2014-2019 Grade 1 English Outcomes Final

Children Are Capable of Learning
Literacy Readiness Skills
Teachers Are Responsible for Students Learning

Concepts of Print and Environmental Print
Concepts of Print and Environmental Print are understanding
how print works, represents and used. Understanding print is a
prerequisite to reading.
1LCP
Indicator
By the end of the grade, students will be able to:
convey meaning using a variety of ways including print and visuals.
use English directionality correctly when reading and writing .
Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:
hands-on experiences and opportunities with a variety of age appropriate literacy resources.
engaging in active learning experiences.
being immersed in a print rich environment.
participating in a wide range of literacy activities e.g. read aloud, independent, guided and shared reading and writing.
taking part in conversations and classroom discussions.
participating in contextualized experiences.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1LCP
use print and
understand that
understand that
use visuals in a meaningful manner to deliver a message.
1
pictures to
print differs from
print and pictures
Term convey meaning
pictures by using convey meaning
D is the mastered and E is the developing KG outcomes
1
one-to-one
by telling a story
correspondence
from text or a
when reading
picture
Explanatory Notes:
Students will learn that print is the words on the page or other places. Print is what we read in books, signs and labels.
Students will also learn that even though pictures cannot be read, they can be interpreted and they are related to the printed
text.
As students progress in this outcome, they will come to learn that print represents spoken language and that spoken
2014_2019 Grade 1 English Learning Outcomes _ Next Review: 2018-2019
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language can be written.

Students will learn that print and pictures have a purpose and send a message.
Show students that the same text will have the same words at all times.
Focus student attention on the purpose of print and that we use it to create text in order to deliver stories, messages and
convey meaning.
Provide plenty of opportunities for students to use print in play such as incorporating the functions of print in center activities
e.g., orders from a menu in pretend play and taking messages from pretend phone calls.
Read alouds offer opportunities to demonstrate different concepts of print skills. Students must learn one-to-one
correspondence e.g., that the number of words in print is the number of words read aloud. Oral read alouds will provide
excellent models of fluent oral reading. Be sure to point to words or to follow along with a pointer while conducting read
alouds.
When reading, ask students questions to illicit their understanding of the meaning of text and pictures e.g., What is
happening?, What is the girl doing in the illustration? or What do you see in this illustrations, where are they?
ELLS: use pictures that are meaningful to the students. Model how you read a printed text and how you interpret a picture from
a book the students are familiar with.
At Home: send Reading Time home with the students. Ask parents to read and listen to a story with their child. Give parents
examples or prompts on how to interpret pictures.
1LCP
use directionality
use directionality hold a book using use the correct English text directionality when reading
2
left to right, top
left to right, top
correct
and writing.
Term to bottom and
to bottom when
orientation of a
1
leaves space
engaged in
book
between words
reading and
when writing
writing or play
Explanatory Notes:
Teach students that in English, text goes from left to right and from top to bottom. Tell or remind students how to hold the
book and how to turn the pages.
Allow students to help you turn the page and to hold the pointer during shared reading. Teach students to use their finger to
follow the words as they read.
ELLS: in Arabic print is from right to left. Explain to students that in English, we write and open books from left to right.
At Home: send a set of letter cards with each student to form words with a family member. Send Reading Time with the
students to read and to select words from to form using magnetic letters, letter cards or play-dough.

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Phonological Awareness
Phonological awareness is the ability to hear the sounds of a
language independent of meaning. Phonological awareness
occurs initially in oral language.
Indicator
identify, generate and connect rhyming words independently.
listen to, identify, use and manipulate beginning, medial and ending phonemes in words.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1LPA1 listen to and
listen to and
listen to, say and
participate in interactive reading and listening
Term
recognize
generate rhyming connect rhyming
activities.
identify rhyming words in familiar texts.
1
rhyming words
words
words
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1LPA

Explanatory Notes:
Students learn to hear the sounds in words before they learn to attach sounds to letters. Students naturally enjoy rhyming
songs and poems. Rhymes are the first step towards listening to the sounds of a language.
Students need to be very familiar with how words rhyme. These important skills will lead to the ability to blend and segment
words in order to read. Rhyming allows students to understand that sounds in words have a sequence.
Read alouds, poems, finger plays and songs are excellent opportunities to provide students with opportunities to play with
language and to hear, say, connect and generate rhyming words. During a read aloud, read the poem The Clever Hen
and have students underline or highlight rhyming words. During guided reading have the students form a word by using
letter cards or magnetic letters. Next, ask students to think of a rhyming word to match the word they have formed.
Teachers should regularly include rhyming books as part of the daily book-sharing session. A weekly poem that students
read daily in circle time is an excellent tool to practice rhyming skills. Singing and rhyming activities should be part of the
daily activities and routines. An extensive engagement with poems will enable them to become sensitive to the English
language patterns.
ELL Tip: students need to listen to a great number of rhyming poems, songs are stories. Make sure you continuously repeat
the rhymes that are enjoyable to the students. Use shared reading time to read or sing rhyming stories or songs together.
Select rhymes students are familiar with as this gives them confidence in their abilities as English language learners. Students
who have had no exposure to rhyming songs, poems and stories in English may not be familiar with the concept of English
phonology. Therefore, they will require extensive exposure to texts with rhymes before they get the concept. Using the same
pictures, labels, songs, poems and stories repeatedly allows the students to develop a strong repertoire of labels and words
that they know.
At Home: send home with every student a sheet with rhyming pictures to cut and match with their parents.
1LPA2 listen to and
Listen to and
listen to and say
actively participate in meaningful listening activities.
identify sounds in words in order.
Term
identify
identify
individual
1
phonemes in a
phonemes in
phonemes in
word in sequence words
words through
reading words
slowly
Explanatory Notes:
Although many students will know the letters and their sounds, it is critical to continue to encourage oral language play in
classroom activities.
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Students need to be engaged in activities that allow them to learn that words are made of a sequence of letters. It is
important that they learn how to isolate letters in words as this leads to helping students to understand the alphabetic
principle. During shared reading have the students identify the phonemes in words. When students are writing, ask them to
say the word slowly in order to be able to hear all the sounds. However, if the students know the words then they dont need
to say it slowly.
ELL Tip: words need to be read slowly to students who are struggling with identifying phonemes in words. It is important that
words are pronounced as clearly as possible with all letters pronounced.
At Home: send a list of words with the students. Ask the students to say the sounds of every letter to their family members.
1LPA3 listen to and
listen to and
listen to and blend actively participate in meaningful listening activities.
change the ending sound of a word to make new
Term
manipulate
blend three or
onset (first
words.
2
beginning and
four phonemes in phoneme) with
ending phonemes words
rime (last
in words
phoneme) in
words
Explanatory Notes:
Before the students are able to hear ending phonemes they first need to listen to, identify and match beginning phonemes.
The beginning phonemes are not an outcome in Grade 1. It was covered in KG. If your students are not ready for the
ending phoneme it is important that you teach beginning phonemes first. Refer to KG outcomes. In KG, students started
listening to and identifying ending phonemes in words. Now they are expected to manipulate ending phonemes. This
outcome should be done verbally (not in print) as similar phonemes dont necessarily mean the words have the same
letters. Teaching these by using printed texts could confuse the students.
Model how to substitute a sound and make a new word. For example, explain to students that you are going to take a word
and make new words with it. You might say, I can make a new word. I can take the /s/ off of sit, put on a /p/ and I have a
new wordpit. Can you take the /s/ off sat and put on /h/ /m/ to make a new word? What is the word? (mat).
Review listening to the ending phonemes in words. Teach manipulating (changing) the ending phonemes first and then
teach manipulating beginning phonemes.
The ability to isolate parts of words allows the students to pay attention to the word as a whole. They can also begin
decoding and reading continuous text (not just flash cards).
Oral blending exercises help students understand how sounds can be blended to form words. Teach students to string
together the sounds that each word contains. Blending words is critical to being able to read. Systematic instruct will help
students to generalize sound-spelling relationships for new words encountered while reading.
Focus on 2 to 4 phoneme words e.g., d-o-g, t-e-n-t

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Oral segmenting activities help students to separate words into sounds. Segmentation activities prepare students for
spelling so that they are able to see words in their components in order to write them.
Begin teaching students to separate syllables which are easier to distinguish than separate phonemes.
Use Elkonin boxes to help students segment words. Teach students that when we segment we stretch the word. Tell the
students that you want to stretch the word sat like a rubber band. Say ssssaaaatttt as you move your hands in a stretching
motion. Then tell students that you want to mark each sound in the word. To do so, you will stretch the word again. Then,
you will drag one counter onto each box on the Elkonin boxes as you move from sound to sound. Ask students to repeat
using their Elkonin boxes and counters.
ELL Tip: modelling how to pronounce words is important, however, it is equally important that the students practice saying the
words. They should not just listen to them. Make sure the students are familiar with the pictures you use. In order for the
students to be able to manipulate ending and beginning phonemes they need to have access to words that they know. If your
students have limited vocabulary, work on developing their vocabulary acquisition. Use the Reading Time words (PPT-with
visuals) to support the students in developing their vocabulary repertoire.
At Home: encourage parents to play oral games with their kids that involve using words (e.g. parent says: cat- child says:
hat). give the students a sheet with two columns. Place a key picture at the top of each column and ask the students to draw
or find pictures that have the same middle sound as the key pictures. You may want to do the same task with two different key
pictures. This will help the students develop their vocabulary bank and develop their ability to listen to middle sounds.
1LPA4
Term
2
listen to, say and

match words with
the same middle
phonemes in
words
listen to and say

similar middle
phonemes in
words
listen to middle
phonemes in
words
identify words that have the same medial sound (in a

meaningful context).
identify the medial sound in two words and say
whether they are the same or not (in a meaningful
context).

