‘

REBUBLIC OF TRINIDAD AND TOBAGO

MINISTRY OF EDUCATION
GORTT/IBRD BASIC EDUCATION PROJECT

Primary School Syllabus

(Standards III, IV, V)

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:

Division of Curriculum Development

Valerie Alleyne- James

Shoba Sookoo
Marva Alexis- Rodney
Charmine Supersad
Susan Vermon- Squires

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.

ii
 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.

iii
 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 .

- Think creatively, critically and constructively.

- 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.

- Use various forms of visual literacy to interpret and gain information.

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.

iv
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.

v
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.

The Language Content

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.

The principles which govern the above techniques and strategies:

(1) The use of language to accomplish genuine purposes in meaningful experience- based contexts promotes language competence.
(2) The social situation is major determinant of children‘s language behaviour. A socially interactive classroom climate that encourages risk-taking is conductive to language growth.
(3) Mastery of the grammatical structures of Standard English depends on a variety of practice activities that familiarize children with the structures in the context, in both form and
communicative meaning.
(4) The grammatical elements/items of language are best acquired in situations that encourage authentic tasks in reading, writing, speaking and listening.
(5) Teachers of Language Arts who demonstrate quality models of successful language in use and model their love of reading, joy in composing, and responsiveness in listening, contribute
to children‘s linguistic resources. Children bring to the classroom an extensive range of language experiences. Teachers‘ respect and value for children‘s linguistic resources are
motivating factors in children‘s acquisition of Standard English.

vi
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

Methods of Alternative Assessment

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.

vii
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.

viii
 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

Each element is treated under the following headings:

Component
Outcome/Objective
Suggested Teaching Strategy
Sample Assessment/ Evaluation
Connected Activity and
Resources

ix
 ATTENTIVE LISTENING
STANDARDS 3, 4 & 5
Students will listen attentively for a variety of purposes

COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED ACTIVITIES RESOURCES

STRATEGY EVALUATION
1. To observe rules of Students will Teacher will discuss how to Teacher directs students to listen SPEAKING ACTIVITY Tape Recorder
etiquette Listen attentively and listen. List the rules for good to piece chosen. Give pupils an opportunity to Audio Cassettes
courteously (body listening and behaviour Student demonstrates listening make oral presentations Story books
language and eye contact behaviour by: through: Poems
Book report Expository material
1. Not talking Show & tell
Debates
2. Looking at the speaker Story retelling
Recitation
3. Giving the speaker full Giving direction and
attention explanation

2. To listen and
To follow directions fully
ATTENTIVE LISTENING
Listen to directions, details,
announcements,
introductions.
Perform a task for which Teacher will repeat simple as
oral directions have been well as multi- step instructions
given to give student practice. Task
given will depend on student‘s
level.
Student will listen to a multi-step SCIENCE
instruction that is given only Step for Science activity and be
once. given orally
Pupils will perform each step of
task accurately. ART
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

COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT CONNECTED ACTIVITY RESOURCES

STRATEGY EVALUATION
b. To sequence Listen to identify the Listen to this story. State the Tape Recorder
information sequence of events on both order in which the events Props: old
narrative & expository took place telephones
c. To listen to selections Expository
comprehend: get material
central ideas, draw Listen to determine the Listen to this list/selection. - Maps
inferences, main idea from a given list Give a title for the - Diagrams
understand the of words, topics, or short list/selection
organisation, select selections
items for a
summary
Students will Teacher will stimulate the Teacher will provide a taped WRITING
RESPONSIVE Listen to messages , telephone scenario in the message or instruction or Write a telephone dialogue
LISTENING instructions and classroom ( important aspect explanation. Pupils must for one of the following:
Listen to join in explanations given by of this activity is listening listen and respond by
conversation and in phone without eye-contact with repeating the information
planning and discussing. other person) a. Directions to find an
4. To demonstrate use office building
of telephone: Teacher selects a topic and b. An explanation of a
a. For message Listen to reproductive Teacher will give many dictated notes for students to process
b. For instruction notes given orally opportunities to practice this write. Exercise will be
c. For explanation skill before extensive assessed on accuracy of
dictation is attempted. information spelling and
5. For dictation Listen to a narrative or punctuation.
expository selection to Teacher will discuss and SPEAKING & LISTENING
6.a. To generate questions generate questions and give examples of activity Teacher will provide several Let pupils take turns,
& response responses. with expected outcomes examples of both narrative dictating sentences to other
b. to write short and expository texts. pupils in a group or class
paragraphs or summaries a. pupils will listen and
formulate questions READING & WRITING
and responses. Pupils will read a list of
b. Write short comprehension questions
paragraphs or and write 3 pieces of
summaries. information that would
generate those questions.

2
 APPRECIATE AND CREATIVE LISTENING
STANDARDS 3, 4 & 5
PUPILS WILL LISTEN ATTENTIVELY FOR A VARIETY OF PURPOSES

COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT CONNECTED RESOURCES

STRATEGIES EVALUATION ACTIVITY
INTERPRETATI Students will listen to respond through Teacher selects a variety of Pupils can, through oral DRAMA/WRITIN Poems
ON OF oral presentation by : genres to give pupils an discussion and G Plays
VARIOUS opportunity to demonstrate participation in groups, Pupils can perform Stories
ORAL GENERS expected outcomes. give feedback on various genres that Songs
responses to genres they have written Taped music
1. Creating and varied presented either as individual
sensory images. or group projects
Listen to enjoy Discussion and pupil Teacher observation of
the content and 2. Noting elements of feedback, participation and pupil response more
respond to the speech- verbal and non- verbal interaction are an essential important than scoring/
mood of poems, part of the exercise. grading
choral reading, 3. Demonstrating an
drama, literary understanding of mood and setting
extracts through sharing and enjoyment.

Music Experience and gain enjoyment from

appreciatively listening to music,
Poetry plays, poetry.

Dramatic Develop appropriate intellectual and

presentations emotional responses after listening to
aesthetic stimuli. Creating mental
Stories pictures, respond to literature
presented orally. Perform/produce
Plays creative/artistic responses. Listen to
enjoy the content and to respond to the
mood of poems, choral reading,
drama, literary extracts. Compare,
contrast speakers points, pieces of
music, poetry, dramatic presentations,
stories, essays.

3
 ANALYTICAL/CRITICAL LISTENING
STANDARDS 3, 4 & 5
PUPILS WILL LISTEN ATTENTIVELY FOR A VARIETY OF PUROSES

COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESMENT/ CAONNECTED RESOURCES

STRATEGIES EVALUATION AVTIVITY
Listen to Pupils will listen to selections Teacher will make selections Give an exercise t match READING/ Fiction
evaluate: make from various genres to: from Children‘s Literature e.g. stated objected e.g. WRITING
judgements, determine word meanings fairy tales, folk tales, fables, differentiate fact & Biography
discriminate through the use of context clues myths & legends, realistic, opinion. Students will Pupils can further
between fact and differentiate relevant & fiction, biographies, complete exercises to develop the skills Informational
opinion, note the irrelevant details. informational books to provide demonstrate an by reading books
degree of examples for each of the skills to understanding of skills comprehension
relevance Differentiate an expressed point be developed being developed. activities and Poems
of view producing writing
exercises that Plays
Evaluate an expressed point of Provide many opportunities demonstrate
view. through daily oral reading of the understanding of
various genres tasks.
Recognize the emotional appeal
of a book, poem, story

Follow oral directions and

perform language learning tasks
such as dictation exercises,
practice in speaking.
Identify significant details
accurately and note them
mentally or in writing for
particular purposes; focus on
facts.
Carefully follow sequence of
ideas, events.
Determine central idea of spoken
‗message‘.

4

STANDARDS 3, 4 & 5
PUPILS WILL LISTEN ATTENTIVELY FOR A VARIETY OF PURPOSES
COMPONE OUTCOMES/OBJECTIVES
NT
To recall Listen to and recall information e.g.
information to provide information and
for various materials related to chosen
purposes. composition topic in pre- writing
‗warm-up‘ periods.
Derive or recall word meanings
used in spoken contexts in order to
build vocabulary.
Explain the denotative or
connotative meanings of words
which have been spoken/ read.
Formulate their own questions and
answer questions of others.
Paraphrase and/or summarise
spoken presentation.
Organise into main and subordinate
ideas or supporting details;
differentiate important form
unimportant.
Begin to detect clues that show
speaker‘s purpose or trend of
thought, to anticipate outcomes.
Make interpretations, i.e.
a. Draw inferences;
b. Build understanding;
c. Evaluate the expresses point
of view fact in the light of
evidence, established
criteria, previous knowledge
and experience.
ANALYTICAL/CRITICAL LISTENING
SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITY
Pupils select part of a chapter e.g. Pupils prepare to talk on a Oral exercises can Listening and
in their Social Studies book and tropical or controversial be practiced in all Reading
formulate different kinds of subject. Before they Speak they subject areas, using material.
question to ask their peers. are given direction by the similar strategies.
Questions to find out the facts, teacher are given directions by Tapes from
inferences questions and the teachers to either speak radio and
application. Teacher models the positively or negatively about television.
process using material from it. The rest of the class detects
another chapter. Then pupils ask clues to show the speaker‘s
(other answer) each type of purpose: draw inferences about
question in sequence his point of view. The teacher
and listen to the answers of their observes the pupils‘ ability to
peers. get meaning and their points of
views across.
Teacher (and pupils) selects
material with emotional appeal
e.g. advertisement, one-sided
article in newspaper and read it or
a taped speech from radio or
television. Guided discussion to
-recognise emotional appeal
-question what is heard
-differentiate between
Prejudice, propaganda and plain
information
-note contradictions
-discern truth by questioning
What does speaker mean?
How does he know?
Is he deliberately leaving out
something and repeating others?
5

