Académique Documents
Professionnel Documents
Culture Documents
2016-2017
SCHOOL YEAR:
2016 - 2017
• Students learn how EFL 3.1.7. Demonstrate Communication and Cultural Awareness Evaluation criteria:
to: name pets, appropriate classroom Creating a poster of class rules. CE.EFL.3.2. Recognize and
describe behaviors by participating in exhibit responsible behaviors at
Practicing the use of expressions of
characteristics and small group or whole class home, at school and towards the
politeness during collaborative pair and
emotions using pets. discussions. (Example: being environment.
• Global Benchmarks: courteous, respecting the small group work. CE.EFL.3.8. Production –
Students can: person and property of Adding expressions of politeness to Accuracy and Intelligibility:
distinguish between, others, etc.) dialogues. Communicate needs clearly in
2. identify, or repeat EFL 3.2.8. Spell out key Brainstorming ways to help others, at class by asking questions or 6
IS SHE HAPPY? sounds; respond to vocabulary items using the requesting clarification.
school and in the community.
sign language or English alphabet. (Example: Demonstrate acquisition of skills
symbols; respond to names, colors, animals, Oral Communication: (Listening and taught in class, such as being
basic questions possessions, etc.) Speaking) able to spell out words or use
through facial EFL 3.3.10. Follow short Conducting a class spelling bee. some grammatical structures
expression and instructions illustrated Reading (albeit with frequent errors)
gestures, with through step-by-step visuals CE.EFL.3.11. Demonstrate
prompting use one or in simple experiments and comprehension of most of the
more words to projects. (Example: simple Following the steps in a class game. details of a short simple online or
respond to simple science experiments, (Example: do a class Scavenger Hunt, print text and follow short
questions; make instructions for an art play a reading comprehension board instructions in simple
marks on paper with project, etc.) experiments and projects if
game, etc.)
a range of materials. EFL 3.4.1. Make a simple illustrated through step-by-step
• Students learn to: learning resource in order to Putting steps in a recipe in the correct visuals.
recognize and record and practice new order. CE.EFL.3.16. Create a simple
pronounce words words. (Example: a picture Writing learning resource in order to
with the short /e/ and dictionary, a word list, set of Creating a class picture dictionary and record and practice new words
long /e/ sounds. flashcards, etc.). adding entries by writing definitions of and demonstrate knowledge of
• Global Benchmarks: EFL 3.5.2. Create picture their meanings.
new words or drawing a picture to
Students can: books and/or other graphic CE.EFL.3.22. Design and produce
distinguish between, expressions in pairs in class illustrate the meaning. picture books, graphic
identify, or repeat by varying scenes, Writing new words and phrases in a expressions and/or personal
sounds. characters or other vocabulary notebook. stories by varying elements of
elements of literary texts. Language through the Arts literary texts and adding
EFL 3.5.6. Work in groups to Illustrating a piece of writing. imaginative details to real-life
create a brainstorm and/or stories and situations in order to
draw a mind map to Brainstorming a list of questions and create new, original texts.
describe and organize ideas responses learners can use during CE.EFL.3.24. Organize ideas and
or organize useful literature circles or small group relevant information from
information from literary discussions. (Example: Who is your literary texts using group or class
texts. favorite character? Why? Which story brainstorms and/or mind maps
do you like better, A or B?, etc.) in order to enhance collaborative
responses to literature.
• Students learn how EFL 3.1.2. Recognize ways to Communication and Cultural Awareness Evaluation criteria:
to: name toys; ask relate responsibly to one’s Completing and illustrating statements CE.EFL.3.2. Recognize and
and answer surroundings at home and about socially responsible behaviors. exhibit responsible behaviors at
questions about toys. at school by exhibiting home, at school and towards the
(Example: If you see old people on a bus,
• Global Benchmarks: responsible behaviors environment.
