DRAFT
ENGLISH (Grade 3) - Suggested Guidelines
Competency A: Listening and Speaking Skills
Standard 1: Students will be able to develop competence in listening and spoken language to enhance the effectiveness with which they are able to communicate across a range 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…
Listen and view attentively e.g.,
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Assessments
Formative Assessments Use various questions to discuss about discussions, in case of a story telling or a drama, following questions can be asked:
Summative Assessments Good listening audios can be used, followed by a written task. Story telling can be assessed using a checklist (criteria must be shared with students beforehand). |
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Learning Activities StoryTelling: (The given activity can be used in a simpler version with students coming up with simple sentences in the beginning of term and taking it to more complex levels in second term.) Telling a story to entertain an audience involves speaking, listening, having a good memory and performance skills. For this activity, divide class into small groups of 3 or 4. To develop and present a story. Tell students they can base it on a real life event at school or in the community. They can also come up with a fictitious story based on any event. Provide them with a list of new and interesting words along with a prompt they can use to develop their story. (Given below is the prompt. Can be written on board or given as a printed sheet.) Tell everyone to share their ides until an interesting story is formed.
Headings to put structure to the story:
Give proper time for practise it with group members and make adjustments. Tell students to experiment with the use of voice by trying he following suggestions: Pitch-Change the pitch from high to low to change the way characters speak. Volume-Use a loud voice for emphasis and a soft voice to create tension and suspense. Pace-Speed up the rate speaking to show excitement and urgency.
Talk about Important Festivals: Ask students about various festivals they’ve heard of. Talk about Eid, its importance and significance. Ask students about festivals of other cultures, example, Chinese, christians etc. Show them pictures from different cultures and ask them to prepare a five minute talk explaining why it is important for people to celebrate festivals that are part of their culture.
Guess the Mood:
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Standard 1: Develop/adopt listening attitudes and behaviours to listen to, comprehend, and respond to a variety of speech types. Use appropriate social and academic conventions of spoken discourse for effective oral communication with individuals and in groups, in both formal and informal settings for various purposes. |
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Student Learning Outcomes: Give well-structured instructions, descriptions, explanations and narratives for different purposes, and use voice to depict mood, meaning and rhythm. Engage in simple conversations that require performing everyday tasks and speech acts, such as introducing themselves and others, giving directions, making a call, making requests. |
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Knowledge: Students will:
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Skills: Students will be able to:
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Assessments
Formative Assessments A class speech or debate competition is organised to develop better listening and speaking skills.
Summative Assessments Listening and speaking assessments help students speak on various topics spontaneously. Provide pictures and topics. Ask students to see them for a few minutes and talk about it for at least 1 minute. (A pre-designed checklist will be helpful for these assessments.) |
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Learning Activities Activity 1 For this activity, teacher needs to divide class into groups of three or four. Teacher provides simple pictures (landscapes depicting different seasons, a fruit basket, etc) and gives it to one group member who needs to describe the group picture in three to four sentences (one sentence per group member) and the rest of the group will have to draw the picture.
Teacher will see if students have been able to draw it exactly or something close to it. The student explaining it can tell where to draw what (fruit basket next to the jug, a cloud in the sky etc
The teacher can give prompts to groups to think how to describe the pictures. For e.g.: What do you see in the picture? How many items are there? What are the colors? What’s happening in the picture?
The students gain points on how well their sentences described the picture and were able to guide students in drawing. If the majority of the students are able to replicate the picture, the group presenting will be successful.
If the students do not succeed, the teacher can provide feedback to improve their sentences/instructions.
Activity 2 Students learn about a few different questions used in different contexts: Example: 1. How can I help you? 2. Could you please help me? 3. Can you explain a little more?
They are given scenarios and asked to use the appropriate question in each scenario. This activity could happen in pairs for discussion followed by a class discussion to go over answers:
For example: Scenario 1: Your sister is carrying a heavy load. What will you say to her? Scenario 2: You want some help with a task. Scenario 3: A friend is trying to say something that is important. But you do not fully understand what he/she is saying. How will you ask them to clarify? Activity 3 Follow Directions
Resources
The following link can be used to access poems and nursery rhymes to conduct activities. https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-a-to-z-index/z4ddgwx |
Competency B: Reading and critical thinking skills
Standard 1: 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 Outcomes:
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments Formative Assessments: Share a new book with students encouraging them to individually read through it, find new and unfamiliar words, pronounce it share the information/story presented in the book.
Summative Assessments:
Provide students with a set of similar comprehension passage as used in the book; ask them to read aloud, and attempt the questions given at the end.