STANDARDS 3, 4 & 5
PUPILS WILL LISTEN ATTENTIVELY FOR A VARIETY OF PURPOSES
COMPONENT OUTCOMES/OBJECTIVES
Critical Select the type of listening
Listening essential to their purpose; adjust
speed of reception and
assimilation of auditory
impression to speed of oral
delivery
Respect the view of others
especially when they disagree,
and be courteous and thoughtful
to others
Recognize and respect listening
as a medium for learning
individually, in small groups or
larger groups.
Appreciate fully the role of the
listener in the speaking/listening
aspects of communication and
value its relationship with
reading, in particular, as well as
writing.
ANALYTICAL/ CRITICAL LISTENING
SUGGESTED TEACHING SAMPLE ASSESSMENT CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITY
Expressing differences Similar exercises but with Oral strategies Tape recorder/s in
courteously. Teacher says time constraints and formal learnt in the the class to record
something topical that pupils are peer assessment. Language Arts and replay the
likely to disagree with. Pupils classes are oral work of the
rake turns in courteously practised in cross- pupils and
expressing their opinions in curricular classes. teacher.
Standard English. Small
assessing group comments at the
end on how well they meet the
criteria.
Pupils comment on what made it
difficult and on what went well.
Teacher encourages a relaxed
atmosphere that allows risk-
taking, making mistakes and
unexpected views,
6
 SPEAKING
STANDARDS 3, 4 & 5

COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES

STRATEGY EVALUATION ACTIVITY
A. Understand and To express oneself fluently Teacher uses a checklist of Teacher and classmates WRITING & Class library
using the stages and effectively in informal/ guidelines for conducting assess talk done by other SPEAKING books
of the speaking formal situations conversations. classmates using the Write a book report
process Speech Skills Beginning the conversation. following. and present it orally Tapes of
CONVERSATIONS Make effective oral Keeping the conversations Did they: to the class. eloquent
Effective use of the communication of thoughts going by expanding or Contribute to the speakers.
elements of speech to and feelings. extending classmates‘ conversation. LISTENING &
acquire desirable habits Maintain good delivery comments. Dealing with Share ideas and feelings RESPONDING Tape recorder
of correct grammar. Use posture. conflicts. Observe rules of courtesy. After listening to a Audio cassettes.
of non-verbal behaviours Speak in a natural, easy Ending a conversation. Listen carefully to book report, give
consistent with verbal. manner with directness and classmates‘ comments. two reasons for your
Exchanging ideas to enthusiasm. Call group members by selecting the book.
clarify a message. Speak with adequate name.
Determining purpose loudness. Maintain eye contact.
appropriate to the topic. Use natural intonation.
Speak at an acceptable rate.
Speak clearly with fluency.
Pronounce correctly.
Use Standard English
Use language appropriate to
social context.
Students will :
Participate in many types of
group conversations e.g.
compare characters in a
story.
Brain storm questions for an
interview.
Write a script for a short
skit.
Share writing in writing
groups.

7
 SPEAKING
STANDARDS 3, 4 & 5

COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES

STRATEGY EVALUATION ACTIVITY
Speech Skills Ask questions to obtain Modelling: After teacher checks that READING & DRAMA Expository
information. Teacher demonstrates student‘s move through Pupils will read a story material
A. Speaking for a Answer questions giving with deed back from the steps of planning and and dramatize any Story books
variety of purposes relevant details. students. Sets up rehearsing the story, episode they liked. Class portfolios
Interpretation of Relate a story or an event in situations that show teacher assesses Tape recorders
materials sequence. clearly the format and the storytelling by checking MATHEMATICS Audio Cassettes
Discussion Dramatise short plays or skits essential details of the following. SPEAKING
Informing listeners Express opinion, current or particular speaking Was the story One pupil will:
Challenging ideas of important issues. activities e.g. introduced? Give directions for a
others Describe a scene or picture or Retelling a story Did it have a beginning, problem- solving
Oral presentation event Telling a story middle and an end? activity.
News Recite poems from memory Placing an order Was there dialogue?
Poems Make oral reports on books Persuading classmates to Were voices varied for
Directions read, a trip or a project. make a choice. interest?
Stories Practice correct grammatical Were props and gestures
Explanations structures. used?
Ideas Participate in discussions.
Opinions Deliver short speeches.
Reports Debate important issues.
Extemporaneous Students will:
reporting Participate in activities that
Expressing humour demonstrate a number of
Using telephone purposes for speaking e.g.
intelligently retelling a story
Persuasion Placing an order by phone for
Restating, rehearsing delivery of an item to a
and reciting to specified address.
reinforce Persuading classmates to
choose an activity from a list
given by the teacher.

8
 SPEAKING
STANDARDS 3, 4 & 5

COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES

STRATEGY EVALUATION ACTIVITY
B. Speak for a Talk freely and easily about Encourage children Monitor children as they take Field trips outside the Radio
variety of purposes with personal or group to talk to and with responsibility for their school to widen Television
greater confidence. experiences; others- language use by interaction in children‘s knowledge
Report an event or activity Provide child- initiate activities and and expose them to a
in an orderly manner, opportunities to teacher- directed tasks. range of language styles.
sticking to the point, express their
following a simple sequence understandings and
of ideas; feelings. Evaluate
Relate or read stories suggestions for
effectively and interestingly speaking fluently.
in audience- type situations;
Use the telephone correctly
(without assistance);
Recite, read simple poems,
individually or chorally in an
audience- type situation in the Role-play Establish rules for speaking Use language for
classroom; conversations and listening. learning in all curriculum
appropriate and areas.
inappropriate
behaviours

Provide each child Monitor children as they take

with tasks to turns to report an outcome of
complete. task.

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.

Introduce choral speaking Delivery of piece for choral

to recreate the mood and reading.
meaning of different poems

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

COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES

B. Speaking for a State, lit ideas (and plan as pre- writing Important Talks
variety of activity)
purposes and Express humour
reflect on the Demonstrate spontaneity and self-
process. confidence in speaking
Acquire desirable habits of correct
grammar, clear articulation, careful
pronunciation, clear enunciation and a Introduction to show understanding and
pleasing voice
Discern the relationship between
listening and speaking, between
speaking and reading, between
speaking and writing, between speaking interest.
and thinking.
Use appropriate gestures, facial
expression to reinforce their speech.
Evaluate according to agreed criteria
their own speaking skills.
Gain greater skill in conversation with
adult and peers about a wider variety of
topics and interest.
Select and use words from a larger and
more varied vocabulary to interpret
reality and convey meanings more
precisely; seek to integrate their
listening , reading, writing and speaking
vocabularies;
Utilise the Dictionary, in particular, as
an aid to pronunciation and self-
expression.
STRATEGIES EVALUATION ACTIVITY
Prepared Tasks as formative and Material of Social Social Studies
Pupils write the name of a topic they summative assessment. Studies and of Science Science texts
would like to know someone else‘s Pupils are given one week to classes is used as the Story books
opinion about. prepare to talk to a given theme themes to speak on. Expository material
Teacher collects the papers. that is allied to work in Social Newspapers
Teacher and pupils discuss criteria for a Studies or Science. Magazines
short impromptu talk: Several topics based on the theme Dictionaries
are put by the teacher in a Thesaurus
position taken; organisation of the body container. Each pupil gives an
of the talk: impromptu talk on the topic he
Facts, negatives and positives, and chooses from the container. He is
ways of ending that hold the listener‘s assessed on content and language
(use) consistent with Standard
Have each pupil, one after the other English
choose one of the papers and speak
about it for 1 minute. Monitor group
comments on how well the criteria were
met.

11

STANDARDS 4 & 5
COMPONENT OUTCOMES/OBJECTIVES
C. Speaking or a Engage in creative dramatics so that
variety of purposes listeners can follow and enjoy:
Practise problem- solving as they
attempt to settle concerns through
informal discussion; participate in
purposeful dialogue;
Use sentences which are clear,
appealing and grammatically correct;
Increase their ‗word power‘- extend
their speaking vocabulary; acquire
‗new words, realise that words may
have different meanings, study
antonyms, homonyms and synonyms;
select words more precisely;
Gain greater conversation with adults
and peers;
Begin to refine thinking skills- think
clearly, critically, creatively and
independently, imagine/ visualize,
reason, after concrete experiences;
Increase their fund of ideas through
varied ‗information- gathering‘ and
techniques so there is more to talk
about.
Give news, reports or directions,
explanations, opinions clearly;
SPEAKING
SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITY
Scripts (student –made during a Pupils use agreed checklists Pupils write and perform Thesaurus
past lesson) are given out by to judge peers on their oral a one- act play based on Dictionary
the teacher. The language is exercises work in other subjects. Textbooks
Standard English. Pupils in a e.g. – content Recreational
group assign themselves parts - vocabulary Reading
and practice and memorise the - Standard English usage
dialogue. Eventually minor - clarity and pace
props and costume pieces are - confidence
organised and the one- act play And agree on the weighting
staged for peers.
Each week one group prepares
a news programme (or
stimulates radio or television)
and presents to the class.
Teacher and pupils discuss and
fine tune the script of the
programme during the week.
The news can be schooled-
based or national/sports/
international as the group
selects.
Teacher initiates round- robin
game for each student to
practice correct grammatical
structures. Each student
changes the issue but uses the
particular grammatical
structure.
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

STANDARDS 4 & 5
COMPONENT
C. Valuing speaking for
personal, professional and
social relationships.
D.
Experiencing the satisfaction To be understood in order to
of speaking and being
understood
Using speech to entertain
and change attitudes and
behaviours.
OUTCOMES/OBJECTIVES
Pupils will participate in
activities where effective
speaking skills are valued
e.g.
get service that is efficient
To entertain others
SPEAKING
SUGGESTED TEACHING SAMPLE ASSESMENT/ CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITY
Teacher will allow pupils to Students will be assessed READING & Tape recorder
view or listen to examples on the basis of their SPEAKING Resource persons
of good peaking skills that adherence to effective Pupils will read poems Pupils as guest
will: speaking techniques that and recite them to the speakers
allow for the achievement class from memory.
Generate a response that is of objectives stated. WRITING
satisfactory to the person Content Pupils will write a list
making complaint/ request. Manner of questions needed for
an interview.
Cause others to enjoy a
performance.