Students can: follow towards the environment. you can…) CE.EFL.3.10. Interaction –
a single step routine (Example: chores at home, Choosing pictures that demonstrate Interpersonal: Participate
instruction; respond recycling, etc.) responsibility (wearing a helmet when effectively in familiar and
non-verbally to staff EFL 3.2.9. React riding a bike, crossing the street at a predictable conversational
and other children appropriately to what crosswalk, etc.) and/or crossing out exchanges by sharing
within the classroom others say using verbal/non- information and reacting
pictures of actions that are not socially
setting; with verbal back-channeling, or appropriately in basic
prompting use one or by asking further simple responsible (throwing litter on the interpersonal interactions.
more words to questions to extend the street, wasting water, etc.) CE.EFL.3.11. Demonstrate
HOW MANY ROBOTS
4. respond to simple interaction. (Example: Oral Communication: (Listening and comprehension of most of the 6
DO YOU HAVE? questions; make express interest using facial Speaking) details of a short simple online or
marks on paper with expression or simple words Giving learners language prompts to print text and follow short
a range of materials. with appropriate intonation: instructions in simple
use during pair/group work. (Example:
• Students learn to: Oh! Yes! Thanks. And you? experiments and projects if
recognize and etc.) What do you think? I agree/disagree. I illustrated through step-by-step
pronounce words EFL 3.3.1. Understand most think we need to…, It’s your turn to say visuals.
with the short /o/ of the details of the content the answer, etc.) CE.EFL.3.16. Create a simple
and long /o/ sounds. of a short simple text (online Reading learning resource in order to
• Global Benchmarks: or print) Completing gaps from a reading using record and practice new words
Students can: EFL 3.4.1. Make a simple and demonstrate knowledge of
words from a box.
distinguish between, learning resource in order to their meanings.
identify, or repeat record and practice new Reading a paragraph about a familiar CE.EFL.3.22. Design and produce
sounds. words. (Example: a picture content area subject and then picture books, graphic
expressions and/or personal
dictionary, a word list, set of correcting in-correct sentences. stories by varying elements of
flashcards, etc.). (Example: Venus is a star planet, etc.) literary texts and adding
EFL 3.5.2. Create picture Writing imaginative details to real-life
books and/or other graphic stories and situations in order to
Creating a class picture dictionary and
expressions in pairs in class create new, original texts.
by varying scenes, adding entries by writing definitions of CE.EFL.3.24. Organize ideas and
characters or other new words or drawing a picture to relevant information from
elements of literary texts. illustrate the meaning. literary texts using group or class
EFL 3.5.6. Work in groups to Writing new words and phrases in a brainstorms and/or mind maps
create a brainstorm and/or vocabulary notebook. in order to enhance collaborative
draw a mind map to responses to literature.
Language through the Arts
describe and organize ideas
or organize useful Illustrating a piece of writing. Indicators for the performance
information from literary Brainstorming a list of questions and criteria:
texts. responses learners can use during I.EFL.3.2.1. Learners can say
literature circles or small group ways to take care of the
discussions. (Example: Who is your environment and one’s
surroundings. Learners can
favorite character? Why? Which story
identify and exhibit socially
do you like better, A or B? etc.) responsible behaviors at home,
at school and towards the
environment. (J.3, S.1)
I.EFL.3.10.1. Learners can use
backchanneling to react
appropriately to what others say
about familiar topics in
predictable, everyday situations
and when carrying out pair work
for a specific task in class.
Learners can ask questions to
extend an interpersonal
interaction. (I.3, J.3)
I.EFL.3.11.1. Learners can
understand most details in a
short simple online or print text
and can follow short instructions
in simple experiments and
projects if step-by-step visuals
are provided. (I.3, I.4)
I.EFL.3.16.1. Learners can make
a simple learning resource in
order to record and practice new
words. (Example: a picture
dictionary, a word list, a set of
flashcards, etc.) (I.1, J.4)
I.EFL.3.22.1. Create picture
books, graphic expressions and
personal stories by adapting
elements of literary texts and
adding imaginative details to
real-life stories and situations,
using appropriate vocabulary
and features of the literature
learners have read or heard. (I.3,
S.3)
I.EFL.3.24.1. Learners can work
in groups to create brainstorms
and/ or draw mind maps to
describe and organize ideas or
useful information from literary
texts and create collaborative
responses to literature through
process writing groups or
literature circles. (I.4, S.4, J.3)
• Students learn how EFL 3.1.5. Describe, read Communication and Cultural Awareness Evaluation criteria:
to: ask for and tell the about, participate in or Listening to a poem or short story and CE.EFL.3.3. Interact with others
time; name daily recommend a favorite writing a short recommendation for a using a variety of both verbal
activities associated activity, book, song or other and nonverbal communication
learner in another class.
with certain times of interest to various features and express likes and
the day. audiences. (Example: peers, Talking in pairs about a video that dislikes while giving
• Global Benchmarks: other classes, teachers, learners have watched. recommendations in basic yet
WHAT TIME IS IT, Students can: show other adults, etc.) Oral Communication: (Listening and effective terms.
