Académique Documents
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LANGUAGE ARTS
September 1999
ACKNOWLEDGEMENT
The LANGUAGE ARTS SYLLABUS FOR PRIMARY SCHOOLS would not have been produced without the commitment, expertise and efforts of several individuals.
The Ministry of Education of Trinidad and Tobago wishes to express its sincere apprehension to the following persons who were instrumental in drafting this new
Language Arts Syllabus:
Dr. Susan Hoffman Lecturer Ms. Wallis Wyke Ms. Roslyn Elias
(International Consultant) Corinth Teachers‘ College Teacher I School Supervisor I
University of South Florida Ms. Merle D‘ Estages St. Crispin‘s A.C, School St. Patrick Education Division
Dr. Josefina Savedra Principal Pat Modeste Charles Mc Donald
(International Consultant) St. Gabrials‘ R.C. School Teacher I Principal
Lecturer, School of Education Majorie Thomas Abenkina Ome Flanagin Town R.C School
UWI, St.Agustine Principal Teacher I Dr. Hyacinth Mc Dowall
Ms. Ceronne Prevatt- Wilshire Valsayn Teachers‘ College Mrs. Theresa Morris Curriculum Officer- (Reading)
Curriculum Officer- English Ms. Annmarie Campbell Principal (Retired)
Rudranath Capildeo Learning Curriculum Facilitator- Penal Rock R.C. School Dr. Barbara Joseph
Resource Centre. English Emma Derrick Curriculum Officer=- English
Mr. Martin Jones Vedelia Roberts Lecturer (Retired)
Curriculum Facilitor- English Valsayn Teachers‘ Colledge
Ms. Pamela Lee Sam- Lecturer
Valsayn Teachers Colledge
Our gratitude is extended to the following secretaries who worked diligently to prepare this syllabus for publication:
i
A NOTE TO TEACHERS
The Ministry of Education, through this syllabus, is introducing a new approach to the teaching of Standard English. The new approach as outlined in this Primary School Language Arts
Syllabus reflects contemporary thinking about the nature and purpose of language, and the process involved in language learning and their implications for language teaching. The approach
advocated in the new Language Arts Syllabus mirrors, on the basis of current developments in theory, research and practice in language, and language learning/teaching, what has emerged in
the field as common areas of agreement and acceptance of what is practice in language teaching.
The new Syllabus also takes account of second language learning. In the Trinidad and Tobago context, the teaching of Standard English, which is the second language of most of our learners,
must take account of the Trinidad vernacular of Trinidad Creole. Relevant strategies must be employed. The Language Arts Syllabus suggests some of the major strategies that should be used in
teaching a second Language (Standard English) in the context of a first language (Trinidad Creole).
The new Language Arts Syllabus represents a change perspective. This is the major difference between the existing syllabuses in ‗Reading‘ and ‗Language‘ and the new Language Arts
Syllabus. As indicated in the Syllabus document in greater detail, it takes a holistic and integrated approach to language and the teaching of Language. Reading is viewed as one of the
components of language arts. Accordingly, ‗reading‘ and ‗language‘ are integrated in the approach suggested and physically brought together as well, in this one syllabus document, ‗The
Language Arts Syllabus for Primary Schools‘.
The Syllabus, which follows, has its origins in the Fourth (GORTT/IBRD Basic Education Project. One of the Projects targets improvement of the quality of education at the primary level of
the education system. Specifically, curriculum reform / renewal in the teaching of English is one of the areas included in this thrust towards improving the quality of education at this level.
In this regard, a team of international consultants, a local consultant, and a selected group of Trinidad and Tobago educators (see ‗Acknowledgements‘ for names of curriculum team members),
reviewed in the existing ‗Reading‘ and ‗Language‘ Syllabuses, and drafted a new Language Arts Syllabus. During the period 1997-1999, the Draft Language Arts Syllabus was piloted in the
Primary Schools.
The Ministry of Education is pleased to present the new Language Arts Syllabus for primary schools which reflects and incorporates the feedback received from the implementation of the draft
version.
We are confident that it will contribute significantly to improving the quality of teaching of English / Language in our primary schools and that it will be widely welcomed by teachers and all of
those involved and/or interested in the curriculum improvement/reform at the primary level of our educational system.
LLOYD W.PUJADAS
Director of Curriculum
20th August, 1999.
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BELIEF STATEMENT
We believe that
The Language Arts plays a very significant role in the development of communication skills among learners in the primary school. This process of development directly influences the students‘
ability to be successful learners, to become self-actualized and to lead productive lives.
- The primary school child enters school with a language of its own, with a range of language forms and functions, a means of self expressions and communication which he (she) begin
acquiring at birth. An assessment of the child‘s language capabilities is, therefore, essential to better classroom teaching which will meet the child‘s developments needs.
- While it is at times necessary to delineate the unique elements which constitute the Language Arts Curriculum, it is important to emphasize the interrelatedness among the language
processes of listening, speaking, reading, writing, thinking and viewing. The processes of thinking undergird all the language skills. In fact, children are unable to write and read without a
strong command of language.
- Teachers are crucial to children‘s language learning in the classroom. The class teacher is the key to what happens. He/she appropriately guides and facilitates the child‘s efforts to learn
language for a variety of purposes. He/she is as model of English language competence.
- The primary school child needs to feel valued and to be supported in his/her efforts to acquire a positive self-concept. High self-esteem motivates the learner. All children are capable of
learning language.
- Individual differences among children are a psychological reality that manifests itself through different learning styles and rates. The teacher should provide the child at the primary class
with multiple opportunities for achieving his/her fullest potential in language and through language, individual and corporative.
- Language is the central informing element in the curriculum, integral to the acquisition of knowledge and understanding in all areas of the curriculum: Mathematics, Science, Social
Studies, Physical Education and Health, the Creative Arts of Music, Dance, Drama, Art, Craft, and Literature.
- The teacher must exploit every opportunity to develop and refine the child‘s communicative abilities in listening, speaking, reading, writing, viewing and thinking, for a variety of
purposes.
- Teachers, Parents and other members of the community, working in partnership, on behalf of children, regardless of race, ethnicity, gender, religion, or socio- cultural and economic
background foster the total development of children in the primary school through language learning.
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GOALS OF THE LANGUAGE ARTS CURRICULUM
The main goal of the Language Arts curriculum is to enable pupils to communicate effectively through speech and writing, by means of Standard English.
The pupil will:
- Listen with a high degree of understanding to instructions, descriptions, explanations and narration in Standard English, in a familiar accent and in the vocabulary and sentence structure
appropriate to his/her age.
- Speak, using words exactly and precisely for his age, to communicate thoughts and feels; demonstrate spontaneity in speaking in a variety of situations .
- Respond sensitively, to varied and meaningful literature and other forms of art at the appropriate level.
- Read effectively, and for different purposes, a variety of print or electronic media.
- Express himself or herself in the following forms of writing, explanations, narratives, descriptions, letters writing and do so legibly.
Essential Concepts
Thinking is ‗the innate ability of the mind to form patterns, mental structure of concepts of objects, events, processes and relationships‘. Facility to language is basic to thinking processes and to
the construction, acquisition and communication of meaning. Because language is the primary instrument of thinking, the school child should be taught to develop thinking skills as well as
metacognitive strategies.
Listening
Listening is the vital part of a complex thinking process. It is a lifelong process, beginning at birth. It is closely tied to speaking as both depend on oral language. Listening is also related to
reading, which depends on receiving and interpreting information. Listening to language is as much a key process in language acquisition and learning as it is the vital element in the cultivation
of healthy interpersonal relationships.
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Speaking
Speaking is intimately connected to thinking. It provides children with ideas and enables them to communicate those ideas orally to others. Oral language development is also the foundation on
which reading and writing were built. Speaking a productive skill has a reciprocal relationship with listening. Speaking precedes writing, the other productive, communicative skill. Our oral
culture demands that competent citizens improve, extend and refine speaking skills for social, academic, civic, aesthetic and personal purposes.
The reading of literature in the primary school contributes to children‘s‘ cognitive and effective development by deepening their insights, giving them opportunities to experience life vicariously,
offering delight and wonder to their lives. Through the experience of literature children achieve personal identification, understanding, enjoyment, and rhythm and beauty. It is an integrating
element in the language arts curriculum, engaging the skills if listening, speaking, writing and viewing.
Reading
Reading is not a single skill that can be taught in isolation from other areas of the primary school curriculum. The best teaching of reading exploits the interrelationships among the Language
Arts and the other subjects that comprise the total school curriculum.
All readers interact with the text they are reading. They have personal expectations about what they wish to derive from a selection and bring these expectations to bear as they read by predicting
and testing those predictions. They actively create meaning by constructing or generating relationships between what is within the text and what they already know.
Strategic readers value reading with set purposes, select strategies, make inferences and evaluate critically.
Writing is a powerful tool for thinking. It is a process which gives the primary school child opportunities to discover meanings, explore possibilities, reflect on experience and exercise the
imagination as he/she communicates through a variety of rhetorical modes/genres to fulfil a range of purposes.
Visual Literacy
Visual Literacy is the act of learning, evaluating and extracting information from art, photographs, videos and other visual media; eye- opening experiences occur when pupils view different
materials for different purposes. Students recognize that video, film, photography, art and other visual media are all ways of communicating messages and this recognition of how to use these
different media improves their communication skills. Pupils may then be asked to express ideas both verbally and through visual media.
Visual Literacy is connected to reading and other language processes. Viewers construct meaning from images jus as readers and listeners construct meaning from words.
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Strategic viewing involves pre-viewing, setting purposes, using prior knowledge and personal experiences, and making predictions. Since research indicates that eighty percent (80%) of the
information we process comes to us through our eyes, it is vital that our children participate in viewing activities to enhance the skills necessary for an age of technology.
In Trinidad and Tobago, there are two linguistic systems, Standard English and the Trinidad and Tobago dialect or English-based Creole. The vast majority of children in our primary school
system speak dialect. It is the form which they use to express their feelings, thoughts and experiences. The dialect is an organized grammatical system with a vocabulary that is largely drawn
from Standard English. The co-existence of two linguistic systems poses problems for learners of English in our school system. For example, in the area of reading, problems of decoding and
meaning making derive from the differences in syntax, phonology and morphology between the standard language and the dialect.
There are two clear implications arising from the linguistic situation:
(a) Teachers need to know and understand the differences between the two language systems.
(b) Teachers need to analyze the nature of the problem learners experience in the acquisition and the use of Standard English.
The Language Arts Syllabus explicitly recognizes the nature of the problem and therefore seeks to address it. The major areas related to the structures of Standard English, consist with current
communicative language teaching approaches, and the techniques / strategies recommended in this document include:
(a) Use of a variety of controlled and meaningful drills and dialogue practice
(b) Role- playing and dramatization
(c) Use of objects, charts, maps, tables, cartoons and other visual materials
(d) Use of oral and written text combining form, function, meaning and situation
(e) Authentic, varied oral literacy tasks for which structures are required.
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Language: An Integrated Perspective
Theories of how children learn and how they learn language arts ought to provide the basis for the teaching of Language Arts. In fact, a view of the learner, the learning process, teaching, and
language should inform what we do in the everyday transaction within the classroom.
In recent times the call for the integration of the language arts has come from current views derived from language education research. The claims were:
(a) The language arts are so strongly inter- related that no single skill can be taught in isolation
(b) The strands of language are so closely interwoven that speaking, listening, reading, writing activities are almost indistinguishable
(c) Communication is a dynamic complex of independent systems involving different ―mixes‖ of thinking and speaking and listening and reading and writing and viewing and feeling.
(d) Language is a meaning- making process
(e) Learning language is an integrated holistic interactive process
(f) Language growth and development is not a sequential, linear process.
In spite of the recognition of the interconnectedness of language skills, teaching language has been characterized by fragmentation and division among the language modes. For example, during
the school day time slots are designed for reading, spelling, punctuation, handwriting and composition. This fragmentation of the language arts promotes an unrealistic view of language and
language learning. Language is not a collection of discrete, unrelated elements, but a process which organically combines various elements. In reading, for example, the language modes are used
simultaneously and reciprocally. Almost any language activity involves more than one language skill. Within a typical language lesson students engage in talking and asking questions, listening,
reading and writing. Each one becomes a medium for supporting and reinforcing the other. Students discuss or talk about what they have written, listen to their peers reading what they have
produced and write about what they have read. When children read they are learning about reading. There is much overlap in an integrated curriculum.
The view of language as an integrated holistic collaborative activity is demonstrated in the following features inherent in this document:
(a) The inclusion of the category ―Connected Activity‖ within the syllabus framework
(b) The introduction of process writing which includes pre- writing, drafting, revising, editing
(c) The focus on literature and its organic relationship with language
(d) The reading- writing connections
(e) The Language – Experience approach
In the field of education, two powerful trends are impacting on the teacher in the classroom. Parents, business, tertiary education institutions, etc, are calling for greater
accountability on the part of educators. On the other hand, teachers, principals and educational administrators are connected with school restructuring, teacher empowerment, integrated curricular
approaches, and making education more meaningful and exciting for students.
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A major outcome of these concerns is a clamouring for new ways of evaluating students work so that they would be more representative of their progress and achievement. We are, therefore, at a
point where a statement on alternative assessment must be made. Terms such as continuous assessment and portfolios have now entered the lexicon odf evaluating in the Language Arts.
It must be pointed out that authentic measures in the form of portfolio assessment, teacher observations, checklist, and student self assessment will give greater coherence and comprehensiveness
to the evaluation process.
The term ‗assessment‘ is regarded as an important and ongoing part of the instructional process. Assessment suggests, ‗glimpses‘ of students‘ behaviour overtime as they strive toward attainment
of personal goals in the language Arts.
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ORGANISATION OF THE SYLLABUS
The syllabus consists of two documents, sequenced from Infant Year 1 and Year 2; Standards 1 and 2 to Standards 3, 4 and 5.
The syllabus documents contain the following elements in increasing levels of complexity within the spiral of the English Language Arts curriculum.
Listening
Speaking
Visual Literacy
Literature
Reading- Mechanics
Vocabulary
Reading- Comprehension
Study Skills
Writing – Process
- Mechanics
Grammar
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ATTENTIVE LISTENING
STANDARDS 3, 4 & 5
Students will listen attentively for a variety of purposes
2. To listen and Perform a task for which Teacher will repeat simple as Student will listen to a multi-step SCIENCE
To follow directions fully oral directions have been well as multi- step instructions instruction that is given only Step for Science activity and be
ATTENTIVE LISTENING given to give student practice. Task once. given orally
Listen to directions, details, given will depend on student‘s Pupils will perform each step of
announcements, level. task accurately. ART
introductions. Instructions for a Paper-
folding exercise (origami)
3. a. To recall Listen to recall Teacher will carefully choose Exercises for each given objective WRITING
information information in reading material that allows for must be given. Pupils can write their own
a. stories to answer the development of listening Listen to a short. Answers to be stories using the elements of
correctly the skills for this purpose. given orally or in writing. story grammar. Sequencing of
questions: Discuss and explain each events must also be present in
Who? What? When? activity in order to achieve finished writing products.
Where? And elements of expected outcome. Paragraphs must reflect a main
story grammar idea sentence & supporting
details.
1
RESPONSIVE LISTENING
STA NDARDS 3, 4 & 5
2
APPRECIATE AND CREATIVE LISTENING
STANDARDS 3, 4 & 5
PUPILS WILL LISTEN ATTENTIVELY FOR A VARIETY OF PURPOSES
3
ANALYTICAL/CRITICAL LISTENING
STANDARDS 3, 4 & 5
PUPILS WILL LISTEN ATTENTIVELY FOR A VARIETY OF PUROSES
4
ANALYTICAL/CRITICAL LISTENING
STANDARDS 3, 4 & 5
PUPILS WILL LISTEN ATTENTIVELY FOR A VARIETY OF PURPOSES
5
ANALYTICAL/ CRITICAL LISTENING
STANDARDS 3, 4 & 5
PUPILS WILL LISTEN ATTENTIVELY FOR A VARIETY OF PURPOSES
6
SPEAKING
STANDARDS 3, 4 & 5
7
SPEAKING
STANDARDS 3, 4 & 5
8
SPEAKING
STANDARDS 3, 4 & 5
Engage children in oral Role play for e.g. use of Develop positive and
retelling of familiar and telephone skills in Social Studies.
unfamiliar stories.
9
SPEAKING
STANDARDS 4 & 5
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESMENT/ CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITY
Speaking for a variety a. Serve as efficient group Select small group activities Monitor contribution to Tape recorder
of purposes and leader in various groups that will encourage children discussion. Audio cassettes
practice leadership b. Work and cooperate as to talk, ask questions and Story books
skills group member to perform varied self- selected or express their ideas and Expository
assigned tasks. opinions. materials
c. Demonstrate a sense of humour.