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
thinking, and using organising. text- books.
Thinking
Elicit from pupils the information that constructed e.g.
Organizing is necessary for a diagram e.g.
Using 1. The name / heading
DIAGRAMMATICAL Pupils review signs, symbols 2. Clear drawing
MATERIAL and icons and share their
meaning. 3. Lines showing parts indicated
4. Legible labelling
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.
STUDY SKILLS Content area text
use a checklist t determine the Pupils should be books
correctness of the diagram encourage to draw their Posters
own diagrams to support Diagrams
their note-taking & note- Road signals/symbols
Is there a heading? making exercise Icons on computers
Restaurant and other signs.
Is the drawing easy to understand?
Is the writing legible?
All my lines indicating parts of the
diagram place in such a way to
avoid confusion.

6. Is all information necessary?

16
 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

COMPONENT OUTCOMES/OBJECTIVES SUGGESTED SAMPLE ASSESSMENT/ CONNECTED RESOURCES

TEACHING STRATEGY EVALUTION ACTIVITY

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

COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES

STRATEGIES EVALUATION ACTIVITY

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.

19

STANDARDS 3, 4 & 5
COMPONENT OUTCOMES/OBJECTIVES
Viewing Pupils will view video clips.
Films and slides,
Interpreting documentaries and narratives
to:
Communicating
a. Identify elements of story
Thinking grammar
b. Advance reasons for
Evaluating character actions
c. Listen to character
Using dialogue and make
VIDEOS predictions.
(RECORDING d. Compare/ contrast
STRIPS) programming features
SLIDE e.g. talk shows, news,
PRESENTATIONS weather, documentary.
e. Discuss the effectiveness
of special effects e.g.
Time lapse photography
VISUAL LITERACY
SUGGESTED TEACHING
STRATEGY
Teacher will select video
clips, slides, films to suit
objectives and level of pupil
understanding.
Discuss and use peer
interaction for reactions to
examples presented.
20
SAMPLE ASSESSMENT/ CONNECTED ACTIVITY RESOURCES
EVALUATION
Teacher will provide SPEAKING Slides & Slide
programmes of a particular Let pupils prepare an oral projector
type e.g. narrative or presentation on a particular V.C.R.
documentary. Provide an topic and use a video clip Television.
agreed checklist and or slides to enhance it.
questions. Let students
provide comments on
examples viewed.
e.g.
a. Are story elements clearly
identifiable?
b. How did the setting help to
plot sequence and interest?
 LITERATURE
STANDARDS 3, 4 & 5

COMPONENT OUTCOMES/OBJECTIVES SUGGESTED SAMPLE ASSESSMENT/ CONNECTED RESOURCES

TEACHING STRATEGY EVALUATION ACTIVITY

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

COMPONENT OUTOCOMES/OBJECTIVES SUGGESTED SAMPLE CONNECTED RESOURCES

TEACHING STRATEGY ASSESSMENT/EVALUATION ACTIVITY

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

STANDARDS 3, 4 & 5
COMPONENT OUTCOMES/OBJECTIVES
Recognising the The students will
characteristics of  Listen critically to and read
non-fiction expository writing distinguish
Expository among expository writing and
Newspaper articles narratives note how
Informational texts paragraphs are formed
Develop sensitivity to The student will
Language.  Use and examine the writer‘s
craft.
Develop aesthetic  Choose and use vivid words
emotional responses. and details in writing
 Tell a story, using I, my,
me‘ or he/she said‖......(point
of view)
 Use flashback‘ in plot
development.
 Appreciate the use of style,
imagery and language in
general.
 Recognize conflict as it
applies to man against
himself; man against his
world.
 Gain further insights into
human behaviour
 observe and comment on the
author‘s point of view
 express their own opinion
 understand how language
varies according to emotional
state, context and situation
RECREATIONAL READING/ LITERATURE
SUGGESTED TEACGINH
STRATEGY
The teacher will:
 Discuss the features of
exposition and show
differences in how paragraphs
are organised
 Model reading and enjoying
getting information from texts
The teacher will-
 Provide a stimulating print-
rich environment.
 Have an oral exchange of ideas
in an interactive environment.
 Highlight aspects of language
use (vocabulary)
 Discuss and examine language
use by the writer
The teacher will
 Encourage pupils to enact
scenes and incidents from
books and to write and perform
short one-act plays based on
stories read.
 Assist pupils to use cues and
stage directions,
23
SAMPLE ASSESSMENT/ CONNECTED RESOURCES
EVALUATION ACTIVITY
Review of language chosen by  Study skills Texts with persuasive
the writer or expository writing.
Listen for the tone  Preparing an information
Listen to identify the purpose of file with newspaper articles
the writing
Analysis of paragraph
development
Writing a paragraph.
 Revising a composition to  Literature Language/
improve vocabulary- Journal
Substituting appropriate,  Composition- related tasks
more vivid words for tired  Creative Dramatics
ones and playing word  Reading
games.  Critical Thinking
activity in Social
Use ―Hot Seat‖ Studies.
Pupils prepare and share
their feelings and
apprehension about the
book they are reading.
Peers respond by sharing if
this made them wish to read
the book or not.
Recreational materials
Content Areas:
Share with the class what Relevant text books
Interpreting
you wrote to make the Reading Materials
reader dislike the ‗bad guy‘
in your story.
 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.

 Setting lyrics to music.

 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;

 Compose dialogue appropriate to a

story, situation or given context;

 Understand and appreciate roles of

authority figures, members of the
family, and people in the society by
enacting their roles.

 Understand how language varies

according to emotional state, context
and situation.

 Understand how character is depicted

through speeches and actions;
understand how expression, gesture,
movement contribute to the
expression of emotion.
27
 RECREATIONAL READING/ LITERATURE
STANDARDS 3, 4 & 5
COMPONENT OUTCOMES/OBJECTIVES SUGGESTED TEACHING/ SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGY EVALUATION ACTIVITY
DRAMA  The student will listen  Careful observation;
attentively, critically, The teacher through critical comments on  Physical Education, Creative ideas
B. Dramatic creatively, courteously. questioning, modelling, creative communication Dance routines which Print Materials-
Forms commenting, and dialogue (verbal and non- verbal encourage rhythmic Texts of various
 Pantomime  The student will speak clearly, will: behaviour) activity, awareness of the kinds e.g. story,
(Individual expressing his feelings or ideas  Create the mood human body and what it poems.
Group) with proper gesture, posture, eye  Observe and encourage can do; use of space,
 Exercise in the contact, facial expression.  Develop an idea creative, rhythmic, pace, movements Co- curricular
development responsive movements. materials.
of spontaneity  The student will write creatively,  Plan the action  Art/ Craft/ Music and
and critically.  Observe the authenticity creative activities across
coordination.  Play the story, character, of the mood, character, the entire curriculum of Puppets
 Role play  The student will create action/events problem, situation purpose of dramatic the Primary School. Musical
 Puppetry individually and in groups, activity. Instruments
 Playmaking: animate and inanimate objects  Capitalise on the pupils‘ Music
Scripts through the movement of his/her creativity, imagination, speech  Demonstrate appropriate Tape recorder,
(speech and body. standards to help the Cassettes.
action)  Encourage discussion based on student do a good job of
 The student will enact scenes, personal experiences of what he or she is
incidents; involvement of drama, appearing attempting.
in a play or being part of an
 Write and perform short plays audience.
and sketches;
 Ask- How different is a ‗stage‘
 Interpret and use cues, stage play from a cinema show/ film?
direction etc;
 Have cooperative group activity-
 Demonstrating sensitivity, the group chooses and works to
flexibility, poise and self- determine how the action and
confidence what the action is to be
interpreted and presented
through skits, dramatizations in
Readers Theatre, choral reading,
shared /paired reading in
audience type situations.