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Learning Activities:
Activity 1: Teacher carefully selects a book with number of short stories or two to three short stories by same author. Read aloud these books. (Teacher needs to ensure that each story is not more than 2 minutes long.) As he/she reads; engage the students in a talk by asking their opinion by the book. Following questions can be helpful.
Later, a few students can be asked to read a short story aloud.
Activity 2:
Divide students in pairs and provide them with a number and a variety of books (fiction/non fiction). Encourage the students to go through the title, front and back cover of the book and predict:
Check that all of the learners can identify the features. Discuss the purpose of each of the features. Focus particularly on the different purposes and organisation of the contents and index pages.
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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 Outcomes: Phonics:
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Knowledge: Students will:
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Skills: Students will be able to… Apply grade-level phonics in decoding words.
Recognise and apply grade-level word analysis skills to:
Identify and apply grade-level phonics skills to read: Match sounds to their corresponding letters/ letter patterns: ° i° long vowel sounds A (ai, ay, a-e); E (ee,ea); U (u-e,ue); I (ie, igh, i-e),O (oo) ° vowel digraphs (e.g., oo, ee, ea, oa, ai, ay) ° final y as a vowel ° consonant digraphs in initial position (e.g., th, sh, ch, wh, ph) ° initial consonant blends (e.g., sw, sn, sk, bl, br, ch, cl, cr, dr, fl, gl, ph, pl, pr, sh, sl, sm, sp, st, th, tr, tw, wh, qu) ° final consonant blends (e.g., nd, nk, nt, mp) ° double consonants (e.g., tt, pp, rr, gg, nn, ss, ll, ck) ° diphthongs (e.g., ou, ow) ° inflectional suffix (e.g., -s, -es, -ing, -ed) ° syllables (common patterns, e.g., vowel-consonant, consonant-vowel, consonant-vowel-consonant) °silent letters, e.g., – e (e.g., cake, kite, home)– b (e.g., comb, plumb, thumb, climb, plumber, limb) °Recognise and articulate soft and hard sounds of the letters c and g
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Assessments
Formative Assessments: Develop worksheets for vowel sounds(short and long), consonant blends, generate strings with rhymes and breaking them down into vowel-consonant, consonant-vowel-consonant, using visual strings like letter patterns analogy to work out the likely spelling, trying out different possible spellings before deciding which ‘looks right and using a dictionary.
Summative Assessments: Word puzzles, spelling competitions, dictations, using words in a context or in their writings etc. |
Learning Activities: Teaching an unfamiliar word:
While reading a text aloud, cover up a potentially unfamiliar word. Ask students to use pictures as cues to develop the sense and syntax of the sentence (re-reading the whole sentence, without the missing word, and trying to predict the word class, then the likely meaning of the word).
Uncover the word, bit by bit. Focus on common letter patterns or syllables, depending on the reading skills of the students.
Develop a word learning programme for students to spell and read the words they need to use confidently and accurately by the end of the year. Some suggestions are:
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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). |
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Student Learning Outcomes: Reading Fluency: Read grade-level text with sufficient accuracy, fluency, comprehension, and appropriate expression. |
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Knowledge: Students will:
Develop reading skills by reading age-appropriate text with sufficient accuracy, fluency and expression
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Skills: Students will be able to… Read aloud with sufficient accuracy and fluency to:
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Assessments Formative Assessments
3 minute reading assessments can be extensively use for reading efficacy. (The process to conduct these assessments can be found on https://microsite-sws-prod.s3.amazonaws.com/media/editor/32/Scholastic_3-Minute_Reading_Assessment_-_Grades_1-4.pdf)
Summative Assessment: Lexile reading programme can be used for summative assessments. (Sample passages based on the lexile reading programme can be used without computer/internet) Further information can be accessed from:
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Learning Activities: How to teach reading fluently (fluency strategies)
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DOMAIN 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 Recognise and use grade-level words that show feelings and emotions, recognise and generate rhyming strings in writing and make anagrams from simple one/two-syllable words in class. |
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Knowledge: Students will know to:
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Skills: Students will be able to… Recognise and classify words into different categories and use:
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Assessments
Formative Assessments Various word building strategies can be used here. Some of the strategies that can be used are:
Another interesting activity can be: Give students anagrams of colour words. Ask them to unscramble the letters to find the colours. For example: Sliver-silver Lebu-blue
Summative Assessment An extract of a text can be provided to students asking them to identify rhyming words, anagrams and emotive and expressive words and write them separately in their notebooks or worksheet. (Sample text attached in appendix) |
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Learning Activities Various word building exercises can be used to develop and enhance vocabulary.