Participate in formal discussion (without Practice interview sessions Write questions for Interviews linked
monopolising the exchange of views or arguing). with people they know. interview. across the
Use the telephone (public, private, operator Brainstorm question for Plan interview. curriculum.
assisted) intelligently and courteously. interview. Conduct interview
Conduct a meeting according to simple Share results
parliamentary procedure.
Explore interest; give clear explanations,
instructions, directions, lucid reports, reviews,
summaries and make announcements; present
various arguments and opinions orally.
Develop the ability to express the essence of a Gather information for Present information vary
selection- prose, poetry, drama- through reports review etc. points of view support
emphasis on proper words, phrasing, differences opinions
in inflection, using only the voice.
a. Tell/ read stories or personal a. Discuss reaction to Plan story telling project. Story mapping.
Experiences audience-type situations with story.
situations with enthusiasm, and sufficient skill
and interpretation to enable the audience to share
the aesthetic quality of the story/ experience.
b. Participate in dramatic activity giving b. Select script
Attention to effective delivery- enunciation, Rehearse performance Group presentation of Write a script for
pitch, volume. Stage performance choral speaking. a skits.
c. Recite, memorise, interpret poetry orally c. Prepare piece for choral
In groups or individually, capturing the reading
emotional or aesthetic experiences presented by
the poet.
10
SPEAKING
STANDARDS 4 & 5
11
SPEAKING
STANDARDS 4 & 5
12
SPEAKING
STANDARDS 4 & 5
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED SAMPLE ASSESMENT/ CONNECTED RESOURCES
TEACHING STRATEGY EVALUATION ACTIVITY
B. Speaking for a Formulate and ask questions to clarify thinking Model activities have Children select activities- others Developing questioning Resources person from
variety of purposes and answer questions. children role play different perform. Switch activities. skills in comprehension outside the class.
Perform varied speaking tasks e.g. Greeting and situations. exercises
welcoming classrooms visitors, making
presentations, announcing, offering expressions,
giving jokes, saying thanks, farewell.
Locate, identify, observe, discuss different parts Pupils‘ sound different Auditory discrimination Letter- Occasions to perform for
of the body that involved in speaking- teeth, letter sounds e.g. ‗th‘ other exercises. Sound discrimination in peers in other classes.
tongue, jaw, oral cavity/ mouth, lips, nasal observe mouth and throat Reading.
cavity, ear. Larynx and explain their relationship movements.
with speech.
Perform exercises to facilitate proper breathing
habits requires in speaking;
Recognise / discover their speech problems or Practice Tongue twisters
defects and practice speaking in order to remedy
or eliminate them; keep record of process in
speaking.
Define and assert themselves within their own
sex roles and groups, especially as far as voice
quality is concerned.
Empathise with speech- impaired persons e.g. Speak on selected topics Suggested ways to help other who Writing speeches on note
the deaf or hearing- impaired ill/accident victims related to outcomes. are impaired. cards can further develop
and other speech- handicapped persons. self- esteem
Analyse literature selection for aesthetic
pleasure and to discover deeper meanings.
Build self- esteem and display ease and poise in
speaking.
a. Add appropriate gestures to reinforce
their speaking
Eliminate excessive physical movement, Role-play public speaking. Initiate public speakers- e.g. news
distracting mannerisms e.g. head jerking, casters.
fidgeting, head twisting, eye blinking, twitching
jaw and mouth, body or plank expressionless
faces.
Speak extemporaneously on different occasions
13
SPEAKING
STANDARDS 4 & 5
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITY
B.Speaking for a Begin to think more independently Teacher allows a pupil, to be the Monitoring group using Use oral work across Tape recorders
variety of purposes and critically by ‗teacher‘; to tell the class an agreed criteria to judge the the curriculum to Video cameras
with more a. Reasoning based on direct agreed topic; to organise the oral skills and confidence of increase understanding
independence and observation or concrete class into groups, and to the ‗teacher‘. of concepts and
critical ability. experience. announce the presenter from participation.
b. Make assumptions, generalise each discussion group before
and deduce things; think each shares the ideas.
abstractly ‗Teacher‘ thanks everyone for
c. Participate in creative problem- sharing.
solving of personal and social
problems and in decisions-
making
d. Contribute ideas more
confidently
e. Express concern about justice
and fair-play in their personal
relationships
f. Imagine and visualise
g. Pool and share ideas
Participate in purposeful dialogue
and informal discussion as they
plan; ‗perform‘ varied tasks in the
classroom; managing their learning
Deliver brief, simple, effective,
prepared speeches for different
purposes; to inform, entertain,
persuade- begin interestingly, stick
to the point, conclude well.
Develop standards for evaluation of
their oral skills and products and
those of others and appraise them
co- operatively according to the
agreed criteria.
14
SPEAKING
STANDARDS 4 & 5
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESMENT/ CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITY
C. Valuing speaking for Pupils will participate in Teacher will allow pupils to Students will be assessed READING & Tape recorder
personal, professional and activities where effective view or listen to examples on the basis of their SPEAKING Resource persons
social relationships. speaking skills are valued of good peaking skills that adherence to effective Pupils will read poems Pupils as guest
D. e.g. will: speaking techniques that and recite them to the speakers
allow for the achievement class from memory.
Experiencing the satisfaction To be understood in order to Generate a response that is of objectives stated. WRITING
of speaking and being get service that is efficient satisfactory to the person Content Pupils will write a list
understood making complaint/ request. Manner of questions needed for
an interview.
Using speech to entertain To entertain others Cause others to enjoy a
and change attitudes and performance.
behaviours.
Appreciating the role of oral To feel confident when Readily accept on request to
expression in the creation asked to make an impromptu address a group or give
and perpetuation of culture. speech e.g. direction to a complete
stranger.
Analysing literary selection
for aesthetic pleasure and To offer a vote of thanks Cause a change in behaviour
discovering deeper or attitudes.
meanings.
15
VISUAL LITERACY
STANDARDS 3, 4 & 5
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITY
Viewing Pupils will view diagrams for Teachers use diagrams in content area, Pupils will construct a diagram and STUDY SKILLS Content area text
thinking, and using organising. text- books. use a checklist t determine the Pupils should be books
Thinking correctness of the diagram encourage to draw their Posters
Elicit from pupils the information that constructed e.g. own diagrams to support Diagrams
Organizing is necessary for a diagram e.g. their note-taking & note- Road signals/symbols
Is there a heading? making exercise Icons on computers
Using 1. The name / heading Restaurant and other signs.
Is the drawing easy to understand?
DIAGRAMMATICAL Pupils review signs, symbols 2. Clear drawing
MATERIAL and icons and share their Is the writing legible?
meaning. 3. Lines showing parts indicated
All my lines indicating parts of the
4. Legible labelling diagram place in such a way to
avoid confusion.
5. Placement of labelling e.g. equal
number of lines on each side or
using all sides of diagrams in
such a way to avoid confusion or
changing the direction of diagram
to be held.
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VISUAL LITERACY
STANDARDS 3, 4 & 5
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE CONNECTED RESOURCES
STRATEGY ASSESSMENT/EVALUATION ACTIVITY
Viewing Pupils will view maps for Teacher asks pupils to Pupils will be given a FIELD TRIPS: Maps
the purpose of determining: write a short description and asked to draw a Pupils can be Diagrams
Interpreting description of an map to match. Evaluation must encouraged to draw Content area
1. Type of map e.g. imaginary country. consider all elements necessary road maps of locations books
Organising political, historical, Description to include: for the type of map that is of places to be visited
weather or road. present. or already visited.
Communicating a. Size and shape
2. Title VIEWING- On Television
Using b. Cities/town Pupils are encouraged to
3. Legend/key watch weather forecasters and
MAPS c. Border the types of maps presented
4. Direction countries and during the weather segments.
location in respect Class discussion to follow.
5. Distance to one another.
Standard 3 pupils SOCIAL STUDIES
6. Scale can do a map of the Trace/ draw map of Trinidad
school or a road and Tobago, the main towns,
7. Location map or a map of the symbols for major mountain
district. Teacher & ranges, rivers, oil fields,
pupils together industrial estates.
explore description
to draw map to
match, deciding on
symbols to be used.
17
VISUAL LITERACY
STANDARD 3, 4 & 5
Viewing Pupils will view time- lines Teacher will discuss with Pupils can do time- lines COMPREHENSION Content area
in order to: pupils to determine: for: Students will write Text Books
Interpreting comprehension questions Story Books
1. Orally present the information a. The purpose of the time a. Their lives from birth for time- lines supplied by
Organising given line to present the teacher.
Communicating
2. Create text to match time- b. The organisation of the b. The life of a prominent WRITING Biographies and
Using lines given material either vertically leader in Trinidad and 1. Pupils read fairy tails Autobiographies.
or horizontally Tobago. and create time- line for
TIME LINES characters e.g. Jack and
3. Create time-lines to c. The accuracy of the c. The stages of a political the Beanstalk,
demonstrate the movement of information and process e.g. colonisation to Goldilocks
a fictitious character through a presentation of it. independence
story. 2. Pupils will write short
d. The appropriateness of expository piece and
the time-line to support create a time- line.
text information.
3. Pupils will read
biographies of non-
fiction characters and
creates time lines.
e.g. David Rudder
Tubal ―Buzz‖ Butttler
18
VISUAL LITERACY
STANDARDS 3, 4 & 5
Viewing Pupils will view tables, Teacher will select one Present one of each type of READING Tables
Interpreting graphs and flow charts, webs graphic organiser for organiser. COMPREHENSION Graphs
Organising and maps to: discussion to elicit answers Let pupils orally: Use Mathematics, Maps
Evaluating to the following questions: Science and Social Flowcharts
Communicating 1. Identify the type of organizer Studies material for Grids
Thinking a. What kind of organiser 1. Identify the type of organizer tables, graphs and charts. Webs
Using 2. Interpret information by is this? Pie charts
GRAPHIC asking questions and search 2. State two pieces of Questions at all levels-
ORGANIZERS for answers. b. How is this organiser information Literal, Inferential and
arranged? Critical
a. Graphs 3. Make inferences and draw 3. Give an opinion about the
conclusions using graphics c. What information does information on the chart
b. Flow Charts it tell us? WRITING
4. Determine the appropriateness Write the story of the
c. Tables for the chart for information d. Can any conclusions be 4. Choose an organizer outline information presented
presented. drawn? E.g. the and fill in the information
d. Webs increase/decrease or SPEAKING
road accidents over two Using the organizer, do
e. Maps years? an oral presentation and
be prepared to answer
f. Grids e. Is this organiser suitable for questions.
this information? E.g.
i) Comparing budget LISTENING
expenditure as a pie chart Pupils must be prepared
ii) Presenting vocabulary to ask questions after oral
words to describe a presentation
character on a map
NB Questions a, b, c, d, e may be
applied with some adjustments to
all graphic organizers listed.
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VISUAL LITERACY
STANDARDS 3, 4 & 5
Viewing Pupils will view video clips. Teacher will select video Teacher will provide SPEAKING Slides & Slide
Films and slides, clips, slides, films to suit programmes of a particular Let pupils prepare an oral projector
Interpreting documentaries and narratives objectives and level of pupil type e.g. narrative or presentation on a particular V.C.R.
to: understanding. documentary. Provide an topic and use a video clip Television.
Communicating Discuss and use peer agreed checklist and or slides to enhance it.
a. Identify elements of story interaction for reactions to questions. Let students
Thinking grammar examples presented. provide comments on
b. Advance reasons for examples viewed.
Evaluating character actions e.g.
c. Listen to character
Using dialogue and make a. Are story elements clearly
VIDEOS predictions. identifiable?
(RECORDING d. Compare/ contrast
STRIPS) programming features b. How did the setting help to
SLIDE e.g. talk shows, news, plot sequence and interest?
PRESENTATIONS weather, documentary.
e. Discuss the effectiveness
of special effects e.g.
Time lapse photography
20
LITERATURE
STANDARDS 3, 4 & 5
A. LITERARY The pupil will: The teacher will Review Composition A copy of
GENRES/TYPES OF Observe and interpret illustrations Review effective Use the fable as a Aesop‘s
LITERATURE and pictures listening strategies Answer orally or in model for story Fables e.g.
written form. writing (Lange. Arts) The Ant and
PROSE Follow the events in stories; Read aloud the fable the Dove.
POETRY How did the Ant show Illustrate your favourite
DRAMA Develop, with decreasing Have the student the Dove that she was part of the story Visuals e.g.
dependence on the teacher, a discuss and respond to grateful for the help (Art/Craft) Chart.
Developing a love for sense of sequence, and be able to the particular genre- given?
reading put events/actions in answer ‗How‘ and Dramatise your favourite Tapes/
chronological order; ‗Why‘ questions. Did you enjoy the part of the story. cassette.
Prose (Fiction) story? Why? Why not?
Fable Recall events; Call attention to animal Write a dialogue between Individuals
Fairy Tale characters Is a fable a good way the ant and dove or
Folk Tale, Legend, Myth Recall dialogue used in stories of teaching a lesson? Blackboard
(Parable) Short Story Research/ perform a copy of the
Biography/ Narrate entire stories simple dance. given genre
Autobiography Engage in Observe the students‘ e.g. myth,
Excerpts from a Novel or a
Identify characters (persons, dramatization with listening behaviour, legend or
Novella/ Novelette pupils including body folk tale.
animals, things) mainly through
illustrations; language and
Assist pupils to list the appropriate response Texts.
Visualise the action, setting, characteristics of the at the end of the oral
characters in the stories; particular genre presentation-
Teacher records
Acquire knowledge of words and The teacher will do comments in
structures; ―Read Alouds‖ for a Teacher‘ file (notes)
Listen appreciatively and few minutes every day
courteously to the fable from a book in the class
Or...... library or a favourite
Explain the lesson a fable tells one of a pupil.
Identify characteristics of a fable,
myth etc.
21
RECREATIONAL READING/LITERATURE
STANDARDS 3, 4 & 5
B. Develop skills, The pupil will interpret The teacher will Oral/Written reviews of story Composition- Writing A variety of
attitudes, values. Events in stories Identify specific genres elements of a particular Paragraphs with print
Recognise the Roles of characters in stories and present examples. genre. writing process. materials-
Characteristics of Apply moral judgements to the Listen to find out the The student will correctly Completing stories students‘
Narrative behaviour of characters students personal answer the questions about: Illustrating stories
1. Story Elements Arrive at values (moral and social) preferences in story -who Drama (original)
Where/ When (setting) Develop a sense of what is form. -what Story Telling Teacher‘s
Characters (Who) aesthetically pleasing Use the WH- How -when Art/Craft activity. stories
Plot (sequence of Identify and empathise with questions get details of -where (class
events characters story frame. -and why (outcomes, library)
-what happened first, Recognise more than one Have the student main idea, cause and Published
-what happened next, interpretation compose the effect relationships stories in
-what happened beginning, middle, end drawing conclusions, anthologie
finally? The student will: of a story (orally or in plots) s or
-conflict, climax, Prepare a story (fable, writing) (individually separately
resolution) myth.....) for reading aloud or and in groups) Teachers‘
Theme (Why) oral telling. Prepare story maps College
Style (How) Listen attentively to identify using story elements. Literature
-Point of View and discuss story elements- anthology.
-Flashback plot, atmosphere, setting,
characterisation, dialogue,
Style: climax and anticlimax. Written texts,
-Choice of Words: Present an oral report on a Teacher uses a story for samples of
Sensory words- example ‗Red Riding print,
given story, using story
-appealing to Hood‘ to demonstrate Transparencies
elements.
sight, selected story Visuals)
Sequence the development of
touch, feeling, the plot. elements.
smell, taste Author‘s hat
Compare and contrast
characters in different genres Pupils‘ follows what the
Imagery teacher modelled using Author‘s chair.
Read for pleasure and
Word Pictures another story.
information.
Write expressing a personal
opinion, response to a story.
22
RECREATIONAL READING/ LITERATURE
STANDARDS 3, 4 & 5
Develop sensitivity to The student will The teacher will- Revising a composition to Literature Language/
Language. Use and examine the writer‘s Provide a stimulating print- improve vocabulary- Journal
craft. rich environment. Substituting appropriate, Composition- related tasks
Develop aesthetic Choose and use vivid words Have an oral exchange of ideas more vivid words for tired Creative Dramatics
emotional responses. and details in writing in an interactive environment. ones and playing word Reading
Tell a story, using I, my, Highlight aspects of language games. Critical Thinking
me‘ or he/she said‖......(point use (vocabulary) activity in Social
of view) Discuss and examine language Use ―Hot Seat‖ Studies.