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

STANDARDS 3, 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES
 PHONICS- Pupils will
Analysis letter  Apply most phonic skills when
sound reading any written material
 Use knowledge of phonics in
conjunction with other word
attack strategies to decode new
words
 Use phonic analysis (letter
sound):
i) Reviewing variant sounds of
consonants, double and silent
consonants, consonant diagraphs
and blends.
ii) Reviewing diphthongs, vowels
diagraphs.
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
words from ―Dolch Sight
Words List‖.
 Construct sentences using a
combination of sight words
from the Dolch list and
Content Material.
MECHANICS OF READING
SUGGESTED TEACHING SAMPLE CONNECTED ACTIVITY RESOURCES
STRATEGY ASESSMENT/
EVALUATION
Class texts
Teacher will:  Transcribe the following  GRAMMAR Teacher made
 Encourage pupils to apply skills as it is read Changing word classes passages
 Use prompts based on skills, taught e.g. Games
e.g. What sound does the beginning The departure of the official (a) Comprehend______
letters represent? was an occasion requiring (b) Race- racial
 Reinforce skills through dictation tight security. (c) History- Historic
exercises.
 Use words in content for spelling  Read a paragraph from  WRITING/SPELLING Various
exercises the Social Studies/ Using phonic skills in writing Reading
 Discuss words that do not conform to Science text. essays/letter/ journals Material
phonic rules
 Utilise word games e.g. scrabble,
cross-word puzzles.
 Employ phonograms e.g.—ight, --tion,
--sion, ture, ble, cle, cial, etc.
 Have pupils read various GAMES Games
materials with the words. Bingo, Snakes & Ladders Words Lists
 Use questions to generate
special education tense with the WRITING
words. Using given words in paragraphs
 Use various games. Key words n other subject areas
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‘.

 Syllabicate and pronounce words

with the endings –ble, -cle, -dle,  Have pupils syllabicate a list  Syllabicate the following
-gle, -ple, -tle. of words with the endings words –bicycle, candle, angle,
 Let pupils state common title
 Spell words having the endings. procedure to order to discover
the rule
 Have pupils use words in
sentences
 Provide opportunities for
pupils to read various
materials with words having
these endings
 Use cloze procedure
31

STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES
 Improving Vocabulary The pupil will
Building Skills  Build new concepts and refine
old ones.
 Searching for meaning  Use context clues to get the
meaning of unfamiliar words.
 Differentiate meanings of a
particular word.
 Discover meanings by
analysing word structure:
prefix, root, and suffix.
 Categorize words: Word class,
analogies, and strangers in a
group, studying verbal
relationships.
 Use synonyms, antonyms,
homonyms.
 Use one word for many
words, e.g. a collection of
books: a library.
 Write definitions.
 Use similes and metaphors.
 Use dictionary to check use,
function and meaning of
words.
 Learn specialized vocabulary
of other subject areas.
READING – MECHINICS
SUGGESTED TEACHING
STRATEGIES
 Ask children to generate
words or ideas about a
given topic.
 Give meaning of new
words in reading lesson
 Use words in different
context.
 Use prefixes or suffixes to
unlock words.
 Encourage children to
devise names foe
families.
 Write definitions for
collective nouns.
 Use similes and
metaphors in sentences.
 Identify specialized
vocabulary in Maths/
Science/ Social Studies
texts.
32
SAMPLE ASSESSMENT/ CONNECTED RESOURCES
EVALUATION ACTIVITIES
Fighting is _______
immoral: illegal.
Fill spaces with suitable
words
e.g. Identify the meaning
of words in context e.g.
The parcel is light.
I light the candle.
Exercises to add prefixes
and suffixes to base
words.
Complete semantic map Engage in classification Reference books
activities in Science or Charts
Social Studies.
Use Semantic Feature Picture Collections
Feature Chart with Analysis charts in
headings generated by content area.
pupils
Use a variety of skill Use technical and
learnt in creative writing specialized vocabulary in
Maths, Science and
Social Studies.
 READING – MECHANICS
STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGIES EVALUATION ACTIVITIES

 Identify and define words
 Prefixes with the prefixes- semi,
tele, tri, uni,, micro,
super, anti, pre, aero etc.
 suffixes
 Identify suffixes in given
words
 Identify and define words
with the suffixes: -way, -
dom, -able, -ible, -ness, -
onus, -fully, -ty, -ance, -
tion, -ship, -some and
different forms of the
word ‗shun‘
 Note the changes suffixes
make in meanings of
words.
 Have pupils read materials
with words containing the
prefixes.
 Encourage pupils to use
words containing the
prefixes when speaking or
writing.
 Engage pupils in matching
words with appropriate
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.
Similar to above
 Have pupils determine word
classes with and without
suffixes
e.g. inherit - inheritance
create - creation
 Use the various forms of
words in sentences to
demonstrate meaning e.g.
 God created man
 Read the following sentences MATHS Content Area
and state the meanings of the Identify shapes whose materials
underlines words. names begin with tri,
semi. Actual objects with
 I used a microscope to the names that
observe the bacteria. ART include prefixes
 How many angles are there in Drawings of tricycle, e.g. microscope.
a triangle? superman, television.
 It is a supermarket.
Write the words in the STORIES Fairytales
appropriate columns Handsome Prince in a Classroom
Kingdom. materials
- Attend, friend, king, Expository text.
whole SOCIAL STUDIES
- SOME, DOM, SHIP, Attendance register
ANCE
TIME TABLE
Comprehension
composition

 Man is one of God‘s

creation

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

STANDARDS 3, 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES
 Multi meaning Words  Use words in context to show
different meanings
 Determine meanings of words
by analysing the context
 Understand words- literal and
figurative
 Homophones  Identify and use homophones
correctly in sentences
 Determine meaning/ spelling of
words by analysing context in
which word is used e.g. alter,
altar, advice, advise.
VOCABULARY
SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGIES EVALUATION ACTIVITIES
 Provide examples of Match the underlined word ART Content area
words used in different with appropriate meaning. Drawing to demonstrate Materials
contexts meanings e.g. face, dash Pictures
 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.
 Have pupils match words b) Not noble; unkind
with appropriate meaning
based on context in which
the words are used.
 Use figuratively language.
 Provide sentences with words  Use the following words ART
(orally/written) appropriately. Illustrate to depict
 Refer to context clues  I wrote the letter on hotel meanings of words.
 Conduct dictionary exercises. (stationery, stationary)
Have pupils create sentences  There are many (patients, CROSSWORDS PUZZLES
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

STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES
 Homographs  Pronounce and state the
meaning of homographs in
given sentences.
 Construct sentences using
homographs/orally,
written.
VOCABULARY
SUGGESTED TEACHING
STRATEGIES
 Refer to context clues
 Provide sentences with words
(orally and written)
 Conduct dictionary exercises
 Have pupils create sentences
 Use CLOZE exercises
 Have pupils match words to
appropriate meanings
 Have pupils read sentences with
pronunciation
SAMPLE ASSESSMENT/ CONNECTED ACTIVITIES RESOUCES
EVALUATION
 Use the following words in ART Puzzles
sentences to show differences Depict meaning of words
meanings. through drawing e.g. bow, Dictionary
 Lead, minute, subject bow.
 Read the following:
1) It was time to present Jane GRAMMAR
with her present. Review of syntax
2) She took a bow, and the
bow fell out of her hair.
3) Kindly permit me to
present this permit to you.

Synonyms  Provide words/phrases of

similar/ almost similar
meaning for given
words/phrases.

 Substitute identified words
with meaning antonyms.
 Match antonyms
 Construct sentences using
antonyms.
 Use dramatization to illustrate  Underlines the words, in the
GAMES Words from
sentences, which have opposite Opposite attracts content materials
meanings
 Use games like crossword meanings.
DRAMATIZATION
puzzles, snakes and ladders etc.
1) We breathe in oxygen when we Portraying scenes that are opposite
 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

STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES
COMPREHENSION  Read and retell simple stories
 Note and recall details  Create literal/inferential
explicitly stated questions
relevant/irrelevant  Answer literal/ inferential
questions.
 Distinguish between relevant
and irrelevant details. Follow
directions, instructions and
explanations.
 Understand a sequence of facts,
ideas, events
 Sequencing
 Arrange pictures in sequence.
State the steps for performing
everyday activities in
sequential order.
 Arrange events on a time-; line
to form a story.
 Use signal words as aids in
sequencing
 Main Idea
(Classification)
 Classify objects/pictures/
words
READING COMPREHENSION
SUGGECTED TEACHING SAMPLE CONNECTED RESOURCES
STRATEGIES ASSESSMENT/EVALUATION ACTIVITY
WRTITNG
 Allow pupils to retell stories they  Talk about your favourite part of Retell favourite parts of story
have read ‗Hansel and Gretel‘
 Have pupils create questions and  What was the occupation of the SCIENCE
have other pupils provide answers father? Identify details in
(orally written0 experiments
 Have pupils answer questions from
the teacher DRAMA
 Use the six points of enquiry (who, Portrayal of various
what, where, when, why, how) characters
 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.
 Demonstrate the construction of time-
lines.  Put the following SCIENCE
information on a Time Steps in an experiment
 Have pupils develop time lines
Line
 Provide them with comic strip frames SOCIALL STUDIES
to put proper sequence. Time Lines/Flow charts
 Have pupils respond to questions (Making of sugar)
based on passage containing sign
words
 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
pupils put pictures, words or objects Category........ Which word comes first etc.
in the appropriate group.
MATHS
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
(Implied) paragraph or longer selection
 Provide relevant details to
support main idea
State the main idea. VIEWING
Birds are either chunky (like Still photographs
robins, blackbirds and owls), Films
plump and round (like chickens WRITING
and doves), and slender (like Supplying supporting
sparrows, hummingbirds and details
finches). Writing of passages

a. Birds resemble each other.