5. awareness of objects EFL 3.2.3. Record key items Speaking) CE.EFL.3.7. Listening for 6
PLEASE? of reference e.g. of specific information from Information: Follow and identify
Listening to instructions for a short task
music signifies tidy up a heard message or key information in short
and carrying them out. (Example: First
time; recognize a description, either in written straightforward audio texts
sequence; convey form or by drawing a put the dirt in the cup. Now put the seed related to areas of immediate
immediate needs picture. (Example: letters of in the dirt. Press down lightly. Give the need or interest, provided
using visual cues, the alphabet, numbers, seed water, etc.) vocabulary is familiar and visual
gestures, and quantities, prices and times, support is present, and use these
objects; repeat
modeled sentences; days, dates and months, Listening to a short text and spoken contributions as models
convey meaning etc.) demonstrating understanding of it for their own.
through personal EFL 3.3.1. Understand most using an accompanying graphic CE.EFL.3.11. Demonstrate
drawings. of the details of the content comprehension of most of the
organizer. (Example: completing a Venn
• Students learn how of a short simple text (online details of a short simple online or
to: ask and answer or print) diagram of differences between whales print text and follow short
questions about EFL 3.4.1. Make a simple and sharks, etc.) instructions in simple
birthdays and age; learning resource in order to Reading experiments and projects if
express birthday record and practice new Completing gaps from a reading using illustrated through step-by-step
greetings; give and words. (Example: a picture words from a box. visuals.
receive a gift; name dictionary, a word list, set of CE.EFL.3.16. Create a simple
Reading a paragraph about a familiar
birthday party items. flashcards, etc.). learning resource in order to
• Global Benchmarks: EFL 3.5.2. Create picture content area subject and then record and practice new words
Students can: keep a books and/or other graphic correcting in-correct sentences. and demonstrate knowledge of
steady beat; expressions in pairs in class (Example: Venus is a star planet, etc.) their meanings.
differentiate one by varying scenes, Writing CE.EFL.3.22. Design and produce
object/picture/letter/ characters or other Creating a class picture dictionary and picture books, graphic
word from another; elements of literary texts. expressions and/or personal
adding entries by writing definitions of
greet, say please and EFL 3.5.6. Work in groups to stories by varying elements of
thankyou with create a brainstorm and/or new words or drawing a picture to literary texts and adding
prompting; make a draw a mind map to illustrate the meaning. imaginative details to real-life
request through describe and organize ideas Writing new words and phrases in a stories and situations in order to
visual or organize useful vocabulary notebook. create new, original texts.
cues/gestures/object information from literary Language through the Arts CE.EFL.3.24. Organize ideas and
s; begin to join in with texts. relevant information from
Illustrating a piece of writing.
a familiar rhyme or literary texts using group or class
story; hold writing Brainstorming a list of questions and brainstorms and/or mind maps
tools effectively. responses learners can use during in order to enhance collaborative
• Students learn to: literature circles or small group responses to literature.
recognize and discussions. (Example: Who is your
pronounce words favorite character? Why? Which story
with the short /u/ Indicators for the performance
do you like better, A or B? etc.)
and long /u/ sounds. criteria:
• Global Benchmarks: I.EFL.3.3.1. Learners can employ
Student scan: a range of verbal and nonverbal
distinguish between, communication features to
identify, or repeat express likes and dislikes and can
sounds. give recommendations in basic
yet effective terms. (I.3, S.4)
I.EFL.3.7.1. Learners can record
and identify key information
from a spoken message of
immediate need or interest
when the message contains
frequently used expressions and
visual support. (Example: rules
for a game, classroom
instructions, a dialogue in a
scene from a cartoon or movie,
etc.) Learners can use other
classmate’s contributions in
class as models for their own.
(I.2, I.3)
I.EFL.3.11.1. Learners can
understand most details in a
short simple online or print text
and can follow short instructions
in simple experiments and
projects if step-by-step visuals
are provided. (I.3, I.4)
I.EFL.3.16.1. Learners can make
a simple learning resource in
order to record and practice new
words. (Example: a picture
dictionary, a word list, a set of
flashcards, etc.) (I.1, J.4)
I.EFL.3.22.1. Create picture
books, graphic expressions and
personal stories by adapting
elements of literary texts and
adding imaginative details to
real-life stories and situations,
using appropriate vocabulary
and features of the literature
learners have read or heard. (I.3,
S.3)
I.EFL.3.24.1. Learners can work
in groups to create brainstorms
and/ or draw mind maps to
describe and organize ideas or
useful information from literary
texts and create collaborative
responses to literature through
process writing groups or
literature circles. (I.4, S.4, J.3)
• Students learn how EFL 3.1.5. Describe, read Communication and Cultural Awareness Evaluation criteria:
to: ask and tell about about, participate in or Listening to a poem or short story and CE.EFL.3.3. Interact with others
weather; identify recommend a favorite writing a short recommendation for a using a variety of both verbal
seasons; ask and tell activity, book, song or other and nonverbal communication
learner in another class.