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Explanatory Notes:
This outcome should be taught after the students show good control over identifying, reading and manipulating
beginning and ending phonemes. Teaching the middle sound allows the students to look at words as a whole. Printed
text shouldnt be used here. Students would need to focus on listening to the words being said or read. Use pictures
when saying words, so students could develop a visual memory. Make sure you say words very slowly and clearly.
Model extracting the middle sound from words (e.g. c-a-t). Show picture cards to the students, say the name of the
picture slowly and ask the students to think of the first-middle and last sound. Read poems like I Went Downtown and
draw students attention to words that have the same middle sound. When students are writing, encourage them to take
their time in pronouncing words clearly. Encourage them to write down every letter they hear.
ELLS: make sure you introduce the pictures you are going to use and familiarise the students with them. Model saying words
slowly at first and clearly, so that students could hear all words.
At Home: depending on the theme you are teaching, send home with the students related words. Encourage parents to play
with their child by saying the first and the last part of a word and allowing the student to guess the middle sound (sp----oon).
You may want to send words from Reading Time texts along with the visuals so that students can practice breaking words into
parts at home (beginning-middle-end).

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Letter Knowledge
Letter Knowledge is the ability to identify letters according to
shape, name and sound.
1LLK
Indicator
use ones name as a resource to learn about letters and words.
say the English alphabetical order correctly.
use consistent motion when forming letters.
match upper to corresponding lowercase letters.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1LLK1 recognize ones
use ones name
Identify letters
identify/point to his/her own name in isolation (not in a
Term name in isolation to learn about
from their own
continuous text).
identify/point to his/her own name in a continuous text.
1
and within text
words and make
name
connections to
words
Explanatory Notes:
Develop a name chart (student names). From the very beginning of the school year, use student names as a valuable
resource. Teach letter sounds and letters features using student names. Gradually add student family names as a teaching
resource. Students need to learn that they can find letters in names (their names). They also need to learn that the letters in
their names have names and sounds. By using student names as a resource, they will learn that words are always spelled the
same way.
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Read the name chart everyday with the students. Make explicit links to student names by linking them to other words. Read
poems that can be substituted by student names (e.g. Mary Wore Her Red Dress).
During guided reading, when the students come across a difficult word, ask them to think of the names chart and the letters
the name chart represents to help them read the new word.
Use name cards at student desks, on cubbies and for attendance charts.
Use letter cards and ask students to spell their names. Then have them scramble the cards and reform their names.
Have a special name day. Decorate a box and place each students name inside. Each day, choose one name, which will be
the special name of the day. Spend some time having the class identify each letter in the chosen name, write the name on a
sheet of paper, group the name with names selected from previous day, etc.
Students explore the English letters through play. They play with letters, touch them, and feel the shape and the size. Invite
students to talk about what they observe (size of the letters, shape).
Students learn about letters using examples that are familiar and have the greatest meaning to them. Invite students to
locate their names in the classroom. Invite students to use their finger to trace over the letters in their name and feel the
movement within the letters. Students can say the first letter of their name.
Learning about their names is a start to teach this concept. Students start to understand their name is a word and words have
letters. They need to learn that a word is always spelled the same way and with letters in the same order. Their name is
always spelled the same way. Their classmates names are always spelled the same way.
Picture cards with student names should be displayed as environmental print and also used as instructional tools within the
classroom e.g., name cards can be used as part of a daily attendance routine and name labels can be placed on student
cubbies. The student will begin by picking out his/her namewhich is accompanied by their picture on classroom attendance
charts or lists.
Ask students to point out letters from their name that are in the environment. Point out the letter B on board if the childs
name is Badria or Bader.
ELLS: using students names as a resource gives them access to the English language. Make sure you learn to pronounce
student names correctly. Ask students to teach you how to say their names. It is very important that you start the teaching of
this outcome through play. Allow the students to play with letters and explore them as this will allow you to have access to the
way they think about English letters and the links they are bringing from Arabic to understand letter features. Students might
also bring things from their culture to understand letter features.
At Home: give each student a card with their name on it. Ask them to find an object that begins with the same letter and bring
it to class to share it with others.
1LLK2 state the
recognize the
produce letter
say the English Alphabet in the correct order.
Term alphabetical
sequence of
names and
1
order correctly
letters in words
connect them to
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their shapes
Explanatory Notes:
Teach students that the alphabet goes in an order and give them opportunities to place words in alphabetical order.
Have students create their own classroom dictionary in which each page stands for a letter of the alphabet. Have students
add words daily.
Reading alphabet books to students also helps with developing the understanding of alphabetical order. Students can also
create their own alphabet books. Provide various manipulatives for students to fill their books e.g., fuzzy letters, paint, pompoms, etc.
ELLS: to support students tell them that the English letters have an order that is always the same just like the Arabic Alphabets.
There are 26 letters in English and 28 in Arabic. Ask the students to say the alphabetical order of the Arabic letters first and then
the English to support the concept.
At Home: give each student a set of letter cards to sort in the correct order with a family member.
1LLK3 match an upper
recognize upper
Identify upper
identify an uppercase letter and matches it with its
Term case with the
and lower case
and lower case
corresponding lowercase.
2
corresponding
letters in shared
letters
lower case letter
and guided
This outcome is continuing from KG.
reading
Explanatory Notes:
Using the students name chart, review the letters they represent.
Draw students attention to the first letter in their name and that it is written with a capital letter. Provide students with other
examples to help them understand that all names are written with a capital letter (first letter).
Learning the upper and lowercase letters allows students to learn that every letter looks different from the other.
Learning and noticing uppercase letters is easier than learning lowercase letters. Teach the upper and lowercase in parallel.
Start with the letters where the upper and the lowercase look similar (e.g. u/U, p/Pb).
Students need to know every letter has two forms. One capital and one small.
Teach both upper and lower case letters through associating with their names, within text, teaching the shapes and sounds of
letters and the differences and similarities of letters.
Using a text from Reading Time, ask the students to identify words that begin with a capital letter and to find the matching
small letter to the capital letter.
Learning about the alphabet and how they look in terms of their shape features, supports students when they start to learn
phonics relating a letter to a sound. It is crucial that the students have an understating of the alphabet in its entirety
(lowercase-uppercase). Lowercase letters are more important than uppercase letters due to their frequency of appearance in
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texts. There are many similarities between lowercase and uppercase letters. You may want to teach the uppercase letters
that have similar lowercase letters first (e.g. u/U, l/L, c/C). During shared reading, read alphabet books that incorporate both
lowercase and uppercase letters, an example of some books include (From A to Z, Letter C, Letter U, Letter M, Letter
T, Letter L). During guided reading, point out to the students how the first letter in a sentence starts with a capital
letter/uppercase and the other words in a sentence do not. During shared writing, allow the students whether to write a
capital letter (uppercase) or a small letter (lowercase). In order for students to start learning about when to use a capital
letter, you may want to practice with their names (write the first letter in uppercase and the rest of the letters in lowercase).
ELLS: allow students to continue to learn about letters using their names. Some students might not know all letters. Continue to
model reading the names of the letters using students names. In this outcome you will be using the technical terms lowercase
and uppercase it is important that you model sorting upper and lower case letters and matching them before you expect the
students to do so. This concept is not available in the Arabic Alphabet. The Arabic Alphabet is the same size all the time. This
concept is considered a negative transfer from the first language Arabic as the students can not apply what they learnt in
Arabic in the English language context. If you have students who are struggling with the concept of lowercase/uppercase, you
may want to continue working on lowercase letters and have the students match a lowercase to a lowercase. Work with letters
that are not similar in shape features.
At Home: send Reading Time home with the students; ask them to read a story and to write down all the words in the story that
begin with capital letters and to write down the small letter for each. Send every student with an alphabet chart to read to their
parents or a set of letter cards (lowercase and uppercase) to match. You may want to ask parents to help their child find
lowercase and uppercase letters from around the house (in cereal boxes, chocolate bars, drinks...etc.) and to bring to school to
share with other students.
1LLK4 use efficient and
form letters using explore letters
write letters clearly.
Term consistent motion art materials
shapes using
1
to form letters
their body
This outcome is continuing from KG.
Explanatory Notes:
A students name is a valuable resource that teachers need to use in order to teach the concept of the outcome. Students will
learn about the different features of letters by examining their own names first. Using students names is
very valuable as students start to pay attention to the first letter in a word. It is very motivating for
students to write their own names, so start teaching using efficient and consistent motion using students
names.
Students start to notice that letters are different from each other. They also start to notice the different
parts of letters. Through using art materials, students will experiment with the movement needed to make
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efficient letter shapes. Through using arts, students will fix the features of each letter using their visual
memory and associate the letter with its name. Materials found in the environment should be used to form
letters.
Students can use their bodies to learn about the different letter features. Students can work in groups to
form different letters. Take pictures of the letter that students form and add them to your classroom
displays that will help your students in remembering the letters they represented.
Allow students to sort letters (without giving them any rules) in any way they want. This will allow you to see how they are
thinking about letters and the basis in which they group letters together.
Teachers should also teach the shapes of letters. Letters can be grouped according to their shapes. For example:
- by slat lines (v, w, x) and straight lines (p, l, b, d)
- by circles (o, b, g, p) and no circles (k, x, w, r)
- by tunnels (n, h)
- by tails (y, p, g) and no tails (r, s)
- by dots/no dots
- by tall/short
- by consonants/vowels
ELLS: students will always enjoy working with their names. Linking the teaching of letters shapes to students names will add
value to the teaching of this concept. Therefore, it is important that you pronounce the students names correctly and in the way
they like to be called.
At Home: ask parents to work with their children in writing their names. They could complete a basic tracing activity or you
could recommend that they use foam, sand paint to reinforce the skill of letter formation.