b.Birds have three basic shapes.
c. Some birds are colourful.
VIEWING POETRY
 Outlining  Create outlines using main ideas  Demonstrate using a web  Using the paragraph above Cartoons Poems with implied
and supporting details. format. complete the web: Films Main ideas
 Discuss importance of this Series of pictures
activity to essay writing and details details
note taking WRITING/ Encyclopaedia
 Have pupils‘ list relevant details Main STUDY/RESEARCH Class texts
on web. Idea Note taking Teacher‘s notes
Details Summarising

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

STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES
 Finding Cause and Effect Note relationships between
(explicitly/ implicitly  Cause and effect
stated)  Supporting and main ideas
general and specific e.g.
definition to example
 Identify the cause. Effect in a
given situation
 Categorise parts of sentences
under cause and effect
 Identify ‗cue‘ words which
facilitate identification of cause/
effect e.g. because, so, as a
result etc.
 Identify implied cause/ effect
READING COMPREHENSION
SUGGESTED TEACHING SAMPLE CONNECTED ACTIVITIES RESOURCES
STRATEGIES ASSESSMENT/EVALUATION
 Provide sentences and Put ‗E‘ over the effect and ‗C‘ SCIENCE Paragraphs from
discuss with pupils the over the cause in the following Experimenting/ Reading Texts/
occurrences in the sentences sentences. Variables Stories
 Explain the importance of
certain ‗cue words.  I came late to school because VOCABULARY
 Use questions to aid in the rain was falling. Cue words
identifying cause/effect
(explicit, implicit)  The wind blew heavily and the GRAMMAR Science Project
 Have pupils state the young fruits fell to the ground. Sentence Structures
cause/effect in sentences.
WRITING
Excuses, reasons

 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

STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVES
 Understanding  Identify word meanings,
connotations of feelings, connotations in
words poems, rhymes, jingles,
advertisements.
 Interpretation of  Interpret the author‘s
advertisements. implied motives or
purposes in
advertisements.
 Determining mood,  Use context clues to
using context clues. determine mood.
READING COMPREHENSION
SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED ACTIVITES RESOURCES
STRATEGIES EVALUATION
 Provide pupils with rhymes following  Write a simple poem on LISTENING
the said pattern ‗School Days‘ Tape recorder advertisements
 Have pupils study advertisement  List five words, or phrases
 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
 Provide resources with advertisements.  Create an advertisement for
enrolling in your school. ART Newspaper
 Have pupils collect resources with
Drawing for advertisements Films
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
Illustrate various moods.
 Utilize poems depicting contrast moods VOCABULARY
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
slangs/ idioms in oral and
idioms
written forms.
 Use idioms in sentences.
 Provide various materials  Choose the correct meaning SOCIAL STUDIES Texts
containing slangs and for the underlined phrase. Comparing slangs from Magazines
idioms When he heard the news, he different countries. Stories
 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

STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES
 Summarising  Sate the main points in a passage  Teacher models her search
 Compare and contrast
 Identify character traits
 Determine the type of passage
e.g. biographical, historical,
scientific
 Evaluating  State personal reactions to what  Use different reports of a
was read
 Judge the goodness or badness of
a character, or of a story
 Assess the importance or
relevance of facts
 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
READING COMPREHENSION
SUGGESTED TEACHING
STRATEGIES
 From your reading, give two
for main points and then
shares the information in a
sentence or two
 Pupils follow using another
passage in the cross-
curricular text and share the
summarised information in
pairs.
 Give two reasons why you
particular context and have
students look for bias and
match to the personal stance
of the writer/ speaker of the
political or economic stance.
44
SAMPLE ASSESSMENT/ CONNECTED RESOURCES
EVALUATION ACTIVITIES
Applying comprehension
reasons for Tom going with skills in other subject
Jim areas e.g. summarising
material in Science and
Social Studies text
books.
SCIENCE Newspapers
think the Principal Why some scientists Magazines
Association did not agree to ignore the latest findings Stories
the student council in quantum physics? Textbooks.
becoming involved in hiring
teachers.
 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
technical writing features in technical writings (specification for a tape
writing (formulae recorder etc.)
etc.)  Have pupils examine the
sentence structure/ terms used.
 Discuss differences/ similarities.
 Discuss implications for
understanding said writings.
 Read the manual and answer this
question.
 Is this radio supposed to be
powered by batteries or direct
current from the house?
 Justify your answer

 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

STUDY AND RESEARCH PHYSICAL EDUCATION Labels

Performing activities Packages
 Following directions  Follow directions accurately  Use simple recipes,  List the steps in making a Recipes
in performing simple tasks instructions for games, steps ‗windmill‘. SCIENCE Games
 Give accurate directions to in experiments, steps in Experiments
perform simple tasks. making a piece of craft.
 Discuss importance of LISTENING/ SPEAKING
carefully following directions Giving directions
 Expose to pupils household
items containing simple SOCIAL STUDIES
directions e.g. medicine Safety procedures
containers
SOCIAL STUDIES
 Following directions  Locate places based on  Use plans or maps that were  On the map of Trinidad, where is Location
(Cardinal Points) instructions highlighting the created. Chaguaramas situated? Direction of winds
cardinal points.  Have pupils create plans  Is the school situated north or south
 Give directions using the showing the points. of the road? SONGS Atlases
points.  Ask questions based on Using names of the cardinal Class texts
Sequence events: (1st, 2nd, 3rd, directions. points (down) Wall maps
 Classifying 4th).  Have pupils ask pupils
Songs
POEMS Poems
questions.
Using names of the cardinal
points.

 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

 Identify the various parts of a
 Have pupils examine and
book.
compare the layout of the
different parts.
WRITING
 What is the difference between the Book reports 9author, Class texts
first page and the pages on which Illustrations, when published) Other texts
of the story is written

47

STANDARD 3
COMPONENT OUTCOMES/OBJECTIVES
 The title page  Explain the meaning of the
terms: author, illustrator,
publisher, publishing company etc.
etc.
 Locate the above in books
 Create a tile page
READING- STUDY SKILLS
SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED RESOURCES
STRATEGIES EVALUATION ACTIVITY
 Use a variety of books to develop the  Who is the author of ‗Black WRITING Various Texts
concepts of the terms ‗author‘, illustrating Beauty‘ Book Reports
 Have pupils name various authors etc.  Which illustrator do you
 Let pupils create a title page for story created prefer, and why
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

STANDARDS 4 & 5
COMPONENT
STUDY AND RESEARCH
 Following instructions
 Sequencing
 Adjusting reading rate
 Outlining
 Note taking
 Summarizing
 Dictionary skills
 (Guide Words)
 Maps, Charts, Diagrams
 Graphs, pictograms
 Drawing conclusion
 Use of dictionary
 (Word derivatives)
 Use if Encyclopaedia junior
and other references books.
OUTCOMES/OBJECTIVES
 Activities and strategies as
outlined in the lower levels
 Adjust the activities to
appropriate levels.
 Of difficulty
 Use word derivatives to locate
related
 Words in the dictionary.
 Use words in context.
 Locate and use information from
the encyclopaedia.
 Use index or key where
applicable.
 Understand specialised
vocabularies of other subject
areas.
READING- STUDY SKILLS
SUGGESTED TEACHING
STRATEGY
 Refer to lessons on prefixes
 Provide list of Latin/ Greek
derivatives.
 Elicit from pupils works
containing the derivatives.
 Prove sentences with words
containing derivatives.
 Discuss meaning
 Use dictionary to facilitate
concept
 Have pupils use word in
context.
 Demonstrate use of index
 Have pupils match headings
in the index with selected
topics.
 Engage pupils in
researching topics using the
encyclopaedia as a guide for
the format (outline)
 Discuss cross referencing
51
SAMPLE ASSESMENT/ CONNECTED RESOURCES
EVALUATION ACTIVITY
 Refer to lesson on prefixes  MATHS/SCIENCE Class
 Provide list of Latin/ Greek Using words with derivations Texts
Picture
derivatives ART
 Elicit from pupils works Drawings depicting animals
containing the derivatives shapes etc. whose names begin
 Provide sentences with with derivatives (omnibus)
words containing derivatives.
 Discuss meaning
 Use dictionary to facilitate
concept
 Have pupils use word in
context
WRITING
 Use the encyclopaedia to
Reports/Notes/ Outline
write
ART
 A report on the diet of bats.
Illustrating object of study.
 Indicate page and title of Apply comprehension skills in
section in which information other subject areas: noting main
was obtained points and summarizing etc.
 Apply comprehension skills
in other subject areas.
 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

 Provide materials containing titles, MATHS Written materials

headings, topic sentences etc.  Read the title, the heading and Determining operation
 Skimming ( reading  Use technique of skimming to get  Guide pupils in using these features in topic sentences, and write a (Multiplication Subtraction
quickly to get the gist an impression of what was read developing general impressions of brief report on what the lesson etc)
or main idea) materials. E.g. Telephone Directory is about.
 Have pupils use techniques to prepare
reports that represent general  Scan the material and write the COMPREHENSION Various texts
impressions of what was read. name of the West Indian island Determining Main Idea
to first gain Independence.
 Provide pupils with suitable materials. MATHS
 Scanning (search  Use the technique of scanning to  Ask questions using clue words and
Do you have to subtract or
quickly for specific locate specific information in print multiply?
phrases
bit of information SCIENCE
 Have pupils locate information in a Find common qualities
specified time frame.
 Have pupils ask questions
 SQ3R (Survey,  Demonstrate use of the study  Discuss importance of technique
Question, Read, technique  Select any lesson from the
Recite, Review) Reading Text, use the SQ3R
 Make available suitable materials technique and answer the first
 Through guided instructions
 Care book properly question at the end of the
demonstrate use of technique under
Functional Reading  Use the library with consideration teacher‘s guidance.
lesson.
Skills for others and appropriately
 Let pupils discuss the technique. Cross- curricular on research Context area
 Understand and use the Dewey How would you find out about
pollution of the environment? and self- editing. Recreational texts.
Decimal System
Visits to school and other libraries to What are you better at within the Research materials.
 Understand and use proof- reader‘s locate/ information needed to write and
marks. writing process: spelling or
develop specific ideas. punctuation?
 Self assessment and editing.