about seasons and interest to various features and express likes and
preferred activities. audiences. (Example: peers, Talking in pairs about a video that dislikes while giving
• Global Benchmarks: other classes, teachers, learners have watched. recommendations in basic yet
• Students can: respond other adults, etc.) Oral Communication: (Listening and effective terms.
to simple questions EFL 3.2.3. Record key items Speaking) CE.EFL.3.7. Listening for
or directions of specific information from Information: Follow and identify
Listening to instructions for a short task
supported by visual a heard message or key information in short
and carrying them out. (Example: First
cues/gestures/ description, either in written straightforward audio texts
objects; differentiate form or by drawing a put the dirt in the cup. Now put the seed related to areas of immediate
one object / picture / picture. (Example: letters of in the dirt. Press down lightly. Give the need or interest, provided
letter/word from the alphabet, numbers, seed water, etc.) vocabulary is familiar and visual
another; respond to quantities, prices and times, Listening to a short text and support is present, and use these
basic questions days, dates and months, demonstrating understanding of it spoken contributions as models
through facial etc.) for their own.
WHAT'S YOUR using an accompanying graphic
6. expression and EFL 3.3.1. Understand most CE.EFL.3.11. Demonstrate 6
FAVORITE SEASON? gestures; with of the details of the content organizer. (Example: completing a Venn comprehension of most of the
prompting use one or of a short simple text (online diagram of differences between whales details of a short simple online or
more words to or print) and sharks, etc.) print text and follow short
respond to simple EFL 3.4.1. Make a simple Reading instructions in simple
questions; convey learning resource in order to Completing gaps from a reading using experiments and projects if
meaning through record and practice new illustrated through step-by-step
words from a box.
personal drawings. words. (Example: a picture visuals.
dictionary, a word list, set of Reading a paragraph about a familiar CE.EFL.3.16. Create a simple
flashcards, etc.). content area subject and then learning resource in order to
EFL 3.5.2. Create picture correcting in-correct sentences. record and practice new words
books and/or other graphic (Example: Venus is a star planet, etc.) and demonstrate knowledge of
expressions in pairs in class Writing their meanings.
by varying scenes, CE.EFL.3.22. Design and produce
Creating a class picture dictionary and
characters or other picture books, graphic
elements of literary texts. adding entries by writing definitions of expressions and/or personal
EFL 3.5.6. Work in groups to new words or drawing a picture to stories by varying elements of
create a brainstorm and/or illustrate the meaning. literary texts and adding
draw a mind map to imaginative details to real-life
describe and organize ideas Writing new words and phrases in a stories and situations in order to
or organize useful vocabulary notebook. create new, original texts.
information from literary Language through the Arts CE.EFL.3.24. Organize ideas and
texts. relevant information from
Illustrating a piece of writing.
literary texts using group or class
Brainstorming a list of questions and brainstorms and/or mind maps
responses learners can use during in order to enhance collaborative
literature circles or small group responses to literature.
discussions. (Example: Who is your
favorite character? Why? Which story
Indicators for the performance
do you like better, A or B? etc.)
criteria:
I.EFL.3.3.1. Learners can employ
a range of verbal and nonverbal
communication features to
express likes and dislikes and can
give recommendations in basic
yet effective terms. (I.3, S.4)
I.EFL.3.7.1. Learners can record
and identify key information
from a spoken message of
immediate need or interest
when the message contains
frequently used expressions and
visual support. (Example: rules
for a game, classroom
instructions, a dialogue in a
scene from a cartoon or movie,
etc.) Learners can use other
classmate’s contributions in
class as models for their own.