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Phonics
Phonics is the teaching of reading and writing through
learning the sounds of the letters and the relationship
between them.
1LP
Indicator
use more complex letter-sound relationship when reading and writing.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1LP1
generate
identify beginning listen to
say the beginning consonant sound.
know the relationship between letters and sounds.
Term
beginning
consonant sounds beginning
1
consonant sounds in words and
consonant sounds
This outcome is continuing from KG
in words and
match sounds to
in words during
match sounds to
a letter during
shared and
a letter when
shared and
guided reading
reading writing
guided reading
Explanatory Notes:
The focus of this outcome is on consonant sounds, which are easier to say than vowels. Spend enough time practicing this
skill with the students before you introduce the next outcome which is about both consonants and vowels. Students need to
learn how to connect the initial sound to its letter as this skill helps them in solving words when reading. The skill of
distinguishing initial sounds of letters allows the students to differentiate between words. Model saying the words to the
students and emphasize the first sound. Invite the students to say the complete word not just the sound. Play games with
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your students to teach the skill. For example use the Picture-Letter matching game. You can also play with
the students I Say, You Say, teacher: I say fish student: I say food. The relationship between letters
and sounds in English is not one-to-one, however, most sounds in words have regular sounds.
ELLS: use visuals to support the students in listening to the first sound in a word. Start with a small number of
letters and gradually increase them. Develop Alphabet Books with the students (for each one of them) to allow them to have a
reference to the alphabets, words and visuals.
At Home: send with each student a set of cards and letters to match with a family member. Encourage parents to develop a
placemat with their child that has letters and pictures to match. They can place the placemat on the childs eating tray or
dining table.
1LP2
recognize and use recognize and use recognize and use identify the beginning consonant sound in word and
Term
beginning and
the beginning
the beginning
match it to the corresponding letter.
identify the ending consonant sound in word and
1
ending consonant consonant and
consonant and
match it to the corresponding letter.
sounds in words
vowel sounds in
vowel sounds in
and match them
words and match
words
This outcome is continuing from KG
to a letter
a sound to a
letter
Explanatory Notes:
In this outcome, the students will learn how to listen to the dominating consonant sounds at the beginning and end of a
word. Include words that are familiar to the students or words with clear and easy to identify consonant sounds. Knowing the
beginning and ending sounds will help your students solve words easily.
ELLS: use words your students are familiar with and know their meaning. You may want to use words that are displayed with
their visuals in the classroom. Refer to Reading Time content words, to teach this lesson, as your students will be familiar with
them.
At Home: give each child a set of letter cards and pictures. Ask them to make up words to match the pictures using the letter
cards. You may want to use pictures from Reading Time as the students are familiar with Reading Time content and words.
1LP3
recognize and use identify words
listen to words
write words with consonant clusters correctly.
read words with consonant clusters correctly.
Term
words with
with consonant
with consonant
2
consonant
clusters during
clusters during
Students continue to learn this outcome in Grade 2
clusters when
shared and
shared and
reading and
guided reading
guided reading
writing
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Explanatory Notes:
Many words start with a consonant cluster, in which both sounds are heard. A consonant cluster is a blend of two letters.
Provide your students with opportunities to identify letter clusters at the beginning of the word and say each sound.
Consonant clusters allow the students to write better. Read poems like (The Goat and The Bear) with the students. After
studying the poem, ask students to highlight letter clusters in both poems. Practice saying and writing words with the same
clusters. Teach the following consonant clusters (tr, bl- cl-, fl-, gl-, pl-, sl-). Allow the kids to practice by using a MakeSay-Check-Mix sheet.
ELLS: the sound of the letter r shouldnt present a challenge to your students as the sound is in the Arabic Alphabet (raa).
At Home: give students cards with different consonant clusters. Ask them to cut the first letters (letter clusters) off and then
play with a family member to put back the beginning cluster with the rest of the word.
1LP4
Term
2
categorize long
and short vowel
sounds
identify long and

short vowel
sounds in shared
and guided
reading
listen to long and

short vowel
sounds
sort sounds according to whether they are a short or a

long vowel.
Explanatory Notes:
In this outcome, students are expected to be able to sort words according to the sound they represent (long or short). You
may want to review how the short and long vowel sounds are alike. Provide students with extensive exposure to words
(within text) that have short and long vowel sounds. Students need to hear the short vowel sounds and connect them to
their letter before they are able to hear the long vowels. Many words that include short vowels are usually represented by
the single vowel letters (u-a-e-i-o). The easiest vowel sounds to identify are the a-o-u. Read poems like Miss Mary Mack
and give the students key words to support them in finding other words that have the same vowel sounds (key words: apple,
egg, umbrella). Start teaching the easier vowel sounds a-o-u and gradually add the other two. Long vowel sounds are
represented by different letter patterns. Start with a limited number and gradually add more. Long vowel sounds are easier
to identify, read and write because they sound the same as the letters they represent.
ELLS: vowel sounds vary in pronunciation from one person to another according to their accent. Ensure a standard
pronunciation as they might be difficult for your students to hear. Long vowel sounds are not subject to accents.
At Home: have the students list items from the home that have the short vowel sound. Students can share their lists with the
class. Write students words in different columns depending on the sound they represent.
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1LP5
Term
3
recognize and use

consonants with
two sounds (c, g,
th) when reading
and writing
recognize
consonants with
two sounds (c, g,
th) when reading
listen to
consonants with
two sounds (c, g,
th) during shared,
guided and
independent
reading
write words with (c, g, th) correctly.

read words with (c, g, th) correctly.
Students continue to learn this outcome in Grade 2
Explanatory Notes:
When teaching this lesson use words that are familiar to the students, words they have come across in Reading Time or
from their environment. Students will be learning about the two sounds c (city-car), g (girl- gym), th (the-think) make.
Try to relate each sound with a word students already know and are familiar with. The skill of learning that some letters
have two different sounds enables students to become better spellers and they become more aware of letter features
and visual patterns of words. Read with the students The City Mouse and the Garden Mouse. Ask the students to
identify words that start with c and decide whether the words sound like (c-car or c-city).
ELLS: this skill is not in the students language; Arabic. Every sound in Arabic has a distinctive sound. Make sure you
highlight this to the students to avoid any confusion. Relate the different sounds to words the students are already familiar
with.
At Home: send Reading Time with the students to find words that start with the different consonants and then categorize
which sound the word makes c (city-car), g (girl- gym), th (the-think).
1LP6
Term
3
recognize and use recognize vowels

listen to vowels in write words with the silent e correctly.
read words with the silent e correctly.
vowels in words
in words with
words with silent
with silent e when silent e when
e during guided
reading and
reading
and shared
writing
reading
Explanatory Notes:
The silent e sometimes appears after a short vowel sound but most of the time the silent e indicates that the vowel before
is long (ate-VCe/ make-CVCe/ shape/CCVe/ stripe/CCCVCe/ breathe/CCVVCCe). In order to help students hear the difference
the silent e makes, give the example of (at-ate, us-use). Silent e patterns include (-ade, -ace, -age, -ake, -ale, -ame, -one,
-ape, -ate, -ide, -ile, -ime, -ine, -ite, -ive, -obe, -oke, -ore).
ELLS: use pictures or action to support the students in understanding the meaning of words used to teach the skill. Students
would need to hear the words repeatedly before they are able to say them correctly.
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At Home: ask the students to write sentence using word pairs (ate-at/ kit-kite).
1LP7
Term
3
recognize and use

vowel sounds
with r-controlled
when reading and
writing
recognize vowel
sounds with rcontrolled when
reading
listen to vowel
sounds with rcontrolled in
words during
shared, guided
and independent
reading
write words with controlled r correctly.

