DRAFT
ENGLISH (Grade 4) - Suggested Guidelines
Competency A: Listening and Speaking Skills
Standard 1: Students will be able to develop competence in listening and spoken language in order to communicate effectively across a variety of contexts and to a range of audiences. |
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Student Learning Outcomes:
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Knowledge: Students will:
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Skills: Students will be able to:
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Assessments Formative Assessment: Various checklists for listening and speaking can be prepared and students oral communication skills can be assessed on the learning activities given below.
Summative Assessment: Debates, Speech competitions, class tests, annual play etc |
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Learning Activities: The following activities can also be used to develop and practise speaking and listening skills:
Once the learners have had time to practise their presentation, they deliver it to the class. Other learners listen carefully and give constructive feedback – two things they liked about the presentation and one thing that could be improved on. Once all groups have given their presentations, the class decide which product they thought was the best.
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Standard 1: Students will be able to develop competence in listening and spoken language in order to communicate effectively across a variety of contexts and to a range of audiences |
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Student Learning Outcome: Speak confidently using varied vocabulary and tone to express, persuade, instruct, or offer advice to engage the listener. (e.g. talking about reports, articles, programmes, etc). |
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Knowledge: Students will:
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Skills: Students will be able to individually or collaboratively
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Learning Activities: Ask students to share how their first day at school was and how they felt.
Share an example of yourself in a clear voice, along with facial expressions (sad face when she expresses sadness, smile when she expresses happiness over the course of the story) starting with:
Form small groups and ask the students to plan for their spoken presentations. A number of generic and curricular topics can be provided. e.g., Why it is important to show tolerance and empathy towards others? How can we stop wasting water everyday? Etc. |
Competency B: Reading & Critical Thinking
Standard 1: Use knowledge, skills, and strategies related to word identification/decoding, fluency, vocabulary, and comprehension to construct meaning from informational and literary texts while maintaining a positive disposition towards reading. |
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Students Learning Outcomes:
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Knowledge: Students will:
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Skills: Students will be able to…
1. Know and apply grade-level word analysis skills to:
2. Enjoy reading a range of books, drawing on background information and vocabulary provided |
Assessments:
Formative Assessment: Give a series of spelling tests; first focusing on words in their prefix or suffix groups, then as a mixture. Ask students to review, underline and self-check new spellings from across the words. Summative Assessment: Class tests, end of unit assessments |
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Learning Activities: As students encounter more complex multisyllabic words in their reading, examine multisyllabic words and model how to analyse them, e.g.
Model and practise dividing the words into syllables. A syllable must have a vowel sound, and the vowel usually has consonants surrounding it. Explain students how to break down a word into syllabus can help with both pronunciation and spelling.
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Standard 2: Use a variety of reading strategies appropriate to the reading purpose, meaning and type of text to comprehend and analyse a range of literary (prose, poetry and drama) and informational texts (expository, persuasive, procedural, and functional texts). |
Student Learning Outcome:
Recognise the Wh-words as keywords in making questions. Understand the meaning of the wh words. Answer questions given in the text. |
Knowledge: Students will:
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Skills: Students will be able to… •Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. •Determine the main idea of a text; recount the key details and explain how they support the main idea. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. •Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. •Distinguish their own point of view from that of the author of a text . •Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). •Compare and contrast the most important points and key details presented in two texts on the same topic. Layout • identify typographical and visual features (e.g., headings, illustrations, use of logo) • identify text features (e.g., titles/ headlines, main and sub-headings, captions/ labels for visuals)
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Assessments: Formative Assessment: Teacher provides students a leaflet and they find key information about it (refer to skills). Students write the relevant details about the leaflet in their notebooks
Summative Assessment: An informational text about the lifecycle of either a butterfly or a frog, water cycle or any text that has information/facts can be provided to students and they complete it by answering questions in detail. |
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Learning Activities
Give students a few minutes to decide which books might be most useful to answer the questions. Encourage them to use the contents page and index to help them. Then give them a few minutes to answer the questions.