(I.2, I.3)
I.EFL.3.11.1. Learners can
understand most details in a
short simple online or print text
and can follow short instructions
in simple experiments and
projects if step-by-step visuals
are provided. (I.3, I.4)
I.EFL.3.16.1. Learners can make
a simple learning resource in
order to record and practice new
words. (Example: a picture
dictionary, a word list, a set of
flashcards, etc.) (I.1, J.4)
I.EFL.3.22.1. Create picture
books, graphic expressions and
personal stories by adapting
elements of literary texts and
adding imaginative details to
real-life stories and situations,
using appropriate vocabulary
and features of the literature
learners have read or heard. (I.3,
S.3)
I.EFL.3.24.1. Learners can work
in groups to create brainstorms
and/ or draw mind maps to
describe and organize ideas or
useful information from literary
texts and create collaborative
responses to literature through
process writing groups or
literature circles. (I.4, S.4, J.3)
3. ADAPTED CURRICULUM
2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 3.1.7. Demonstrate appropriate classroom behaviors by participating in small group or whole class discussions. (Example: being courteous, respecting I.EFL.3.2.1. Learners can say ways to take
the person and property of others, etc.) care of the environment and one’s
EFL 3.2.8. Spell out key vocabulary items using the English alphabet. (Example: names, colors, animals, possessions, etc.) surroundings. Learners can identify and
EFL 3.3.10. Follow short instructions illustrated through step-by-step visuals in simple experiments and projects. (Example: simple science experiments, exhibit socially responsible behaviors at
instructions for an art project, etc.) home, at school and towards the
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture dictionary, a word list, set of flashcards, etc.). environment. (J.3, S.1)
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters or other elements of literary texts. I.EFL.3.8.1. Learners can ask others to
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or organize useful information from literary texts. repeat themselves or to say something in a
different way and ask for common
classroom needs. Learners can spell out
words in English and can describe matters
of immediate need or interest using some
grammatical structures practiced in class
(although there may be errors with tenses,
personal pronouns, prepositions, etc.). (I.3,
J.4)
I.EFL.3.11.1. Learners can understand most
details in a short simple online or print text
and can follow short instructions in simple
experiments and projects if step-by-step
visuals are provided. (I.3, I.4)
I.EFL.3.16.1. Learners can make a simple
learning resource in order to record and
practice new words. (Example: a picture
dictionary, a word list, a set of flashcards,
etc.) (I.1, J.4)
I.EFL.3.22.1. Create picture books, graphic
expressions and personal stories by
adapting elements of literary texts and
adding imaginative details to real-life
stories and situations, using appropriate
vocabulary and features of the literature
learners have read or heard. (I.3, S.3)
I.EFL.3.24.1. Learners can work in groups to
create brainstorms and/ or draw mind
maps to describe and organize ideas or
useful information from literary texts and
create collaborative responses to literature
through process writing groups or
literature circles. (I.4, S.4, J.3)
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 3.1.2. Recognize ways to relate responsibly to one’s surroundings at home and at school by exhibiting responsible behaviors towards the environment. I.EFL.3.2.1. Learners can say ways to take
(Example: chores at home, recycling, etc.) care of the environment and one’s
EFL 3.2.9. React appropriately to what others say using verbal/non-verbal back-channeling, or by asking further simple questions to extend the interaction. surroundings. Learners can identify and
(Example: express interest using facial expression or simple words with appropriate intonation: Oh! Yes! Thanks. And you? etc.) exhibit socially responsible behaviors at
EFL 3.3.10. Follow short instructions illustrated through step-by-step visuals in simple experiments and projects. (Example: simple science experiments, home, at school and towards the
instructions for an art project, etc.) environment. (J.3, S.1)
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture dictionary, a word list, set of flashcards, etc.). I.EFL.3.10.1. Learners can use
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters or other elements of literary texts. backchanneling to react appropriately to
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or organize useful information from literary texts. what others say about familiar topics in
predictable, everyday situations and when
carrying out pair work for a specific task in
class. Learners can ask questions to extend
an interpersonal interaction. (I.3, J.3)
I.EFL.3.11.1. Learners can understand most
details in a short simple online or print text
and can follow short instructions in simple
experiments and projects if step-by-step
visuals are provided. (I.3, I.4)
I.EFL.3.16.1. Learners can make a simple
learning resource in order to record and
practice new words. (Example: a picture
dictionary, a word list, a set of flashcards,
etc.) (I.1, J.4)
I.EFL.3.22.1. Create picture books, graphic
expressions and personal stories by
adapting elements of literary texts and
