .

.' ,

If . .

. th

en .

. . ')

4. M

ake

use

of c

orre

ct p

uctu

atio

n.

2.3

use

s lan

guag

e to

des

crib

e sim

ilarit

ies a

nd d

iffer

ence

s,and

to a

nalys

e,5.

Use

dic

tiona

ry to

che

ck sp

ellin

g of

mor

e di

fficu

lt w

ords

.

con

trast

info

rmat

ion.

AS 3

: U

ses l

angu

age

to in

vesti

gate

and

exp

lore

:

3.1

ask

s que

stion

s for

cla

rific

atio

n, se

arch

es fo

r exp

lana

tions

, sug

gests

alte

rnat

ives (

eg 'If

I do

this,

then

. . .

' 'W

hat a

bout

. . .

?' '

We

coul

d try

.In

terv

iew

a p

erso

n eg

. My

hero

3.

2 d

oes s

impl

e re

sear

ch :a

sks q

uesti

ons w

hich

hel

p de

fine

the

task

R

and

get

nec

essa

ry i

nfor

mat

ion

(eg

Wha

t do

we

need

to k

now

, to,

do1.

Lette

r to

frien

d in

ano

ther

cou

ntry

.

to

get ?

';'Whe

re c

an w

e fin

d th

e in

form

atio

n?';

3.

3 p

lans

the

steps

of a

task

, and

shar

es re

spon

sibilit

ies (

eg w

hat m

ust b

eR

a

nd w

ho w

ill do

wha

t );G

ive

guid

elin

es fo

r int

ervi

ew.

3.

4 u

ses s

impl

e str

ateg

ies f

or g

ettin

g in

form

atio

nR

Imag

inat

ive4

3.4

.1 a

sks r

elev

ant q

uesti

ons,

Cor

rect

spel

ling

3.4

.2 c

arrie

s out

inte

rvie

ws a

nd su

rvey

s,C

orre

ct u

se o

f pun

ctua

tion

3.4

.3 d

oes l

ibra

ry re

sear

ch (w

ith h

elp

of a

dult

or o

lder

lear

ner);

Uses

par

agra

phs

3.

5 su

ppor

ts an

d cl

arifie

s arg

umen

ts, b

y gi

ving

reas

ons a

nd e

viden

ce;

RG

ood

sent

ence

con

struc

tion

3

3.6

sum

mar

ises i

nfor

mat

ion

and

pres

ents

it in

an

appr

opria

te a

ndR

Occ

asio

nal s

pellin

g m

istak

es

int

eres

ting

way

.O

ccas

iona

l pun

ctua

tion

mist

akes

Atte

mpt

s to

writ

e in

par

agra

phs

Poor

sent

ence

con

struc

tion

2AS

4 :

Pro

sess

es in

form

atio

n :

Poor

spel

ling

4.

1 re

cord

s and

org

anise

s inf

orm

atio

n in

diff

eren

t way

s;R

Poor

pun

ctua

tion

4.1

.1 se

lect

s inf

orm

atio

n an

d ta

ke n

otes

,M

ake

min

d m

aps.

No p

arag

raph

s 4

.1.2

mak

es m

ind

map

s,eg

. Cau

ses a

nd e

ffect

of

No se

nten

ces

1 4

.1.3

con

struc

ts ta

bles

, dia

gram

s, ch

arts

and

flow

-cha

rtspo

wer

failu

re o

rIlle

gibl

e

4.2

sequ

ence

info

rmat

ion

and

puts

it un

der h

eadi

ngs;

wat

er sh

orta

ge.

No p

unct

uatio

n

4.3

use

s lan

guag

e to

des

crib

e sim

ilarit

ies a

nd d

iffer

ence

s, an

d to

No p

arag

raph

s

ana

lyse,

com

pare

and

con

trast

info

rmat

ion.

Tool

: R

ubric

: W

ritin

g

Task

4 :

Hin

ts

Writ

ten

Resp

onse

: S

tory

Task

2 :

Hin

ts

Writ

ten

Resp

onse

: L

ette

r

FAT T

ask

2 an

d 4

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

38

 

 

HOM

E LA

NG

UAG

ETE

RM 4

AS

1 :U

se la

ngua

ge

to d

evel

op c

once

pts

1.1

un

der

sta

nds

and

use

s th

e co

ncep

tua

l la

ngua

ge

of d

iffer

ent l

earn

ing

R

are

as

nece

ssa

ry a

t thi

s le

vel a

nd in

pre

pa

ratio

n fo

r the

nex

t lev

el.

eg. A

&C

( ba

ckgr

ound

)A

S 2

: Us

es la

ngua

ge

to th

ink

and

rea

son

:

2.1

und

erst

and

s a

nd u

ses

lang

uag

e fo

r log

ic a

nd re

aso

ning

(eg

ca

use

1. S

upp

ly le

arn

ers

with

dia

log

ue in

com

ic s

trip

s.

and

effe

ct, d

raw

ing

con

clus

ions

)2.

Cov

er la

st tw

o p

ictu

res.

2.2

us

es h

ighe

r ord

er th

inki

ng a

nd th

e la

ngua

ge

ass

ocia

ted

with

it (e

gR

3. D

iscus

s w

hat t

hey

pre

dic

t will

hap

pen

.

hyp

othe

sisin

g -'

I thi

nk it

cou

ld .

. .'

, If .

. . t

hen

. . .

')Hi

gher

ord

er o

f thi

nkin

g4.

Pup

pet

sho

w w

ith d

ialo

gue

of w

hat h

ap

pen

s in

com

ic s

trip

.

2.3

use

s la

ngua

ge to

des

crib

e sim

ilarit

ies a

nd d

iffer

ence

s,a

nd to

ana

lyse

,fo

r writ

ing

dial

ogue

.5.

Ea

ch g

roup

ha

s to

writ

e th

eir o

wn

end

ing

. (d

ialo

gue

)

con

trast

info

rma

tion.

6. E

ach

gro

up h

as

to p

erfo

rm w

ith th

e p

upp

ets

how

thei

r

sto

ry e

nds.

AS

3 :

Uses

lang

uag

e to

inve

stig

ate

and

exp

lore

:

3.1

ask

s que

stio

ns fo

r cla

rific

atio

n, s

earc

hes

for e

xpla

natio

ns, s

ugge

sts

alte

rna

tives

(eg

'If I

do

this,

then

. . .

' 'W

hat a

bou

t . .

.?'

' We

coul

d tr

y . .

)

3.2

doe

s sim

ple

rese

arc

h :a

sks

que

stio

ns w

hich

hel

p d

efin

e th

e ta

skD

oes

a sim

ple

libra

ry re

sear

chD

ialo

gue

ab

out c

rea

ture

s eg

. fro

m o

uter

sp

ace

or o

wn

des

igne

d b

irds.

a

nd g

et n

eces

sary

inf

orm

atio

n (e

g W

hat d

o w

e ne

ed to

kno

w, t

o,d

o1.

Rev

ise w

ritin

g o

f dia

log

ue in

spee

ch b

ubb

les.

to

get

?';'W

here

ca

n w

e fin

d th

e in

form

atio

n?';

2. D

iscus

s d

iffer

ent p

ictu

res

on w

orks

heet

.

3.3

pla

ns th

e st

eps

of a

task

, and

sha

res

resp

onsib

ilitie

s (e

g w

hat m

ust b

eR

3. W

rite

key

wor

ds

on b

oard

.

and

who

will

do

wha

t);

4. L

earn

ers w

rite

dia

log

ue in

spee

ch b

ubb

les.