Once they have answered the questions, give them more time to read the whole text closely to check that they gave the correct answers. Add more questions on the board which might need closer reading and more considered answers. For example:
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Competency C: Vocabulary and Grammar
Standard 1: Use vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use vocabulary to communicate meaning and achieve impact. |
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Student Learning Outcomes: Demonstrate a rich vocabulary that supports the development of listening, reading, viewing, speaking, and writing skills; |
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Knowledge:
Students will: ? Recognise how words are formed (suffix, prefix, compounding, clipping) ? Use dictionary to look for guide words, definitions to check spelling, and meaning of words
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Skills: Students will be able to…
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Assessments:
Formative Assessment: Teacher puts up a vocabulary wall in the class and encourage students to read and use these in their routine work. Wall can be filled up with work on continuous basis.
Summative Assessment: Look for new and unfamiliar words and vocabulary in their end of unit assessments. Vocabulary assessment can be designed. |
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Learning Activities A number of Grammar age-appropriate activities can be used here to build on students’ concepts. |
Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication. |
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Student Learning Outcomes
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Knowledge: Students will:
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Skills: Students will be able to
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Learning Activities
Various grammar exercises based on the skills can be designed to facilitate learning.
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Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication. |
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Student Learning Outcomes
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Knowledge: Students will :
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Skills: Students will be able to
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Learning Activities
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Standard 2(Continued)
Standard 2: Understand and use punctuation, syntax, grammatical functions, rules and applications for developing accuracy and meaning in their spoken and written communication. |
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Student Learning Outcomes:
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments: Formative Assessment:
Homophone Hunt: Teacher provides a worksheet and students identify misused homophones in the story and write the correct spelling which should have been used.
Summative Assessment: Class Test/Oral quiz can be taken to ensure the clarity of the concept. |
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Learning Activities:
Activity 2: Using Dictionary:
For each word ask a student to share the meaning in their own words. Other students check that the meaning given reflects the dictionary definition. Ask another learner to say the word in a sentence.
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COMPETENCY D: Writing
Standard 1: Create grade-level pieces of writing which are focused, purposeful and show an insight into the writing process; expressing increased fluency, coherence and cohesion, correct grammar and legibility, grade-level vocabulary, punctuation and spelling, for a variety of purposes. |
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Student Learning Outcomes:
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Knowledge: Students will:
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Skills: Students will be able to… Spell and write accurately using knowledge of phonic elements, words with:
Apply grade-level word analysis skills to:
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Assessments: Formative Assessment: Word building exercises can be used Summative Assessment: Class test, end of unit assessments etc. |
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Learning Activities
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COMPETENCY D: Writing
Standard 2: Apply skills and strategies for idea generation, selection, development, organisation and revision for a variety of writing purposes and text types. |
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Student Learning Outcomes: Write multiple paragraphs on a single topic (on the given text types), using correct capitalisation, punctuation and spelling, by using the process approach - brainstorm, mind mapping, writing a first draft, seeking peer feedback, developing a final draft for a variety of purposes
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Knowledge: Students will: The process of planning with appropriate tools to develop various types of writings:
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Skills: Students will be able to…
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Assessments: Formative Assessment: After students have finished planning their story, ask them to write the first draft. Give them the success criteria for the story, e.g. ‘Write a story with a historical setting, including details to build the setting. Build your characters by including details about them. Use paragraphs and a good story structure.’
Summative Assessment: Based on the 1st draft and the review from the teacher, students can write the final draft. |
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Learning Activities Introduce the students to the process of planning a story using planning tools e.g. flow diagrams, mind maps and storyboards / story maps.
Introduce them to the idea of planning their story from a paragraph plan. This can be like a flow diagram, or linear down a piece of paper, but it will probably include more information than an action flow diagram. Each paragraph on the plan should have:
Encourage students to consider two alternative openings and/or endings to their plan.
Ask students to share their plan with a response partner and tell their story aloud, using the plan as a guide. The response partner should make suggestions for improvement and about which opening and/or ending to use. Students can alter their plans as necessary. |
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Standard 2: Apply skills and strategies for idea generation, selection, development, organization and revision for a variety of writing purposes and text types. |
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Student Learning Outcomes: begin to learn to use and compare/replace words to make writing impactful |
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments: Formative Assessments: Teacher provides a number of high frequency common words and encourage students to replace the words with synonyms.
Summative Assessments: A worksheet with a paragraph can be given. Highlight the commonly used words and ask students to replace with a synonym ensuring that the meaning stays well within context. |
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Learning Activities To encourage learners to apply and extend their vocabulary:
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