adding imaginative details to real-life
stories and situations, using appropriate
vocabulary and features of the literature
learners have read or heard. (I.3, S.3)
I.EFL.3.24.1. Learners can work in groups to
create brainstorms and/ or draw mind
maps to describe and organize ideas or
useful information from literary texts and
create collaborative responses to literature
through process writing groups or
literature circles. (I.4, S.4, J.3)
3. ADAPTED CURRICULUM
2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 3.1.2. Recognize ways to relate responsibly to one’s surroundings at home and at school by exhibiting responsible behaviors towards the environment. I.EFL.3.2.1. Learners can say ways to take
(Example: chores at home, recycling, etc.) care of the environment and one’s
EFL 3.2.9. React appropriately to what others say using verbal/non-verbal back-channeling, or by asking further simple questions to extend the interaction. surroundings. Learners can identify and
(Example: express interest using facial expression or simple words with appropriate intonation: Oh! Yes! Thanks. And you? etc.) exhibit socially responsible behaviors at
EFL 3.3.1. Understand most of the details of the content of a short simple text (online or print) home, at school and towards the
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture dictionary, a word list, set of flashcards, etc.). environment. (J.3, S.1)
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters or other elements of literary texts. I.EFL.3.10.1. Learners can use
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or organize useful information from literary texts. backchanneling to react appropriately to
what others say about familiar topics in
predictable, everyday situations and when
carrying out pair work for a specific task in
class. Learners can ask questions to extend
an interpersonal interaction. (I.3, J.3)
I.EFL.3.11.1. Learners can understand most
details in a short simple online or print text
and can follow short instructions in simple
experiments and projects if step-by-step
visuals are provided. (I.3, I.4)
I.EFL.3.16.1. Learners can make a simple
learning resource in order to record and
practice new words. (Example: a picture
dictionary, a word list, a set of flashcards,
etc.) (I.1, J.4)
I.EFL.3.22.1. Create picture books, graphic
expressions and personal stories by
adapting elements of literary texts and
adding imaginative details to real-life
stories and situations, using appropriate
vocabulary and features of the literature
learners have read or heard. (I.3, S.3)
I.EFL.3.24.1. Learners can work in groups to
create brainstorms and/ or draw mind
maps to describe and organize ideas or
useful information from literary texts and
create collaborative responses to literature
through process writing groups or
literature circles. (I.4, S.4, J.3)
2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 3.1.5. Describe, read about, participate in or recommend a favorite activity, book, song or other interest to various audiences. (Example: peers, other I.EFL.3.3.1. Learners can employ a range of
classes, teachers, other adults, etc.) verbal and nonverbal communication
EFL 3.2.3. Record key items of specific information from a heard message or description, either in written form or by drawing a picture. (Example: letters features to express likes and dislikes and
of the alphabet, numbers, quantities, prices and times, days, dates and months, etc.) can give recommendations in basic yet
EFL 3.3.1. Understand most of the details of the content of a short simple text (online or print) effective terms. (I.3, S.4)
EFL 3.4.1. Make a simple learning resource in order to record and practice new words. (Example: a picture dictionary, a word list, set of flashcards, etc.). I.EFL.3.7.1. Learners can record and
EFL 3.5.2. Create picture books and/or other graphic expressions in pairs in class by varying scenes, characters or other elements of literary texts. identify key information from a spoken
EFL 3.5.6. Work in groups to create a brainstorm and/or draw a mind map to describe and organize ideas or organize useful information from literary texts. message of immediate need or interest
when the message contains frequently
used expressions and visual support.
(Example: rules for a game, classroom
instructions, a dialogue in a scene from a
cartoon or movie, etc.) Learners can use
other classmate’s contributions in class as
models for their own. (I.2, I.3)
I.EFL.3.11.1. Learners can understand most
details in a short simple online or print text
and can follow short instructions in simple
experiments and projects if step-by-step
visuals are provided. (I.3, I.4)
I.EFL.3.16.1. Learners can make a simple
learning resource in order to record and
practice new words. (Example: a picture
dictionary, a word list, a set of flashcards,
etc.) (I.1, J.4)
I.EFL.3.22.1. Create picture books, graphic
expressions and personal stories by
adapting elements of literary texts and
adding imaginative details to real-life
stories and situations, using appropriate
vocabulary and features of the literature
learners have read or heard. (I.3, S.3)
I.EFL.3.24.1. Learners can work in groups to
create brainstorms and/ or draw mind
maps to describe and organize ideas or
useful information from literary texts and
create collaborative responses to literature
through process writing groups or
literature circles. (I.4, S.4, J.3)
3. ADAPTED CURRICULUM
3. ADAPTED CURRICULUM