3.

4 u

ses

simp

le s

trate

gie

s fo

r get

ting

info

rma

tion

5. L

earn

ers c

heck

ow

n w

ork.

(sp

ellin

g)

3.4

.1 a

sks

rele

vant

que

stio

ns,

R6.

Rew

rite

dia

log

ue in

diff

eren

t wa

y.

Balo

o :

3.4

.2 c

arri

es o

ut in

terv

iew

s a

nd s

urve

ys,

Pok

el :

3.4

.3 d

oes

libra

ry re

sea

rch

(with

hel

p o

f ad

ult o

r old

er le

arn

er);

3.

5 s

upp

orts

and

cla

rifie

s a

rgum

ents

, by

giv

ing

rea

sons

and

evi

den

ce;

3.

6 s

umm

aris

es in

form

atio

n a

nd p

rese

nts i

t in

an

ap

pro

pria

te a

ndIm

ag

ina

tive

4

int

eres

ting

wa

y.C

orre

ct s

pel

ling

AS

4 :

Proc

esse

s in

form

atio

n :

Cor

rect

use

of p

unct

uatio

n

4.1

reco

rds

and

org

ani

ses

info

rma

tion

in d

iffer

ent w

ays

;R

Goo

d s

ente

nce

cons

truct

ion

3 4

.1.1

sel

ects

info

rma

tion

and

take

not

es,

Mak

e ch

art a

nd fl

owO

cca

siona

l sp

ellin

g m

ista

kes

4.1

.2 m

ake

s m

ind

ma

ps,

c har

t to

reco

rdO

cca

siona

l pun

ctua

tion

mist

ake

s 4

.1.3

con

stru

cts

tab

les,

dia

gra

ms,

cha

rts a

nd fl

ow-c

harts

sim

ilarit

ies

and

diffe

renc

es.

Poor

sent

ence

con

stru

ctio

n2

4.

2 s

eque

nce

info

rma

tion

and

put

s it

und

er h

ead

ing

s;Po

or s

pel

ling

4.

3 u

ses

lang

uage

to d

escr

ibe

simila

ritie

s and

di ff

eren

ces,

and

toR

Poor

pun

ctua

tion

a

naly

se, c

omp

are

and

con

trast

info

rma

tion.

No

sent

ence

s1

Illeg

ible

No

pun

ctua

tion

See

wor

kshe

et.

12

34

Ima

gin

ativ

e th

inki

ngC

orre

ct w

ritin

g o

f dia

log

ueC

orre

ct s

pel

ling

Cor

rect

use

of p

unct

uatio

nUs

e of

met

a la

ngua

ge

Task

4 :

Hin

tsW

ritte

n Re

spon

se :

Dia

logu

e

Tool

: R

ubric

: D

ialo

gue

LO 5

: TH

INKI

NG

AN

D R

EASO

NIN

GW

ritte

n Re

spon

se :

Prac

tical

Dem

onst

ratio

n Ta

sk 2

: H

ints

Tool

: R

ubric

: G

roup

wor

k

FAT

Task

2

FAT

Task

4

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

39

 

 

HOM

E LA

NG

UAG

ETE

RM 1

TERM

2TE

RM 3

TERM

4

AS

1 :R

elat

es so

unds

to le

tters

and

wor

ds50

wor

ds60

wor

ds70

wor

ds80

wor

ds

1.1

use

s pho

nics

to sp

ell m

ore

diffi

cult

wor

ds.

RR

RR

AS

2 : W

orks

with

wor

dsTe

ache

r ass

ists

Teac

her a

ssist

sSh

ould

kno

w a

ppro

pria

teSh

ould

kno

w a

ppro

pria

te

2.1

use

s som

e sp

ellin

g ru

les t

o sp

ell c

orre

ctly

;R

Rsp

ellin

g ru

les.

spel

ling

rule

s.

2.2

use

s a v

arie

ty o

f sou

rces

to c

heck

spel

ling

;Pi

ctur

e di

ctio

nary

, doc

tiona

ryR

eg. w

rite

and

rew

rite

eg. I

bef

ore

e ex

cept

afte

r c

2.3

use

s pre

fixes

and

suffi

xes t

o bu

ild w

ords

;an

d w

ord

bank

.eg

. wor

d an

d w

ordl

ess

2

.4 i

dent

ifies

and

use

s mor

e sy

nony

ms a

nd a

nton

yms.

FAT T

ask

4FA

T Tas

k 4

FAT T

ask

2 an

d 4

FAT T

ask

2A

S 3

: Wor

ks w

ith se

nten

ces

3

.1 i

dent

ifies

subj

ect,

verb

and

obj

ect i

n a

sent

ence

;R

3

.2 u

ses s

ubje

ct-v

erb

agre

emen

t cor

rect

ly ;

R

3.3

use

s con

nect

ing

wor

ds to

exp

ress

cau

se a

ndR

R

e

ffect

(eg

I don

't lik

e he

r bec

ause

she

is ru

de.

3

.4 u

ses m

ore

com

plex

tens

es (e

g pr

esen

t per

fect

Pres

ent c

ontin

ious

tens

e.Pr

esen

t per

fect

tens

e.R

pro

gres

sive

in E

nglis

h - '

I hav

e be

en le

arni

ng

X

hosa

for t

hree

yea

rs.')

3

.5 u

ses a

var

iety

of s

ente

nce

type

s (qu

estio

ns,

RR

R

st

atem

ents

and

com

man

ds) ;

Stat

emen

t and

com

man

d.Q

uest

ions

or s

tate

men

ts.

3

.6 i

dent

ifies

and

cor

rect

ly u

ses n

ouns

, pro

noun

sR

RR

R

(m

e, h

er, h

im, e

tc.)

adje

ctiv

es, v

erbs

, adv

erbs

Nou

ns, pronouns

and

verb

s.Ad

ject

ives

and

adv

erbs

.Pr

epos

ition

s

pr

epos

ition

s ;M

ary

swim

s in

the

river

.I q

uick

lyra

n to

the

shop

.I s

it on

the

chai

r.Ie

at m

y fo

od.

I lik

e ju

icy

fruit.

3

.7 u

ses p

unct

uatio

n co

rrect

ly (e

xcla

mat

ion

mar

ks,

I lik

e to

eat

ruit.

RR

apos

troph

es in

con

tract

ions

in E

ng. -

eg I'

m, c

an't

Excl

amat

ion

mar

ksA

post

roph

e

FAT T

ask

4FA

T Tas

k 2

FAT T

ask

2A

S 4

: Wor

ks w

ith te

xts

4

.1 l

inks

sent

ence

s to

form

par

agra

phs,

Link

sent

ence

s to

form

Link

sent

ence

s to

form

Link

sent

ence

s to

form

Link

sent

ence

s to

form

m

aint

aini

ng c

onsis

tenc

y in

use

of t

ense

s.a

para

grap

h.2

para

grap

hs.

3 pa

ragr

aphs

.a

stor

y.

FAT T

ask

2 an

d 4

AS

5 : D

evel

op c

ritic

al la

ngua

ge a

war

enes

s

5.1

exp

lore

s the

way

cla

ss u

ses s

lang

, with

who

m

and

for w

hat p

urpo

ses.