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

 Narration: expanding story Discuss in small groups the interesting

outlines, completing unfinished things they enjoy at home that the
stories, writing experience selected friend might like to share. (ask
stories. parent‘s permission if this is to be real)

 Creative writing (highly Blackboard work: Teacher writes these

imaginative prose, drama, ideas down, expands their vocabulary
poetry). by suggesting synonyms to add. Write
1st draft in 4 or 5 sentences beginning
 Description: describing persons, ―Dear ......X‖
places animals, objects, scenes.
Teaching point- Tone: must be positive
 Explanation: directions on how and encouraging.
to make or do things,
definitions, explanations of Revision: Peer sharing/ helping to
information in diagrammatic improve content, clarity, tone. ART
forms: class rules or standards:
memoranda; auto- biographical Rewriting: Add format of your address, Drawing of enjoyable
sketches; reports (written date, greeting, body and polite closure. activities with friends
information on a topic for a
class project, book. Reports, VOCABULARY
visits).
Write a letter inviting a Synonyms
 Persuasive writing- arguments friend to spend a
and point of view. weekend at your home.

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

a. Ask students to discuss in pairs

 Dialogues and interviews what information to be conveyed.
b. Information to be obtained from the
person inviting them.
Students will write a letter accepting
the invitation Discussion in plenary, with broad
work.
st
Student will write a thank you letter Writing 1 draft and full writing
after spending a day by his/her friend process, reinforcing the letter- writing
process.

Ask student to discuss (in pairs) all the

activities enjoyed with his/her friend.
Teacher prompts: What feelings?
How did you feel about doing that?
(vocabulary of feelings on board)

54

STANDARD 3
COMONENTS OUTCOMES
Informative Writing Expand original with more
details and information
Instructions Student will compose sets of
instructions for games using
logical sequences of idea.
WRITNING- INFORMATIVE
SUGGESTED TEACHING SAMPLE ASSESMENT/ CONNTECTED RESOURCES
STRATEGIES EVALUATION ACTIVITIES
PRE- WRITING Peer correcting checklist. ART Content area
-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
Ask students to write a list o rules that rules of the game.
govern the particular game. Sequence
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

 Focus on a topic and selecting  Pupils discuss the sequence of Expository

relevant fact, ideas, etc. main ideas. material

 Arrange facts, events, et, in  Write them in one paragraph.

correct sequence.
 Plan hoe to develop and expand
 Restrict the paragraph to a single the writing task into a three (3)
idea. paragraphs.
Work using a separate main idea
 Plan and outline three- or four- in each paragraph.
paragraph composition. Expand using relevant details.

 Use paragraph structure: (without

emphasis on ‗topic‘ sentences).

a) Topic sentences (main idea

sentence)

b) Development (relevant details)

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:

TO: Teacher‘s name

FROM: Student‘s name
DATE:
SUBJECT:

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

STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES
Personal Letters Student will write a
letter apologizing for
Apology some hurt he or she has
caused.
Invitation Student will write a letter
inviting a friend to celebrate a
national festival together
WRITING- LETTER WRITNG
SUGGESTED TEACHING STRATEGIES SAMPLE ASSESSMENT/ CONNECTED ACTIVITIES RESOURCES
EVALUATION
Teacher asks students to select someone that Write a letter to one of your Vocabulary Pictures of
he/she has hurt in some way. parent apologizing for some hurt national festival.
PRE WRITING you may have caused. Words of apology and
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
PRE- WRITING Write a letter to a friend who lives Vocabulary
Talk of what you enjoyed at a specific national abroad, inviting him/ her to spend Feeling words use of
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

STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES
Business letter Students will write a short
business letter enquiring of
the Manager about a specified
book, its price and the
possibility of a discount
WRITING- BUSINESS LETTER
SUGGESTED TEACHING STRATEGIES SAMPLE ASSESSMENT/ CONNECTED ACTIVITIES RESOURCES
EVALUATION
PRE-TALKING Write a letter to one of the PUNCTUATION Catalogue of
Ask students about books they enjoy and service clubs in your area, books
authors they enjoy from their class library. asking if they would like Names of books, films,
PAIRED WORK to purchase the books at plays Brochures
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

Informative writing Social Studies Stimulus

(Material presented is of Have students write about a material from
greater complexity) content area e.g. electricity content areas

Weather report
Pre Writing
Actual demonstrations or oral
explanation of a hairstyle of a Sequencing
student

Instructions Student will be able to write
instructions for tasks using a
logical sequence of ideas.
WRITING
Ask student to write instructions on Ask student to write Drawing of hairstyles to match
how to complete a complex task instructions on how to execute written descriptions
like: a favourite recipe.
a. Corn row hairstyle
b. Barbering a male haircut
with designs

Pre Writing: Peer talk

WRITING: Ask student to write
directions on getting from a school
Directions neighbourhood shopping centre,
after passing by a home on the way
to ask a friend to accompany you.
Ask students to give directions
on how to walk from home to
church, after going to a news
stand to buy Sunday papers on
the way.

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.

Students participate in Sense Games including Touch Boards,

Taste Testers, Sound Journey.

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

Recall life experiences of happiness.

Relishing the sweetness of a delicious
chocolate.

Use specific language. Substitute precise Describe your favourite tree or

words e.g. feeling word, sense word, flower.
synonyms, for overworked words.

Write rhymes in different patterns. Do Write a nonsense rhyme or an

Rhyming Games. amusing rhyme.
Teacher/ heard Student/bird

Create image through language comparisons

WRITING A Create word pictures through
DESCRIPTIVE choice of words.
POEM
Students write a poem on
happiness
Each student writes a
descriptive line.
Pre- Writing
Teacher reads poems
Discuss: Word pictures, rhymes etc
Encourage student discovery. How they see
things. How they feel. State ways in which we
can show happiness e.g. A cheery smile; in
peals of laughter; through lusty singing;
delightful dancing.
Students to make card with
illustrations e.g. A Happy
person.
Write lines to complement
drawing e.g. (2 lines)
Collect, select, compile
pictures showing happiness.
PICTURES
Aspects of the environment in
pictorial form. Nature scenes:
beach, playgroung, farm, park
etc.
Photographs from family
album.

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

STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES
Persuasive Writing Students will write a persuasive Teacher reads a few examples
letter to an adult, saying why
they should be allowed to do
something. They will use the
writing process.
WRITING- EXPLANATION
SUGGESTED TEACHING
STRATEGIES
of persuasive writings, e.g. a
letter from a child to his father,
asking for a bicycle. Let
students note persuasive words
and structure of sentences.
SAMPLE ASSESSMENT/
EVALUATION
Instruct students to write a
persuasive note or letter to their
mother or father asking for a
special item. They must state at
least two (2) reasons why their
wish should be granted.
Checklist
 Did students highlight good
points about parent(s)?
 Did students state two
reasons for their request?
 Did students make the
requested item beneficial to
both parents and themselves?
CONNECTED ACTIVITES RESOURCES
LETTER WRITING Sample of persuasive
Students have to use letter writing
writing formal
SOCIAL STUDIES
Students write persuasive letter
to Ministry of Health asking
him/her to make sure drains
are cleaned;
To other agencies for particular
requests, e.g. principles,
teachers

Persuasive Writing Students will:
Respond to a number of
Advertisements advertisements and say why
they would buy/not buy a
particular product/service.
Note words used to encourage
sales.
They will also say, what are
Advertisements. Note the
different types of
advertisements.
Write advertisements to sell
various products/services e.g.
toolum, a homework machine,
etc.
Let students collect a variety of Read an advertisement. GRAMMAR Newspapers
advertisements. Comparison of adjectives- How Magazines
Write to a friend explaining formed. Advertisements
why she/he should or should
They will read and discuss the not buy the product/service. ART- LISTENING
words used to persuade the Students work in groups to
reader to buy and the kind of Use persuasive words make up an advertisement for a
strategy used, e.g. endorsements (adjectives) to write their own product/service.
by famous people, nine (9) out advertisements e.g. biggest,
of ten (10) doctors etc. best, softest, and fastest. MATHEMATICS
Students find out the costs of
Each strategy should be clearly the various sizes of
understood. advertisements in one
newspaper. They calculate how
Students write examples of the much money each type and size
different types of of advertisement costs.
advertisements

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;

Let them compose slogans, rhymes,

jingles to be put on a poster.