read words with controlled r correctly.
Students continue to learn this outcome throughout

Grade 2
Explanatory Notes:
Words with r should not be new to students. They would have had experience with words like (bird, car, mother,
father). It is important that students understand the principle that a vowel in a word with r doesnt have the same
sound as other vowels in other words (when a vowel is followed by an r, it sounds different to other vowels). Students
need to learn that vowel sounds are blended with the r sound in a word. Read poems like Caterpillar to practice the
skill.
ELLS: students shouldnt have difficulties pronouncing the letter r as the same letter and sound are available in Arabic (raa)
At Home: give the students cards with words that have a vowel followed by an r to read them with their family members.
Spelling Patterns
Spelling Patterns are phonograms word families that
represent the sounds of rimes (last part of a word). It is
learning how words and syllables are together.
Indicator
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1LSP

use short vowels when reading and writing.
use simple phonograms when reading and writing.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1LSP1 recognize and
listen to and
listen to common write words with short vowel a or e correctly.
read words with short vowel a or e correctly.
Term use common
identify common
short vowel with
1
short vowel
short vowel
a or e
patterns with a
patterns with a
or e when writing or e
Explanatory Notes:
The outcome is about learning to listen to, identify and use the short vowel sounds (a-e) when reading and writing. Add
the other vowels (u-i-o) if your students grasp this quickly. If the sound in the word doesnt sound like the name of the
letter, then it is a short vowel (bug). If the letter sound is like the name of the letter, then it is a long vowel (kite).
ELLS: vowel sounds vary in pronunciation from one person to another according to their accent. Ensure a standard
pronunciation as they might be difficult for your students to hear. Long vowel sounds are not subject to accents.
At Home: send Reading Time home with the students, ask them to identify words that have short vowel sound by highlighting
them.
1LSP2 recognize and
listen to and
listen to simple
write words with the at or an phonogram correctly.
read words with the at or an phonogram correctly.
Term use
-at, and
identify simple
-at, - and an
1
-an VC pattern
-at, and -an VC
phonograms
phonograms
pattern
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phonograms
Explanatory Notes:
Teach spelling patterns after the students have been engaged in a wide variety of listening activities (singing songs,
poems, rhymes, chants, listening to environmental sounds). Review with the students the first and last sounds in words
before teaching. Spelling patterns will help students look at parts of words (word families). When teaching the -at pattern,
include words like (cat-mat-hat-sat-rat-fat) use visuals to support the students in understanding the meaning of the words.
The VC patterns are words that have a vowel followed by a consonant. In this outcome the students are learning a new
pattern (an) to build on the previous pattern they have learned (at). Words that have the -an pattern include (can-fanman-ran). Read poems like This Old Man and texts that include the -an pattern to reinforce the skill. During guided
reading, support your students in locating words that have the same pattern and to think of the meaning.
ELLS: if your students are struggling with this outcome, that means they are not able to hear the words clearly. You would need
to include extensive listening activities to support them in listening to sounds in words. Support words with real items and
pictures. It is important that you develop the students visual memory. Use words your students are familiar with. Make sure the
words you use to teach this pattern are meaningful to the students. Use the words in sentences before you introduce them in
isolation.
At Home: give each student a copy of a rhyme or a poem to read with their family. Use Reading Time texts and audio files to
support students when reading with a family member.
1LSP3 recognize and
listen to and
listen to -ate,
write words with the -ate, -ake, -ike -and-ay
Term use
-ate,
identify -ate,
-ake,
-ike
phonograms correctly.
read words with the -ate, -ake, -ike -and-ay
2
-ake, -ike-and-ake, -ike -and-and-ay
phonograms correctly.
ay phonograms
ay phonograms
phonograms
This outcome builds on the skills taught in KLSP2, KLSP3,
KLSP4, KLSP5.
Explanatory Notes:
Students can easily hear the break between the first part of the word and the rest of the word (pl-ay). Spelling patterns (parts
of words) help students when they are reading and writing. Some words that have the -ay pattern include (day, say, way,
play, pray, tray). Start with few words and more words gradually. A poem that you could read with the students is Rain, Rain,
Go Away to reinforce the skill. Words with the and pattern include (hand, land, sand). The -and pattern shouldnt present a
challenge to your students as the -and is a word that students come across frequently. Include Rhymes like If You Are Happy
and You Know It to teach this skill. Words with the ake pattern include (cake-make-flake-shake-snake). Words with the ike
pattern include (spike-like-bike-hike).In this outcome, students will learn that some words are made up of a vowel, a consonant
19 | P a g e
and a silent e. Include rhymes like Hiccup, Hiccup when teaching this skill. Make sure you teach the pattern in context.
ELLS: use HFW to teach this skill. It is very important that the words you choose are ones the students are familiar with. Support
the words you use to teach this pattern with visuals. Make sure you select words that are of meaning to the students. Choose
words from Reading Time texts, as students are familiar with the Reading Time text, and would have read and listened to it
several times. If you have students who are struggling with spelling patterns, introduce a small number of phonograms and
gradually increase them. Dont teach all of them at the same time.
At Home: send home with each student a set of pictures and cards that includes words with - ay to match with a family member.
Send Reading Time home with the students to read a book and identify words that have the - ay pattern. Send copies of the
rhyme If You Are Happy and You Know It with each student to read with their parents. Send with each student a copy of the
nursery rhyme The Elephant Goes Like This.
Speaking & Listening
Language for Thinking

Language for Thinking is a conscious active process that takes
place in order to produce language or actions.
Indicator
understand and follow multiple step directions.
actively initiate and engage in classroom routines.
listen with attention to classroom conversations and read-alouds.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
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1SLLT

1SLLT
1
Term
1
follow multiple
step directions
follow two step

directions
follow one step

directions
through games
with rules
understand multiple directions.

complete requested tasks with multiple directions
correctly.

Explanatory Notes:
Students should be encouraged to listen and follow multiple step directions. They have the ability to remember and follow
directions in classroom routines, learning activities and on the playground.
ELLS: represent what you say/expect with visuals and make sure your articulate your sentences clearly.
At Home: send a procedural text with the students (a how to make text) that includes multiple steps. Ensure that whatever you
send can be easily done at home and brought to school (for sharing purposes).
1SLLT establish and
engage actively
engage in
engage in setting classroom routines.
understand classroom routines.
2
engage actively
in classroom
classroom
follow classroom routines.
Term
in classroom
routines
routines
1
routines
Explanatory Notes:
Grade 1 students should be encouraged to take part in the design of classroom routines by helping to create meaningful
classroom rules, jobs and circle time activities. They have the ability to understand and remember classroom routines,
expectations and complete routines appropriately. Provide plenty of opportunities for students to take on responsibilities in the
classroom.
ELLS: include gestures and facial expressions to support students understanding. Model by acting what you mean by classroom
routines. Take pictures of the students completing classroom routines, to use them as a resource (reference) when teaching this
outcome.
At Home: ask students to compare how classroom routines are similar or different to routines they do at home. Support them
by providing them with a sheet that has two columns one titled Classroom Routines and one Home Routines along with
examples of each.
1SLLT listen attentively
listen and
listen to various
engage in meaningful conversations.
3
to conversations, respond to
text that are read engage in meaningful read alouds.
engage in meaningful presentations.
Term
read alouds and
various text that
aloud
2
presentations
are read aloud
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Explanatory Notes:
Allow students to be involved in informal speaking situations on a daily basis. It is the responsibility of the teacher to create a
classroom atmosphere that promotes active participation by all students through classroom talk. When students talk with one
another, they develop skills for questioning, elaboration and are able to reflect on a range of ideas. Classroom talk helps
students think and learn.
Choose topics that interest students so that they are motivated to listen for information. Students will demonstrate that they are
paying attention by asking questions, looking at the speaker/reader or by nodding.
Encourage students to listen without interrupting and wait their turn to speak by creating classroom management systems such
as hand raising, etc.
ELLS: use non-linguistic representations to support understanding and teaching of an outcome. To support this outcome, you
might want to take the students on an environmental walk around the school to listen to sounds in the environment (both
natural and man-made) and to list them down, or represent how the sounds make them feel using their body or arts. Engage
students in structured and unstructured conversations to build their listening skills.
At Home: Send Reading Time with the students. Ask them to listen to a story and to represent their understanding in any way
they choose.
Speaking & Listening
Language for Communication