RR

RR

AS

6 : U

se m

eta-

lang

uage

(sub

ject

, ver

b, o

bjec

tQ

uest

ion

and

verb

.Su

bjec

t, ob

ject

and

RR

q

uest

ion,

stat

emen

t, co

mm

and,

con

nect

ing

Stat

emen

t and

com

man

d.co

nnec

ting

wor

ds.

Sim

ile, s

ynon

ym a

nd a

nton

ym.

R

wor

d, si

mile

, syn

onym

, ant

onym

R

exc

lam

atio

n m

ark!

)R

FAT T

ask

4FA

T Tas

k 4

LO 6

: LA

NGUA

GE

STRU

CTU

RE A

ND U

SE

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

40

 

 

HOM

E LA

NG

UAG

ETE

RM 1

AS

1 :R

elat

es so

unds

to le

tters

and

wor

ds50

wor

ds

1.1

use

s pho

nics

to sp

ell m

ore

diffi

cult

wor

ds.

RA

S 2

: Wor

ks w

ith w

ords

Teac

her a

ssist

s

2.1

use

s som

e sp

ellin

g ru

les t

o sp

ell c

orre

ctly

;R

2

.2 u

ses a

var

iety

of s

ourc

es to

che

ck sp

ellin

g ;

Pict

ure

dict

iona

ry, d

ictio

nary

1. W

rite

sent

ence

s abo

ut g

ood

and

bad

food

and

indi

cate

with

2.3

use

s pre

fixes

and

suffi

xes t

o bu

ild w

ords

;an

d w

ord

bank

.

diffe

rent

col

ours

the

follo

win

g - n

oun

(blu

e), p

rono

un (g

reen

), ve

rbs (

red)

.

2.4

ide

ntifi

es a

nd u

ses m

ore

syno

nym

s and

ant

onym

s. e

g. I

like

eatin

g a

juic

y re

d st

raw

berry

bec

ause

it is

hea

lthy.

2. C

reat

e on

e pa

ragr

aph

abou

t the

frui

t man

from

the

mag

azin

e pi

ctur

es.

eg. T

he fr

uit m

an I

crea

ted

......

......

......

......

.....

AS

3 : W

orks

with

sent

ence

s

3.1

ide

ntifi

es su

bjec

t, ve

rb a

nd o

bjec

t in

a se

nten

ce ;

3

.2 u

ses s

ubje

ct-v

erb

agre

emen

t cor

rect

ly ;

3

.3 u

ses c

onne

ctin

g w

ords

to e

xpre

ss c

ause

and

Imag

inat

ive

use

of n

ouns

, pro

noun

s and

ver

bs4

effe

ct (e

g I d

on't

like

her b

ecau

se sh

e is

rude

.C

orre

ct sp

ellin

g

3.4

use

s mor

e co

mpl

ex te

nses

(eg

pres

ent p

erfe

ctC

orre

ct u

se o

f pun

ctua

tion

pro

gres

sive

in E

nglis

h - '

I hav

e be

en le

arni

ngUs

es p

arag

raph

s

X

hosa

for t

hree

yea

rs.')

Goo

d us

e of

nou

ns, p

rono

uns a

nd v

erbs

in se

nten

ces

3

3.5

use

s a v

arie

ty o

f sen

tenc

e ty

pes (

ques

tions

,R

Occ

asio

nal s

pellin

g m

istak

es

st

atem

ents

and

com

man

ds) ;

Stat

emen

t and

com

man

d.O

ccas

iona

l pun

ctua

tion

mist

akes

3

.6 i

dent

ifies

and

cor

rect

ly u

ses n

ouns

, pro

noun

sR

Atte

mpt

s to

writ

e in

par

agra

phs

(me,

her

, him

, etc

.) ad

ject

ives

, ver

bs, a

dver

bsN

ouns

, pronouns

and

verb

s.Po

or u

se o

f nou

ns, p

rono

uns a

nd v

erbs

in se

nten

ces

2

pr

epos

ition

s ;M

ary

swim

s in

the

river

.Po

or sp

ellin

gI e

atm

y fo

od.

Poor

pun

ctua

tion

3

.7 u

ses p

unct

uatio

n co

rrect

ly (e

xcla

mat

ion

mar

ks,

I lik

e to

eat

my

food

.N

o pa

ragr

aphs

apos

troph

es in

con

tract

ions

in E

ng. -

eg I'

m, c

an't

No

sent

ence

con

stru

ctio

n1

Illegi

ble

No

punc

tuat

ion

AS

4 : W

orks

with

text

sLin

k se

nten

ces t

o fo

rmN

o pa

ragr

aphs

4

.1 l

inks

sent

ence

s to

form

par

agra

phs,

a pa

ragr

aph.

m

aint

aini

ng c

onsis

tenc

y in

use

of t

ense

s.A

S 5

: Dev

elop

crit

ical

lang

uage

aw

aren

ess

5

.1 e

xplo

res t

he w

ay c

lass

use

s sla

ng, w

ith w

hom

a

nd fo

r wha

t pur

pose

s.R

AS

6 : U

se m

eta-

lang

uage

(sub

ject

, ver

b, o

bjec

tQ

uest

ion

and

verb

.

que

stio

n, st

atem

ent,

com

man

d, c

onne

ctin

gSt

atem

ent a

nd c

omm

and.

w

ord,

sim

ile, s

ynon

ym, a

nton

ym

exc

lam

atio

n m

ark!

)

FAT T

ask

4

FAT T

ask

4

Writ

ten

Resp

onse

Ta

sk 4

: H

ints

Tool

: R

ubric

: W

ritin

g

LO 6

: LA

NG

UAG

E ST

RUC

TURE

AN

D US

E

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

41

 

 

HOM

E LA

NG

UAG

ETE

RM 2

AS

1 :R

ela

tes

soun

ds

to le

tter

s a

nd w

ord

s60

wor

ds

1.1

use

s p

honi

cs to

sp

ell m

ore

diff

icul

t wo

rds.

RA

S 2

: Wo

rks

with

wo

rds

Teac

her a

ssist

s

2.1

use

s so

me

spel

ling

rule

s to

sp

ell c

orre

ctly

;R

2

.2 u

ses

a v

arie

ty o

f so

urce

s to

che

ck s

pel

ling

;R

1. R

ewrit

e se

nten

ces

ab

out

relig

ious

fest

iva

ls.

2

.3 u

ses

pre

fixes

and

suf

fixes

to b

uild

wo

rds

;2.

Rea

rrang

e nu

mb

ers

of s

ente

nces

in o

rder

of m

ont

hs o

f the

yea

r.

2.4

id

entif

ies

and

use

s m

ore

syn

ony

ms

and

ant

ony

ms.

3. L

oo

k fo

r sp

ellin

g w

ord

s a

s in

wo

rksh

eet,

arra

nge

in a

lpha

bet

ica

l

ord

er a

nd w

rite

mor

e of

ea

ch li

st o

f wo

rds.

(-a

y-, f

airy

-e-)

AS

3 : W

ork

s w

ith s

ente

nces

3

.1 i

den

tifie

s su

bje

ct, v

erb

and

ob

ject

in a

sen

tenc

e ;

R36

to 4

0 4

3

.2 u

ses

sub

ject

-ver

b a

gre

emen

t co

rrect

ly ;

R31

to 3

53

3

.3 u

ses

conn

ectin

g w

ord

s to

exp

ress

ca

use

and

26 to

30

2

e

ffect

(eg

I d

on'

t lik

e he

r bec

ause

s he

is ru

de.