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

STANDARDS 4 & 5
COMPONENTS OUTCOMES/OBJECTIVES
Persuasive Students will:
Write a letter, to parents giving
(The Writing reasons why they should be
process is to be used allowed to
with all writing  Go to camp;
activities)  Learn to swim;
 Own a bicycle, etc
 Write letter to their M.P. to
persuade her to do certain
things, e.g. repair road;
provide tap borne water.
Advertisements Students will:
State what is an advertisement? and dramatise different types of
 List the different types.
 Detect propaganda in
advertisements.
 Write critically about the
message in several
advertisements in newspapers are used.
on television.
 Note language used to
persuade in advertisements.
WRITNG- EXPLANATORY
SUGGESTED TEACHING SAMPLE CONNECTED ACTIVITES RESOURCES
STRATEGIES ASSESSMENT/EVALUATION
Discuss with students- things they would Write a letter to your Dad, LETTER WRITING Sample of persuasive
like to do/have, and why they think parent convincing him of the necessity Use of letter writing format; letters, book reviews.
are reluctant to let them have it. for you to have a bike include formal and informal; use of
the benefits to your Dad. block or indented format.
Let them discuss the advantages of what
they want, and benefits to their parents. Tell the class why they should
These can be noted on boards. read ‗Black Beauty.‘
Students write letters.
After teacher‘s modelling of a book report,
allow students to do likewise, to convince
their friends to read the same books.
Have a ‗booksell‘ party.
Let students work in groups, to research Create three (3) types of GRAMMAR Newspapers
advertisements. Comparison of adjectives.
advertisements. The rest of class, say what Magazines
kind is being portrayed and what appeals MATHS
are used. Use special words to convince reader Cost price
to buy product. Selling price Cut-outs of
Let students create their own Features of item propaganda type of
advertisements. The rest of class, say what Interest rate advertisements.
kind is being portrayed and what appeals What will you buy and why?
SCIENCE
Let students create their own If possible, test the validity of
advertisements in groups. claims made 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
Posters/Charts Answer question based on posters/
Tables bar graphs, pie charts, flow charts.
 Create posters for different
reasons.
 Create bar graphs, pie charts to
represent different kinds of
information
 Write explanations about charts
and use same to persuade reader
to see your point of view.
Display posters, bar graphs, pie
charts. Discuss information
represented on visuals.
Question students about
information.
Let students write answers: use
information to support their
point of view.
Let students create posters to
advertise
 Shoes
 Food
 A holiday location
 A book, etc.
From this bar graph, which brand
of sneakers is the most popular?
Why do you think so?
Work in groups to create a set of
posters to sell different
items/events.
ART- Lettering Layout.
MATHS- Pie charts, bar
graphs
Create math problem using
bar graphs and pie charts.
Write an explanation for
each section of a flow chart
to explain the process.
SCIENCE- Use of a flow
chart.
Posters advertising events
and items, e.g. clothes,
food, etc.
Textbooks with pictures
of bar graphs, pie charts,
flow charts.
Teacher and pupils-
created graphs and charts.
Bar graphs pie
ASSESSMENT charts
from content area texts.

Use information from graphs, to

draw conclusions about most
favourite food, etc.

Write slogans etc. For posters

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
own words various materials
 Interpretation of
slangs/idioms  Identify and interpret slangs/
idioms in oral and written
forms.
 Use idioms in sentences.
 Demonstrate technique using  Rewrite in your own words, the STORIES/POETRY Newspapers
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.
 Provide various materials  Choose the correct meaning for SOCIAL STUDIES Texts
containing slangs and idioms the underlined phrase. Comparing slangs from Magazines
 Discuss the slangs and idioms When he heard the news, he hit different countries Stories
 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

STANDARDS 3
COMPONENT OUTCOMES/OBJECTIVE
Grammar Skills The pupil will use the basic sentence types
correctly
 Bees sting.
 The dog is fierce.
He became a doctor.
She seems wise.
 His mother gave him a dollar. The
teacher lent some books to the pupils.
 The mason built the wall high.
The boys made him captain.
 Use negative, interrogative, imperative
and passive forms of the sentences above.
 Expand the basic types above by using
adjective and adverb (single word, phrase
and clause) modifiers).
 Use joining words:
And, but, either.....or, neither....nor,
both........and, not only.....but also.
 Use joining words: Who, whom, whose,
which, that, when, after, before, because,
thought, although, since, as,, so, that.
 Use joining words:
However, moreover, therefore, on the
other hand, eventually, etc. (Brige words
and phrases).
 Use plural and possessive forms
correctly.
 Use all forms of personal and possessive
pronouns correctly.
 Use all forms of personal and possessive
pronouns correctly.
 Use comparative and superlative forms of
the adverb correctly.
GRAMMAR
SUGGESTED TEACHING SAMPLE ASSESSMENT/ CONNECTED ACTIVITY RESOURCES
STRATEGY EVALUATION
 Teacher will model the  Sentence completion based on Cross curricular oral and Oral and written materials.
specific structure in class oral exercises already work written
talk. completed. Checklists- teacher and
 Will create oral and written pupil made.
exercises for pupils to  Writing task that would
practice the structure in necessitate use of the specific
meaningful context. Games structure.
around the class for each to
complete e.g ―If i had only
known..........‖ context.
Teacher integrate teacher of
grammatical structures within
the context of specific writing
tasks e.g.
Descriptive Writing:
Adverbs of place, adjectives
and nouns; sequencing of
adjectives; adjectival clauses;
‗be‘ sentences: seen, appear,
look, sound, smell, taste. And
feel; simple present taste,, feel;
simple present tense; definite
and indefinite articles.
Past Narrative Writing
-past tense; adverbial clauses of
time & sequence; gerund
constructions; spatial order,
preposition of space; still, yet,
since; non- defining relative
clauses for setting a scene.
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.
sentence.
Note changes in spelling.
Use correctly in sentences.
Verbs- Regular Review simple tenses of regular
verbs.
Use in speech and writing.
Irregulars State the correct forms of irregular
verbs. Use verbs in sentences orally
or written.
Circle the appropriate part to Research skills Short stories
complete the sentence e.g. Reading a short story to identify Expositary
1. John is ______ football. participles used. texts.
(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.
‗to call‘ ‗to bake‘ to smile‘. Have (Call, called). Creative Writing Short stories
students give desired tenses. Note
similarities
-Establish concept of ‗regular verb‘.
Use tenses correctly in sentences.
Introduce infinitive of irregular verbs ‗to Complete sentences/ stories with
break‘. Have students indicate tenses. the correct form of the verb e.g. Creative writing.
Note differences from regular. Use The child was ________ by the
correctly in sentences. teacher. (to teach)

74

STANDARD 3
COMPONENTS OUTCOMES/OBJECTIVE
Transitive/Intransitive Identify transitive/ intransitive
Verbs verbs. Use them correctly in
sentences
Active/ Passive Voice Note relationship between
transitive or intransitive and
voice.
Identify correct voive of verbs
in written work.
Use correctly in oral/ written
work.
Prepositions Identify prepositions in context. Present sentences with prepositions in
Use the correct preposition in
context.
Using the correct Match preposition with
preposition appropriate verbs. Use phrase in
their own writing to expand
simple sentences.
GRAMMAR
SUGGESTES TEACHING STRATEGY SAMPLE ASSESSMENT/ CONNECTED ACTIVITY RESOURCES
EVALUATION
Introduce sentences which contain Underline the verbs. Say whether Drama Information texts
transitive/ intransitive verbs e.g. The sexton they are transitive or intransitive. Oral drills Action pictures
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.
Present sentences e.g. Circle verbs- transitive Oral drills Specimens for
Tom washed the car. Underline verbs- Intransitive Science experimentation
The car was washed by Tom. John writ the examination but the Describe elements in passive
Discuss differences in sentences. result will be published next form
1. Subject- doer of the action- Act month. In a piece of prose e.g. A plant is made up of
2. Subject- receiver of the action. Pass. Do identify verbs and voice used. roots, stem and leaves.
other examples.
Have students underline or circle  Role Play
context. Relate to practical activities in the prepositions in sentences. Create  Oral Drills based on mimed
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.
Present prose with verbs with special Match words to appropriate Correction of
prepositions in appropriate context. Students prepositions e.g. sentences
read and note how prepositions are used. Different like
Create sentences of their own. Agree than Creative writing.
Looked from
to
75

STANDARD 3
COMPONENTS OUTCOME/OBJECTIVE
Pronounce with self Note pronounce formed with
self. Diffentiate between their
usage. Use them correctly in
sentences.
Relative Pronouns Identify relative pronouns as
used in context.
Use relative pronouns in
writing sentences/stories
Adjectives Identify adjectives in the
context of sentences.
Note nouns used as
adjectives.
Use in sentences.
Have pupils write definition
for adjectives.
Adjectives- Degree Differentiate between
comparative /superlative
degree.
Use adjectives correctly.
GRAMMAR
SUGGESTED TEACHING
STRATEGY
Introduce sentences.
T abked myself a cake.
John, himself, repaired the stove.
Have pupils note what is common.
How functions differ.
Create sentences to suit both functions
reflective and emphatic.
Present short with relative pronouns.
Have students note main points and
connecting words.
Examine functions:
 Joining
 Representing
Develop simple definition. Use to join
sentences orally and written.
Present an object.
Have pupils describe object.
Use semantic map to complete exercise.
Time-consuming
Fun game interesting
Challenging long
boring
Review comparative/ superlative
degrees.
Present sentences with adjectives e.g.
I am younger than (he, him)
Martha serves as well as (she, her).
SAMPLE ASSESSMENT/ EVALUATION CONNTECTED ACTIVITY RESOURCE
State the type of pronoun in the sentence/ Game activities
short story. Board game
1.He burned himself
2.I made the dress, myself.
She gave herself a pat on the back since she,
herself, decorated the cake so beautifully.
Join these sentences using the appropriate Short story
relative pronouns. Writing
Who, whom, whose, that, which.
She is the girl
She won the award. Charade followed by
She is the girl who won the award. statement as to what
This is the dog. It was lost. happened.
This is the dog that was lost.
Have students use descriptive adjectives to Show and Tell Interesting objects
write a paragraph. Art
Draw an object, person, place
-to identify missing object, person from a description.
Drama
Role play- describes a
character, a witness.
Miming and describing actions.
Cloze Exercise or Correction of sentences Editing of written work. A variety of similar
e.g. Oral Drills. objects.
Mary is the _______ of the twins. Use objects to form sentences
(smart, smarter, smartest) of comparison e.g. That hat is
John is elder than him. larger than that one.
76