Language for Communication is the language and actions used
to convey a message or an understanding.
Indicator
participate in discussions and conversations by sharing personal experiences and background knowledge to add to the
discussion.
respect ideas of others when engaged in a conversation.
deliver a planned presentation for a specific audience using appropriate tone and pace.
ask questions that display understanding.
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1SLLC
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1SLLC display respect
listen actively
listen and engage engage in classroom meaningful conversations.
show respect for others ideas and opinions.
1
for the
and participate in in classroom
Term
contributions of
whole class
conversation
1
others in a
conversations
conversation
with a partner or
with a small
group
Explanatory Notes:
Provide opportunities for students to participate in collaborative conversations about familiar topics and texts with their peers
and with adults, in both small and large groups. Encourage students to follow agreed upon rules for discussions, e.g., listening
to others, taking turns speaking, and continuing a conversation through multiple exchanges.
Have students build on the statements of others. Ways to do this include teaching students to listen to what others have to
say, expanding upon their peers ideas and to praise something that a peer has said (I like the way...).
ELLS: relate concepts to students environments and mother language. Ask students to tell you what they would do in Arabic to
show respect for the contributions of others. Model to students what you expect them to show as a sign of respect for others.
At Home: send home with each student a card with a specific statement that is related to the theme they are currently
studying. Ask the students to have a conversation with a family member about the topic and practice how we display respect for
others when conversing. You can ask the students to give their feedback on the discussion they had.
1SLLC describe features describe familiar
describe familiar
use descriptive words when talking about familiar objects.
include details in the description of objects.
2
of a familiar
objects with
objects
Term
object with detail detail
23 | P a g e

1

Explanatory Notes:
Provide opportunities for students to talk about objects that are known and/or familiar (favorite toys, photographs, favorite
book). This can be done through show and tell, class projects, activities, etc. Invite students to bring items that are meaningful
to them to share with class.
Model how objects can be described not just in terms of their physical features but also in terms of how they make us feel.
Encourage students to speak about the objects in detail and allow time to peers to ask interesting questions about the object.
Students should describe the objects features, color, texture, where they got it, why it is important to them or who gave it to
them.
ELLS: provide your students with opportunities to pay attention to details in items/objects. View an art work or an item
together as a class and try to list all the details within the art work or item. To support your students further, provide them with a
list of possible vocabulary/words that can be used to describe items.
At Home: ask the students to bring an item/object that they want to share with the class. Ask them to prepare a written
description of the item. In class, ask students to work in a group and to take turns to describing their items and to see if others
would be able to guess what the item is based on the description.
1SLLC perform plays
recite chants,
recite chants and actively engage in class plays and shows.
3
and puppet
short poems and
short poems in
Term
shows in English
perform plays in
groups
2
groups in English
Explanatory Notes:
Students can perform readers theatre and simple performances, chants, songs and poems. Have students create props,
illustrations and costumes to extend meaning of the performance. Invite guests to view student performances.
Use texts that students are familiar with when choosing what to perform.
ELLS: include body movements in the performance as this will help the students in remembering the language better.
At Home: ask students to tell a family member about the play they performed in class.
1SLLC contribute to
listen actively
listen actively
actively engage in discussions by including a personal
story or experience.
4
discussions by
and participate in and engage in
Term
sharing personal
whole class
classroom
2
knowledge and
discussions with
conversation
experiences
a partner or with
a small group
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Explanatory Notes:
When having classroom discussions about a topic, use guide questions so that students can relate the topic to personal
experiences and will make personal connections. Ask questions such as, Have you ever seen ...... in your neighborhood?,
What would you do if that happened to you?, Do you have...?
ELLS: involve the students in games that require them to repeat desired language structure/patterns. Invite students to share
the same structure during class discussions.
At Home: ask the students to sit with an older family member and to request that the family member shares a story or an
experience. Students will learn from that experience how people use background knowledge and experiences when telling
stories or having a conversation.
1SLLC plan and present
plan and deliver
deliver a
plan a presentation on a topic of interest.
5
a presentation
a presentation
presentation with present for a familiar audience.
Term
with a specific
some planning
New Skill
3
familiar audience
in mind
Explanatory Notes:
Speaking and listening are about the presentation of knowledge and ideas. Create activities that involve a wide range of
materials to promote talk. Students need to understand and be provided with opportunities to plan and present for a specific
purpose, e.g., to inform, to persuade, and to solve problems. Both verbal and nonverbal components exist when oral
communication takes place. Explicitly teach these and remind students to:
1. speak with confidence and enthusiasm
2. look at the audience when speaking
3. establish eye contact
Have students form groups and present to the class. Presentations should be based around activities completed in class,
topics they are learning about in class and personal experiences.
ELLS: start by allowing the students work together in groups when planning and delivering a presentation. Once the students
have the confidence to present in English, you can ask them to plan and deliver independently if needed.
At Home: ask the students to practice delivering a presentation to a family member that they have planned collaboratively with
their colleagues in class.
1SLLC apply appropriate apply tone and
apply some tone
use appropriate tone when presenting/speaking.
use appropriate pace when presenting/speaking.
6
tone and pace
pace when
and pace when
Term
according to
speaking
speaking
New Skill
3
purpose and
audience
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Explanatory Notes:
Teach students to apply appropriate tone that suits the audience that they are speaking to. For example, tone and pace will be
different when speaking in front of a parent event rather than in circle time.
Model correct tone and pace when speaking to students. Provide different examples of how tone and pace are varied
according to which audience we are speaking to.
ELLS: model to students what a good tone and pace are in English. Show them examples of videos that exhibit good speaking
skills.
At Home: give students a sheet with pictures of different audiences in one column and a column where they have to describe or
illustrate how their tone and pace for that audience should be.
1SLLC ask purposeful
ask questions
ask general
ask questions related to topic.
7
questions
related to a topic questions
Term
3
Explanatory Notes:
Encourage students to listen to what is being said, to follow the topic and to ask interesting questions that may add to the
discussion. This can be done during play time, in learning centers and in circle time.
ELLS: support students by modelling how good questions are formed. When modelling stick to asking questions that are
important, that add to the student knowledge rather than interesting questions. As their language develops, you can start
including interesting questions that will not necessary add to the students knowledge in relationship to the topic being studied
deepen their knowledge but it will broaden their understanding of the topic.
At Home: Send Reading Time home with the students. Ask them to listen to a story and to write down few questions that they
have for the author of the book. Students questions could then be forwarded to the real author of the book.

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Reading

Reading Text
Reading Text is the ability to read and understand information
presented in different genres and make meaning of it.
1RRT
Indicator
read print by using letter-sound relationship knowledge and blending.
find the meaning of unknown words by using different word identification strategies.
read independently and fluently.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1RRT1 use letter sound
read known
use letter sound
read printed texts correctly using letter-sound
Term
knowledge and
words in text
cues when
relationship.
1
sound blending to
reading
read texts
Explanatory Notes:
Teach word identification strategies related to letter sound cues e.g. decoding using phonemes, onset and rime.
The regular connections between letters and sounds should be learned (b for the first sound in bat) but also teach students
that letters often appear together (/sh/ is connected to two letters, /a/ is connected to eigh). Children will begin to look for and
recognize these letter combinations as units which make their word solving more efficient.
ELLS: allow the use of many hands on language activities so that your students are able to play with letter cards, pictures, name
cards and magnets to practice language.
At Home: send Reading Time home with the students. Ask them to listen to and read a story to practice letter-sound
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relationship.
1RRT2
Term
2
use word
use word
use word
use different strategies to read new words.
use different strategies to understand the meaning of new
identification
identification
identification
words.
strategies to read strategies to
strategies to
and understand
decode and
decode
New Skill
the meaning of
pronounce
unfamiliar words
unfamiliar words
unfamiliar words
Explanatory Notes:
This is the first time that students are expected to formally learn and use word identification strategies. Word identification
strategies support students in decoding, pronouncing and understating unfamiliar words.
Strategies include:
- sounding out the wordsbeginning readers are usually able to sound out the first and ending sounds in a word. They
need support with the middle sound and the blending of sounds.
- using picture cluesif a student says boy for boat ask him/her to look at the picture and confirm if the picture
matches the word boy
- word chunksdirect student attention to familiar letter chunks in a word (e.g. eat-cheat)
ELLS: work with small groups to teach different word identification strategies. Allow students time to practice strategies when
engaged in reading activities and when viewing text.
At Home: ask the students to listen to and read a book from Reading Time. Ask them to highlight unknown words and too try
and find the meaning for them by using strategies learnt in class.
1RRT3 read fluently at
read fluently
read below
read at the grade level independent and instructional
Term
instructional level below
instructional level
level.
2
with attention to
instructional level with attention to
punctuation
with attention to
punctuation
Builds on the skill from Learning Outcome KRRT2
punctuation
Explanatory Notes:
Repeated oral reading of texts and modelling fluent reading with expression and accuracy are critical for students to
understand the concept of fluency.
Texts should be at students reading level.
See Fluency Appendix
ELLS: use running records to keep track of students reading levels and the progress they are making.
At Home: Send Reading Time home with the students to listen to and read a story of their choice. Students need to read on a
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daily basis for their reading level to improve.
Reading
Reading for Meaning