Belo

w 2

51

3

.4 u

ses

mo

re c

om

ple

x te

nses

(eg

pre

sent

per

fect

Pres

ent c

ontin

ious

tens

e.

p

rog

ress

ive

in E

nglis

h - '

I ha

ve b

een

lea

rnin

g

X

hosa

for t

hree

yea

rs.')

3

.5 u

ses

a v

arie

ty o

f sen

tenc

e ty

pes

(que

stio

ns,

R

st

ate

men

ts a

nd c

om

ma

nds)

;Q

uest

ions

or s

tate

men

ts.

1. W

rite

wo

rds

und

er p

ictu

res

ab

out

yo

ur e

nviro

nmen

t.

3.6

id

entif

ies

and

co

rrect

ly u

ses

noun

s, p

rono

uns

R2.

Writ

e a

sen

tenc

es (1

pa

rag

rap

h) in

wo

rkb

oo

k us

ing

ad

verb

s.

(m

e, h

er, h

im, e

tc.)

ad

ject

ives

, ver

bs,

ad

verb

sA

djec

tives

an d

adve

rbs ,

eg

.3.

Und

erlin

e ad

ject

ives

an d

adv

erbs

in e

ach

sen

tenc

e.

p

rep

osit

ions

;I q

uick

lyra

n to

the

shop

.II

like

juic

yfru

it.Im

ag

ina

tive

use

of a

dje

ctiv

es a

nd a

dve

rbs

4

3.7

use

s p

unct

uatio

n co

rrect

ly (e

xcla

ma

tion

ma

rks,

Co

rrect

sp

ellin

g

a

pos

trop

hes

in c

ont

ract

ions

in E

ng. -

eg I'

m, c

an'

tC

orre

ct u

se o

f pun

ctua

tion

Use

s p

ara

gra

phs

Goo

d u

se o

f ad

ject

ives

and

ad

verd

s in

sen

tenc

e 3

AS

4 : W

ork

s w

ith te

xts

Occ

asio

nal s

pel

ling

mist

ake

s

4.1

lin

ks s

ente

nces

to fo

rm p

ara

gra

phs

,Lin

k se

nten

ces

to fo

rmO

cca

siona

l pun

ctua

tion

mist

ake

s

ma

inta

inin

g c

ons

isten

cy in

use

of t

ense

s.2

para

grap

hs.

Att

emp

ts to

writ

e in

pa

rag

rap

hsA

S 5

: Dev

elo

p c

ritic

al l

ang

uag

e a

wa

rene

ssPo

or u

se o

f ad

ject

ives

and

ad

verb

s in

sen

tenc

es

2

5.1

exp

lore

s th

e w

ay

cla

ss u

ses

slang

, with

who

mPo

or s

pel

ling

a

nd fo

r wha

t pur

po

ses.

RPo

or p

unct

uatio

nA

S 6

: Use

met

a- l

ang

uag

e (s

ubje

ct, v

erb

, ob

ject

Subj

ect,

obje

ct a

ndN

o p

ara

gra

phs

q

uest

ion,

sta

tem

ent,

com

ma

nd, c

onn

ectin

gco

nnec

ting

wor

ds.

No

sen

tenc

es c

ons

truct

ion

1

wo

rd, s

imile

, syn

onym

, ant

ony

mIlle

gib

le

exc

lam

atio

n m

ark

!)N

o p

unct

uatio

nN

o p

ara

gra

phs

Tool

: R

ubric

: W

ritin

g

FAT

Task

2

Tas

k 2

: Hin

ts

Writ

ten

Resp

onse

: O

ne P

arag

raph

Writ

ten

Resp

onse

: Se

nten

ces

LO 6

: LA

NG

UAG

E ST

RUC

TURE

AN

D U

SE

FAT

Task

4

Tas

k 4

: H

ints

Tool

: R

atin

g Sc

ale

: S

ente

nces

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

42

 

 

HO

ME

LAN

GU

AG

ETE

RM 3

AS

1 :R

ela

tes

sou

nds

to le

tte

rs a

nd w

ord

s70

wo

rds

1

.1 u

ses

pho

nic

s to

sp

ell

mo

re d

iffic

ult

wo

rds.

RA

S 2

: Wo

rks

with

wo

rds

Sho

uld

kno

w a

pp

rop

riate

2

.1 u

ses

som

e s

pe

lling

rule

s to

sp

ell

co

rrec

tly ;

spe

lling

wo

rds.

2

.2 u

ses

a v

arie

ty o

f so

urc

es

to c

hec

k sp

ellin

g ;

eg

. writ

e a

nd re

writ

e1.

Co

rrec

t la

yout

of l

ett

er t

o fr

iend

in o

the

r co

untr

y.

2.3

use

s p

refix

es

and

suf

fixe

s to

bui

ld w

ord

s ;

eg

. wo

rd a

nd w

ord

less

2. A

pp

lica

tion

of p

ho

nic

s in

lett

er.

2

.4 i

de

ntif

ies

and

use

s m

ore

syn

ony

ms

and

ant

ony

ms.

R3.

Co

rrec

t u

se o

f la

ngu

ag

e in

lett

er.

AS

3 : W

ork

s w

ith s

ent

enc

es

3

.1 i

de

nti f

ies

sub

jec

t, v

erb

and

ob

jec

t in

a s

ent

enc

e ;

3

.2 u

ses

sub

jec

t-ve

rb a

gre

em

ent

co

rrec

tly ;

Our

Co

untry

3

.3 u

ses

co

nne

ctin

g w

ord

s to

exp

ress

ca

use

and

R1.

Wo

rksh

ee

t o

n Pu

nc

tua

tion

ab

ou

t SA

.

e

ffe

ct

(eg

I d

on'

t lik

e h

er b

ec

aus

e s

he is

rud

e.

2. C

om

pre

hens

ion

ab

out

ou

r Na

tiona

l Ant

he

m.

3

.4 u

ses

mo

re c

om

ple

x te

nse

s (e

g p

rese

nt p

erf

ec

tPr

ese

nt p

erfe

ct t

ens

e.

Sto

ry

p

rog

ress

ive

in E

nglis

h - '

I ha

ve b

ee

n le

arn

ing

1. S

tory

ab

out

a h

ero

fro

m t

he p

ast

.

X

hosa

for t

hre

e y

ea

rs.')

2. U

se in

form

atio

n fro

m in

terv

iew

.

3.5

use

s a

va

riety

of s

en

tenc

e t

ype

s (q

uest

ions

,3.

Writ

e s

tory

with

be

gin

ning

, mid

dle

and

end

ing

pa

rag

rap

hs.

sta

tem

ent

s a

nd

co

mm

an

ds)

;4.

Ma

ke u

se o

f pre

po

sitio

ns, a

nd

pre

sent

pe

rfec

t te

nse

.

3.6

id

en

tifie

s a

nd c

orre

ctly

use

s no

uns

, pro

noun

sR

5. M

ake

use

of c

orre

ct

puc

tua

tion.

(me

, he

r, hi

m, e

tc.)

ad

jec

tive

s, v

erb

s, a

dve

rbs

Pre

po

sitio

ns6.

Use

dic

tiona

ry t

o c

hec

k sp

ellin

g o

f mo

re d

iffic

ult

wo

rds.

pre

po

sitio

ns ;

John

sits

on

the

cha

ir.