Activity 1: (Anagrams) Introduce the term ‘Anagram’ to students. Write one syllable word on the board in the boxes and give numbering to each letter e.g.
1 2. 3. 4. 5. E A R T H
Encourage students to rearrange the letters to form a new one. e.g. heart
Provide a list of words to students. Ask them to rearrange words to form new words.
Activity 2: (Rhyming words)
Recap with students some simple rhyming words that they have learnt and use in previous classes.
Activity 2: (Expressive language )
Activity 3: (Rhyming words)
This activity is just to enhance vocabulary and revisiting previous concepts on rhyming words
Follow the discussion with a read-aloud rhyming book. Read the book twice, the second time asking children to identify the rhyming words on each page. Write the rhyming words onto index cards and group them together on the floor or in a pocket chart. Invite the class to assemble the rhyming word cards in a designated area of the classroom where they can make a rhyming word wall. Review the sets of rhyming words with the class. Invite them to think of other words that rhyme and add those to the rhyming word wall. |
DOMAIN 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
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Knowledge:
Students will:
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Skills: Students will be able to
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Assessments
Formative Assessments Subject and Object Pronouns:
Give students sentence starters and ask them to complete the sentences by adding a phrase starting the connective ‘but’ or ‘because’.
Summative Assessments Subject and Object Pronouns:
sentences and to replace the corresponding parts with subject or object pronouns.
Provide students with a simple paragraph without connectives. Ask them to add the correct connective and punctuation mark in their work. |
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Learning Activities
1) This writing activity aims to help students identify nouns, verbs and pronouns. It further reinforces subject and object pronouns by asking students to categorise the pronouns that have been identified. In their notebooks, students should sort out the words in a table into four sets: Nouns Verbs Subject pronoun Object pronoun
Divide students in two groups: Subject and Direct object
Use sentences that include one or two nouns. They can include proper nouns e.g.
Ask each group to clap when they hear their part of the sentences, namely the subject and the direct object.
2) Use of Adjectives: (The following activity can be used as a starter activity for eliciting prior knowledge on adjectives) Begin the lesson by playing a game to get the students to think about adjectives. A list of adjectives can be put up on board for students to refer to. Throw the ball to a student asking him to say an adjective and take few seconds and use it in a sentences. He, then throws the ball to another student. Continue the game till all students get a chance to call out an adjective and use it in a sentence properly.
2b) Use common adjectives and comparative and superlative adjectives to give personal information and opinions)
Write the days of the week and months of the year on separate pieces of paper. Place them face down on the table. Ask a student to pick up one card and then describe a memory or an event that happened in that particular month. Use the list of adjectives to describe memory or event. Continue doing this until all students have taken their turns. |
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3) Connectives of reason: Introduce the term ‘connectives’. Explain students that connectives are used to join together parts of sentences. Prepare the following sentences on paper strips. Give parts of strips to different students asking them to hold them properly. One student should be provided with the word ‘but’ and another with the symbol ‘, comma’
Ask the students to read both parts of the sentences. Then ask the student with a comma to stand with the student holding the 1st part of the sentence and the one holding ‘but’ right after. The sentence should be like, ‘I like asking questions, but sometimes I don’t know what to ask’. Rewrite the sentence on the board using correct punctuation. |
DOMAIN 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
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Knowledge: Students will:
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Skills: Students will be able to…
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Assessments Formative Assessments 1)Action verbs: Worksheets on action verbs can be designed along with written work in the notebooks.
2) Adverbs of Sequence: Students can write instructions about making an egg or making a milkshake in sequence.
3) Adverbs of Frequency: Design worksheets with fill in the blanks where students are required to add in correct adverbs. Alternatively, provide with a paragraph asking students to identify adverbs of sequence and frequency both.
Summative Assessments
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Learning Activities: 1) Action VerbsStep 1: To begin, elicit some common action verbs from students. To do this, act out some actions and ask them to guess what it is.For example, pick up a book and pretend to read. Students will likely guess the action verb ‘read’. Do the same with other verbs such as write, eat, run, etc, and write them on the board. Step 2 : In front of each verb, write‘I’ and practice saying each of these verbs together with ‘I’. For example, “I read. I write. I eat. I run.”, etc.
Do the same for other daily actions / routines and write these examples on the board.
