TERM 1

Listen and speak with sensitivity to the feelings of others

Listen to and retell different genres of audio/audio visual stories

Listen to extract main ideas from a range of sources

Listen in order to draw inferences from different forms of oral language: storytelling, speeches,
interview

Comment on phrasing and intonation in recorded speech

Identify and reflect on word recognition strategies found most helpful before, during and after reading

Select and use appropriate strategies to pronounce technical words

TERM 1
Use prefixes and suffixes to change word meaning
Review and practice dictionary skills previously learnt

Use context clues to determine word meanings

Predict story outcomes before and during the reading task

Identify main idea/important details in text

Summarize main findings in a text

Identify and discuss connections with texts (text-to-self, text-to-text)

Identify and discuss the linguistic devices (imagery, connotation and denotation) used to sway the
reader

Identify and discuss point of views in narratives

Review and use internal text features previously learnt– headings, sub-headings, bullets, text-boxes,
underlined words, illustrations, italics, bold text.

Use dictionaries with greater degree of accuracy to support different oral and written tasks

Skim and scan to decipher main ideas

Utilize different parts of speech: conjunctions, nouns, prepositions to construct more complex sentences

Review and use adverbs

Apply the rules of relative pronouns (that, which, whom) and Subject/verb agreement to oral and
written sentences

Distinguish between abstract and concrete nouns

Extend ideas using subordinate and main clauses

Use punctuation marks to create varying effects (comma, full stop, question marks)

Apply knowledge of the basic rules of punctuation and Capitalization when writing

Identify and discuss the importance of key phrases (explain, describe, state, three ways) in writing
prompts

Review the stages of the writing process (pre-writing, drafting, revising, editing, (and publishing) Use the
stages of the writing process to compose narrative and expository pieces

Identify and use topic sentences, supporting details and concluding sentences

Review and extract figures of speech (metaphor, similes, onomatopoeia) from a variety of texts
OUTSTANDING

• Evaluate the appropriate use of SJE/JC in oral presentations and apply corrections where
necessary

• Apply word recognition strategies found most helpful before, during and after reading

•
• Select and use appropriate strategies to pronounce technical words

• Use dictionary to aid in pronunciation and in identifying parts of speech

• Apply context clues to determine word meanings

• Use text information to confirm or modify predictions made during reading

• Read with expression and fluency to understand/interpret text information

• Use main ideas/ important points to identify theme(s) in texts

• Use Text Sets to make connection with texts (Text –to-text, text-to-self)
• Discuss the linguistic devices (imagery, connotation and denotation) used to argue,
persuade, mislead and sway the reader in selected texts
• Make distinctions between the points of view of the characters and the author

• Use table of contents and index to locate information in texts

• Use graphs, maps and charts to summarise and present information with greater
efficiency and accuracy
• Use a range of non-fiction sources, including online sources, to locate information
• Scan to extract specific information

Utilise different parts of speech: conjunctions, nouns, prepositions to construct more complex
sentences

• Use singular and plural nouns in different contexts

• Use connectives to show the relationships between ideas

• Use, speech marks, exclamation signs, semi colons, and colon accurately
• Apply knowledge of the basic rules of punctuation and Capitalization when writing
• identify and use topic sentences, supporting details and concluding sentences •
Write paragraphs in which topic sentences, supporting details and concluding
sentences can be clearly identified
• Use link/transitional words and phrases to connect paragraphs
• review and extract figures of speech (metaphor, similes, onomatopoeia) from a
variety of texts • Use figures of speech (metaphor, similes, onomatopoeia) to add
impact to their writing

TERM 2
• Reflect on their own use of listening and speaking skills previously learnt and apply
accordingly to suit the context
• Listen to respond to implicit and explicit information
• Generate and answer questions from implicit or explicit information received
• identify and paraphrase important points in oral presentations

• Determine diction and appropriate persuasive techniques (rhetorical questions,

repitition) for oral presentations
• Apply rules of SJE in making oral presentations

• Work cooperatively with their peers to examine strategies used to decode and
decipher pronunciation and meaning of unknown words
• Use mnemonics and other spelling techniques to improve encoding and decoding skills
• Use dictionary skills to decipher the meanings of words used in isolation/in context
• Identify analogies and other word relationships, including synonyms and antonyms, to
determine the meaning of words

• Compare and contrast setting and plot in different stories read

• Read for enjoyment and information
• Discuss explicit information and share personal views
• Distinguish facts from opinions/reality from fiction during reading discussions
• Set and answer questions before, during and after reading to guide understanding of
text information

• Interpret messages, moods, feelings and attitudes conveyed in stories, poetry and
prose
Use Text Sets to make connection with texts (Text –to-text, text-to-self and text-to-world)
• Respond critically to the linguistic devices (imagery, connotation and denotation) used
in literature/text

• Cite biases in point of views between authors and characters in selected

narratives/texts

• Use glossaries to support the comprehension of fiction and non-fiction texts

• Compile own glossaries of terms specific to areas of study / information

communicated in projects
• organise and synthesize information gathered from various sources

Distinguish between declarative, exclamatory, and interrogative sentences.