3

.7 u

ses

pun

ctu

atio

n c

orre

ctly

(e

xcla

ma

tion

ma

rks,

RIm

ag

ina

tive

use

of s

imile

, syn

ony

ms

an

d a

nto

nym

s4

ap

ost

rop

hes

in c

ont

rac

tion

s in

Eng

. -e

g I'

m, c

an'

tEx

cla

ma

tion

ma

rks

Co

rrec

t sp

ellin

g a

nd u

se o

f pe

po

sitio

nsC

orre

ct

use

of p

unc

tua

tion

Use

s p

ara

gra

ph

sA

S 4

: Wo

rks

with

te

xts

Go

od

use

of s

imile

, syn

ony

ms

and

ant

on

yms

in s

ent

enc

es

3

4.1

lin

ks s

en

tenc

es

to fo

rm p

ara

gra

phs

,Li

nk s

ent

enc

es

to fo

rmO

cc

asio

nal s

pe

lling

mist

ake

s a

nd u

se o

f pre

po

sitio

ns

ma

inta

inin

g c

ons

iste

ncy

in u

se o

f te

nse

s.3

pa

rag

rap

hs.

Oc

ca

siona

l pun

ctu

atio

n m

ista

kes

Att

em

pts

to

writ

e in

pa

rag

rap

hsU

se o

f sim

ile, s

yno

nym

s a

nd

ant

ony

ms

in s

ent

enc

es

po

orly

2

Poo

r sp

ellin

g a

nd u

se o

f pre

po

sitio

nsA

S 5

: De

velo

p c

ritic

al l

an

gua

ge

aw

are

ne

ssPo

or p

unc

tua

tion

5

.1 e

xplo

res

the

wa

y c

lass

use

s sla

ng, w

ith w

hom

No

pa

rag

rap

hs

an

d fo

r wh

at

pu

rpo

ses.

RN

o s

en

tenc

es

co

nst

ruc

tion

1A

S 6

: Use

me

ta-

lang

uag

e (

sub

jec

t, v

erb

, ob

jec

tR

Ille

gib

le

qu

est

ion,

sta

tem

en

t, c

om

ma

nd, c

onn

ec

ting

Sim

ile, s

yno

nym

and

ant

ony

m.

No

pun

ctu

atio

n

wo

rd, s

imile

, syn

ony

m, a

nto

nym

No

pa

rag

rap

hs

exc

lam

atio

n m

ark

!)

Too

l :

Rub

ric :

Writ

ing

Writ

ten

Resp

ons

e :

Sto

ry

FAT

Task

4

FAT

Task

2

FAT

Task

2 a

nd 4

Writ

ten

Resp

ons

e :

Lette

r

Task

2 :

Hin

ts

Task

4 :

Hin

ts

LO 6

: LA

NG

UA

GE

STRU

CTU

RE A

ND

USE

FAT

Task

2 a

nd 4

Atta

inm

ent T

arge

ts a

nd F

orm

al A

sses

smen

t Ta

sks

 A

ttain

men

t Tar

gets

and

For

mal

Ass

essm

ent T

asks

43

 

 

HOM

E LA

NGUA

GE

TERM

4

AS 1

:Rel

ates

soun

ds to

lette

rs an

d w

ords

80 w

ords

1

.1 u

ses p

honi

cs to

spel

l mor

e di

fficu

lt w

ords

.R

AS 2

: W

orks

with

wor

dsSh

ould

kno

w a

ppro

pria

te

2.1

use

s som

e sp

ellin

g ru

les t

o sp

ell c

orre

ctly

;sp

e llin

g ru

les.

2

.2 u

ses a

var

iety

of s

ourc

es to

che

ck sp

ellin

g ;

eg. I

bef

ore

e ex

cept

afte

r c

2.3

use

s pre

fixes

and

suffi

xes t

o bu

ild w

ords

;

2.4

ide

nti fie

s and

use

s mor

e sy

nony

ms a

nd a

nton

yms.

4. A

pplic

atio

n of

pho

nics

kno

wle

dge

in ta

sk.

AS 3

: W

orks

with

sent

ence

s

3.1

ide

ntifie

s sub

ject

, ver

b an

d ob

ject

in a

sent

ence

;

3.2

use

s sub

ject

-ver

b ag

reem

ent c

orre

ctly

;1

23

4

3.3

use

s con

nect

ing

wor

ds to

exp

ress

cau

se a

ndR

1. U

sed

only

was

te m

ater

ial

effe

ct (e

g I d

on't

like

her b

ecau

se sh

e is

rude

.2.

App

lied

grou

p w

ork

skills

.

3.4

use

s mor

e co

mpl

ex te

nses

(eg

pres

ent p

erfe

ctR

3. A

ll req

uire

men

ts w

ere

met

.

p

rogr

essiv

e in

Eng

lish

- 'I h

ave

been

lear

ning

4. C

orre

ct sp

ellin

g of

wor

ds.

Xho

sa fo

r thr

ee y

ears.

')

3.5

use

s a v

arie

ty o

f sen

tenc

e ty

pes (

ques

tions

,R

state

men

ts an

d co

mm

ands

) ;

3.6

ide

ntifie

s and

cor

rect

ly us

es n

ouns

, pro

noun

sR

(me,

her

, him

, etc

.) ad

ject

ives

, ver

bs, a

dver

bs

pr

epos

itions

;

3.7

use

s pun

ctua

tion

corre

ctly

(exc

lam

atio

n m

arks

,R

apos

troph

es in

con

tract

ions

in E

ng. -

eg I'm

, can

'tAp

ostro

phe

AS 4

: W

orks

with

text

sDi

alog

ue a

bout

cre

atur

es e

g fro

m o

uter

spac

e, o

r ow

n de

signe

d bi

rd.

4

.1 l

inks

sent

ence

s to

form

par

agra

phs,

Link

sent

ence

s to

form

m

aint

aini

ng c

onsis

tenc

y in

use

of t

ense

s.a

story

.AS

5 :

Deve

lop

critic

al la

ngua

ge a

war

enes

s

5.1

exp

lore

s the

way

cla

ss u

ses s

lang

, with

who

m

and

for w

hat p

urpo

ses.

RAS

6 :

Use

met

a- la

ngua

ge (s

ubje

ct, v

erb,

obj

ect

R

que

stion

, sta

tem

ent,

com

man

d, c

onne

ctin

gR

w

ord,

sim

ile, s

ynon

ym, a

nton

ymR

e

xcla

mat

ion

mar

k!)

R

3. P

lan

and

draw

the

obje

ct. L

ist th

e re

quire

men

ts ne

eded

.

See

Task

4 :

LO 5

FAT T

ask

4

FAT T

ask

2

Task

4 :

Hin

tsSe

e Ta

sk 3

: LO

1

Che

cklis

t for

obj

ect f

rom

was

te m

ater

ial

Writ

ten

Resp

onse

1. C

hild

ren

liste

n to

instr

uctio

ns a

bout

mak

ing

of so

met

hing

ou

of w

aste

mat

eria

l

(bird

feed

er ,

spac

e sh

ip, 3

D bi

rd fr

om sh

apes

- co

ne, c

ylind

er a

nd sp

here

)2.

Chi

ldre

n di

scus

s in

grou

ps h

ow to

mak

e ob

ject

.