Reading for Meaning is the ability to use information presented
in different texts to inform understanding, deepen own
knowledge on a specific topic and using information to form
knowledge.
Indicator
identify the main idea of a text and supporting details.
identify the inferred meaning of a text.
evaluate characters and settings in a book and link it to their own personal experience and knowledge.
study illustrations presented in texts and explain the meaning they represent.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1RRM demonstrate
demonstrate
demonstrate
identify the main idea of a text.
1
comprehension of comprehension of comprehension of identify details from a text.
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1RRM
Term
1
text by
text (characters
ideas from texts
identifying the
and events)
through drawing
main idea and
through role play or role play
some details
Explanatory Notes:
Students should draw upon explicit information in the text in order to comprehend its meaning. Encourage students to use
textual evidence to support their understanding of events, to determine the main idea and understand the characters.
Teach the following reading strategies to comprehend texts: using background knowledge, making connections, making
predictions and making inferences.
ELLS: model how a main idea is formed/identified and how to identify supporting details that enhance the meaning of the main
idea.
At Home: send Reading Time home with the students to listen to and read a story. Ask the students to highlight the main idea
and the supporting details.
1RRM discuss inferred
understand basic use illustrations,
identify inferred meaning of a text.
2
meaning of texts
inferred meaning diagrams and
Term
to gain
of texts by
pictures to gain
3
comprehension
responding to
comprehension of
questions or
familiar texts
discussions.
Explanatory Notes:
Teach students the difference between explicit information from the text and information that is not stated but can be inferred.
In order to do this, students must draw on their prior knowledge. Ask the student to think about what he/she knows about the
topic, recall personal experiences and to use clues seen in the text.
Read aloud a small section of an illustrated informational text. Have students do a quick draw that illustrates what they have
heard. Share the image from the book. Discuss similarities between their images and those of the writer/artist.
ELLS: This skill might present some challenges to students. Extensive exposure to how indirect meaning is extracted should
always be modelled.
At Home: Send Reading Time home with the students to listen to and read a story. Ask them to write what the inferred meaning
of the book they have read might be. Ask each student to share the meaning of the book. Write down students responses on the
board and see if there are commonalities.
1RRM identify and
identify
identify
identify and explains the setting of a text.
identify and explains the characters in a text.
3
analyze
characters,
characters and
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Term
3
characters,
settings, events
some events in a
settings, events
in a text
text
in a text
Explanatory Notes:
Provide opportunities for students to share and justify opinions and feelings about texts, e.g. characters, events, settings and
information.
Ask students to compare different characters in a story, to think about how problems were solved or why the writer made the
story in a particular setting.
ELLS: provide students with some language patterns for them to follow and use when they first begin evaluating. With exposure
to mentor texts, students will start to form their own language patterns.
At Home: Send Reading Time home with the students to listen to and read a story. Ask them to complete the workbook and to
evaluate the character in the book they read. Allow students to share their evaluation of the characters and setting with others.
1RRM explain how
give simple
recall details from identify an illustration from a familiar text to talk/write
4
details from
interpretations of pictures and
about.
explain how the illustrations in a text support the
Term
illustrations
pictures and
illustrations in
understanding of the meaning.
2
support the main illustrations from
different texts
idea of a text
fiction and
nonfiction texts
Explanatory Notes:
Photographs and illustrations in texts provide cues for readers as they work to comprehend information and serve as scaffolds
of understanding.
Images or illustrations in books serve to enhance and/or explain the messages for the reader. They can be used as one of the
cues for the written text while reading.
Ask students to explain illustrations or pictures in texts. Draw their attention to the details within the illustration and ask how
it tells us more about the story. In the story Where is the Wind, from Reading Time, swirls are featured in the illustrations.
This supports Moles statement, Im going to see the wind.
ELLS: use a text that students are familiar with to teach this outcome. Support students with vocabulary to support their
responses.
At Home: Send Reading Time home with the students to listen to and read a story. Ask them to identify the main idea,
supporting details and how illustrations in the book they read support the main idea.
1RRM respond to texts
respond to texts
respond to texts
engage in discussions about read text by linking them to
5
by making
by making
by making
personal experiences.
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Term
2
connections
between the text
and personal
experiences and
knowledge
connections
between the text
and personal
experiences by
using different
media
personal
connections to a
story through
drawing or role
play
Explanatory Notes:
Teach students to link personal experiences, ideas, thoughts and feelings to characters, events and details of texts.
Model how to make personal connections to texts by doing a think aloud. Using the book Around the World from G1 Reading
Time, the teacher may make a connection to her recent vacation by saying, In the story, the children travel to China. That
reminds me of when I travelled to Japan and saw the tall buildings from the airplane.
Ask students how they would feel during the same problems that were encountered within the story. Ask students to give
reasons for their thinking.
ELLS: use a text that students can easily relate to (either a familiar text or a text from this context e.g. Ostora). Model to
students how you would make connections between the text and your personal life.
At Home: Send Reading Time home with the students to listen to and read a story of their choice. Ask them to think of ways the
story they chose links to their personal life. Allow some students to share the book they chose to read and the link.
Reading
Vocabulary/High Frequency Words

High Frequency Words are the words that appear frequently in
mainly printed texts.
Indicator
32 | P a g e
1RV
read and write High Frequency Words that contain up to six letters.
read High Frequency Words in a continuous text automatically.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1RV1
Identify, read and Identify, read and Identify, read and read HFW automatically.
write HFW automatically.
Term write
high write high
write high
use HFW meaningfully.
2
frequency words frequency words
frequency words
with five or six with three or four with one or two
In KG, students learnt how to identify and use HFWs with five
letters (up to 100 letters
letters
or more letters.
HFW)
Explanatory Notes:
Keep a record of the HFWs your students are able to read and write. Pay attention to the way they write HFW. It tells you
about what sounds they are able to hear and about their understanding of letters. Reading and writing HFW automatically,
allows the student to focus more on the meaning of the text and word problem solving. Students need to know that some
words are used frequently in texts and that they help us to become fluent readers and writers. Give the students letter cards
to make HFWs. Encourage them to write the HFWs quickly and then check their spelling with the word wall.
ELLS: provide your students with many opportunities to practice reading HFWs. Try to have the HFW translated and match them
with the Arabic list. It is important that the students know the meaning of the words. Provide your students with opportunities to
read the words in isolation (cards) and in sentences (within text).
At Home: provide every student with a set of the HFWs that they are learning. Encourage parents to read the HFWs with the
kids every day. Send Reading Time home and ask the students to read a story and to identify HFWs by highlighting them.
33 | P a g e
1RV2
Term
2
read
high Identify high
listen to high
read HFW in a book, a poem or a chant (not in flashcards)
frequency words frequency words
frequency words
in a continuous in a continuous
in a continuous
Students build on this skill which was introduced in KG.
text
text
text
Explanatory Notes:
Students need to identify words that are within a text. This allows them to monitor their reading. When teaching this skill,
include activities which require students to locate a HFW in a text (in a story or a poem). Use Reading Time texts to teach
HFWs. Invite students to identify words and read them. Model reading the text and ask student to identify a HFW. Once your
students become familiar with HFWs and they easily locate them, ask them to find words with a specific beginning or ending
letters (e.g. find a word that starts with f, find a word that ends with e or ing).
ELLS: when you first teach this skill, choose a text your students are familiar with. Choose a text from Reading Time that you
have read and studied with the students to teach the skill.
At Home: Send Reading Time home with the students. Ask them to read a story with a family member and underline HFWs.