Use flashback‘ in plot use by the writer Pupils prepare and share
development. their feelings and
Appreciate the use of style, apprehension about the
imagery and language in book they are reading.
general. Peers respond by sharing if
Recognize conflict as it this made them wish to read
applies to man against the book or not.
himself; man against his
Recreational materials
world. Content Areas:
Share with the class what Relevant text books
Gain further insights into The teacher will Interpreting
Encourage pupils to enact you wrote to make the Reading Materials
human behaviour
reader dislike the ‗bad guy‘
observe and comment on the scenes and incidents from
in your story.
author‘s point of view books and to write and perform
express their own opinion short one-act plays based on
understand how language stories read.
varies according to emotional Assist pupils to use cues and
state, context and situation stage directions,
23
RECREATIONAL READING/ LITERATURE
STANDARDS 3, 4 & 5
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED SAMPLE ASSESSMENT/ CONNECTED RESOURCES
TEACHING STRATEGY EVALUATION ACTIVITY
A. POETRY The students will The teacher will Prepare a summary on Preparing ‗A A piece of written
Derive pleasure from listening to and saying Present a paragraph and differences between poetry and Literature Log.‘ communication.
Understanding the rhymes and poems a poem about the same prose Starting an
nature: Demonstrate a knowledge of rhymes, jingles, poems topic E.g. you can express the same anthology of Prose (a paragraph)
Respond emotionally to poems, and discuss their ideas, feelings either as a prose favourite poems and poems on
Recognizing the feelings Read or have volunteers or poetry. A poet uses fewer on a variety of similar themes
form of poetry Develop and demonstrate a sense of rhythm in their read the poem aloud, words but he/she creates very topics.
Discovering the recitation after silent reading. clear pictures in the mud of the Poems on the same
rhythm of poetry Begin to develop the ability to recite poetry with the reader. A poem is often written topic
Observing the required articulation, intonation and expressiveness Discuss the relevant in lines. Sometimes, the words
language of poetry Participate in group and choral work points rhyme. A poem has a stanza Tapes of local and
Identifying and Compose their own rhymes while prose has a paragraph. A other poets saying
sharing in the poets‘ Begin to appreciate poems and discus attributes Question fully. paragraph often has more their poems
treatment of topics words and sentences
poems and discuss attributes of poems
Experimenting with Derive feelings of pleasure and satisfaction from Examine texts (poems Tape recorders
forms of poetry vs. paragraph) Or
reading and reciting poetry
Experiment with the forms of poetry e.g. limerick, Audio tapes
(The poems selected Explain, think about, Write a paragraph or a poem
haiku
for the enjoyment of and have pupils about something that interest
Compose and say their own rhymes, poems
the pupils should be responding in different you.
Identify and share in the poets treatment of themes a) Say why you chose the
varied and include ways.
through discussion and imitation form of writing you did
humorous, serious and
Listen critically to poems.
narrative poems about
Read poems critically and aloud in audience type
everyday experiences
situations.
and vicarious
experiences. They Say poems with proper enunciation, variations in
must then be pitch, stress and phrasing (good expression) in
introduced to free group or individually.
verse. Write personal responses to poems and state
Poems must suit the preferences.
intellectual Write / compare poems.
development and Observe and discuss unrhymed verse.
ability of the pupils.) Identify the distinctive features of poetry and of
prose.
24
RECREATIONAL READING/ LITERATURE
STANDARDS 3, 4 & 5
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURES
STRATEGY EVALUATION AVTIVITY
B. POETRY The student will- The teacher will- After listening to a part of the poem, Exploring curricular Visuals
Types of poetry Listen attentively to find out the Present a poem orally. the student will correctly answer connections. Tapes: Teacher
purpose of a poem. questions at the literal level, prepared and
Poems which tell a story Read a poem aloud. inferential level and critical levels Have students create commercially
Say the poems or parts of a e.g. What is..... about? (literal) poetry a sharing circle done.
Poems which express poem expressively in groups or Discuss relevant points. How did the poem make you feel? about a topic in Library collection
emotion individually Science. Personal
Encourage children‘s questions, anthology.
Poems which describe a Memorise, perform, and recite a comments, personal responses. Live
person, place, animal, poem. What in the poem did you like the performances of
thing, scene, process. Examine the texts. most? poets and readers
Discuss the content of the poem Narrative Poems-
Poems which teach a (what is it about?) Explain/ think about parts of Ballads, Calypso,
lesson the poem. Review how pupils listen Rap.
Read the poem silently. appreciatively and courteously to Lyrics of songs,
Poems which amuse. their peers sharing their poems. poems, sonnets,
Dramatise favourite parts of
Write a personal response haiku, psalms
the poem.
Limericks
Poems which make you to a poem or an extract of
Shape Poems.
think deeply. a poem. Listen critically to
Descriptive Verse
memorised poem being said
Nonsense Poems
Create a poem. and recorded assessment of
Poems which
the oral presentation.
illustrate values.
Dramatise a poem.
Reading poems for pleasure
Illustrating poems.
Performance of poems
25
RECREATIONAL READING/LITERATURE
STANDARDS 3, 4 & 5
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITY
C. Understanding The student will select and use proper The teacher will provide varied What is the poem about? Social Studies Poems
Poetic Terms terminology in dealing with poems. opportunities foe students to use What feelings does it arouse in Science Books for
Poet/ Poetess poetic devices. you? Write poems about material to
Share the ways he appreciates poetry. What do you like or don‘t like anything you feel deeply think about.
Mood and Tone The teacher models appreciation about this poem? about.
Identify and share in the poets for poems by her expression and Write your own poem about a Tape
Stanza, Verse treatment of topics: themes, attitudes: excitement. similar topic. recorders
Audio tapes
Symbol Derive feelings of pleasure and She shares specific words, ideas
satisfaction from reading, reciting and she appreciated and tell why.
Line listening to poetry:
The teacher gives the opportunity
Free verse Gain new insights into human nature. to select the poems they like and
Experiment with more forms of share what they particularly
Couplets poetry. appreciate and why.
Compose and say their own rhymes,
poems.
Understanding The student will- The teacher will- present The student will define simile,
Figurative Language Listen critically to simile, metaphor, examples of simile, metaphor, metaphor, personification, include
personification. personification. an example of each in his/her
Simile Read simile, metaphor, Have the student read/ listen to ‗literature log‘ or portfolio.
personification the simile, metaphor,
Metaphor Create/compose simple, metaphor, personification critically,
personification. Question students on the various
Personification distinctive features of a simile,
metaphor, personification.
Have student select examples
from written texts and compose a
simile, metaphor, personification
select the poems they like and
share what they particularly
appreciate and why.
Oral and written appreciations are
shared with peers.
26
RECREATIONAL READING/ LITERATURE
STANDARDS 3, 4 & 5
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITY
Pupils should be able to:
A. DRAMA Derive pleasure from role playing , Oral practice of reading material One- act dramatic Social Studies Recreational
miming, dramatizing incidents, events, and own work. presentation based on a Creative Arts reading and
Using drama to stories, etc.,; Individual and choral work pupil created story. Choral Work writing
develop One act play enacted in class One act plays composed Content area
language skills Fix characters and events firmly in by pupils material.
and their minds;
opportunities for Teacher modelling of a dramatic
self expression. Begin to understand and use the reading of a favourite book. Area for
expressive power of language performance
Pupils dramatising words of
Begin to discover the rhythm of the selected characters finally.
spoken language;
Pupils narrating and acting selected
Articulate commands, questions, plays.
requests in a sufficiently loud voice;
practice the structures of the
language;
28
RECREATIONAL READING/ LITERATURE
STANDARDS 3, 4 & 5
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITY
Stories, Poems, Plays
C. Understanding The student will list the Sharing/ Reading a brief simple Responding to questions Poetry: Narrative (Literary Materials)
Dramatic Terms and play. (oral mainly) and comments.
Elements Basic elements of a play, Prose: Narrative- Literature Incidents
using appropriate Discussion in pairs, in large For example: as models foe creative
A Play terminology- script, play, groups. writing, art, craft, music, Riddles
actors, director, audience, What do you think made the dance activity.
Dialogue plot, setting, character, Identify character roles, action, drama interesting? Characters
stage situation; stimulate creative Examples: Have pupils
Playwright Teams and thinking through critical What did the character look improvise/create songs or New paper reports,
The student will create questioning. like? instrumental pieces within articles
Structure: and act out simple scenes specific guidelines and with
Character that have characters, Practice of roles, interpreting roles What kind of person was a variety of traditional or Fictional, historical
Setting setting, plot, dialogue. through speaking and action by he/she/ it? non-traditional sound materials (co-
Plot children. sources to express an idea or curricular subjects)
Stage directions The student will How id he say........? feeling and provide
Script demonstrate Performance in audience type background music to or Visits to / of children‘s
improvisation, dialogue, situation. Response from class. How did he/she act/do? incorporate in the drama theatre,
(An introduction to scene used to tell a story. (Music)
Theatre Arts) Use Cooperative Learning Was the character Drama Groups
The student will use role Techniques. interesting to watch? Have the student create (Resource Persons)
playing to resolve simple props or collect
everyday situations, Have pupils write short play or Was the story/action materials which can be used Music
problems. scene. exciting or boring? Why? for dramatic activity (Art)
Art/ Craft Products for
Pupils asked to act out a scene How did it all turn out? Sad? Have the student understand Props.
based on a script. Happy? the relationship among the
Demonstrate basic acting skills other curricular areas and Discarded Carnival
-sensory recalls concentration/ Did the class work well Drama (All subjects) pieces.
thinking discipline (not rigidity) together?
Mime/action
Vocal improvisation Did the audience listen
Use of voice, courteously?
Use of non- verbal
communication (gesture etc.)
29
MECHANICS OF READING
STANDARDS 3, 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE CONNECTED ACTIVITY RESOURCES
STRATEGY ASESSMENT/
EVALUATION
Class texts
PHONICS- Pupils will Teacher will: Transcribe the following GRAMMAR Teacher made
Analysis letter Apply most phonic skills when Encourage pupils to apply skills as it is read Changing word classes passages
sound reading any written material Use prompts based on skills, taught e.g. Games
Use knowledge of phonics in e.g. What sound does the beginning The departure of the official (a) Comprehend______
conjunction with other word letters represent? was an occasion requiring (b) Race- racial
attack strategies to decode new Reinforce skills through dictation tight security. (c) History- Historic
words exercises.
Use phonic analysis (letter Use words in content for spelling Read a paragraph from WRITING/SPELLING Various
sound): exercises the Social Studies/ Using phonic skills in writing Reading
i) Reviewing variant sounds of Discuss words that do not conform to Science text. essays/letter/ journals Material
consonants, double and silent phonic rules
consonants, consonant diagraphs Utilise word games e.g. scrabble,
and blends. cross-word puzzles.
ii) Reviewing diphthongs, vowels Employ phonograms e.g.—ight, --tion,
diagraphs. --sion, ture, ble, cle, cial, etc.
iii) Reviewing principles
governing vowel sounds.
iv)Variant spelling of vowel sounds.
v) Vowel sounds in accented and
unaccented syllabus (schwa
sound) e.g. movement.
vi)Diacritical markings of vowels
e.g. cn, cne
vii) Using a pronunciation guide
in dictionary. (Schwa sound given
to last syllable.
Sight words Identify and pronounce Have pupils read various GAMES Games
words from ―Dolch Sight materials with the words. Bingo, Snakes & Ladders Words Lists
Words List‖. Use questions to generate
Construct sentences using a special education tense with the WRITING
combination of sight words words. Using given words in paragraphs
from the Dolch list and Use various games. Key words n other subject areas
Content Material. e.g. government, parliament,
business, corpuscles, bacteria etc.
30
MECHANICS OF READING
STANDARDS 3, 4 & 5
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT CONNECTED RESOURCES
STRATEGY EVALLUATION ACTIVITY
STRUCTURAL Use structural analysis (word Have pupils read materials Underline the words which
ANALYSIS (word structure): containing inflectional depict past tense- WRITING
structure) endings. He jumped up and kissed her. Composing essays Pupil work
Inflectional endings i) Reviewing prefixes, suffixes, Transcribing dictation Stories
-ed, er, est, ing, s roots of previous year, adding Encourage the use of the Underline the words which Passages from
more prefixes and suffixes. appropriate endings when mean more than one ―Books SPEAKING textbooks
ii)Reviewing plural, verb, adjective writing are not for tigers,‖ said the Pronouncing endings of words. Teacher made
and adverb endings. teacher. materials.
iii) Dividing in syllables through Read materials containing GRAMAMR
rules. words with the inflectional Adding ‗ing‘ to these words Number (Singular and
endings. _________ unite, ride , swim Plural)
Employ knowledge of Agreement of Subject
inflectional endings to facilitate and Verb.
interpretation of reading material. HISTORY
Teacher models talk about Past event
Construct words by attaching meaning change related to
inflectional endings to verbs, different inflectional endings
adjectives e.g. thinner, planted e.g. ing: action in progress – the
rushing water
Add ‗ing‘ towards ending with
the letter ‗e‘.
Improving Vocabulary The pupil will Ask children to generate Fighting is _______
Building Skills Build new concepts and refine words or ideas about a immoral: illegal.
old ones. given topic.
Searching for meaning Use context clues to get the Give meaning of new Fill spaces with suitable
meaning of unfamiliar words. words in reading lesson words
Differentiate meanings of a Use words in different e.g. Identify the meaning
particular word. context. of words in context e.g.
Discover meanings by Use prefixes or suffixes to The parcel is light.
analysing word structure: unlock words. I light the candle.
prefix, root, and suffix. Exercises to add prefixes
Categorize words: Word class, and suffixes to base
analogies, and strangers in a words.
group, studying verbal Complete semantic map Engage in classification Reference books
relationships. activities in Science or Charts
Social Studies.
32
READING – MECHANICS
STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGIES EVALUATION ACTIVITIES
Identify and define words Have pupils read materials Read the following sentences MATHS Content Area
Prefixes with the prefixes- semi, with words containing the and state the meanings of the Identify shapes whose materials
tele, tri, uni,, micro, prefixes. underlines words. names begin with tri,
super, anti, pre, aero etc. Encourage pupils to use semi. Actual objects with
words containing the I used a microscope to the names that
prefixes when speaking or observe the bacteria. ART include prefixes
writing. How many angles are there in Drawings of tricycle, e.g. microscope.
Engage pupils in matching a triangle? superman, television.
words with appropriate It is a supermarket.
prefixes.
Have pupils state the
meanings of words by
analysing the prefixes.
Demonstrate the substituting
of words in sentences and
engage pupils in similar
exercises.
suffixes Write the words in the STORIES Fairytales
Identify suffixes in given Similar to above appropriate columns Handsome Prince in a Classroom
words Kingdom. materials
Identify and define words Have pupils determine word - Attend, friend, king, Expository text.
with the suffixes: -way, - classes with and without whole SOCIAL STUDIES
dom, -able, -ible, -ness, - suffixes - SOME, DOM, SHIP, Attendance register
onus, -fully, -ty, -ance, - e.g. inherit - inheritance ANCE
tion, -ship, -some and create - creation TIME TABLE
Comprehension
different forms of the Use the various forms of
word ‗shun‘ composition
words in sentences to
Note the changes suffixes demonstrate meaning e.g.
make in meanings of
words. God created man
33
VOCABULARY
STANDARDS 3, 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED ACTIVITY RESOURCES
STRATEGIES EVALUATION
Categorizing Pupils will Discuss meaning of Name the category COMPREHENSION Pictures
Arrange pictures/words in pictures/ words Main Idea
categories Refer to lessons on ‗title‘ Monday Ten Texts (Class)
Select/match pictures/words Have pupils create their Tuesday Fifteen SCIENCE
relevant to different categories. own categories Wednesday Twenty Solids Liquids Class Exercises
Identify the odd picture/word Have pupils examine Thursday Four Stone Water (Content Area)
from a given list. newspapers, magazines etc. Nail Oil
Focusing on format e.g. Category.... Category.... Newspaper
sports section, forgiven LANGUAGE/GRAMMAR
news, comics... Write words under the Magazines
Have pupils identify and categories NOUNS VERBS
discuss relevant/ irrelevant
information. Vertebrates Invertebrates John Write
--------------- ---------------- Refrigerator tried
--------------- ---------------
--------------- ---------------
Contextual Analysis Say/write appropriate word in Discuss relevance of Write the appropriate words. All content areas
(Cloze) sentences particular words in The v ______ of the liquid in DICTIONARY WORK Content Area
Explain choice of words sentences the flask is 20 cm. Determining appropriate information that
The ______ of Trinidad and meanings of words. was studied.
Review parts of speech
Tobago is Port- of- Spain. CONTENT AREAS
Use Direct Reading
He asks questions about Words from various subjects.
Thinking Approach
everything. He is very _____. e.g. Maths -acute
(DRTA) (focus on
Science - conduct
important/key words).
English -case
Prompting by using Social Science -habit Dictionary
beginning letters of words,
Thesaurus
rhyming words etc.
34
VOCABULARY
STANDARDS 3, 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGIES EVALUATION ACTIVITIES
Multi meaning Words Use words in context to show Provide examples of Match the underlined word ART Content area
different meanings words used in different with appropriate meaning. Drawing to demonstrate Materials
Determine meanings of words contexts meanings e.g. face, dash Pictures
by analysing the context Have pupils supply words POETRY
from materials read. He is mean when he is Use figurative language Poems
Use the dictionary to angry.
demonstrate the use of a) Have as its thought:
multi- meaning words. intend too say.