Writ

ten

Resp

onse

: De

sign

and

Mak

eTa

sk 2

: H

ints

LO 6

: LA

NGUA

GE

STRU

CTU

RE A

ND U

SE

Summary of Formal Assessment 44

SUMMARY OF FORMAL ASSESSMENT TASKS

Term 1 FAT 1 FAT 2 FAT 3 FAT 4

LO1AS1 LO3AS3 LO1AS6 LO3AS5 LO1AS2 LO3AS4 LO2AS5 LO4AS4 LO4AS6 LO4AS7 LO5AS2 LO2AS1 LO4AS2 LO2AS8 LO5AS4 LO5AS2 LO6AS2 LO6AS8 LO6AS3

Term 2 LO1AS5 LO3AS1 LO1AS4 LO3AS1 LO2AS2 LO3AS3 LO1AS6 LO3AS2 LO3AS4 LO3AS3 LO3AS5 LO4AS2 LO4AS4 LO4AS2 LO4AS6 LO5AS2 LO4AS7 LO5AS4 LO6AS3 LO6AS2

Term 3 LO1AS3 LO3AS3 LO1AS4 LO3AS2 LO2AS3 LO3AS4 LO2AS5 LO3AS3 LO2AS4 LO3AS5 LO2AS6 LO3AS5 LO3AS2 LO2AS7 LO4AS2 LO5AS3 LO4AS2 LO4AS3 LO4AS3 LO4AS6 LO5AS3 LO4AS7 LO6AS2 LO6AS2 LO6AS4 LO6AS3 LO6AS6 LO6AS4

Term 4 LO1AS4 LO3AS3 LO1AS4 LO4AS2 LO2AS5 LO1AS6 LO4AS6 LO5AS2 LO2AS2 LO4AS7 LO6AS2 LO5AS3 &4 LO6AS6

Exemplar of a Formal Assessment Task 

  Exemplar of a Formal Assessment Task 45

Wendy of the Christian Religion

Good day. My name is Rani. May I ask you a few qustions about your religion?

Pleased to meet you. My name is Wendy. I’ll gladly answer your questions.

 

What is the name of your religion?

We believe in God the Father, the Son and the Holy Spirit. We are called Christians. We read the Bible and

live according to the 10 commandments.

 

Are there special decorations used in your religion?

Yes. The cross where Jesus died for our sins, is very important to Christians. Zionists wear a black square with a

silver star on it.

 

Do you wear any special clothing?

We do not wear any specific clothing. The priests in the Roman Catholic Church wears a robe and nuns

wear a black robe with a white head cover.

  

Is there a special day during the week for a Christian?

We go to church on Sunday and listen to the sermon of the Revenrend. Roman Catholics can also go to a cathedral.

 

 

Exemplar of a Formal Assessment Task 

  46 Exemplar of a Formal Assessment Task

Wendy of the Christian Religion

Are there any other special days that you celebrate?

Yes. We celebrate Good Friday and Easter Monday during the Easter period. 40 Days before Easter we celebrate Lent to

commemorate the crucifition of Jesus Christ.

Do you celebrate any other religious holidays?

Every year, on 25 December we celebrate Christmas. This is to remind us that God sent his only

Son to the world. We all get gifts from family members and get together for a feast.

Do you eat any special food?

We do not follow a specific diet. During Lent we refrain from eating sweets. At Easter we eat hot cross

buns and chocolate egss to remind us that Jesus died on the cross for our sins.

 

Thank you Wendy. Now i know more about your religion.

It was a real pleasure speaking to you, Rani.

Exemplar of a Formal Assessment Task 

  Exemplar of a Formal Assessment Task 47

Usha of the Hindu religion

Good day. My name is Frieda. May I ask you a few qustions about your religion?

Pleased to meet you. My name is Usha. I’ll answer your questions with pleasure. I am a Hindu woman.

 

What is the name of your religion?

We honour gods like Brahma, Shiva and Vishnu. In our homes we have a shrine. That is where we keep a statue of our god. We light lamps at the beginning of the day.

 

Are there special decorations used in your religion?

Yes. The Aum is the most comprehensive name for God. This is what the symbol looks like.

 

Do you wear any special clothing?

Woman wear a dress called a Sari. When we worship we wear a long piece of cloth draped over the body and head. Women also

wear a round, red Tilaka on their foreheads.

Is there a special place you go, to worship?

We visit a temple on holy festivals. We take our shoes off and sit on the floor. Men and women sit apart

 

Exemplar of a Formal Assessment Task 

  48 Exemplar of a Formal Assessment Task

Usha of the Hindu Religion

Which specific days are celebrated by your religion?

We celebrate the Diwali festival. This is called the festival of lights. Through this we commemorate the triumph of good over evil. The

festival lasts for 5 days and families get together.

Do you eat any specific food.

We do not eat beef. Some Hindus follow a vegetarian diet and don’t eat eggs or fish either. We do drink

milk.   

Thank you Usha. Now i know more about your religion.

It was a very good conversation. Thank you Frieda.

Exemplar of a Formal Assessment Task 

  Exemplar of a Formal Assessment Task 49

John of the Jewish Religion

Good day. My name is Peter. May I ask you a few qustions about your religion?

Pleased to meet you. I am John, a Jewish rabbi from the sinagogue. I’ll gladly answer your

questions.

 

What is the name of your religion?

Our religion is called Judaism. We believe in God. Our teachings are based on the Hebrew Scriptures,

called the Torah.

Are there special decorations used in your religion?

Yes. During the Chanuka festival, we use a Menorah with candles. Everyday, one is lit, with the candle from the ninth branch. Our sign is

the Star of David.

May i see what it looks like?

Certainly. On the left is the Menorah and the Star of David on the right.

 

Do you wear any special clothing?

Jews pray 3 times per day. The father of the house, as well as the older sons, wear a yarmelka to cover their heads. They also wrap a prayershawl around

their shoulders.  

Exemplar of a Formal Assessment Task 

  50 Exemplar of a Formal Assessment Task

John of the Jewish Religion

Are there any other special days that you celebrate?

Yes. We celebrate the Jewish New Year, also called Rosh Hashanah, during September to October. We eat apples, dipped in honey, to

wish each other a sweet New Year.

Which special days do you celebrate?

We celebrate Sabbath every Friday at sunset with candles and a special meal. We may not do any work or prepare any food during

Sabbath

I understand that you also celebrate Yom Kippur?

We celebrate Yom Kippur 10 days after New Year. We fast from sunrise to sunset. We pay for our sins of the previous year and to show our commitment to refrain from making the same mistakes

Do you celebrate any other religious holidays?

Yes. We celebrate Passover over 8 days in March to April. This is to remember our exodus from Egypt. We eat Sedar, a special meal of radishes, salted eggs and lamb shank. It also includes nuts, Matzah,

cinnamon and wine.

Are there any other rules about your food?

Yes, we only eat Kosher food. It is prepared according to Jewish laws. Blood must be removed from meat. Meat may not be eaten

with dairy products and the eating of pork and shelfish are not allowed.

Thank you Rabbi. I have learnt so much.

It was a pleasure Peter. I am happy that i could tell you about my religion.

Exemplar of a Formal Assessment Task 

  Exemplar of a Formal Assessment Task 51

Jamila of the Muslim Religion

Good morning. My name is Susan. May I ask you a few qustions about your religion?

Pleased to meet you. I am Jamila. I am a cleaner in the Mosque. This is the place where we worship.

 

What is the name of your religion?

Our religion is called Islam. We believe in Allah. The Imam, reads from our Holy Scripture, the Qu’ran.

 

Are there special decorations used in your religion?

No, there are only geometrical patterns. Nothing must draw our attention away from Allah. We pray

on decorated carpets.  