34 | P a g e
Writing

Text Types
Text Type is the type of text the information is presented in.
information could be presented
1WTT
Indicator
write a recount that includes ideas with details.
write a procedural text that include logical steps.
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1WTT write a recount in recount a
recount a
produce a well-developed correctly sequenced recount.
include ideas that are supported with details.
1
a
logical personal
personal
Term sequence
to experience with a experience
1
present an idea sense of personal through shared
with details
voice through
and guided
shared and
writing
guided reading
Explanatory Notes:
In KG, students studied how to write a recount mainly thorough guided and shared writing. The developing outcome here is
the mastered in KG. The emerging outcome here is the developing in KG.
Students should write first person recounts linked to topics of interest/study or to personal experience, with correct verb
tense.
Logical sequencing should be used, with words such as, then, next and last.
35 | P a g e
Mentor texts should be read aloud to students so that words or phrases can be acquired and used in writing. They should also
incorporate high frequency words, content words and phrases encountered in texts and conversations when writing.
ELLS: to support students in organizing their ideas, provide them with graphic organizers and charts that they can use to group
their ideas.
At Home: Ask students to listen to and read a book from Reading Time. Ask the students to notice how the main idea is
supported with details.
1WTT write a
write a
write a
produce a well-developed procedural text.
include visuals to support meaning.
2
procedural text
procedural text
procedural text
Term that includes
with some steps,
using visuals
New Skill.
2
steps, needed
some materials
mainly
materials and
and diagrams or
diagrams or
illustrations
illustrations
Explanatory Notes:
The structure of a procedural text contains a statement of what is to be achieved, materials needed, sequenced steps to
achieve the goal and diagrams or illustrations.
Before students write procedural texts independently, teachers should model writing a procedural text by composing a set of
instructions with steps and diagrams e.g., How I Come to School or How to Make Salad
Plan experiences where students follow a procedural text such as recipes or instructions e.g., making a sandwich or making a
paper airplane.
ELLS: allow students to use visuals to represent ideas along with the text.
At Home: ask the students to ask a family member to share with them the procedure of making a craft. The student should
write down the steps in a logical sequence along with visuals, if possible. Ask students to share their procedure with the class.

36 | P a g e
Writing
Writing Process
The Writing Process is a set of sequences steps used to
develop ideas and convey a message.
1WWP
Indicator
use the writing process to develop a piece of writing.
hands-on experiences and opportunities with a variety of age appropriate literacy resources
engaging in active learning experiences
being immersed in a print rich environment
participating in a wide range of literacy activities e.g. read aloud, independent, guided and shared reading and writing
taking part in conversations and classroom discussions
participating in contextualized experiences through authentic texts
Learning Outcomes
Students learn to:
Mastered
(Learning
Developing
Emerging
Assessment Criteria
Outcome)
1WW
generate and
generate ideas
generate ideas
use hands-on materials and visuals to develop ideas for
P1
expand ideas
through the use
with support,
writing.
Term through the use
of illustration,
through the use
1, 2
of illustration,
drawings, visuals of illustration,
In KG students learnt how to generate and expand ideas
&3
drawings, visuals and regalia
drawings, visuals through shared and guided pre-writing.
37 | P a g e
and regalia
during prewriting and regalia
during prewriting
during prewriting
Explanatory Notes:
In the prewriting stage of writing the writer comes up with ideas for the piece.
Provide opportunities for students to brainstorm and describe personal feelings, past experiences/ events, points of view and
ideas in writing and to gather and select facts and ideas from one or multiple print and/or non-print sources. For example,
have students bring in a favorite object, photograph or drawing to write about.
When students decide to write about a specific topic, teach them to ask clarifying questions such as:
- What do I want to write about?
- Do I have enough information to start?
- Where could I go to get more information?
- What does my reader need to know?
- What is the purpose of my writing? To inform? To tell a story? To explain?
Help students to focus on their writing topic by choosing topics that interest them, asking questions to help them discover
details about topics, creating lists and webs of details about their topic.
ELLS: encourage students to keep a journal (or to use their Reading and Writing Journal) to keep a list of ideas they get from
books, readings or any other resource. They can refer to these when they are going to write about a topic.
At Home: provide students with different topics to practice the skill of focusing the topic and expanding on it.
1WW
write a draft with write a draft with write a draft with produce a first draft that includes appropriate content.
P2
ideas and content ideas and some
support
Term about a topic
content
New Skill
1, 2
&3
Explanatory Notes:
The drafting stage, allows students to work at their own pace and in their own way on a specific topic. Challenge students by
asking them to explain their ideas further and in more detail. Encourage students to share their ideas with their peers and to
discuss their drafts as they are writing. The main objective is to get all ideas that the student has down on paper.
The results of a first draft will vary. Drafts may include the following:
- a drawing with a caption
- a short word or phrase that suggests the topic
- a series of sentences about the topic with or without an illustration.
Students should share their writing with peers and the teacher as it is a good way for students to obtain feedback on their
drafts. This will help them know if their ideas are clear and will provide additional suggestions for improvement during
38 | P a g e
revision.
ELLS: celebrate students first drafts (if there are paragraphs or sentences that you dont understand), and ask the students to
talk to you about what they wrote and model to them how it could be written better. Focus on one area only.
At Home: ask the students to listen to and to read a book from Reading Time. Ask them to pay attention to how ideas are
developed in the book.
1WW
edit and
proofread for
check own work
revisit ideas to clarify and develop them.
edit own work for simple conventions errors using familiar
P3
proofread for
conventions
for spelling
tools.
Term conventions
using tools such
1, 2
using tools such
as word walls and
New Skill
&3
as word walls and personal word
personal word
lists to check
lists to check
spelling
spelling
Explanatory Notes:
The editing stage allows students to tidy up the text for conventions in order to make it readable.
Students should edit for:
- capitals at the beginning of sentences and in names
- punctuation marks at the end of sentences
- correct verb tenses in simple regular verbs
- complete simple sentences.
Teach students to check for spelling and word spacing in order to make the writing easier and more enjoyable for the reader.
Every Grade 1 classroom should contain a word wall that has both high frequency and content words as well as classroom
dictionaries that are either purchased or student made.
ELLS: when editing and proofreading, focus on one area to develop at a time. Avoid working on all areas at the same time.
At Home: ask the students to listen to and to read a book from Reading Time. Ask them to complete the workbook. Check how
students do on the language part of the workbook.
1WW
publish a final
publish a final
share their
produce writing pieces that exhibit understanding of
P4
draft that exhibits draft that exhibits writing with
writing techniques.
share writing with familiar adults and peers.
Term best piece of
best piece of
teacher and
1, 2
writing and share writing
peers
In KG students learnt how to share their writing with teachers
&3
it with a familiar
and peers.
audience
39 | P a g e
Explanatory Notes:
In the publishing stage students craft a final draft that looks finished and ready to share.
Its important to remember that writing does not need to be flawless. The audience will still enjoy and appreciate the writing if
it is not perfect. Remind students that this does not mean that they should not do their best work.
Students may wish to include labels or captions on drawings in the publishing stage.
Students can read their piece to peers, the teacher, the class or invited guests.
ELLS: at the beginning, students best piece of writing will not be necessarily free of errors. Accept their best effort and
celebrate it by displaying it and sharing it with others. Use students work as a resource to teach other skills.
At Home: ask the students to take their writing home and to share it with family members.
Writing
Conventions
Conventions are the structural features of a sentence and
its components.
Indicator
write simple sentence to convey meaning.
form upper and lowercase letters correctly.
use capitalisation and some punctuation marks.
40 | P a g e
1WC