Understand words- literal and Have pupils match words b) Not noble; unkind
figurative with appropriate meaning
based on context in which
the words are used.
Use figuratively language.
Homophones Identify and use homophones Provide sentences with words Use the following words ART
correctly in sentences (orally/written) appropriately. Illustrate to depict
Determine meaning/ spelling of Refer to context clues I wrote the letter on hotel meanings of words.
words by analysing context in Conduct dictionary exercises. (stationery, stationary)
which word is used e.g. alter, Have pupils create sentences There are many (patients, CROSSWORDS PUZZLES
altar, advice, advise. with homophones patience) in the hospital.
SPEAKING/ WRITING
Conduct dictation exercises. Creating sentences with Pictures
Use CLOZE exercises homophones
Concrete objects
POETRY
Rhyming endings
35
VOCABULARY
STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED ACTIVITIES RESOUCES
STRATEGIES EVALUATION
Homographs Pronounce and state the Refer to context clues Use the following words in ART Puzzles
meaning of homographs in Provide sentences with words sentences to show differences Depict meaning of words
given sentences. (orally and written) meanings. through drawing e.g. bow, Dictionary
Construct sentences using Conduct dictionary exercises Lead, minute, subject bow.
homographs/orally, Have pupils create sentences Read the following:
written. Use CLOZE exercises 1) It was time to present Jane GRAMMAR
Have pupils match words to with her present. Review of syntax
appropriate meanings 2) She took a bow, and the
Have pupils read sentences with bow fell out of her hair.
pronunciation 3) Kindly permit me to
present this permit to you.
Substitute identified words Use dramatization to illustrate Underlines the words, in the
GAMES Words from
with meaning antonyms. sentences, which have opposite Opposite attracts content materials
meanings
Match antonyms Use games like crossword meanings.
Construct sentences using DRAMATIZATION
puzzles, snakes and ladders etc.
1) We breathe in oxygen when we Portraying scenes that are opposite
antonyms. Provide example of sentences (Indolent, Industrious)
with antonyms inhale, but breathe out carbon
dioxide when we exhale.
2) The giant‘s gigantic body GRAMMAR
overshadowed the tiny people. Word clues-but, while, however,
etc.
36
READING COMPREHENSION
STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES SUGGECTED TEACHING SAMPLE CONNECTED RESOURCES
STRATEGIES ASSESSMENT/EVALUATION ACTIVITY
WRTITNG
COMPREHENSION Read and retell simple stories Allow pupils to retell stories they Talk about your favourite part of Retell favourite parts of story
Note and recall details Create literal/inferential have read ‗Hansel and Gretel‘
explicitly stated questions Have pupils create questions and What was the occupation of the SCIENCE
relevant/irrelevant Answer literal/ inferential have other pupils provide answers father? Identify details in
questions. (orally written0 experiments
Distinguish between relevant Have pupils answer questions from
and irrelevant details. Follow the teacher DRAMA
directions, instructions and Use the six points of enquiry (who, Portrayal of various
explanations. what, where, when, why, how) characters
Understand a sequence of facts,
ideas, events Allow pupils to retell favourite parts ART
of stories Draw scenes as described in
Use riddles story
Have pupils identify relevant details
CLOZE PROCEDURE
after demonstration of same
Supply missing words by
examining context
Have pupils construct flow charts.
Sequencing Demonstrate the construction of time-
Arrange pictures in sequence. lines. Put the following SCIENCE
information on a Time Steps in an experiment
State the steps for performing Have pupils develop time lines
everyday activities in Line
Provide them with comic strip frames SOCIALL STUDIES
sequential order. to put proper sequence. Time Lines/Flow charts
Arrange events on a time-; line Have pupils respond to questions (Making of sugar)
to form a story. based on passage containing sign
Use signal words as aids in words
sequencing Name the category MATHS
Provide pupils with words, pictures First, second, third etc Class texts
Monday
and have them provide a group name. Topics
Tuesday
Provide a group name and have Wednesday DICTIONARY WORD Studied
Main Idea pupils put pictures, words or objects Category........ Which word comes first etc.
(Classification) in the appropriate group.
Classify objects/pictures/ MATHS
words
Fractions- ¼, ½, 4/10, 11/20
37
READINGCOMPREHENSION
STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGIES EVALUATION ACTIVITIES
From the list, select
words that belong to PHYSICL EDUCATION
the category below Indoor Games
Outdoor Games
FRUITS
SCIENCE
Mango
Cedar Living Non Living
Yam ---------- -------------
Plum ---------- --------------
cherry ----------- -------------
Main idea Provide suitable titles for Provide another title for the lesson LITERATURE
(titles) pictures, stories that was jus read. Book Titles
Substitute titles for Black Beauty
another
S. SCIENCE
Pupils‘ Surnames
ART
Illustrations plus name
CREATE WRITING
Main Idea Identify the topic sentence Underline the topic sentence. Fish Composing paragraphs
(Topic Sentence) in a passage have many ways of protecting from topic sentence
State the main idea of the themselves.
passage. Some fish can outrun their MUSIC
predators. Key statement in a song
Some fish hide in sea plants or in
pile of rocks. Many fish have ART
weapons for protection: sharp Pupils‘ drawing
teeth, snouts, even poison. Abstract art
38
READING COMPREHENSION
STANDARD 3
COMPONENTS OUTOCMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESMENT CONNECTED RESOURCES
STRATEGIES EVALUATION ACTIVITIES
Main Idea Select the main idea in a State the main idea. VIEWING
(Implied) paragraph or longer selection Birds are either chunky (like Still photographs
robins, blackbirds and owls), Films
Provide relevant details to plump and round (like chickens WRITING
support main idea and doves), and slender (like Supplying supporting
sparrows, hummingbirds and details
finches). Writing of passages
COMPREHENSION/VOCAB.
Summarising Summarise passages or Demonstrate the use of outlines List the relevant details in Semantic Mapping
paragraphs using outlines. in facilitating the creation of the ‗lesson‘ that was read.
Summarise content area summaries. VIEWING Pictures
materials using the Directed Incorporate viewing in this Cartoons Teacher made
Inquiry Activity (D.I.A.) exercise. Films passages
approach – D.I.A. utilizes the six Have students predict answers Series of pictures
points of inquiry i.e. who, what, to the ‗six points of inquiry‘
how, when, where, why. questions. SOCIAL STUDIES Class Texts
Production of a commodity Films
Encourage pupils to discuss
STUDY/RESEARCH
predictions.
D.I.A. Stories/Fables
Have them list essential details
Scanning
to create summary.
39
READING COMPREHENSION
STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE CONNECTED RESOURCES
STRATEGIES ASSESSMENT/EVALUATION ACTIVITIES
Predicting outcomes Predict and anticipate outcomes of Utilize the D.R.T.A format John got a beautiful plant pot. STUDY & RESEARCH Comic strips
story/event provide comic strip frames and He put the plant and soil into the Making predictions
Provide relevant details to support have pupils formulate dialogue pot. He then placed it in the
predictions for the characters yard. John forgot to water the SCIENCE Experiments
Utilize activities in other plant. Making hypothesis
subject areas (experiments) What do you think will happen? Weather
etc.
Utilize viewing PHYSICAL EDUCATION Film
Cricket Match etc. Game
(D.R.T.A.- Direct Reading
- Thinking Activity DRAMA Skit
Imitating day in the life of Mr.
Give another ending for a story Read, and have pupils read, Grump
Compare endings and state reasons stories with various endings After reading the ‗Dog and the
for preferences Utilize familiar fables with Bone‘, write a new ending for the WRITING Films
morals story. Writing new endings Fables
Have pupils view films and Story
discuss endings SPEAKING Starters
Retelling stories Reading
Discuss appropriateness of
Texts
endings
VIEWING Pictures
Make inferences based on the use Series of pictures films
Use pictures, films and
of pictures and situation cards. situation cards and have pupils Read the title and study the
Answer inferential questions from illustrations. VIEWING Films
answer questions based on
given materials What do you think happened in Watching films and Class Texts
them
photographs.
Draw inferences, conclusions, Use charades the story?
generalizations Have pupils identify relevant Why do you think the window
Summarize (stating the main points details to facilitate inferencing was left open?
in a passage) Have pupils discuss answers
Compare and contrast by using supporting evidence
Identify character traits
Determine the type of passage, i.e.
biographical, historical, scientific
40
READING COMPREHENSION
STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE CONNECTED ACTIVITIES RESOURCES
STRATEGIES ASSESSMENT/EVALUATION
Finding Cause and Effect Note relationships between Provide sentences and Put ‗E‘ over the effect and ‗C‘ SCIENCE Paragraphs from
(explicitly/ implicitly Cause and effect discuss with pupils the over the cause in the following Experimenting/ Reading Texts/
stated) Supporting and main ideas occurrences in the sentences sentences. Variables Stories
general and specific e.g. Explain the importance of
definition to example certain ‗cue words. I came late to school because VOCABULARY
Identify the cause. Effect in a Use questions to aid in the rain was falling. Cue words
given situation identifying cause/effect
Categorise parts of sentences (explicit, implicit) The wind blew heavily and the GRAMMAR Science Project
under cause and effect Have pupils state the young fruits fell to the ground. Sentence Structures
Identify ‗cue‘ words which cause/effect in sentences.
facilitate identification of cause/ WRITING
effect e.g. because, so, as a Excuses, reasons
result etc.
Identify implied cause/ effect
Determining Facts and Read statements and state Provide examples to Write two 92) statements of SOCIAL STUDIES Brochures
Opinion illustrate concepts of words opinion about this school Using brochures Newspapers
whether each is fact or opinion
(tourism) Stories
State reasons for choice (fact/opinion)
Have pupils state which Advertisements Class
statement is fact/opinion VOCAULARY Texts
Cue words (perhaps,
Allow discussion on choices
seems etc.)
Use questions to evoke
SCIENCE/
responses and discussion
MATHEMETICS
Discuss words like ‗seems‘, Proven data
‗perhaps‘. ‗I think‘ etc.
Differentiating between Distinguish between fact/ Write two statements expressing a fact Stories
Provide various types of (folk/fairy tales)
fact/opinion and opinion and fact/fiction. and an opinion.
materials Various texts
fact/fiction.
Highlight signal
words/phrases that are used
to persuade
Have pupils identify
fact/fiction by reading
materials containing signal
words/phrases.
41
READING COMPREHENSION
STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED ACTIVITES RESOURCES
STRATEGIES EVALUATION
Understanding Identify word meanings, Provide pupils with rhymes following Write a simple poem on LISTENING
connotations of feelings, connotations in the said pattern ‗School Days‘ Tape recorder advertisements
words poems, rhymes, jingles, Have pupils study advertisement List five words, or phrases
advertisements. Have discussion from advertisements which SPEAKING
Provide themes/ first line of encourages the buyer e.g. Oral production of jingles
poems ‗finger licking good‘ squeaky
Discus connotation of certain words clean? MUSIC
Have pupils advertise a given Rhythm
product
FIGURATIVE LANGUAGE
Connotation
Interpretation of Interpret the author‘s Provide resources with advertisements. Create an advertisement for
advertisements. implied motives or enrolling in your school. ART Newspaper
Have pupils collect resources with
purposes in Drawing for advertisements Films
advertisements.
advertisements. VOCAULARY Brochures
Discuss implied motives or purpose of Using Context Clues.
advertisers.
Dictionary work.
Compare advertisements of similar
products
Have pupils determine implied POETRY
motives/purposes. Mood words/themes
Art
Determining mood, Use context clues to Illustrate various moods.
Utilize poems depicting contrast moods VOCABULARY
using context clues. determine mood. 1. Write two sentences
Highlight key words/phrases that using words to express Synonyms/ Antonyms
indicate moods, and discuss. happiness and sadness. GRAMMAR
Have pupils locate key words/ phrases 2. What does the word Adjectives 9mood words)
and discuss. ‗melancholy‘ express? WRITING
Have pupils compose material Composing
(orally/written) using words/phrases SCIEMCE/MATHS
and discuss. Stated facts
Have pupils compose material VOCABULARY
(orally/written) using words/phrases Persuasive words/phrases
expressing various moods. LITERATURE
Fairy Tales.
42
READING COMPREHENSION
STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES SUGESSTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGIES EVALUATION ACTIVITIES
Teacher builds on previous
COMPREHENSION work by employing exercises
Sequencing and materials at appropriate
Main Idea level.
Relevant/ Irrelevant Details
Retelling/ Rewriting selected
materials.
Summarizing
Cause/Effect
(explicit/ implicit)
Paraphrasing Paraphrase or write in their Demonstrate technique using Rewrite in your own words, STORIES/ POETRY Newspapers
own words various poems, newspaper articles the story of ‗The Crow and Rewriting stories/ poems Poems
materials and other narrative materials. the Fox.‘ SPEAKING Stories
Have pupils compare/ Retelling in own words
contrast original and BOOK REPORTS
paraphrased materials. VOCABULARY
Refer to relevant/ irrelevant Substituting words/
details and main idea. Synonyms
Interpretation of slangs/ Identify and interpret Provide various materials Choose the correct meaning SOCIAL STUDIES Texts
slangs/ idioms in oral and containing slangs and for the underlined phrase. Comparing slangs from Magazines
idioms
written forms. idioms When he heard the news, he different countries. Stories
Use idioms in sentences. Discuss the slangs and hit the roof. Newspapers
idioms a) He lashed the roof. LITERATURE poems
b) His head came in contact Use of figurative
Have pupils match
with the roof. language in poems
slangs/idioms with their
c) He got angry. vocabulary
meanings
common words
Provide opportunity for
various/ connotations
pupils to use slangs/ idioms
43
READING COMPREHENSION
STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGIES EVALUATION ACTIVITIES
Summarising Sate the main points in a passage Teacher models her search From your reading, give two Applying comprehension
Compare and contrast for main points and then reasons for Tom going with skills in other subject
Identify character traits shares the information in a Jim areas e.g. summarising
Determine the type of passage sentence or two material in Science and
e.g. biographical, historical, Social Studies text
scientific Pupils follow using another books.
passage in the cross-
curricular text and share the
summarised information in
pairs.
Evaluating State personal reactions to what Use different reports of a Give two reasons why you SCIENCE Newspapers
was read particular context and have think the Principal Why some scientists Magazines
Judge the goodness or badness of students look for bias and Association did not agree to ignore the latest findings Stories
a character, or of a story match to the personal stance the student council in quantum physics? Textbooks.
Assess the importance or of the writer/ speaker of the becoming involved in hiring
relevance of facts political or economic stance. teachers.
Judge if an argument is well
supported.
Judge the effectiveness of
language used.
State personal reactions to what
was read
Identify propaganda and its
techniques
44
READING- COMPREHENSION
STANDARDS 4 & 5
COMPONENTS OUTCOME/OBJECTIVES SUGGESTED TEACHING STRATEGY SAMPLE CONNECTED RESOURCES
ASSESSMENT/EVALUATION ACTIVITY
Fact/opinion Engage pupils in writing sentences that are Read the story ‗Jack and the
fact, fiction and opinion. Beanstalk‘ and state whether it
Have pupils compare a research article and a is fact or fiction. Expository/ Narrative
story on the same topic and then classify as materials
fiction or non-fiction. Prose
Discuss factors that led to classification. Fiction
Legend
Myth
Present both types of materials Identify one lesson from your LISTENING Parable
Differentiating Identify and Discuss the essential features of both types reading text that is expository Listen to stories/ factual Short story
between discriminate between Highlight key words/ phrases. and one that is narrative. materials on tape. Biography
expository/narrati expository and narrative WRITING Autobiography
Discuss purpose of materials
ve materials writing Reporting an event. Novel
Have students compare materials
Composing a story. Poem
Have pupils identify key words/phrases Psalm
Read two articles on Capital Nonsense poem
Provide different pieces of writing on the
Examining Identify key words to Punishment SOCIAL STUDIES Article
same topic with different points of view.
author‘s point discover points of view List the main points as Analysing comments by Editorial
Discuss differences. public officials Ballad
view. of different authors. expressed by two writers.
Have pupils examine other materials and note Debating Calypso
differences. Rap
Critically analyze Provide appropriate materials.
Challenging Examine any letter to an editor Narrative poem
author‘s material bearing in mind Highlight the salient actors in determining of a news paper and state your VIEWING Haiku
author‘s authority Documentaries Brochure
authority. the authority of the conclusions on the author‘s
author. References made to date. Statistics and other authority. Discussion programmes
evidence of research.
Have pupils examine materials and note these
facts. Select the story of the three
Suspending Analyse material and be Provide short paragraphs. pigs (new version). Make SOCIAL STUDIES Films
judgement guided to suspend Demonstrate procedure by making predictions before reading. Listening/ discussing Experiments.
judgement. predictions, reading, recording relevant As each paragraph is read, the weather report.
