DRAFT
ENGLISH (Grade 1) - Suggested Guidelines
Competency A: Oral Communication 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: Recognise sounds, words or phrases in English; show awareness of the listener through non-verbal communication (e.g., through maintaining eye contact with the speaker and nodding in response); Listen to others and respond appropriately and ask questions for clarity. |
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Knowledge: Students will: Ask questions for clarity while speaking in small sentences and phrases and on matters of immediate interest using various mediums e.g. role play, simple conversations, interviews , etc.
Recognise the appropriate manner to express feelings and ideas using appropriate words when speaking/conversing on matters of immediate interest in basic English using simple words |
Skills: Students will be able to…
2. Engage in imaginative play, enacting simple characters or situations
3. Demonstrate their ability to interact/converse audibly by naming things and asking simple questions with class fellows, teachers and other adults. |
Assessments
Formative Assessments
Summative Assessments Point to various items in classroom and encourage students to talk about them. Ask them to use simple sentences or phrases to share this information. Record conversations between two students and notice how each one responds to the other -Have students do a fun role play |
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Learning Activities Activity 1 The students listen to an audio with different types of sounds. Here the teacher can expose students to sounds belonging to different categories (animal sounds, nature sounds, vehicle/airplane sounds, baby crying, dogs barking, wind etc.). This could be a pair share activity where the teacher will play each sound and allow the students to discuss with their partner what sound is being played and allow them to share with the class. The teacher will give them the right answer after they have had the chance to discuss and share their answers. The teacher will reiterate the rule of discussion e,g. listening to others and taking turns while speaking for this pair exercise. Activity 2 Each student is asked to come up to the front of the class and introduce him/herself. Students are given about three days to prepare at home. The teacher gives a format for the introduction. It could be as follows.
Hello, good morning. My name is ………… I live in …………. I have ………….. and ……….. (brother, sister) My hobbies are ……………. Thank you very much The whole class gives an applause after each student finishes his introduction. Shy students should be given ample encouragement and support by the teacher. Since these are young children, the teacher could give a reward (e.g. a sweet or chocolate) after a student finishes his/her introduction. Activity 3 Follow the Sound In this activity, students sit in a circle with the teacher. The teacher begins making a sound from their body (e.g. a clap, snap, stamp). Each student in the circle will replicate the sound until it comes back to the teacher. Ask the following discussion questions:
Activity 4 Simon Says! Play ‘Simon says’ using instructions such as: Simon says stand up, Simon says turn around, Simon says point to the door. The class follow instructions to perform certain actions, but only if the instruction is prefaced with Simon says, for example: Simon says stand up, Simon says turn around, Simon says point to the door. At random, say an instruction without ‘Simon says’ (e.g. Touch your head). The children who move are out – they must only do the action that ‘Simon says’. The winner is the last child in the game. Alternatively, you may want to set a time period in which to play the game. |
CompetencyA: Oral Communication Skills
Standard 1: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: Participate in small group discussions; Begin to use language to give simple instructions and descriptions; attempt to express feelings and ideas using appropriate words when speaking on matters of immediate interest; listen to others and respond appropriately. |
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Knowledge: Students will: To ask questions for clarity while speaking in small sentences and phrases and on matters of immediate interest using various mediums e.g. role play, simple conversations, interviews , etc.
The appropriate manner to express feelings and ideas using appropriate words when speaking/conversing on matters of immediate interest in basic English using simple words |
Skills: Students will be able to…
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Assessments
Formative Assessments Performing simple greeting exchanges e.g. Hello my name’s Amna. Her name is Shazia or Hello, my name is Umer. His name is Ali. Make finger puppets and think of an English name for the puppet. Write the first letter of the name on the puppet
Summative Assessments Point to various items in classroom and encourage students to talk about them. Ask them to use simple sentences or phrases to share this information. Record conversations between two students and notice how each one responds to the other -Have students do a fun role play |
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Learning Activities A range of beginner’s activities can be used at this stage. These help engage students in speaking for a range and on matters of immediate interest. Practise counting up and down from 1–10, using different finger gestures; learning a numbers song [1-10] e.g. Ten Little Numbers; listen and circle the colour numbers they hear e.g. red, brown, blue etc.
Students write the numbers [jumbled] in sequence on a ladder and say the numbers; arrange number cards [number and dots] to make as many rows of ten as they can
Asking and answering questions in a circle about various familiar characters [ Superheroes/Puppets/Classroom Characters]
Answering questions in name quiz. Show students in teams pictures of famous people and asked their names
Writing first letter of people’s names in a continuation of the name quiz
Acting out short greeting exchanges, pretending to be famous people from the quiz Focusing on greeting language
Listening to and performing with gestures a simple ‘Hello’ Song and recognise names of classroom objects.