STANDARDS 3
COMPONENTS OUTCOMES/OBJECTIVES
Identify adverbs in sentences
Adverbs Use adverbs correctly if speech
and writing.
Demonstrate use of comparative/
superlative forms.
Demonstrate knowledge of
Conjunctions conjunctions in different
contexts. Use correctly to
combine ideas/ sentences.
Select a sentence form
structure Review of given group of words.
Simple Sentence Define a sentence.
Analyse a sentence into its
two main parts.
Add Subject/ Predict to
complete sentences.
Differentiate between phrases and Based on previous activity students will
Phrases sentences.
Use phrases in oral and written
work.
Combining Join sentences using
sentences- conjunctions and relative
conjunctions and pronouns
relative pronouns
GRAMMAR
SUGGESTED TEACHING STRATEGY SAMPLE ASSESSMENT/ CONNECTED ACTIVITY RESOURCES
EVALUATION
Review concept of adverbs. Given a short passage, student Social Studies
Present sentences/ passage. Have student complete story with appropriate  Use graphs to encourage use of
identify adverbs. Make sentences of their adverbs e.g. The children sang so adverbs of frequency- seldom,
own. Have student use adverbs correctly _____ at the festival that they always, never, often
in sentences/ short stories writing. emerged winners.  Role play activites
Present situations. Join these sentences with suitable
Have students state what is happening e.g. conjunctions e.g. Children‘ s
John is talking (while, and, but) 1. Mary is at home. Creative Writing Literature
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.
Present groups of words e.g. over the Complete the following sentences Social Studies
fence. ....... into the garden Describe your community
Jim sits comfortably. Joan will send........................ Science
The naughty girl. ........................................... Explain what happens in an
Students identify the sentence and Walking................................ experiment.
underline the verb. ....................across the hallway. Creative Writing
Use verb to guide analyse into subject and Write a letter to a friend.
predicate.
Create a paragraph on a given topic.
identify phrases from given groups of Use phrases to make sentences more Oral drills
words. interesting. Short story writing.
Have students use phrases to expand Underline the phrases used.
sentence cores. Use six points of inquiry.
Present simple sentences. Have students Combine the following sentences to Short story writing. Expository texts.
read them and suggest possible make a short paragraph e.g.
combinations. Note improvement in I brought a book. Note taking on information Content articles
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

STANDARDS 4 & 5
COMPONENT OUTCOME/OBJECTIVE
Tense - Review To review simple tenses.
To identify continuous/
progressive form.
To use these tense forms
The Perfect tense To identify the Perfect Tense. Present a short story using sentences which
To use the Perfect Tense
correctly in oral/ written work. period in the past to the present.
Adverbs Review To identify adverbs in context
GRAMMAR
SUGGESTED TEACHING STRATEGY SAMPLE ASSESSNENT/ CONNECTED ACTIVITY RESOURCES
EVALUATION
Present a short story. Complete CLOZE sentences with Comment on cricket match, Video clips
Have student identify verbs and give tenses. continuous form. football match, fashion show
Have students engage in class/ group activity etc. Picture book
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).
Create other situations.
Express actions orally and in written form.
Using a short, have students read Role Play activities which Short stories.
indicate that events were completed over a story and identify verbs in the encourage correct use of the
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.
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
79

STANDARDS 4 & 5
COMPONENT OUTCOME/OBJECTIVE
Averbs- To use positive, comparative
Comparison and superlative degrees
correctly in oral and written
work
Irregular Adverbs To use the positive,
comparative, and superlative
degrees correctly in oral and
written work.
Conjunction To identify a conjunction in a Establish concept of conjunction
sentence.
To use conjunctions to join
words, phrases and sentences sentences in oral and written material.
Double conjunction Use correctly in speech and
writing
GRAMMAR
SUGGESTED TEACHING SAMPLE ASSESMENT/ CONNECTED ACTIVITY RESOURCES
STRATEGY EVALUATION
Briefly review the concepts of adverbs. Write six sentences to describe Editing of exercise Language Texts
Present pictures, an activity.
Have students compare how action is Use as many adverbs as Correction of sentences Teacher and pupil –
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.
Present in sentences adverbs which are Present CLOZE sentence. Dialogue Language Texts
irregular. Indicate positive form of adverb.
Have students use these in sentences of Writing paragraphs. Pictures.
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
Join these sentences with a suitable Short story writing
Have students identify conjunctions in conjunction. E.g.
sentences. Oral expression- story telling
Use conjunctions to join simple It was raining
We missed the show
Code switch dialect passage where and beginning/middle
‗and then‘ is used in Standard English.
Present literature with double CLOZE sentences with double dialogue Teacher – created
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.
80
 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.
Review
State the main parts of a
Sentence and the need
for agreement between
Subject/ Predicate.
Have students do an appropriate Punctuation of a paragraph. Note taken in Science/ Social LEA Stories
Language Experience Approach (LEA) Studies.
story. Identify supporting sentences in a Short Stories
Write story as dictated without paragraph.
punctuation.
Have students reread and insert
appropriate punctuation marks.

Have them note when a sentence begins

and ends

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

81
 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.

Differentiate between phrases- (no verb) The man

and clauses – (verb)
Use given phrases/clauses to create a
story. Who lost his wallet
Use sentence strips, including clause
strips, to assist student so construct
complex sentences. Is standing nearby

82
 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

Have student note differences in

Active/ Passive Voice To have students note
differences in use and structure
structure, punctuation and
function.
Do a variety of exercises.
Demonstrate activities. Underline verbs and state Dialogue. Pictures.
Have students relate action- the correct voice e.g.
active voice.
Change to passive form. The drain was scrubbed.
Note differences.
Kim learnt her lesson.
Tom cleaned the
blackboard
The blackboard was
cleaned by Tom.
Active- Subject- Doer of the
action.
Passive- Subject- receiver of
the action.

84
 GLOSSARY

Sustained Silent Reading (SSR):

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.

Thesaurus: (i) A book of words or phrases grouped according to their meanings

(ii) A book of synonyms and antonyms

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.

1. Motivating an interest in the lesson by: b. Extending the lesson through:

a. Studying the pictures that illustrate the story; 1. Free reading at the book table;
b. Talking about new or unusual words in the story; 2. Searching encyclopaedia for additional information;
c. Retailing the ideas in the story to the background or experiences of the class. 3. Artwork, writing, dramatization as related to the lesson;
d. Setting up a purpose for reading, i.e. reading to find out something. 4. Shared oral reading in small groups.

86
Reading Study Approaches (cont’d)

THE DIRECTED INQUIRY ACTIVITY:

AN INSTRUCTIONAL PROCEEDURE FOR CONTENT READING
Charles McDonald & Lenore Quintyne

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

References: Betts, EA. (1964) Foundation of Reading Instruction

America Book Company, Pp. 488- 555

Zintz, M.V. (1975) Corrective Reading

Dubque, Iowa: William C. Brown Company, Pp.394- 395

DIRECTED READING – THINKING ACTIVITY

Linda B Grambrell
University of Maryland

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
LANGUAGE EXPERIENCE APPROACHES (LEA)
TEACHING SEQUENCE
Step I Stimulation
1. Use of common experiences
2. Use of knowledge of the child
3. Make it a new experience
Step II Discussion
1. The teacher stimulates and guides.
2. Each child should contribute something.
3. Get child sensitive to the ideas.
4. Guide students toward a common, higher-level vocabulary.
Step III Writing
1. Teacher reads entire story to class.
2. Entire group can read re- read the story.
3. Individuals can see/read their language.
4. Left to right sequence is emphasized
Step IV Oral Reading
1. Teacher reads entire story to class.
2. Entire group can re- read the story.
3. Individuals can see/read their language.
4. Left to right sequence is emphasized.
Step V Development of Word & Comprehension Skills
1. Words, letter names, letter sounds.
2. Matching word/sentence strips
3. Creation of word banks.
4. Expanding vocabulary.
5. Main idea, factual recall, sequence, etc.
Step VI Follow- up
1. Typewritten copies for all members of the groups.
2. Creating books.
3. Reading of related books.
4. Personal illustration
SQ3R
Step 1: S= Survey The reader surveys the materials, giving careful attention to the title,
introductory pages, headings, organizations of the material and summary.
Following this survey, the reader should try to recall as much information
before going on to the next step.
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
assist the reader in establishing purposes for reading.
Step 3: R= Read With specific questions in mind, as a purpose given by the teacher, the
student reads the material to locate answer. It is possible that answers to all
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
unanswered questions to stimulate class discussions.
Step 4: R=Recite. After reader the material, the student should recite the answers to the
questions formulated prior to reading. This assists in remembering and leads
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
possibly question the logic of some of the author‘s ideas. This recitation is a
personal matter; it is not a recitation to the class.
Step 5:R = Review At this point, the reader reviews the ideas presented in the entire selection
and may outline them mentally or on paper. The reader should attempt to fill
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.

John‘s father took out his jack and raised

the front of his car

90