Record relevant data. details, verifying. Refuting predictions. make further predictions as to
Discuss final response by examining recorded how the story would end. At
data. the end of the story, discuss
Have pupils practise this procedure your predictions.
45
READING COMPREHENSION
STANDARDS 4 & 5
COMPONENT OUTCOME/OBJECTIVE SUGGESTED TEACHING SAMPLE CONNECTED RESOURCES
STRATEGY ASSESSMENT/EVALUATION ACTIVITY
Examination of Recognize/ identify Provide materials with technical Read the manual and answer this
technical writing features in technical writings (specification for a tape question.
writing (formulae recorder etc.) Is this radio supposed to be
etc.) Have pupils examine the powered by batteries or direct
sentence structure/ terms used. current from the house?
Discuss differences/ similarities. Justify your answer
Discuss implications for
understanding said writings.
Problem solving- Read materials and Provide various materials in Put the following information in a POETRY Graphs
(abstract to translate abstract abstract terms. pictograph. Paraphrasing Charts
concrete) ideas into practical Demonstrate the translation of Preferences for flavours of ice Various
terms. these terms into more easily cream are as varied as the flavours STUDY SKILLS written
understood terms. – 25% of the class favours Creating graphs/ charts materials.
Discuss/ compare the different chocolate, 15%peanut,, 20%
versions. vanilla, and 40% rum and raisin. VOCABULARY
Using Synonymous
Have pupils practise the
words.
procedure using diagrams, simpler
terms etc.
46
READING- STUDY SKILLS
STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED SAMPLE CONNECTED RESOURCES
TEACHING STATEGIES ASSESSMENT/EVALUATION ACTIVITIES
Classify and group topics in See Comprehension (Main Idea) List words under the following ALL SUBJECT AREAS Things in the
Parts of a book the various subject areas. topics: environment
(a) Carnivores (b)Capitals
WRITING
Identify the various parts of a What is the difference between the Book reports 9author, Class texts
Have pupils examine and
book. first page and the pages on which Illustrations, when published) Other texts
compare the layout of the
different parts. of the story is written
47
READING- STUDY SKILLS
STANDARD 3
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGIES EVALUATION ACTIVITY
The title page Explain the meaning of the Use a variety of books to develop the Who is the author of ‗Black WRITING Various Texts
terms: author, illustrator, concepts of the terms ‗author‘, illustrating Beauty‘ Book Reports
publisher, publishing company etc.
etc. Have pupils name various authors etc. Which illustrator do you
Locate the above in books Let pupils create a title page for story created prefer, and why
Create a tile page in class e.g. one done during an L.E.A.
(Language Experience Approach) session
Answer question based on a Refer to work done in previous level TABLE OF CONTENTS
Table of Contents Table of Contents Have pupils state the importance of the table Lesson Page
of contents
Ask various questions (literal/ inferential0 1. Types of clouds 7
based on the Table of Contents 2. Rain and Snow 12
3. The Sun 16
GLOSSARY WRITING
Make available books containing glossaries
Use the glossary to determine Compare glossaries and dictionaries Bodi: also bode, boa, bhoda or Note taking
The Glossary the meanings of words Discuss alphabetical order
String peas
Create a glossary Carite: type of white fish also
Have pupils use glossaries to determine word
Called Spanish mackerel
meaning VOCABULARY
Mutton: sheep meat
Allow pupils to create a glossary based on a
class story. Alphabetization
QUESTION
1. What is another name for
Provide books with idiocies
The Index Locate information by using the Carite?
Discuss with pupils the main features viz. 2. Is bodi a vegetable or a fruit
index (a) The alphabetical order
(b) The manner in which pages are numbered INDEX
Have pupils use the index to locate given Birds 116-27
terms Activity of, 119
Demonstrate use of the index Beak of, 121-23
Compare the index with the Table of Feathers, 116-17,125
Contents. Feet, 124
Shapes, 118-19
Songs, 119
48
READING- STUDY SKILLS
STANDARD 3
COMPONENT OUTCOMES/ OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED ACTIVITY RESOURCES
STRATEGY EVALUATION
Have pupils use the index to answer QUESTIONS WRITING Various texts
various questions 1. On how many pages will you Note taking
find information about breaks? Alphabetization
Use the atlas to locate countries, Demonstrate locating various places 2. What information will I get on Outlining
Use of the atlas island and physical features, by using the index in atlas page 119? Main Idea/ Details
(mountains, rivers, towns) Allow the pupils to work in groups Locate the capital of Trinidad and
Use the atlas to state location of to locate various places/ features Tobago ART/CRAFT Atlases
the above features Have pupils state location of places/ Where is Maracas Bay situated? Creating maps Stories
features Circle the Pitch Lake on the map (papier mache) Calss Texts
Use of Use pictures, graphs, maps, Have pupils list some places situated LITERATURE
diagrammatic charts, diagrams in the north, west, east, and south. Scenery of places (verify on atlas)
material Summarize information continued MATHS
Use maps with reference keys Ratio/Scales
Creation of Create simple maps Demonstrate use of the key Using references key to answer the
Simple maps Make a reference Key ART/CRAFT Pupils‘ work
Have pupils use key to locate following
Use reference key to answer 1. Which part of Trinidad is the Drawing: Atlases
various features
Questions based on maps most mountainous? Molding
Allow pupils to create simple maps
2. Locate and name 5 rivers. Viewing
and reference keys.
Dictionary work Identify parts of speech selected Demonstrate the use of the symbols
Identify features
of selected words as used in in the dictionary e.g. n- noun, adv- Use the dictionary to state the parts
of speech of the underlined words. GRAMMAR Dictionary
context adverb. Homographs Thesaurus
Use the dictionary to verify parts Provide sentences with the words Sentence Structure
of speech used in various positions
Use words appropriately 1. Lead me to the deposit of
Have pupils state classes of words, VOCABULARY
Use a Dictionary to check Lead
e.g. noun, verb. Multi meaning words
spelling, pronunciation, use and Allow pupils to use the dictionary to SPEAKING
abbreviations meaning. 2. Present a present to John.
verify answers Pronouncing Words
Encourage the pupils to use words to
Provide the meanings of depict different parts of speech. GRAMMAR Dictionary
abbreviations encountered in Present simple abbreviations to John has a B.Ed. His sister, Mary Punctuation/ Capitals- Various texts
context. pupils Tiltles – DR., Mr.
has a B.S.c. and his brother Mark
Use abbreviations Use the dictionary to determine WRTING
has a Phd.
meanings. Substituting abbreviate
Use context clues to determine Who is called Doctor? Form of words
meanings of abbreviations
49
READING- STUDY SKILLS
STANDARD 3
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHNG SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITY
ACRONYMS State familiar acronyms Use familiar acronyms to Use the following SOCIAL STUDIES Newspaper
(Word formed from the Give the meanings of some develop concept of the term acronyms in sentences Public Utilities Magazines
initial letters of other acronyms Let pupils provide acronyms TTUTA, WASA, TSTT Class texts
words such as NATO) familiar to them Pamphlets
Make available materials using Grocery Travelling WRITING/ SPEAKING
acronyms (newspapers, Rent Clothing Substituting acronyms
magazines, pamphlets). for words
Discuss the value of using
acronyms
SOCIAL STUDIES Text
Expenditure/ Revenue Pamphlets
Census
Constructing, locating Interpret information as Use classroom charts to discuss Percentage of salary spent
and Interpreting resented in graphs and charts information
information Compare information discussed QUESTION
in lessons and displayed on 1. On which commodity is the
charts and graphs most money spent?
From given noted, have pupils 2. One quarter of the salary is
construct chart spent on ……………
Ask questions based on charts
and graphs LITERATURE Various texts
Read the paragraph on plants Expository compared
to find out how they with Narrative
manufacture food ……….
LISTENING Tape recorder
Listening to different
types of reading
materials
50
READING- STUDY SKILLS
STANDARDS 4 & 5
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESMENT/ CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITY
STUDY AND RESEARCH Activities and strategies as
Following instructions outlined in the lower levels
Sequencing
Adjusting reading rate
Outlining
Note taking Adjust the activities to
Summarizing appropriate levels.
Dictionary skills Of difficulty
(Guide Words)
Maps, Charts, Diagrams
Graphs, pictograms
Drawing conclusion
Use word derivatives to locate Refer to lessons on prefixes Refer to lesson on prefixes MATHS/SCIENCE Class
Use of dictionary Provide list of Latin/ Greek Provide list of Latin/ Greek Using words with derivations Texts
related
(Word derivatives) Picture
Words in the dictionary. derivatives. derivatives ART
Use words in context. Elicit from pupils works Elicit from pupils works Drawings depicting animals
containing the derivatives. containing the derivatives shapes etc. whose names begin
Prove sentences with words Provide sentences with with derivatives (omnibus)
containing derivatives. words containing derivatives.
Discuss meaning Discuss meaning
Use dictionary to facilitate Use dictionary to facilitate
concept concept
Have pupils use word in Have pupils use word in
context. context
Locate and use information from
Use if Encyclopaedia junior WRITING
and other references books. the encyclopaedia. Demonstrate use of index Use the encyclopaedia to
Reports/Notes/ Outline
Use index or key where Have pupils match headings write
ART
applicable. in the index with selected A report on the diet of bats.
Illustrating object of study.
Understand specialised topics. Indicate page and title of Apply comprehension skills in
vocabularies of other subject Engage pupils in section in which information other subject areas: noting main
areas. researching topics using the was obtained points and summarizing etc.
encyclopaedia as a guide for Apply comprehension skills
the format (outline) in other subject areas.
Discuss cross referencing
51
READING STUDY SKILLS
STANDARDS 4 & 5
COMPONENT OUTCOME/OBJECTIVE SUGGESTED TEACHING SAMPLE CONNECTED RESOURCES
STRATEGY ASSESSMENT/EVALUATION ACTIVITY
Adjusting the reading Adjusting the reading rate Teacher organises for pupils to listen SPEAKING/LISTENING Newspapers
rate according to the type of material to different material being read Reading Reports Magazines
being read. Discuss reasons for varying rate Discussing reports Class texts
Have pupils read various types of
materials
52
WRITING INFORMATIVE
STANDARD 3
COMPONENTS OUTCOMES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITIES
Pictures
Communicating in The pupil will express himself in Ask the student to select a particular
writing the following kinds of writing student from another class by name. Charts
53
WRITING INFORMATIVE
STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGIES EVALUATION ACTIVITIES
Personal Letter Letter- writing Teacher shares editing Write a thank you letter VOCABULARY Real invitations for
a. Invitation and reply (acceptance checklist: peers work rewriting after a birthday party. birthday parties,
and refusal) final draft and envelop of Adverbs weddings.
friend‘s name and address Adjectives that express
b. Apology, excuse for absence, Proof- reading feelings.
regret, sympathy
Sharing: give letter to friend
c. Friendly letters inviting him to spend a day at
his/ her home.
d. Postcards
54
WRITNING- INFORMATIVE
STANDARD 3
COMONENTS OUTCOMES SUGGESTED TEACHING SAMPLE ASSESMENT/ CONNTECTED RESOURCES
STRATEGIES EVALUATION ACTIVITIES
Informative Writing Expand original with more PRE- WRITING Peer correcting checklist. ART Content area
details and information -Clarify texts
Ask student to discuss with a peer and -Understanding of what to do Drawing of class of family
then write something he has observed -sequence correct, so i know
about the class. what to do.
-Sufficient information. Chart: showing main idea e.g.
WRITING Drawing of players of a game
Topic sentence first, followed by a. Ask students to write three
details, examples sentences about their family. SOCIAL STUDIES
Peer correction follow. Have student write about content
PRE- WRITING ACTVITY area topic like sugarcane.
Group of 3 discuss CHECKLIST
1.Topic sentence with main idea Chart to demonstrate facts in
WRTING pictorial media.
Ask students to give instruction in 2.Supporting sentences with Pie Chart/ Bar Graph
writing to a peer on how to play a examples and details. demonstrate information.
game. E.g. rounders/table tennis.
b.Ask students to write
instructions on how to play
basketball and list of the main
Instructions Student will compose sets of Ask students to write a list o rules that rules of the game.
instructions for games using govern the particular game. Sequence
logical sequences of idea. from most important to least important CHECKLIST
or use some other criteria. -clarity of instructions
-Correct sequence
-Adequate details
55
WRITING INFORMATIVE
STANDARD 3
COMPONENTS OUTCOMES SUGGESTED TEACHING SAMPLE ASSESMENT/ CONNECTED ACTIVITIES RESOURCES
STRATEGIES EVALUATION
Writing a factual Classify facts, events, etc. Teacher models reading to get Write one paragraph on Cross- curricular writing Pictures
paragraph and essay information. He uses expository Tubal Buzz Butler based on contest areas
Relate main and supporting ideas. material. Charts
c) conclusion
56
REPORT WRITING
STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGIES EVALUATION ACTIVITIES
Report Writing Student will be able to write a Pre- Writing Ask students to write a short report GRAMMAR Resource persons
short report on an experience Talk of a recent visit of a resource on a recent visit of the Principal to Content area texts
person to the school (or the Vice the class Revision of past tense Information texts
Principal of Social Studies teacher) COMPREHENSION Biographies
Checklist or peer correction
- When, Where, Who a. Revision of summary
- Purpose of visit - Headings skills
- Sequence of what happened - Complete sentences in each b. Writing short notes based
- Content of any information shared of the 2 paragraphs on a talk by a student or
- If a problem was the issue: - Correct sequence of events teacher on some content
Ideas of how to avoid the problem in - Summary of main points of area.
future. the speeches
WRITING
Ask student to write a short report on
the visit format:
2 paragraph:
1st of the facts of the visit and
2nd the activities and content of the
speech, summarized, (including how to
avoid whatever problem in the future.)
57
WRITING- LETTER WRITNG
STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING STRATEGIES SAMPLE ASSESSMENT/ CONNECTED ACTIVITIES RESOURCES
EVALUATION
Personal Letters Student will write a Teacher asks students to select someone that Write a letter to one of your Vocabulary Pictures of
letter apologizing for he/she has hurt in some way. parent apologizing for some hurt national festival.
Apology some hurt he or she has PRE WRITING you may have caused. Words of apology and
caused. PEER DISCUSSIONS: regret.
a. On feeling of the other
b. On reasons he/she allowed himself/herself to
continue with the particular action
c. How can he/she make it up to the other?
WRITING DRAFT
2 sentences on the apology for his/her
behaviour during his action.
2 sentences of regret for hurting the other‘s
feelings.
2 sentences telling how he/she plans to make it
up to the other.
REVISING
Peer group check on content, clarity & tone of
apology, of regret
RE- WRITING
Include his/ her address, date, greeting, body,
polite closure.
EDITING
Peer check for format, paragraphing, spelling,
punctuation, grammar.
SHARING
Take/ send a letter to the other
Invitation Student will write a letter PRE- WRITING Write a letter to a friend who lives Vocabulary
inviting a friend to celebrate a Talk of what you enjoyed at a specific national abroad, inviting him/ her to spend Feeling words use of
national festival together festival a specified holiday time at your senses. Adjectives and
PRE-WRITING home. descriptive phrases.
Talk of the things to enjoy- use of images, and
the senses.
Feelings to experience. People to meet (use
writing process)
58
WRITING- BUSINESS LETTER
STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING STRATEGIES SAMPLE ASSESSMENT/ CONNECTED ACTIVITIES RESOURCES
EVALUATION
Business letter Students will write a short PRE-TALKING Write a letter to one of the PUNCTUATION Catalogue of
business letter enquiring of Ask students about books they enjoy and service clubs in your area, books
the Manager about a specified authors they enjoy from their class library. asking if they would like Names of books, films,
book, its price and the PAIRED WORK to purchase the books at plays Brochures
possibility of a discount From a catalogue they select a title they the price listed by the
would like to purchase of a set of 10 of, for book store for the class to Revision of ―speech
use by the class use and enjoy. marks‖ as a comparison
WRITING DRAFT with writing the name of
Teacher discusses the sequence of the books etc.
content with the class AIM, HELPFUL
INFORMATION, POLITE CLOSURE.
2 sentences on the AIM of the letter i.e.
enquiring if they will sell the book. State
name of book, author, publisher.
2 or 3 sentences on HELPFUL
INFORMATION i.e. Ask for the price. Ask
if the class would be given a discount as you
are purchasing in bulk.
1 sentence: POLITE COURSE
i.e. Thank you for your kind consideration.
REVISING in paired groups for content,
clarity and polite factual tone.
TEACHER INPUT: the format of a business
letter- 2 addresses.
Board work based on student‘s address, date
and address o bookstore suggested.
REWRITING- Include the 2 addresses in the
format.