A few more activities… One way to encourage all students to speak is to divide them into pairs A and B, C and D. Give each pair a specified amount of time to discuss their ideas. Then ask them to form new pairs (A and D, B and C) and share the ideas they previously talked about with their new partner. Give a specified amount of time for A/B to share the ideas with D/C, then for D/C to share with A/D. Students return to their original pairs and report back the new ideas. At the end, discuss as a class how students’ ideas were similar and how they were different. |
Competency B: Reading and Critical Thinking Skills
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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Student Learning Outcome: Know the name of the most common sound associated with every letter in the English alphabet; Know and apply grade-level word analysis skills to:
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Knowledge: Students will:
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Skills: Students will be able to…
1. Use phonic knowledge to read decodable words and to attempt to sound out some elements of unfamiliar words e.g. blending to read, and segment to spell
2. Use prior knowledge and pre-reading strategies to predict a story by looking at the picture and title of the text (preview title/headings/visuals; ask self, “What is it about? What do I know about this? What do I want to know?”
3. Begin to read with guidance from simple books |
Assessments
Formative Assessments: Continuous blending exercises, read aloud sessions, making words with consonant blends etc
Summative Assessments: Class tests, end of unit assessments etc. |
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Learning Activities:
Activity 1Encourage the habit of sharing books with students. Encourage them to interact with the content, for example, joining in with repetitive text.
Introduce:
CCVC = consonant–consonant–vowel–consonant (e.g. frog) CVCC = consonant–vowel–consonant–consonant (e.g. sand) CVC = consonant–vowel–consonant (e.g. feet, where the double e sounds as a single long vowel phoneme ‘ee’)
Activity 2 For this activity we need little plastic letters and a spare box or paper bag. Initially we can place three plastic letters that can be used to make an easy-to-sound-out word (pat or cat, for example) inside the bag.
Suggest your student pull out one letter at a time. Ask them what sound each letter makes. For struggling students , you can place the letters together to spell a word and sound it out for them. Then let them copy you.
You can ask children to try to make a word on their own. If they make tap instead of pat that’s fine, of course! With more advanced readers, also consider adding more letters to make longer words.
Activity 3 Ask your students to make punctuation mark characters in the Art class and colour them ( question mark puppet, exclamation mark puppet. etc.) Cut them out and glue them to the ends of ice cream sticks.These cute punctuation mark stick puppets can be used in fun punctuation mark activities that will help your child learn. Write sentences on your dry erase board and leave out the punctuation marks. Have your children use the stick puppets to fill in the missing punctuation.
Activity 4 Used a shared reading to check that each child understands book concepts such as line, title, cover, back, front and some expressions referring to texts (e.g. this page, the next page, turn over).
Check that children can retell parts of a story in English and point to the relevant part of the text.
Identify and differentiate between by choosing the front and back of the book.
Activity 5 Students are shown a book title and asked to predict (by selecting pictures or writing words) what the book will be about.
Activity 6 Another nice and relaxing way to break up the day is to shake up your lesson plan and take a class reading break! This activity is useful on days when kids don’t seem to be engaged in the lessons and need something a little different to reset and get back into the learning mood. Like the acronym DEAR says, just drop everything and read. Math books closed, reading books open. You can also do this as a read-aloud/read-along, where you read to the kids and they follow along in the text. |
Competency B: Reading and Critical Thinking Skills
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). |
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Student Learning Outcome: Know the name of the most common sound associated with every letter in the English alphabet; Know and apply grade-level word analysis skills to:
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments
Formative Assessments: Daily class exercises using pre-reading strategies should be used. Provide students with simple picture books. Ask them to read common words with the help of pictures. Ask them questions related to different parts of story whether its the beginning, middle or ending part of the story.
Summative Assessments:
Read aloud sessions, end of unit assessments, end of term assessments etc. |
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Learning Activities:
Activity:Share the large print and books, posters and class read-aloud books with learners.
While reading different kinds of instruction books, talk about:
Reading Instructions:
Encourage students to talk about their own experiences of following instructions. When students have had experience of reading instructions, give them opportunities of giving instructions orally. For example:
When students are reading aloud or writing, encourage them to:
Reading is the most effective way to develop language skills. Encourage students to read as extensively as possible. Tell them to read newspaper headlines, title covers of books, go through picture dictionaries etc. Ask questions and encourage discussions on the read books. Display book charts in class. This helps develop a sense of competition and inculcate the habit of reading. |
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 in familiar and unfamiliar settings. |
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Student Learning Outcomes: Demonstrate understanding of word relationships (through pictures, real objects, and text) to:
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Knowledge: Students will: Learn, extend and use their word knowledge to: Generate rhyming strings; write days of the week and month; names of the year; simple words that show feelings and emotions.