Why do you close your shops on a Friday.

All the men attend prayers on a Friday between 12:30 and 14:00. This is called Jum’a. They say their prayers facing Mecca, the holy

city.

Do you wear any special clothing?

Our clothes are very plain and it covers most of our bodies. The women have to cover their faces with cloths. Only their eyes show. Men wear a fez that is

flat on top.  

Exemplar of a Formal Assessment Task 

  52 Exemplar of a Formal Assessment Task

Jamila of the Muslim Religion

Do you make use of any symbols in your religion?

Yes. We only have the Crescent and Star. It also appears on flags of Muslim countries.

What special holy days do you celebrate?

We have a few, of which Ramadan, our Holy month, is best known. We fast from dawn to dusk. The children don’t have to fast.

When is this celebrated?

The Holy month occurs in September and ends on the 29th day when the new moon is sighted. A feast, the Eid ul-Fitr, marks the end of

Ramadan, with lots of food and gifts.

Are there any rules about your food?

Yes, we are only allowed to eat products marked Halaal which is a special way of slaughtering animals. We are not allowed to eat pork

or gelatine and may not drink alcohol.

Name any other holy days.

Muharram is the first month of the calender of Islam. Muslim worshippers are all very happy and wish each other good luck. The

poor receive gifts from the rich people.

Thank you, Jamila. I have learnt so much. 

It was a pleasure Susan. I am happy that I could tell you about my religion.

Exemplar of a Formal Assessment Task 

  Exemplar of a Formal Assessment Task 53

Our National Anthem is on the cover of your Theme 4 book.

Nkosi Sikilel’ iAfrika is a prayer for God’s blessing on our land and all its people. It was composed by Enoch Sontonga, a teacher, when he was 24. Die Stem, written by C.J. Langenhoven, describes our beautiful

country.

Together they form the National Anthem of South Africa. Read the National Anthem on the cover of your book carefully. Discuss the meaning of the words with your teacher and then answer the questions below.

Questions :

1. Our National Anthem is a prayer. What is it called?

_________________________________________________

_________________________________________________

2. What are we praying for in our National Anthem?

_________________________________________________

_________________________________________________

3. The first part of our National Anthem was written by

____________ ____________ when he was ____ years old.

4. What is the name of the song that describes our beautiful

country and who wrote it?

_________________________________________________

5. What does our National Anthem want to bring together?

_________________________________________________

_________________________________________________

6. What should you do when you sing the National Anthem?

_________________________________________________

HL LO 4: 1 2 3 4 HL LO 5 : 1 2 3 4 HL LO 6 : 1 2 3 4

Exemplar of a Formal Assessment Task 

  54 Exemplar of a Formal Assessment Task

Gelowe :Taak 4 Task : Religions Naam Name Skryf die naam van die geloof langs

die fees. Write the name of the religion next to the festival.

Christene 1 Christians

Kersfees

Christmas

Paasfees Passover

Ramadaan Judiasme 2 Judaism Ramadan

Chanoeka Channukah

Muharram

Muharram Moslems 3 Muslims

Yom Kippoer

Yom Kippur

Goeie Vrydag

Good Friday

Geboorte van Bab Hindoes 4 Hindu Birth of the Bab

Paas Maandag Easter Monday

Rama Navami

Rama Navami Boeddhiste 5 Buddhists

Rosj Hasjana

Rosh Hashana

Naw-Ruz

Naw-Ruz

Zul Hijjah Baha'i Geloof 6 Baha'i Faith Zul Hijjah

Diwali Divali

Huistaal : LU4, AS 6,7,LU5 AS 3,LU6, AS3 1 2 3 4 Home Language : LU4, AS 6,7,LU5,

AS 3,LU6, AS3

Lewensvaardighede : LU 2 AS 5 1 2 3 4 Life Orientation : LO 2 AS 5

Wiskunde : LU 4 AS 3 1 2 3 4 Mathematics : LO4 AS 3

Exemplar of a Formal Assessment Task 

  Exemplar of a Formal Assessment Task 55

Name: Date: Task 4

Arrange the sentences according to the months of the year in the blocks on the left and then rewrite each sentence in the line below. Remember: Names of days of the week, months of the year, and holidays begin

with capital letters. 1. the 27th of april is the day we celebrate freedom day.

2. human rights' day is celebrated on the 21st march.

3. ramadaan, in september, is celebrated by the muslim religion.

4. the divali festival in november, is celebrated by the hindu religion.

5. in the beginning of march, the jewish people celebrate purim.

6. good friday is celebrated on the first friday of april.

7. the 16th of june will always be known as youth day.

8. in south africa, we celebrate workers' day on the first of may.

9. the first day of january is called new year's day.

10. the 25th of december is known to all christians as christmas day.

LO 4 Home Language 1 2 3 4 AS 6 LO 4 Home Language 1 2 3 4 AS 7 LO 5 Home Language 1 2 3 4 AS 3 LO 6 Home Language 1 2 3 4 AS 2

Write all the -ay- words from these sentences, in alphabetical order below. Can you write 4 more -

ay- words that you can remember.

There are 2 fairy-e- words in the sentences above. Can you find them? If you are clever, you can write

6 more fairy -e- words!

LO 3 Home Language 1 2 3 4 AS 3.1.3 LO 3 Home Language 1 2 3 4 AS 4.3 LO 4 Mathematics 1 2 3 4 AS 3

Ass

essm

ent P

rogr

am

me

A

sses

smen

t Pro

gram

me

56

____

____

____

____

____

____

____

____

FO

UNDA

TION

PHA

SE

TEA

CHE

R:

GRA

DE:

3

YE

AR:

LITE

RAC

Y –H

ome

Lang

uage

(Eng

lish)

LA

, LO

, A

S Fi

rst T

erm

LA

, LO

, A

S Se

cond

Term

LA

, LO

, A

S Th

ird Te

rm

LA,

LO,

AS

Four

th Te

rm

LO1

TASK

1: O

ral r

espo

nse

Disc

ussio

n Lis

tens

to le

arne

rs te

lling

new

s

TA

SK 1

: Ora

l res

pons

e

TA

SK 1

: Ora

l res

pons

e-re

adin

g

TA

SK 1

: Ora

l res

pons

e

D

esig

n an

d m

ake

AS

1,2

abou

t hol

iday

. LO

1 D

iscus

sion

abou

t the

en

viro

nmen

t. LO

1 Te

ache

r rea

d st

ory

abou

t he

ro.

LO1

Lear

ners

list

en to

inst

ruct

ions

on

how

LO

2 Le

arne

rs te

ll ne

ws o

n m

at.

AS5

Te

ache

r/Le

arne

rs.

AS3

C

hild

ren

tell

abou

t the

ir he

roes

. A

S4

to m

ake

bird

feed

er.D

iscus

s in

gro

ups

AS

1

LO2

LO

2 In

terv

iew

old

er p

erso

n on

ch

ildho

od

LO2

Pl

an a

nd D

raw

. Rep

ort b

ack

.

AS2

AS3

,4

Hero

. A

S5

LO

3

AS2

LO3

TASK

2:O

ral r

espo

nse

W

ritte

n re

spon

se

TA

SK 2

: Rea

ding

,Des

ign

and

Mak

e.

TA

SK 2

: Ora

l res

pons

e-re

adin

g

TA

SK 2

: Ora

l res

pons

e-de

sign

and

mak

e

AS

3,4

Lear

ners

read

-que

stio

ns,

stor

y,

LO3

Lear

ners

read

co

mpr

ehen

sion.