EDITING- peer check for format,
paragraphing, spelling, punctuation,
grammar
SHARING/PUBLICATION- Post the letter
to the Book store
59
WRITNG INFORMATIVE
STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNTECTED ACTIVITIES RESOURCES
STRATEGIES EVALUATION
Weather report
Pre Writing
Actual demonstrations or oral
explanation of a hairstyle of a Sequencing
student
WRITING
Ask student to write instructions on Ask student to write Drawing of hairstyles to match
Instructions Student will be able to write how to complete a complex task instructions on how to execute written descriptions
instructions for tasks using a like: a favourite recipe.
logical sequence of ideas. a. Corn row hairstyle
b. Barbering a male haircut
with designs
60
REPORT WRITING
STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING STRATEGIES SAMPLE ASSESSMENT CONNECTED RESOURCES
EVALUATION ACTIVITIES
Report Writing Student will be able to write a PRE WRITING Ask students to write a short ART Picture of interesting
short report on an experience Miming of an accident in a maxi- taxi from before report on an accident that took happenings.
as an eye witness the accident to after the accident. place in school where Draw of the accident
1st –Ordinary pace someone was hurt.
2nd – Slow motion mime Comic strips pictures in
Discussion: Class asks questions of the Use Writing Process sequence)
participants in the mime.
When, where from, where to driver of the maxi,
identification of the maxi SOCIAL STUDIES
FACTS
- What was happening before? Road safety
- CAUSE
What sequence of action- during the accident?
Who did what, when.
-EFFECTS
What after the accident?
Who reacted? Helped, first air, ambulance, police
-SOLUTION
Ideas to avoid such accidents
WRITING DRAFT
Ask the student to write a report on an accident
that involved a maxi taxi and say how such
accidents can be avoided in the future.
REMINDER OF FORMAT
TO:
FROM:
DATE:
SUBJECT:
(DRERP)
Drafting
Revising- Peer group listening and checking
Editing:- Checklist:
Rewriting- Final draft and proofreading
Publishing/ Sharing- Bulletin board, library
Display, read aloud, sharing.
61
WRITING- DESCRIPTIVE
STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING STRATEGIES SAMPLE ASSESSMENTS/ CONNECTED RESOURCES
EVALUATION ACTIVITIES
WRITING A Students write description of a Teacher reads story with an interesting character. Students tell about character Story books
CHARACTER character he likes from a story a story book Audio- Visual
DESCRIPTION Have students tell about character. equipment
State how they found out about the character. Puppets
E.g. from description;
From writer‘s viewpoint;
From what characters says;
From what others say about character.
WRITING A Student writes a story with Students rewrite story changing the Students rewrite the story of Drama
STORY actions in sequence. beginning and the ending. Cinderella in their own local
setting. Students to dramatize story.
Teacher and students look at Story Give feedback about characters.
Grammar of a story students know. Students write a story on
The Day 1 Almost Ran Sequencing:
Teacher and student create a new story Away. Students draw main scene of
using Story Grammar. story in sequences.
Students create story using the Sequence content area topics.
Writing Process. Students use the Writing Process e.g.-
Drafting, editing, sharing ideas.
STORY IN PROSE, Students write own story Read a narrative, poem/rapso. Write a story entitled Use suggested theme to create Record
CALYPSO, RAP, in sequence. ―LOST‖ in any form the questions and find answers in C.D‘s
DUB Read/ sing words of a song/ calypso students like student selects. context areas and other texts. Cassettes
Students writes story in that tells a story. EXAMPLE: Radio V.C.R.
the form as a poem, song, A: Vacation Plan
calypso or dub Read a story. Let student tell the main idea or Q: Where should we go for Type copies of songs to
theme. Vacation? be played
A: Grenada
Identify feelings communicated through story or Q: What would it cost?
song. A: Airfare- Single $900.00 TT.
Discuss elements of the story grammar
-setting -character
-problem -plot
-climax -ending
62
WRITING- DESCRIPTIVE
STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING STRATEGIES SAMPLE ASSESSMENT/ CONNECTED RESOURCES
EVALUATION ACTIVITIES
Use writing device e.g. CHAINING, with Story Grammar. Music Copies of words of
Teacher and student create story called ‗Surprise‘ using Calypso Competition calypsos, songs,
steps in the writing process. poems, rap that pupils
like
Students work in pairs. Each pair works to present a story
to the class in the form of either
*poem *a song *a calypso
*a rapso *dub
Students may write two verses and a chorus.
WRITING A Talk about and write word Pre- writing Describe the view from your Art Games
DESCRIPTION pictures of a VIEW 1. Modelling bedroom window Sketches depicting view Touch boards
2. Teacher to student of students. Taste testers
3. Student to student Newsprint
Students describe in a
paragraph of three sentences, Teacher reads story with word pictures expressively
the view outside their
window. Let students write
(a)List of sentence words about the view
(b) Description of feelings
(c) Word wails
Have one pupil draw/ write a word picture of view, using sense
words and descriptive words. Another student read the word
picture and draws the pictures the words evoke.
Write descriptive lines. Pupil writing. Each student creates a line e.g. Happiness is
having the winning tape. Touch my chest. Use similies, sense
words, feeling words.
63
WRITING- DESCRIPTIVE
STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING STRATEGIES SAMPLE ASSESSMENT/ CONNECTED RESOURCES
EVALUATION ACTIVITIES
WRITING A Create word pictures through Pre- Writing Students to make card with Collect, select, compile PICTURES
DESCRIPTIVE choice of words. illustrations e.g. A Happy pictures showing happiness. Aspects of the environment in
POEM Teacher reads poems person. pictorial form. Nature scenes:
Students write a poem on beach, playgroung, farm, park
happiness Discuss: Word pictures, rhymes etc Write lines to complement etc.
drawing e.g. (2 lines)
Each student writes a Encourage student discovery. How they see Photographs from family
descriptive line. things. How they feel. State ways in which we album.
can show happiness e.g. A cheery smile; in
peals of laughter; through lusty singing;
delightful dancing.
Writing Activity
Ask pupils to write a class poem e.g. Draw sketches to show
HAPPINESS IS e.g. HAPPINESS is : ―Being happiness
warm and wanted, Inside a big hug‖
64
WRITING- EXPLANATION
STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED ACTIVITES RESOURCES
STRATEGIES EVALUATION
Persuasive Writing Students will write a persuasive Teacher reads a few examples Instruct students to write a LETTER WRITING Sample of persuasive
letter to an adult, saying why of persuasive writings, e.g. a persuasive note or letter to their Students have to use letter writing
they should be allowed to do letter from a child to his father, mother or father asking for a writing formal
something. They will use the asking for a bicycle. Let special item. They must state at
writing process. students note persuasive words least two (2) reasons why their SOCIAL STUDIES
and structure of sentences. wish should be granted. Students write persuasive letter
to Ministry of Health asking
Checklist him/her to make sure drains
Did students highlight good are cleaned;
points about parent(s)? To other agencies for particular
Did students state two requests, e.g. principles,
reasons for their request? teachers
Did students make the
requested item beneficial to
both parents and themselves?
Persuasive Writing Students will: Let students collect a variety of Read an advertisement. GRAMMAR Newspapers
Respond to a number of advertisements. Comparison of adjectives- How Magazines
Advertisements advertisements and say why Write to a friend explaining formed. Advertisements
they would buy/not buy a why she/he should or should
particular product/service. They will read and discuss the not buy the product/service. ART- LISTENING
words used to persuade the Students work in groups to
Note words used to encourage reader to buy and the kind of Use persuasive words make up an advertisement for a
sales. strategy used, e.g. endorsements (adjectives) to write their own product/service.
by famous people, nine (9) out advertisements e.g. biggest,
They will also say, what are of ten (10) doctors etc. best, softest, and fastest. MATHEMATICS
Advertisements. Note the Students find out the costs of
different types of Each strategy should be clearly the various sizes of
advertisements. understood. advertisements in one
newspaper. They calculate how
Write advertisements to sell Students write examples of the much money each type and size
various products/services e.g. different types of of advertisement costs.
toolum, a homework machine, advertisements
etc.
65
WRITING- EXPLANATORY
STANDARDS 4 & 5
CONPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED ACTIVITIES RESOURCES
STRATEGIES EVALUATION
Persuasive Students will: Allow students to read displayed Write two differences between a ART- Lettering of various style. Stencils of various sizes.
Writing Describe the role of posters poster. Discuss the use of the poster newspaper advertisement, and a
in advertising. vis-a-vis the newspaper Advertisement poster of the same advertisement. Learning about layout of poster. Old newspapers, magazines.
Posters/ Charts Read a poster that advertises e.g. Larger, more prominently E.g. Should not be cluttered.
a function. displayed, colourful, strategic location: Create a poster to advertise a school Use of colour to highlight, etc. Copies of posters,
Discuss the information on Many people do not buy newspaper, so event. advertising products and
the poster. they have not seen newspaper SOCIAL STUDIES events.
Create a poster to advertise a Advertisement, pros and cons of black Teacher uses checklist to assess Making posters to encourage
function/product. and white. poster e.g. conservation, etc.
Note important elements of a Crayons, rulers, powder
Poster- large writing- date, Let students note elements of a poster. Is the name of the event prominent? These can be displayed around the paints.
venue, event, cost, time. school.
Let them write answers to questions Is the venue and time clearly stated?
Observe various posters
about the poster. For example, the time of starting and
ending.
Let students observe various posters
and note the layout, and slogans, used;
Persuasive Students will Let students read information on Create a bar graph about the most READING/ COMPREHENSION Textbooks with examples of
Writing Read simple bar graphs and graphs and charts. Let them write this watched T.V. shows in the class. Drawing Conclusions pie charts and bar graphs,
pie charts. information. Encourage them write large drawing of same for
tables Use information on such this information. Encourage them to Draw conclusion from your findings. MATHEMATICS classroom display.
charts to support a particular use this information in support of a Use of bar/pie chart to represent
argument. particular point of view, e.g. what is certain information. Answering Student- created charts and
the fastest selling snack in the questions based on information in graphs.
cafeteria? the chart.
What is the least snack?
SOCIAL STUDIES
Writing the conclusions from charts
about various Social Studies topics
66
WRITNG- EXPLANATORY
STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE CONNECTED ACTIVITES RESOURCES
STRATEGIES ASSESSMENT/EVALUATION
Persuasive Students will: Discuss with students- things they would Write a letter to your Dad, LETTER WRITING Sample of persuasive
Write a letter, to parents giving like to do/have, and why they think parent convincing him of the necessity Use of letter writing format; letters, book reviews.
(The Writing reasons why they should be are reluctant to let them have it. for you to have a bike include formal and informal; use of
process is to be used allowed to the benefits to your Dad. block or indented format.
with all writing Go to camp; Let them discuss the advantages of what
activities) Learn to swim; they want, and benefits to their parents. Tell the class why they should
Own a bicycle, etc These can be noted on boards. read ‗Black Beauty.‘
Write letter to their M.P. to
persuade her to do certain Students write letters.
things, e.g. repair road;
provide tap borne water. After teacher‘s modelling of a book report,
allow students to do likewise, to convince
their friends to read the same books.
Advertisements Students will: Let students work in groups, to research Create three (3) types of GRAMMAR Newspapers
State what is an advertisement? and dramatise different types of advertisements. Comparison of adjectives.
List the different types. advertisements. The rest of class, say what Magazines
kind is being portrayed and what appeals MATHS
Detect propaganda in are used. Use special words to convince reader Cost price
advertisements. to buy product. Selling price Cut-outs of
Let students create their own Features of item propaganda type of
Write critically about the advertisements. The rest of class, say what Interest rate advertisements.
message in several kind is being portrayed and what appeals What will you buy and why?
advertisements in newspapers are used.
on television. SCIENCE
Let students create their own If possible, test the validity of
Note language used to advertisements in groups. claims made in advertisements
persuade in advertisements. -scientifically.
Let them examine newspapers/ magazines
and identify the propaganda techniques
used.
67
WRITNG- EXPLANATORY
STANDARDS 4 & 5
COMPONENT OUTCOMES/OBJECTIVES TEACHING STRATEGY SAMPLE ASSESSMENT/ CONNECTED ACTIVITIES RESOURCES
EVALUATION
Persuasive Writing Students will Display posters, bar graphs, pie From this bar graph, which brand ART- Lettering Layout. Posters advertising events
Posters/Charts Answer question based on posters/ charts. Discuss information of sneakers is the most popular? and items, e.g. clothes,
Tables bar graphs, pie charts, flow charts. represented on visuals. Why do you think so? MATHS- Pie charts, bar food, etc.
Create posters for different Question students about graphs
reasons. information. Work in groups to create a set of Textbooks with pictures
Create bar graphs, pie charts to posters to sell different Create math problem using of bar graphs, pie charts,
represent different kinds of Let students write answers: use items/events. bar graphs and pie charts. flow charts.
information information to support their
Write explanations about charts point of view. Write an explanation for Teacher and pupils-
and use same to persuade reader each section of a flow chart created graphs and charts.
to see your point of view. Let students create posters to to explain the process.
advertise Bar graphs pie
Shoes SCIENCE- Use of a flow ASSESSMENT charts
Food chart. from content area texts.
A holiday location
A book, etc.
68
READING COMPREHENSION
STANDARDS 4 & 5
COMPONENTS OUTCOMES SUGGESTED TEACHING SAMPLE CONNECTED ACTIVITIES RESOURCES
STRATEGIES ASSESSMENT/EVALUATION
Teacher builds on previous
COMPREHENSION work by employing exercises
Sequencing and materials at appropriate
Main idea level.
Relevant/ irrelevant details
Retelling/ rewriting selected
materials
Summarizing
Cause/ effect
(Explicit/Implicit)
Paraphrasing
Paraphrase or write in their Demonstrate technique using Rewrite in your own words, the STORIES/POETRY Newspapers
own words various materials poem, newspaper articles and story of ― The Crow and the Fox‖ Rewriting stories/poems Poems
other narrative materials. SPEAKING Stories
Have pupils compare/contrast Retelling in own words
original and paraphrased BOOK REPORTS
materials. VOCABULARY
Refer to relevant / irrelevant Substituting words/ Synonyms
details and main idea.
Interpretation of
slangs/idioms Identify and interpret slangs/ Provide various materials Choose the correct meaning for SOCIAL STUDIES Texts
idioms in oral and written containing slangs and idioms the underlined phrase. Comparing slangs from Magazines
forms. Discuss the slangs and idioms When he heard the news, he hit different countries Stories
Use idioms in sentences. Have pupils identify and the roof. Newspapers
a) He lashed the roof. LITERATURE Poems
interpret slangs and idioms
b) His head came in contact with Use of figurative language in
Have pupils match
the roof. poems
slangs/idioms with their
c) He got angry. Vocabulary
meanings
Common words
Provide opportunity for pupils Various/connotations
to use slangs/idioms
69
MECHANICS OF WRITING
STANDARDS 3, 4 & 5
CONPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED ACTIVITIES RESOURCES
STRATEGIES EVALUATION
Writng to be easily The pupil will Teacher models appropriate Pupils transfer the skill Transfer skill in writing Writing charts
understood Use correct cursive form form of writing on chalkboard modelled in writing summaries reports etc. Maps, charts
Write neatly cursive form activities Diagrams
Write neatly or legibly
Head all papers in a prescribes and
proper manner
Use manuscript lettering for charts,
maps, etc
Use margins
Indent the paragraph
Use the correct form in letters
Underline capital letters in Given a passage with Exercises in Grammar
Use capital correctly:
Reading Material e.g. poems, missing capital letters Texts Newspapers.
First word in a sentence line of poetry, prayers, songs, etc. pupils make the
quotation.
necessary corrections.
Titles of books, films, stories, poems,
etc.
Titles of persons: His Lordship, The
Honourable, etc.
Proper manes: persons, countries,
places, holidays, organisations, the
Deity, the Bible
Important words in headlines, subject
headings, etc.
Use punctuation correctly Take note of punctuation marks Use full stops, question Exercises in Reading and
Full stop and question mark. in reading material. marks, commas, Grammar Texts
Quotation marks. apostrophes, etc. To
The comma in apposition, listing of punctuate a passage.
words in a series.
Apostrophe in contraction and
possessives.
Exclamation marks.
70
MECHANICS OF WRITING
STANDARDS 3, 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE CONNECTED ACTIVITIES RESOURCES
STRATEGIES ASSESSMENT/EVALUATION
Hyphen in compound words Write a letter using appropriate Correction of written letter in Exercises in
and in breaking words at the punctuation marks. which punctuation marks are Reading
lines. missing. Language Text
Using comma and full stop
appropriately in address,
greeting and closure of a
letter.
Colon after ‗as follows‘ or
‗the following‘.
Writing Skills
Reviewing ‗ie‘ and ‗ei‘
words.
Reviewing words that double
the final consonant before and
ending and those that do not.
Words end ing in-ize an –ies.
Spelling Skills Words with suffixes: able, Underline the words spelt
-ness- ours, -full, ity and incorrectly in each sentence.
different forms of the sound Write the correct spelling in the
‗shun‘. box.
Words with prefixes: tele, anti, e.g.
pre, aero, etc. The police was deceived by the
Homophones: alter, altar state witness.
advice, advice. (Deceived).