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Skills: Students will be able to… 1. Classify words into different categories from a range of texts to:
2. Recognise and speak simple grade-level words that show feelings and emotions (e.g. sad, happy, angry). 3. Articulate and use simple rhyming words in writing (e.g -nd, nk, nt, mp). 4. Learn to arrange words alphabetically based on the first letter (ABC order apple, bag, cat). 5. Learn to join words with prefixes, and recognize and locate some compound words from various text sources. |
Assessments
Formative Assessments Word wall, vocabulary competition, daily spelling log etc. These activities help in developing vocabulary.
Summative Assessments Class test, quiz, words in their writings etc. |
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Learning Activities
As the year progresses, replace single letters with sounds (phonemes) that are represented by more than one letter, including long vowel phonemes
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Competency C: Vocabulary and Grammar
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: Recognise and use naming words from the environment and classify them into different categories such as a person, place animal or thing; change the number and gender (masculine/feminine)of simple naming words by adding or removing “s” (singular/plural); Recognise and use substitution words; (e.g., I, we, you, he, she, it, they); and questioning words: what, who, where, when, why) Apply capitalisation to the initial letter of the first word of a sentence and to the initial letters of names of people and dates. |
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Knowledge: Students will: Learn to use naming correctly, classifying them into different categories I.e. Singular/Plural, masculine/feminine. Identify rules of punctuation i.e. capitalisation and full stop in sentences Learn the correct usage of preposition in sentences Form sentences using correct tense.
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Skills: Students will be able to…
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Assessments
Formative Assessments Word wall, vocabulary competition, daily spelling log etc. These activities help in developing vocabulary.
Summative Assessments Class test, quiz, words in their writings etc. |
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Learning Activities
As the year progresses, replace single letters with sounds (phonemes) that are represented by more than one letter, including long vowel phonemes
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Competency D: Writing Skills
Standard 1: Write English legibly, fluently and with correct grammar, punctuation and spelling, for a variety of purposes. 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: Develop a comfortable and efficient pencil grip and learn to form letter correctly; )Practice handwriting patterns and writing letters both capital and small with correct formation Practice writing letters and words from left to right with regular spaces between letters and words |
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Knowledge: Students will …
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Skills: Students will be able to….
6. begin to write short sentences with basic personal information, information, etc. 7. Select a suitable concluding sentence for an informative or a narrative or sharing their personal information. |
Assessments
Formative Assessment: Students will be asked to write a small introduction about themselves, using correct formation of words and usage of parts of speech, like nouns and pronouns. (4 to 5 sentences)
Sample: The teacher may ask a child to show her in the air how the letter ‘b’ is written. The teacher may write a letter incorrectly on the board and ask the children if it is correct, and what might be wrong with it.
Summative Assessments: Class Test on words, word puzzles, end of unit assessments etc. |
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Learning Activities: Activity 1:
The placement of the letters f and k will depend on the style of handwriting chosen.
Once learners can form all letters correctly, introduce some basic joins. At first, only join up pairs of letters which will help students as they learn to spell words independently (e.g. y-ou, M-um, c-at, s-a-nd). |
Competency D: Writing Skills
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: Develop a comfortable and efficient pencil grip and learn to form letter correctly; )Practice handwriting patterns and writing letters both capital and small with correct formation Practice writing letters and words from left to right with regular spaces between letters and words |
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Knowledge: Students will …
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Skills: Students will be able to….
6.begin to write short sentences with basic personal information, information, etc 7. Select a suitable concluding sentence for an informative or a narrative or sharing their personal information. |
Assessments
Formative Assessment: Daily class exercises, worksheets, spelling log
Summative Assessments: Class Test on words, word puzzles, end of unit assessments etc. |
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Learning Activities: Activity 1:
The placement of the letters f and k will depend on the style of handwriting chosen.
Activity 2: (The following activity can be used both in Reading & Writing)) Once students form all letters correctly, introduce some basic joins. At first, only join up pairs of letters which will help students as they learn to spell words independently (e.g. y-ou, M-um, c-at, s-a-nd). Every lesson should include some phonics games and activities, for example:
Use regular opportunities to reinforce segmenting and blending. Say the word, the phonemes, and the word. Learners repeat the sequence. Repeat with another word. For example, say, ‘Cat, c-a-t, cat. Hat, h-a-t, hat. Fat, f-a-t, fat.’
Use card/wooden cut-out letters so that learners have both an aural and a visual input for these sounds. This activity combines segmenting a word for spelling and blending the phonemes for reading. Include ‘sh’, ‘th’ and ‘ch’ in these activities. Although each sound is represented by two letters, they are still one phoneme, so a word like shop is a single-syllable word
Use card/wooden cut-out letters to make simple, single-syllable words.
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