Read

LO

3 Re

ad o

wn

stor

y ab

out a

her

o .In

ter-

LO3

Read

inst

ruct

ions

and

list

of

LO4

Ridd

les.P

honi

cs te

st o

n sp

ellin

g A

S1,3

,4,5

m

ap.P

honi

cs T

est.M

ake

se

nten

ces

AS2

,4,5

vi

ew. W

rite

the

stor

y. U

se

dict

iona

ry.

Che

ck p

unct

uatio

n an

d sp

ellin

g ru

les

AS3

re

quire

men

ts fo

r bird

fe

eder

.Pla

n/dr

aw

AS2

w

ord

s.Mak

e se

nten

ces.U

se

LO4

(1 p

arag

rap

h) a

bout

en

viro

nmen

t. LO

4

LO5

Phon

ics t

est,

mak

e se

nten

ces

LO5

Mag

azin

e.M

atch

2 p

arts

of

A

S1,2

(B

rain

stor

m)W

rite

wor

ds

unde

r A

S2,3

,6,7

, W

rite

a le

tter

, disc

uss a

nd

edit

own

writ

ing,

che

ck

punc

tua

tion

Writ

ing

patte

rns a

nd le

tters

AS3

Su

pply

com

ic st

rips P

redi

ct

wha

t will.

ha

ppe

n. W

rite

own

endi

ng.

Pupp

et sh

ow.

AS2

Se

nten

ces.R

ewrit

e in

w

orkb

ook.

LO

5AS2

Si

mila

ritie

s and

Diff

eren

ces

LO6

Spel

ling

rule

s, pr

epos

ition

s, bu

ild

LO6

LO6A

S8

Use

corre

ct p

unct

uatio

n.

LO6A

S3

Adv

erbs

and

Ver

bs :

Pict

ures

A

S2,3

,4

para

grap

hs

AS2

Sp

ellin

g ru

les

Ass

essm

ent P

rogr

am

me

A

sses

smen

t Pro

gram

me

57

FO

UNDA

TION

PHA

SE

TEA

CHE

R:

GRA

DE:

3

YE

AR:

LITE

RAC

Y –H

ome

Lang

uage

(Eng

lish)

TASK

3:O

ral r

espo

nse

D

iscus

sion

TA

SK 3

: Ora

l res

pons

e

Disc

ussio

n

TASK

3: O

ral r

espo

nse-

talk

ab

out

TA

SK 3

:Ora

l res

pons

e Q

/A

W

ritte

n re

spon

se-d

raw

LO1

Q/A

abo

ut g

ood

and

bad

ea

ting

LO1

Disc

uss r

elig

ions

and

hav

e

LO1

Chi

ldre

n re

ceiv

e le

tters

from

ot

her

LO1

Liste

n to

fant

asy

stor

y a

bout

O

uter

A

S6

Habi

ts. T

each

er re

ads

Rid

dles

. A

S4

Inte

rvie

ws.

AS4

C

ount

ries.

Read

to p

eers

, su

mm

arize

A

S4,6

Sp

ace.

Dra

w p

ictu

re o

f ch

arac

ter.

LO2

Gro

up m

ake

fruitm

an.R

ead

and

D

iscus

s wor

ds a

nd L

abel

s an

d

LO2

Fact

s. LO

2 A

nsw

ers q

uest

ions

.

AS5

,8

“rap

” po

ems.

Se

nten

ces.

AS5

,6,7

AS2

Te

ache

r rea

ds s

tory

. A

S6

Pupp

et sh

ow a

nd re

spon

d to

qu

estio

ns

TA

SK 4

: Writ

ten

resp

onse

S

ente

nces

TASK

4:W

ritte

n re

spon

se

Labe

ls se

nten

ces

TA

SK 4

: Writ

ten

resp

onse

-sto

ry

TASK

4: W

ritte

n re

spon

se

Seq

uenc

ing/

Dial

ogue

LO

3 Re

ads c

omic

s LO

3 A

nsw

er q

uest

ions

LO

3 A

nsw

er q

uest

ions

on

a st

ory

AS

5 A

naly

se a

n ad

verti

sem

ent

AS1

,2,3

Us

e vi

sual

cue

s – n

ews e

vent

s A

S 2,

3,5

Read

s a p

ara

grap

h a

nd

pred

icts

A

dver

tisem

ent a

nd in

terv

iew

s

LO4

Read

poe

ms.D

evel

op

voca

bula

ry.

LO4

Keep

a d

iary

and

writ

e a

para

grap

h LO

4 Re

ad le

tters

from

chi

ldre

n fro

m

othe

r LO

4 D

ialo

gue

abou

t Out

er S

pace

. D

raft,

A

S4,6

,7

Dra

mat

ize p

oem

/Rap

.Writ

e ow

n

AS2

,4,6

,7

Shar

es w

ritin

g w

ith p

eers

, w

ritin

g pa

ttern

s and

lette

rs

AS2

,3

Cou

ntrie

s, Ph

onic

test

, mak

e se

nten

ces

AS2

,6,7

Ed

it, W

rite

a D

ialo

gue.

LO5

Poem

s, w

rite

sent

ence

s ab

out

LO5

Wor

kshe

et-c

orre

ct o

rder

and

LO

5 D

raft,

Edi

t, W

rite

own

lette

r. LO

5 D

iscus

s pic

ture

s and

writ

e ke

y w

ord

s. A

S 2,

4

good

and

bad

eat

ing

habi

ts.

AS2

Pu

nctu

atio

n of

sent

ence

s. A

S3

Che

ck sp

ellin

g ru

les.

AS3

,4

Che

ck o

wn

wor

k.

LO6

Use

corre

ct p

unct

uatio

n.

LO6

Writ

e 1

para

grap

h a

bout

re

ligio

us

LO6

Spel

ling

rule

s, w

rite

a pa

ragr

aph

LO6

AS2

,3

Rhym

e w

ord

s. A

S2

Fest

ival

s.Mak

e pa

ttern

s.Alp

h.or

der.

AS2

,4,6

AS6

D

ialo

gue

High Frequency Words

58 High Frequency Words

The first 12 key words make up one quarter of those words we read and write. These three sections show 100 key words that make up one half of those in common use.

The next 20 key words

The first 12 words

a and he in is it of that the to was I

all as at be but are for had have him his not on one said so you we with you they

68 more key words

about an back been before big call came can come could did do down first from get go has her here if into just like little look made make me more much must my no new now off only or our over other out right see she old same their them then there this two up want well went who were what when where which will your

Does your child KNOW these words? They are vital in mastering the skill of reading.

High Frequency Words

High Frequency Words 59

High Frequency words each learner should know. These words are frequently used in reading and writing. FIRST 100 WORDS a and he I in is it of that the to was all as at be but are for had have him his not on one said so they we with you about an back been before big cut call came can come could did do down first from get go has her here if into just like little look made make more me much must my no new now off old only or our other out over right see she some their them then there this tow up want well went were what when where which who will your NEXT 100 WORDS after again always am another any ask away bad because best bird black blue boy bring day dog don’t eat every far fast father fell find five fly four found gave girl give going good got green hand head help home house how jump keep know last left let live long man many may man mother Mr. never next once open own play put ran read red room round run sat saw say school should sing sit soon stop take tell than these thing think three time too tree under us very walk white why wish work would year yellow