Words commonly mis-pelt and a. Mary was truly a good friend
confused: lighting, lightening, to Ann.
accepts, except, separate, b. ―It is easier to give an advice
definite, etc. than to take one.
Key words in other subjects
areas: e.g. government,
parliament, business
corpuscles, bacteria, etc.
71
GRAMMAR
STANDARDS 3
COMPONENT OUTCOMES/OBJECTIVE SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED ACTIVITY RESOURCES
STRATEGY EVALUATION
Grammar Skills The pupil will use the basic sentence types Teacher will model the Sentence completion based on Cross curricular oral and Oral and written materials.
correctly specific structure in class oral exercises already work written
Bees sting. talk. completed. Checklists- teacher and
The dog is fierce. Will create oral and written pupil made.
He became a doctor. exercises for pupils to Writing task that would
She seems wise. practice the structure in necessitate use of the specific
His mother gave him a dollar. The meaningful context. Games structure.
teacher lent some books to the pupils. around the class for each to
The mason built the wall high. complete e.g ―If i had only
The boys made him captain. known..........‖ context.
Use negative, interrogative, imperative
and passive forms of the sentences above. Teacher integrate teacher of
Expand the basic types above by using grammatical structures within
adjective and adverb (single word, phrase the context of specific writing
and clause) modifiers). tasks e.g.
Use joining words: Descriptive Writing:
And, but, either.....or, neither....nor, Adverbs of place, adjectives
both........and, not only.....but also. and nouns; sequencing of
Use joining words: Who, whom, whose, adjectives; adjectival clauses;
which, that, when, after, before, because, ‗be‘ sentences: seen, appear,
thought, although, since, as,, so, that. look, sound, smell, taste. And
feel; simple present taste,, feel;
Use joining words:
simple present tense; definite
However, moreover, therefore, on the
and indefinite articles.
other hand, eventually, etc. (Brige words
and phrases).
Past Narrative Writing
Use plural and possessive forms
-past tense; adverbial clauses of
correctly.
time & sequence; gerund
Use all forms of personal and possessive constructions; spatial order,
pronouns correctly. preposition of space; still, yet,
Use all forms of personal and possessive since; non- defining relative
pronouns correctly. clauses for setting a scene.
Use comparative and superlative forms of
the adverb correctly.
72
GRAMMAR
STANDARD 3
COMPONENT OUTCOME/OBJECTIVE SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITY
Grammar The pupil will use the basic sentences types correctly. Comparison- contrast writing Sentence completion based on Cross curricular Oral and written
Skills Use positive, comparative and superlative forms of the -comparative and superlative oral exercises already oral and work materials.
adverb correctly. form; transitional devices: completed. written
In authentic Use the following correctly:- different form, as........ as:
contents, orals and -The verb in the Simple Present, Simple Future, Simple comparison with different Writing task that would
written, using taped Past, Present Continuous Present and Past Perfect Tenses,. tenses. necessitate use of the
speech, written -Active and passive forms of the present and perfect specific structure.
stories, content infinitives of verbs. Cause and effect writing
area texts, and -Can, may, must, should, would, could and might. -conditional, transitions and
pupils‘ own speech Use appropriate registers and be able to discriminate expressions for cause & effect:
and writing. between dialect and standard usage according to place even though, modals & modal
and circumstance, and between formal and informal + perfect; adverbial clauses of
usage. cause: as; adverbial clauses of
The student will construct sentences, using the result; so few people that
following patterns:-
- Simple sentence patterns Argumentative writing
- Double sentence patterns -subjective noun clauses;
- Multiple sentence patterns request that; transitional words
- Complex sentence patterns and phrases: in addition
- Patterns based on participles
Demonstrate ability to use patterns based on the past Note pupils‘ areas of weakness
participle:- in SE structures. Present
-I/You/We/They + have + Past Participle John and Mary opportunities for pupil to
+ have + Past Participle practice the specific structure
-He/ She/It + has + Past Participle in a similar context.
The man + has + Past Participle
-could have + Past Participle Repeat this practice of SE so
Would have + Past Participle that the structure becomes
Negative and Interrogative forms to be included. automatic in the pupil‘s
Identify the following parts of speech:- speaking repertoire.
-preposition
-conjunction
-Interjection
Recognize the function of each of the above parts of
speech.
73
GRAMMAR
STANDARD 3
COMPONENT OUTCOME/OBJECTIVE SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED ACTIVITY RESORCES
STRATEGY EVALUATION
Using verbal forms Pupil will use verbal forms Demonstrate a knowledge of :- Sentence completion based on Cross curricular oral and written work. Oral and written
grammatically. -Present Participle oral exercises already materials.
-Past Participle completed.
-Perfect Participles Writing tasks that would
Sequence of Tense necessitate use of the specific
Direct and reported Speech. structure.
Participle- Past Identify the Past Participle i the Introduce sentences with the past Cloze exercise. Create Writing
sentence. participle. Insert the correct Past Participle Dialogue
Note the changes made in the Students read sentences and identify of given verb to complete the Drama
spelling of the root. verb. sentence e.g.
Use correctly in sentences. Note function of Past Participle in I have _______ you several
sentences. times (to call).
Create sentences to demonstrate the use
of the Past Participle
Participle- Present Identify the Present Participle in the Similar to Past Participle. Circle the appropriate part to Research skills Short stories
sentence. complete the sentence e.g. Reading a short story to identify Expositary
Note changes in spelling. 1. John is ______ football. participles used. texts.
Use correctly in sentences. (playing, played).
2. The boys were _____ in the Use of participles in skit writing.
rain for an hour. (sitting, sat,
sit).
Present infinitives of regular verbs e.g. The mother ________ the child.
Verbs- Regular Review simple tenses of regular ‗to call‘ ‗to bake‘ to smile‘. Have (Call, called). Creative Writing Short stories
verbs. students give desired tenses. Note
Use in speech and writing. similarities
-Establish concept of ‗regular verb‘.
Use tenses correctly in sentences.
Introduce infinitive of irregular verbs ‗to Complete sentences/ stories with
Irregulars State the correct forms of irregular break‘. Have students indicate tenses. the correct form of the verb e.g. Creative writing.
verbs. Use verbs in sentences orally Note differences from regular. Use The child was ________ by the
or written. correctly in sentences. teacher. (to teach)
74
GRAMMAR
STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVE SUGGESTES TEACHING STRATEGY SAMPLE ASSESSMENT/ CONNECTED ACTIVITY RESOURCES
EVALUATION
Transitive/Intransitive Identify transitive/ intransitive Introduce sentences which contain Underline the verbs. Say whether Drama Information texts
Verbs verbs. Use them correctly in transitive/ intransitive verbs e.g. The sexton they are transitive or intransitive. Oral drills Action pictures
sentences rang the bell. e.g. The dog ate his dinner then Use pictures- to describe
The bell rang loudly. lay down and slept actions
Read/note differences in sentences. Science report
Trans- Action passes to the object
Intrans- No objects.
Students create their own sentences.
Active/ Passive Voice Note relationship between Present sentences e.g. Circle verbs- transitive Oral drills Specimens for
transitive or intransitive and Tom washed the car. Underline verbs- Intransitive Science experimentation
voice. The car was washed by Tom. John writ the examination but the Describe elements in passive
Identify correct voive of verbs Discuss differences in sentences. result will be published next form
in written work. 1. Subject- doer of the action- Act month. In a piece of prose e.g. A plant is made up of
Use correctly in oral/ written 2. Subject- receiver of the action. Pass. Do identify verbs and voice used. roots, stem and leaves.
work. other examples.
Prepositions Identify prepositions in context. Present sentences with prepositions in Have students underline or circle Role Play
Use the correct preposition in context. Relate to practical activities in the prepositions in sentences. Create Oral Drills based on mimed
context. class room e.g. The boy at the desk one the their own sentences using situations.
prize. The chart on the board needs to be prepositions appropriately. Art- Draw a picture which
redone. relates to situation.
Have pupils identify names and note
relationship between them. Establish
concept that proposition show relationship.
Using the correct Match preposition with Present prose with verbs with special Match words to appropriate Correction of
preposition appropriate verbs. Use phrase in prepositions in appropriate context. Students prepositions e.g. sentences
their own writing to expand read and note how prepositions are used. Different like
simple sentences. Create sentences of their own. Agree than Creative writing.
Looked from
to
75
GRAMMAR
STANDARD 3
COMPONENTS OUTCOME/OBJECTIVE SUGGESTED TEACHING SAMPLE ASSESSMENT/ EVALUATION CONNTECTED ACTIVITY RESOURCE
STRATEGY
Pronounce with self Note pronounce formed with Introduce sentences. State the type of pronoun in the sentence/ Game activities
self. Diffentiate between their T abked myself a cake. short story. Board game
usage. Use them correctly in John, himself, repaired the stove. 1.He burned himself
sentences. Have pupils note what is common. 2.I made the dress, myself.
How functions differ.
Create sentences to suit both functions She gave herself a pat on the back since she,
reflective and emphatic. herself, decorated the cake so beautifully.
Relative Pronouns Identify relative pronouns as Present short with relative pronouns. Join these sentences using the appropriate Short story
used in context. Have students note main points and relative pronouns. Writing
Use relative pronouns in connecting words. Who, whom, whose, that, which.
writing sentences/stories Examine functions:
Joining She is the girl
Representing She won the award. Charade followed by
Develop simple definition. Use to join She is the girl who won the award. statement as to what
sentences orally and written. This is the dog. It was lost. happened.
This is the dog that was lost.
Adjectives Identify adjectives in the Present an object. Have students use descriptive adjectives to Show and Tell Interesting objects
context of sentences. Have pupils describe object. write a paragraph. Art
Note nouns used as Use semantic map to complete exercise. Draw an object, person, place
adjectives. Time-consuming -to identify missing object, person from a description.
Use in sentences. Fun game interesting Drama
Have pupils write definition Challenging long Role play- describes a
for adjectives. boring character, a witness.
Miming and describing actions.
Adjectives- Degree Differentiate between Review comparative/ superlative Cloze Exercise or Correction of sentences Editing of written work. A variety of similar
comparative /superlative degrees. e.g. Oral Drills. objects.
degree. Present sentences with adjectives e.g. Mary is the _______ of the twins. Use objects to form sentences
Use adjectives correctly. I am younger than (he, him) (smart, smarter, smartest) of comparison e.g. That hat is
Martha serves as well as (she, her). John is elder than him. larger than that one.
76
GRAMMAR
STANDARDS 3
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING STRATEGY SAMPLE ASSESSMENT/ CONNECTED ACTIVITY RESOURCES
EVALUATION
Identify adverbs in sentences Review concept of adverbs. Given a short passage, student Social Studies
Adverbs Use adverbs correctly if speech Present sentences/ passage. Have student complete story with appropriate Use graphs to encourage use of
and writing. identify adverbs. Make sentences of their adverbs e.g. The children sang so adverbs of frequency- seldom,
Demonstrate use of comparative/ own. Have student use adverbs correctly _____ at the festival that they always, never, often
superlative forms. in sentences/ short stories writing. emerged winners. Role play activites
Demonstrate knowledge of Present situations. Join these sentences with suitable
Conjunctions conjunctions in different Have students state what is happening e.g. conjunctions e.g. Children‘ s
contexts. Use correctly to John is talking (while, and, but) 1. Mary is at home. Creative Writing Literature
combine ideas/ sentences. Tom is studying. 2. She is ill
Note connective words and meaning Dialogue Writing
Have students evaluate, choice of 1. Do not loiter on the road.
conjunctions. 2. You will reach late.
Use conjunctions in other sentences
correctly.
Select a sentence form Present groups of words e.g. over the Complete the following sentences Social Studies
structure Review of given group of words. fence. ....... into the garden Describe your community
Simple Sentence Define a sentence. Jim sits comfortably. Joan will send........................ Science
Analyse a sentence into its The naughty girl. ........................................... Explain what happens in an
two main parts. Students identify the sentence and Walking................................ experiment.
Add Subject/ Predict to underline the verb. ....................across the hallway. Creative Writing
complete sentences. Use verb to guide analyse into subject and Write a letter to a friend.
predicate.
Differentiate between phrases and Based on previous activity students will Create a paragraph on a given topic.
Phrases sentences. identify phrases from given groups of Use phrases to make sentences more Oral drills
Use phrases in oral and written words. interesting. Short story writing.
work. Have students use phrases to expand Underline the phrases used.
sentence cores. Use six points of inquiry.
Combining Join sentences using Present simple sentences. Have students Combine the following sentences to Short story writing. Expository texts.
sentences- conjunctions and relative read them and suggest possible make a short paragraph e.g.
conjunctions and pronouns combinations. Note improvement in I brought a book. Note taking on information Content articles
relative pronouns sentence structure. Have students note It was about turtles. books.
changes in punctuation. It was very interesting.
I love to read it. Oral reporting
77
GRAMMAR
STANDARDS 4 & 5
COPONENT OUTCOME/OBJECTIVE SUGGESTED TEACHING STRATEGY SAMPLE ASSESSMENT/ CONNECTED RESOURCES
EVALUATION ACTIVITY
Identify Proper and Common Present a prose passage or short story. Write sentences with the following
Nouns Review nouns Have students identify nouns. nouns. Create writing Variety of story
Identify collective/abstract Have students categorise nouns. extracts
nouns in context. Identify differences in usage. Beauty flocks
Use them in sentences. Poems.
Create noun sentences using collective/ -underline nouns and state their type.
abstract nouns.
Identify gender of nouns- Review gender- four types. Complete sentences with a noun of the Game Activities. Language texts
masculine; feminine Have students note differences select gender identified.
common/neuter. noun, from given list. Identify e.g. She brought a ______ of Teacher- created
Write an appropriate sentence. flowers and gave it to the ________ materials.
Indicate the gender of the noun. (neuter), (common).
Identify verbs in any given Present a short extract. Have students read Give CLOZE sentences. Have
Verbs review context and identify verbs and note preposition students use appropriate Correction of Shoat stories
which follows. Do a variety of examples proposition e.g. I agree _______ sentences. Exercises written by
Use appropriate Use the appropriate preposition to using extracts from across the curriculum your proposal. Peer and self editing. peers.
preposition follow the verb.
I agree _________ your friend.
To identify linking verbs. Present linking verbs in sentences. Have Create sentences using a variety of Paired small group Prose Passages
Linking Verbs‘ To note that function. students identify the verb in sentences. linking verbs e.g. he remained clam work. Work of peers/
(Incomplete Prediction) To use them correctly in speech Note the differences in function. although he grew impatient at his Have pupils share group.
and writing. Have students respond orally to statements brother‘s constant teasing. Rewrite sentences.
which require the use of the linking verbs. sentences changing the tense. Discuss and Correct.
Use correctly in written work.
Modal Verbs To note the function of modal Create situations which require the use of Respond correctly to the following Dialogue Appropriate
verbs in oral and written modals e.g.- You may go in. You should go statements e.g.: stories/
presentations. to the show but you can‘t. Role Play exercise
May I go?
No, _____ _______ not. Skit to highlight use of
You _______ but you ______ not go. modal verb.
78
GRAMMAR
STANDARDS 4 & 5
COMPONENT OUTCOME/OBJECTIVE SUGGESTED TEACHING STRATEGY SAMPLE ASSESSNENT/ CONNECTED ACTIVITY RESOURCES
EVALUATION
Tense - Review To review simple tenses. Present a short story. Complete CLOZE sentences with Comment on cricket match, Video clips
To identify continuous/ Have student identify verbs and give tenses. continuous form. football match, fashion show
progressive form. Have students engage in class/ group activity etc. Picture book
To use these tense forms of choice. 1. They ______ hard to be
Have students relate what is happening e.g. successful Dialogue- verbs to be kept in
‗to study‘ continuous form
Mary is playing the piano.
Have students note change in verb form. John is tired. He _________ not go
‗To be‘ and endings in ‗ing‘. out to play (conditionally).
The Perfect tense To identify the Perfect Tense. Present a short story using sentences which Using a short, have students read Role Play activities which Short stories.
To use the Perfect Tense indicate that events were completed over a story and identify verbs in the encourage correct use of the
correctly in oral/ written work. period in the past to the present. perfect tense. Present Perfect tense.
e.g. I have taken Math lessons for six months. Inserts appropriate tense in CLOZE Writing a one act play using
Have students identify verbs and note tenses. sentences. Present tense.
Discuss how that tense is used.
Compare Present with Present perfect tense. Dialogue.
Adverbs Review To identify adverbs in context Review concept of adverbs, have students Indicate parts of speech of words in Use in creative writing
identify adverbs in sentences. context e.g. He walked very slowly Use in oral expression
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GRAMMAR
STANDARDS 4 & 5
COMPONENT OUTCOME/OBJECTIVE SUGGESTED TEACHING SAMPLE ASSESMENT/ CONNECTED ACTIVITY RESOURCES
STRATEGY EVALUATION
Averbs- To use positive, comparative Briefly review the concepts of adverbs. Write six sentences to describe Editing of exercise Language Texts
Comparison and superlative degrees Present pictures, an activity.
correctly in oral and written Have students compare how action is Use as many adverbs as Correction of sentences Teacher and pupil –
work taking place. possible. created materials
Discuss appropriateness of use of Match adverbs with verbs e.g.
adverb.