Step 3: Demonstrate the students to ask “What time do you get up?” and that student will answer something like “I wake up at 7 o’clock.”Then point at that student and say, “You wake up at 7 o’clock.” Next, ask the student again “What time do you get up?” then when he/she answers, encourage the rest of the class to point at the student and say, “You get up at 7 o’clock.” Step 4: Ask a student again “What time do you get up?” and he/she will answer “I get up at 7 o’clock.” Repeat the sentence saying the student’s name e.g.,“Faiza gets up at 7 o’clock.” Do the same with a few students to demonstrate these present simple sentences in the third person singular form. Then ask students to identify how the verb changed in those sentences. Also explain to students that when using the plural form, the verb does not change. Step 5: Negative sentences: give students a few minutes to ask their partner about food / activities that they like or don’t like. Then go around the class and ask students to tell you about what their partner likes or doesn’t like. For example, a student might say,“Fahad likes paratha. He does not like rice.” |
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2) Sequential Adverbs: Introduce the term adverb of sequence to students. Establish a Link with the previous action verbs activity explaining how things are done in a sequence. Sequential adverbs help us to describe what to do when we need to do things in an order. Also, explain that the words, ‘sequence’ and order are synonym of each other. Start the activity by asking students if they have ever given or seen anyone giving directions to someone. How do they give directions? Based on students response, explain how directions or instructions are given in a sequence. For example, while giving road directions, we use certain words like, first, then, next’ and ‘lastly’. Write these words on the board telling them that these are sequential adverbs. These words tell us when to do something-they help to get things right in many situations. Ask students to use these words and give directions on reaching the cricket ground from any particular place. An example is given below First cross road. Then go straight until you reach Kalma Chowk. Next turn left. Go straight until you see the traffic lights and then turn right. At the end of the road turn left and it’s on your left.
3) Adverbs of Frequency: (never, sometimes, rarely, usually, always) Continue playing with adverbs and introduce the term adverbs of frequency Explain that these are used to talk about how often we do something. Display a list of adverbs of frequency on the board. Elicit students’ prior knowledge on how often do they eat oranges. Encourage them to give answers from the list.
Write a few sentences on the board. For example, I always go to Masjid to offer my prayers I never eat sugarcane juice. Sometimes I enjoy going to a museum. We rarely go to the seaside. Underline adverbs of frequency.
Students then write simple instructions on making an egg. |
Competency D: Writing
Standard 1: Write English legibly, fluently and with correct grammar, 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…
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Assessments
Formative Assessments
Sample: The teacher may write a word incorrectly on the board and ask a show of thumbs up if it is written correctly.
Summative Assessments
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Learning Activities
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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 Use pre-writing strategies to compose sentences. |
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Knowledge:
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Skills: Students will be able to…
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Assessments
Formative Assessments During whole class activities to fill graphic organizers, the teacher asks individual students to contribute their ideas. Ask a student specific questions to generate ideas (What would happen if? What does it look like? What other tings can you think of?)
Summative Assessments Exams, Quizzes, Tests Fill a graphic organizer individually to generate ideas.
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Learning Activities The teacher fills in a graphic organizer with the whole class on the board. Then children fill one themselves in a groups or pairs. They then practise filling one individually. This will help them generate ideas on different topics. |
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
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Knowledge: Students will be able to…
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Skills: Students will be able to…
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Assessments
Formative Assessments Checklists for understanding (Provides a clear understanding whether the student has met the criteria or not) Peer review Summative Assessments End of unit assessment, class and term tests, Exams |
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Learning Activities Brainstorm the ideas of writing a paragraph. Explain students that writing needs to be for a purpose. Discuss the writing process. Explain that since it is only one paragraph, keep descriptions specific. Remind them to use adverbs, sequential and frequent adverbs to make their writing interesting. Develop the first draft with students on the board, write students ideas, words, sentences in the sequence they use. Then edit the draft using a different coloured marker/chalk, omitting the unnecessary words, adding in details, replacing words with synonyms, checking the punctuation. The process of drafting helps students develop better writing skills. Students work on their paragraphs independently. |
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 Review and revise written work. |
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Knowledge:
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Skills: Students will be able to…
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Assessments
Students to do a self-check using a writing checklist at the end of their work. The teacher can observe and double-check if they are identifying errors correctly. The teacher may model filling a checklist and take responses from the students. Summative Assessments Students to be marked on whether they have used a checklist to review their work and edit it after review. Marks to be given on the use of this checklist, and whether the use was correct or not.
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Learning Activities After brainstorming and writing a first draft, students to use a simple writing checklist to review their work. Write a second draft after review. |