Learning Outcomes
Students learn to:
Mastered
Developing
Emerging
Assessment Criteria
(Learning Outcome)
1WC1
write simple
write
write a
write a sentence that includes a subject and a verb.
use an ending punctuation (periods, exclamation
Term 1
sentences with
recognizable
recognizable
marks and question marks) when writing a sentence.
correctly formed
simple sentences simple sentence
form letters correctly.
letters and correct
with
ending with some
ending punctuation
punctuation
evidence of
ending
punctuating
Explanatory Notes:
A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought.
Students should have high exposure to mentor texts with well-formed sentences as a model.
As students develop their understanding of a sentence teach correct subject/verb agreement.
Provide sentences and non-sentences on sentence strips. Have a student show a strip to the class and read it aloud. The class
will then decide if it belongs on the sentence or non-sentence pile. Use sentences such as The was playing., The boy was
walking. and The boy the ball. When all strips have been classified, have the students correct the non-sentences.
Write simple sentences on sentence strips, with the help of the students, for a display in the classroom. For example, Moza
likes to read books. can describe a picture displayed in the classroom library. Be sure to emphasize the capital letter and the
period.
ELLS: encourage students to reread their sentences and check whether they sound right.
At Home: Ask the students to read a book from Reading Time and to complete the workbook activities. Check whether the
students are answering questions using correctly formed simple sentences.
1WC2 form upper and
forms most
form some
form letters legibly.
form uppercase letters efficiently.
Term lowercase letters
letters correctly
familiar letters
form lowercase letters efficiently.
1
proportionately in
using sand, play
correctly using
print
dough or foam
sand, play dough
41 | P a g e

or foam
Explanatory Notes:
Teach students to write the shape and size of letters in proportion to the lines and paper size being used.
During interactive writing, talk about how to form both upper and lower case letters. For example, have student
collaboratively write the morning message. Discuss where an upper case letter is needed and where to place lower case
letters.
Provide large lined handwriting paper for student writing. Teach students that capital letters will use the whole line, some
lower case letters go above the dotted line and some lower case letters stay below the dotted line.
ELLS: capital letters are not in the Arabic language (negative transfer). Teach it explicitly and tell the students, that this is not in
the Arabic language and it is special to English.
At Home: Ask the students to read a book from Reading Time and to complete the workbook activities. Check whether the
students are forming letters proportionately when writing.
1WC3
use a capital letter for use capital
identify a capital use capital letters for the first letter of a name.
use a capital letter for the first word when writing a
Term the first word of a
letters for names letter
sentence.
1
sentence and when
writing names
Explanatory Notes:
Read the book Sam the Big, Bad Cat from G1 Reading Time, with the students. Circle all of the capital letters at the
beginning of sentences and in names. Discuss why capitals are used (at the beginning of sentences and in names).
Add students names to the Word Wall. Point out that all names begin with a capital letter. Have students identify which
capital letter has the most names in the class.
Place a pocket chart, magnetic letters and name cards with and without pictures in a learning corner. Have students match
name cards to the name cards with pictures. Ask students to sort the name cards according to the beginning letter. Have
students create their own name card using various art materials such as glitter, wooden shapes, markers and paint.
During the editing stage of the writing process, have students check their writing for capitals at the beginning of each
sentence and in names.
ELLS: capital letters is not in the Arabic language (negative transfer). Teach it explicitly and tell the students, that this is not in
the Arabic language and it is special to English.
At Home: invite students to write family members names using art materials. Ask the students to share their work with others
in class.
42 | P a g e

1WC4
Term
2
use periods,
exclamation marks
and question marks as
the end marks of a
sentence

use a period and
know its purpose
in writing and
reading
use a period
when
experimenting
with writing
use (periods, exclamation marks, question marks)

correctly when writing.
identify punctuation marks (periods, exclamation
marks, question marks) in texts.

Explanatory Notes:
The period (.) is placed at the end of declarative sentences, e.g., Ahmed and Mohammad went to the mall. A question mark
(?) is used to indicate a direct question when placed at the end of a sentence. For example: When did Ahmed and Mohammad
leave for the mall? Exclamatory sentences or interjections (words or phrases) that express strong feelings or a loud voice
(shouting) use exclamation marks (!)at the end e.g., Stop it!
Ask the students to recount events by asking questions. For example ask the students, Who was the guest speaker that came
to visit us yesterday? Write the questions and student responses on chart paper to model using a question mark. Teachers
can scaffold how to write a question by teaching students the 5 Ws, who, what, where, when and why.
Model how to use exclamation marks with interjections. For example, at a construction site there are usually signs that read
Danger! Have students brainstorm a list of interjections such as, No!, Help! or Run! and post in in the classroom for
students to reference.
During shared reading, give one student a tennis ball, which he/she will bounce every time the end of a sentence is reached.
When the ball bounces, students should identify the type of punctuation mark in the end of the sentence. Students should
say, Period Question Mark or Exclamation Mark Students can develop hand gestures to go along with the punctuation
marks.
ELLS: model how punctuation is used during interactive writing. Invite students to identify punctuation marks during guided
reading and explain why a specific mark is used.
At Home: ask the students to listen to and to read a story from Reading Time and to identify punctuation marks used within the
text.
1WC5 use prepositional
use some
use some
use (on-in-out-up-down-off-at-for-after-before)
Term phrases correctly
prepositional
prepositional
correctly when writing.
use prepositional phrases correctly when speaking.
2
when writing and
phrases correctly phrases during
identify prepositional phrases in texts.
suggesting ideas for
when writing and role play
writing
suggesting ideas
for writing

43 | P a g e
Explanatory Notes:
Teach the prepositional words: on, in, out, up, down, off, at, for, after, before
A preposition of place is a word or group of words that is used with a noun, pronoun, or noun phrase to show direction or
location.
Model the prepositions of place by describing where objects are in the classroom. For example, describe the book as being on
the table, Sara is standing after Sheikha and before Ayesha in line.
Read the story A Day Out from G1 Reading Time. The man goes for a walk in the woods. He goes over a river,
up a hill and into the wood. Have students highlight the prepositions and role play the story.
Teach students the song, Going on a Bear Hunt and have them use hand gestures to act out the prepositions.
ELLS: use regalia to teach propositional phrases. Have students move to show the different places of preposition.
At Home: ask the students to draw or take pictures of items placed in different places. Ask them to share their
pictures or drawings with others in class.
1WC6
consistently write in
write in present
write mainly in
use tenses (present-past and future) correctly when
Term present, past, and
past, and future
present tense
writing most of the time.
know what a verb is.
3
future tenses
tenses
New Skill.
Explanatory Notes:
This is the first time the students learn about tenses directly.
Verbs are words that show actions or states of being. Verb tenses are an attribute of verbs that tell about time.
Teach students how to use present, past and future tense verbs (I play, I played, I will play).
Only teach the simple regular tense verbs.
Use text to model how to change tenses of verbs. In the story Animals Can Move, Level B, Reading A-Z, the
text uses present tense verbs. Use sentence strips or chart paper to model how the verbs would change when speaking in
past and future.
ELLS: in Arabic the same tenses exists as the English. To support your students expose them to rich print text that models the
tenses you are teaching.
At Home: Send Reading Time home with the students, ask them to read a book and to change the verbs in the book to a
different tense and notice how and if that changes the story.
1WC7 use adjectives to
use and know
use simple
use nouns correctly when writing.
understand the meaning of an adjective.
Term support nouns when
the purpose of
pronouns in
use adjectives correctly when writing.
2
writing
pronouns in
writing
44 | P a g e

writing
use adjectives to enhance meaning.
New Skill.
Explanatory Notes:
An adjective is a word that describes or clarifies a noun. Adjectives describe nouns by giving some information about an
objects size, shape, age, color, origin or material.
When teaching about adjectives, links can be made to science when students are exploring their senses. For example,
students can use adjectives to describe how fruits taste e.g., sour lemon, sweet mange, bitter orange.
Read the story, A Night at the Gallery from G1 Reading Time, with students. Have students write and describe the objects
that the security guard is looking for e.g., the red scarf, the tall hat, the shiny boots.
ELLS: in English the adjective comes before the noun or the pronoun (most of the time) tall girl-strong man, however, in
Arabic the noun or pronoun comes after the adjective (most of the time).
At Home: send Reading Time home with the students. Ask them to read a book and add adjective to the nouns/pronouns to
make them more interesting.

45 | P a g e

2014-2019 Grade 1 English Outcomes Final

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Children Are Capable of Learning

Literacy Readiness Skills

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

language can be written.

2014_2019 Grade 1 English Learning Outcomes _ Next Review: 2018-2019

Children Are Capable of Learning

Literacy Readiness Skills

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

D is the mastered and E is the developing KG outcomes

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

2014_2019 Grade 1 English Learning Outcomes _ Next Review: 2018-2019

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

listen to, say and

listen to and say

identify words that have the same medial sound (in a

2014_2019 Grade 1 English Learning Outcomes _ Next Review: 2018-2019

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

D is the mastered and E is the developing KG outcomes

2014_2019 Grade 1 English Learning Outcomes _ Next Review: 2018-2019

Children Are Capable of Learning

Literacy Readiness Skills

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

D is the mastered and E is the developing KG outcomes

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

2014_2019 Grade 1 English Learning Outcomes _ Next Review: 2018-2019

Children Are Capable of Learning

Literacy Readiness Skills

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

identify long and

listen to long and

sort sounds according to whether they are a short or a

Children Are Capable of Learning

recognize and use

Teachers Are Responsible for Students Learning

write words with (c, g, th) correctly.

Students continue to learn this outcome in Grade 2

recognize and use recognize vowels

Children Are Capable of Learning

Teachers Are Responsible for Students Learning

recognize and use

write words with controlled r correctly.

Students continue to learn this outcome throughout

Literacy Readiness Skills

Children Are Capable of Learning