Game matching verbs and adverbs. Greedily
Ate ravenously
Hurriedly etc.
Irregular Adverbs To use the positive, Present in sentences adverbs which are Present CLOZE sentence. Dialogue Language Texts
comparative, and superlative irregular. Indicate positive form of adverb.
degrees correctly in oral and Have students use these in sentences of Writing paragraphs. Pictures.
written work. their own. Have students complete sentences
Write forms on Blackboard e.g. with appropriate adverb. In oral or written form comparing any
Good better best e.g. She is dressed ---------- --------- 2 or 3 items/ pictures
Ill worse worst (Beautiful).
Bad worse worst
Conjunction To identify a conjunction in a Establish concept of conjunction Join these sentences with a suitable Short story writing
sentence. Have students identify conjunctions in conjunction. E.g.
sentences. Oral expression- story telling
To use conjunctions to join Use conjunctions to join simple It was raining
words, phrases and sentences sentences in oral and written material. We missed the show
Code switch dialect passage where and beginning/middle
‗and then‘ is used in Standard English.
Double conjunction Use correctly in speech and Present literature with double CLOZE sentences with double dialogue Teacher – created
writing conjunction. conjunctions left out e.g. materials
Have students note connective words.
Note how they are used. It is
Create sentences with double _______ Useful _______durable.
conjunctions e.g.
But also, and etc.
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GRAMMAR
STANDARDS 4 & 5
COMPONENT OUTCOME/OBJECTIVE SUGGESTED TEACHING STRATEGY SAMPLE ASSESSMENT/ CONNECTED ACTIVITY RESOURCES
EVALUATION
Interjection To identify and use correctly on Role plays emotive situations. Write Read the following sentences and Dialogue Pupil created
oral and written work. appropriate sentences on blackboard. E.g. identify the interjections e.g. materials
Hurrah! We won the match. Role Play.
Ouch! That hurts, etc. Bravo! We came first.
Oh! My hat has blown away.
Have students note interjection mark as
well as the function of the word.
Have them create their own sentences.
The Sentence- To identify a sentence. Have students do an appropriate Punctuation of a paragraph. Note taken in Science/ Social LEA Stories
Review Language Experience Approach (LEA) Studies.
State the main parts of a story. Identify supporting sentences in a Short Stories
Sentence and the need Write story as dictated without paragraph.
for agreement between punctuation.
Subject/ Predicate. Have students reread and insert
appropriate punctuation marks.
Phrases Types To categorise phrases under Review concepts of phrases/ relevant parts Present Short story or sentences Story writing using phrases to Short stories.
different headings and use of speech. with phrases underlined and extend short stories.
-Noun Adjective them correctly. Present sentences with phrases. numbered. Teacher and pupil-
Adverb Have students identify phrase. Note Have students categories phrases. created materials
prepositional function in sentence e.g.
The accident on the bridge was
serious.
- Adjective
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GRAMMAR
STANDARDS 4 & 5
COMPONENT OUTCOME/OBJECTIVE SUGGESTED TEACHING STRATEGY SAMPLE ASSESSMENT/ CONNECTED ACTIVITY RESOURCES
EVALUATION
Sentence Analysis To analyse/divide a sentence Review the Subject and Predicate of a Analyse the following Story writing using phrases to Short stories.
into its main parts. sentence. sentences e.g. extend short stories.
(1) Subject Have student identify other parts of the The children play in the park.
Verb To use knowledge of sentence sentence. Match sentence to extension
Object parts to assist in sentence Do several example. Extend the following sentences
Extension formation Note the use of guide questions to elicit by adding an appropriate.
sentence parts. e.g.
(2) Complement Sentence puzzle. We ran to the store.
indicating Have students identify sentence
object as a complete thought. Sentence Tom played football.
completion exercises.
(i) Give the beginning have pupils
create endings
(ii) Give ending have pupils create
beginning
(iii) Match beginnings to endings
Clause Analysis To differentiate between phases/ Present compound/ complex sentences. From a given sentence/ or short Sentence strips
and clauses. Have students identify verb/phrases. paragraph, identify phrases/
Use this knowledge in creating Guide students to identify main part of clauses. Teacher and pupil
complex sentence. the sentence- main clause- note created materials
supporting statement may or may not Phrases Clause
have a verb.
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GRAMMAR
STANDARDS 4 & 5
COMPONENT OUTCOME/OBJECTIVE SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED ACTIVITY RESOURCES
STRATEGY EVALUATION
Noun Clause To identify noun clauses in Present complex sentence. From a given sentence identify Short Story Writing. Teacher created materials.
sentences. Have students underline verbs and main and subordinate clause.
identify main clause. State type and function e.g. Oral drills.
Guide students to discover
function of subordinate clauses. I hope that you will be promoted.
- Subject of verb
- Objective/complex of verb What the teacher suggested was
- Objective of a preposition well received.
- In apposition
Adjective Clause Procedure similar to that of noun
Adverb Clause. clause.
Synthesis of To join sentences using Present simple sentences. Join the sentences to make Story writing.
Sentences connected words. Have student join sentences using complex sentences.
appropriate. Connective words.
To expand sentence using Have students expand sentences John is at home.
phrases/ clauses. using phrases/ clauses to form He broke his leg.
complex sentences. He fell yesterday.
Negative forms To have students identify Present sentences and stories Create dialogue. Oral drills Pupils created
negative form and to note to with negative forms. Respond in the negative materials.
singular. Number not, Have students‘ discuss their form. Skits.
never, neither, nor, non etc. function in the sentence.
Use them correctly.
Contractions To identify and use the Present passages with Rewrite this sentence/ passage Games
contraction and the contractions. by changing contractions into
expanded form. Have pupils read the passage an expanded form.
identify contractions. I‘ll visit my grand mom when Dialogue.
Have them retell in the expand it‘s her birthday.
form.
Do other examples. Create sentences using both
forms.
83
GRAMMAR
STANDARDS 4 & 5
COMPONENT OUTCOME/OBJECTIVE SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED AVTIVITY RESOURCES
STRATEGY EVALUATION
Direct and Reported Speech To differentiate between Have students‘ role play Change these sentences Skits Plays
Direct and Reported situations. to reported speech or
speech. Write dialogue in speech vice versa. Drama Skits
bubbles with correct
punctuation. A. 1. Miguel said, ―I want to Role Play Comics
Have other student report what go to the session
was said. tomorrow.‘ Dialogue
B. 1. The tutor said that there
Write in reported speech would be no classes on
Monday
Direct Reported
84
GLOSSARY
This activity is designed to reinforce the habit of reading. It is employed as a class or school activity. In the latter case, it has powerful and far- reaching effects, if
effectively managed. Prior to initiate the activity, much planning is done to ensure that there is an abundant supply of reading material that caters to a wide range of
interests and reading abilities of students. These books are often acquired through organized school projects. At an appointed time each day, every individual (from the
principal to the youngest infant child) reads from a book of his/ her choice during the period allocated to SSR (ten to fifteen minutes). It should be noted that selections for
the Infant Department will include picture books and other reading- readiness material to the child‘s level of ability. There is no assignment on this activity, although
classes may agree on the follow- up activities such as written or oral book reports, or dramatization of certain aspects of the book.
85
Reading Study Approaches
1. Directed Reading Activity (D.R.A.)
2. Directed Reading- Thinking Activity (D.R.T.A.)
3. Directed Inquiry Activity 9D.I.A.)
4. Survey, Question, Read, Recite and Review (SQ3R)
2. Teaching new vocabulary and reviewing words that present difficulties by:
a. Presenting new words in meaningful ways
DIRECTED READING ACTIVITY b. Using practice flash cards and drills
H.E.M. McDowall c. Playing games that teach or give practice in matching, comparing, and arranging;
Etc. the basic vocabulary
As the name implies, the D.R.A. is concerned with a series of reading procedures,
directed and monitored by an external agent, the teacher, and designed to facilitate the 3. Guiding the silent reading of the lessons by:
total process of the reading act. a. Asking guide questions so that students read to find specific information
b. Completing the story section by section with attention to understanding the plot of the
According to Betts (1964), it subscribes to Korzybski‘s (1941) view that ―reading is story
the reconstruction of the facts behind the symbols‖. It makes certain assumptions, c. Monitoring students‘ understanding, as indicated throughout the story.
including the following:
4. Interpreting the story by:
1. The teacher is aware of specific strengths and needs of individuals at different a. Reading orally conversation parts;
levels of their development b. Reading orally favourite parts;
c. Retelling the ideas in the story in proper sequence;
2. The teacher knows what is best for the students. d. Reading sentences or paragraphs to answer specific questions or
e. Evaluating student‘s opinions
3. Students are grouped homogeneously on the basis of achievement, goals, needs Evaluating the happenings in the story with such questions as
and interest. 1. Would you have done what Bob did? Or
2. Is this true or only imaginary?
4. The reading material is suitable for the instructional level of the group.
5. The material for reading has an organizational structure adaptable to the pattern 1. Providing related follow-up activities by:
outlines of the activity. a. Using seatwork exercises to give:
1. Further practice in vocabulary;
The five steps in teaching Directed Reading Activity as outlines by Zintz 2. Attention to phonetic and structural skills;
(1975) are: 3. Comprehension checks.
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Reading Study Approaches (cont’d)
The Directed Inquiry Activity, developed by Keith J. Thomas, is a modification of the Directed
Reading- Thinking Activity. The procedure is specifically designed to help guide students through 3. Recording of prediction:
content materials which contain an abundance of factual information. a) Predictions are recorded under appropriate categories.
b) Verbal feedback is promoted.
The D.I.A. utilizes six specific points of inquiry, viz. Who? What? Where? When? Why? How? To c) Skilful questioning is employed.
utilize this procedure effectively, the teacher must be thoroughly familiar with the content and
organization of the selection. He must also have a clear understanding of expectations for student 4. Reading of the assigned material:
learning. Students are asked to read the selection to verify and confirm or reject hypothesized
ideas and information.
Not all, of the six points of inquiry, however, may pertain to a given reading assignment.
In such cases, the teacher may elect to delimit the number of categories used during 5. Critical Analysis of the predictions:
Prediction. a) Conjectures are reviewed and discussed.
b) Additions, deletions and/or modifications of the recorded material are made under
The five steps involved in employing the D.I.A. are:- the appropriate inquiry categories.
1. Survey of the material to be read:
a) In short selctions, students study the titles. Provisions for the pre-teaching of vocabulary are not explicitly included in the D.I.A.
b) In longer selections, students study whole chapters, illustrations, subheadings or Nevertheless, the approach affords the teacher the opportunity to attend too vocabulary.
tropical headings. This can be done during the hypothesizing phase.
2. Prediction of outcomes: As a pre-requisite, it is necessary to ensure that students are placed at thr proper level of
Student are asked to make predictions under each category of the six key inquiry content reading materials.
Questions.
b)Verbal feedback is promoted. REFERENCE: K.J. Thomas (1987 The Directed Inquiry Activity.
c) Skilful questioning is employed. An Instrumental Procedure for Content Reading.
Reading Improvement, 15, 138- 140
87
Reading Study Approaches
1. Students are asked to read the title of selection silently, to read all the headings (if any) silently, and to examine pictures, charts, and illustrations (if any).
2. Students are then asked to volunteer guesses or predictions as to what the selection will be about. (Books should be closed during predictions- use bookmarks).
3. The teacher records each prediction on a chart or on the chalkboard, putting the name of the student who made the prediction in parentheses after the prediction.
4. When there are no more predictions being made, the teacher asks the student to read from the beginning of the selection to some appropriate stopping point.
When a student reaches the stopping point, he/she is expected to close the selection or book with the book mark to wait until other finish.
5. When everyone reaches the stopping point, the group examines each predict in light of what they have read taking the prediction one at a time, the students are asked to discuss
whether or not the prediction was supported by the story.
6. When a student expresses the opinion that a prediction was supported, he or she must read a part of the text which supports or refuses the prediction. The text itself is the only
source of verification or refutation of predictions. Some predictions will be verified and marked as such by the teacher; some predictions will be refuted and erased by the teacher; still other predictions
remain possible but unproven and will be marked with a question mark by the teacher.
7. Based on what they have already read, students are then asked to volunteer new predictions about what the rest of the selections will be about.
8. Beginning with Step 3 (above), continue the reading/verification/refutation process. For some selections you may choose to have only one stopping point for evaluating old
predictions and making new ones. For other selections you may choose to have several stopping points throughout the selection.
88
Reading Study Approaches Step VI Follow- up
LANGUAGE EXPERIENCE APPROACHES (LEA) 1. Typewritten copies for all members of the groups.
TEACHING SEQUENCE 2. Creating books.
3. Reading of related books.
Step I Stimulation 4. Personal illustration
1. Use of common experiences
2. Use of knowledge of the child SQ3R
3. Make it a new experience
Step 1: S= Survey The reader surveys the materials, giving careful attention to the title,
Step II Discussion introductory pages, headings, organizations of the material and summary.
1. The teacher stimulates and guides. Following this survey, the reader should try to recall as much information
2. Each child should contribute something. before going on to the next step.
3. Get child sensitive to the ideas.
4. Guide students toward a common, higher-level vocabulary. Step 2: Q = Question As the reader reviews what s remembered from the survey, specific questions
should be formulated to be answered as the material is read. These questions
Step III Writing assist the reader in establishing purposes for reading.
1. Teacher reads entire story to class.
2. Entire group can read re- read the story. Step 3: R= Read With specific questions in mind, as a purpose given by the teacher, the
3. Individuals can see/read their language. student reads the material to locate answer. It is possible that answers to all
4. Left to right sequence is emphasized of the questions will not be found, and in that case other resources must be
sought. In addition, the student should be encouraged to use these
Step IV Oral Reading unanswered questions to stimulate class discussions.
1. Teacher reads entire story to class.
2. Entire group can re- read the story. Step 4: R=Recite. After reader the material, the student should recite the answers to the
3. Individuals can see/read their language. questions formulated prior to reading. This assists in remembering and leads
4. Left to right sequence is emphasized. the reader and leads the reader to summarize the ideas presented. Recitation
will help the reader to become more critical in analyzing the information and
Step V Development of Word & Comprehension Skills possibly question the logic of some of the author‘s ideas. This recitation is a
1. Words, letter names, letter sounds. personal matter; it is not a recitation to the class.
2. Matching word/sentence strips
3. Creation of word banks. Step 5:R = Review At this point, the reader reviews the ideas presented in the entire selection
4. Expanding vocabulary. and may outline them mentally or on paper. The reader should attempt to fill
5. Main idea, factual recall, sequence, etc. in the specific details from what was read. If the student cannot review the
material in this matter, then assistance is needed in developing the higher-
level comprehension skills of interpretive and critical reading.
89
GLOSSARY
Acronyms: Words formed from the initial letters of a group of words, e.g. Homographs: Same print- Words spelt alike but different in pronunciation and meaning.
UNESCO, TATIL E.g. present - gift
- being in the place in question
Analogy: A partial similarity between two things that are compound, e.g. - to give a hand over
Pen is to paper as chalk is to chalkboard.
Homophones: same sound- Words pronounced alike different in spelling and meaning
Concept: General thought or idea. e.g. pare - to peel
pair - two
Consonant Blend: Two or more consonant coming together to form one unit of sound of each pear - a fruit
letter is retained, e.g., br, cl, sm, spr.
Phonogram: A combination of vowel and consonants giving one unit of sound, e.g. ‗ell‘,
Context: Words that come before or after a word/ the environment of a word which ‗alk‘, ‗tion‘, ‗ture‘.
gives a clue to its meaning/ helps to show its meaning.
Semantic Map: A graphic organizer which seeks to categorize words/ ideas in various
Cloze: Comprehension activity in which a person brings closure to a text by filling groups
in blank spaces with words which have been left out. e.g.
parts types
Diagraph: Two letter that that a single sound. There are vowels diagraphs and
consonant diagraphs, e.g.
Consonant diagraphs: ‗ch‘ as in chin Trunk Mora
‗kn‘ as in knee Branches cedar
‗ng‘ as in ring Leaves bay leaf
‗ph‘ as in phone
TREES
Vowel digraphs ‗oa‘ as in coat
‗ea‘ as in meat
‗ai‘ as in rain uses Habitat
(Usually, the first letter gives the long sound)
Lumber tropics
Diphthong: A union of two vowel sounds in a unique glided sounded. E.g. ‗ou‘ as in Shade Mediterranean countries
doubt; ‗oi‘ as in coil Medicine temperate countries
Glossary: A list of technical or special words in a text, explaining their meanings. Situation Cards: Small index cards on which a problem or situation is written e.g.
90