• Use demonstrative pronouns appropriately in written and oral sentences

• apply the past perfect tense appropriately to regular and irregular verb forms)
• Place commas and quotation marks correctly in written dialogue/direct speech

• Analyse and differentiate between the statement and instruction in writing prompts

• Develop and use editing checklists to evaluate their own writing

• use adjectives, adverbs and descriptive phrases to create different effects in writing

• Organize paragraphs to reflect different internal text structures (compare & contrast,
cause & effect)

• Use a range of signal words to indicate transitioning in writing

• identify and use figures of speech (personification and alliteration) to add impact to
their writing

• Reflect on their own use of listening and speaking skills previously learnt and apply
accordingly to suit the context

• Apply listening skills previously learnt to present context

• Share Interpretations of words used in context

• Listen to determine the purpose of presentations
• Select language to suit purpose and audience

• Code-switch to suit a variety of purposes

• Use body language to enhance oral presentation and create desired impact

• Explain choice of strategies used to decode and decipher pronunciation and meaning
of unknown words

• Self-select and use spelling techniques to improve encoding and decoding skills
• Use different reference source to decipher the meanings of words used in isolation/in
context
• Use analogies and other word relationships, including synonyms and antonyms, to
determine the meaning of words

• Interact with peers during shared reading to express interpretations and clarify
misconceptions/misinformation

• Respond to different levels of questioning i.e., literal, inferential and critical

• Distinguish facts from opinions

• Analyse how messages, moods, feelings and attitudes are conveyed in stories, poetry
and prose using inference and deduction in reference to the text

• Recognize signal words used and make connection to different text structures

• Cite evidence in text which identifies the author’s viewpoint

• Use a variety of external text features in preparing projects and different types of
texts
• organise and synthesize information gathered from various sources

Construct questions using interrogative pronouns within the appropriate context

• Practice using various tenses (present, past, future, continuous, past perfect) to create
vibrant and engaging texts
Use punctuation marks (brackets, colons, ellipses, dashes) appropriately
• Apply stages of the writing process in producing a range of written pieces
• use adjectives, adverbs and descriptive phrases to create different effects in writing

• Organize paragraphs to reflect different internal text structures (compare & contrast,
cause & effect)

• Use a range of signal words to indicate transitioning in writing • Compose

narrative and expository pieces to satisfy a variety of text structures
• Use figures of speech to write different types of texts including poems

TERM THREE (3)

UNIT 1
• Demonstrate an awareness of active listening while participating in discussions and
oral presentations

• Code-switch to suit a variety of purposes

• Summarise and synthesize the content of information heard

• Critique the use of verbal and non-verbal communication cues during oral
presentations
• Organize thoughts and ideas and execute planned and impromptu presentations
• Express a range of emotions when making oral presentations

• Demonstrate appropriate use of SJE/JC in persuasive arguments

• Apply strategies to decode and decipher pronunciation and meaning of unknown

words
• Apply rules of syllabication and knowledge of root words in encoding and decoding
unfamiliar vocabulary
• Consult a variety of reference sources to find/ verify pronunciation and clarify the
meaning of technical vocabulary
• Examine the connotative and denotative meaning of grade level words

• Examine analogies and other word relationships, including synonyms and antonyms,
to determine the meaning of words
Implicit
Implicit means implied or understood but not plainly or clearly stated. Something is implicit
when it is not directly stated but is suggested in the way the words are put together.

Kevin asked Mark for some of his cake but Mark did not give him any. Suddenly, Kevin then told
Mark that it would be a shame if someone told Miss Brown, the class teacher, that he (Mark)
was standing on her desk and broke her chair yesterday.
Answer: In this sentence, because Kevin did not get any of the cake, he is implying or
implicitly saying that he might just tell the teacher that Mark was on the table and damaged
her chair.

John’s mother doesn’t allow anybody to drive her Jaguar. However, on John’s eighteenth
birthday, she gave him the keys.
Answer: By giving John the keys, his mother is implying that it’s OK for him to drive the car or
she is implicitly giving him permission to drive her car.

Samantha said that she likes all animals except snakes.

Answer: Samantha is implying or implicitly saying that she likes animals like dogs, cows, John
Crows, rats, pigs, tigers, elephants, and so on.

In primary schools, some teachers lack the specialist knowledge needed to deal with conflict
resolution very well and the results for students are not as good as they could be.

Answer: Specialist knowledge is needed to handle conflict resolution effectively in primary

schools to improve the results for the students.

Explicit
Something is explicit when it is directly stated and there is no uncertainty as to what the
speaker is saying. Something is explicit when it is clearly stated and does not cause any
confusion.

For example.
Do not kill people.
Love your enemies as you love yourself.

Exercise
Write I for the implicit sentences and E for the explicit ones.

Hey! What are you doing? Do not touch my food, brother. ___________________

The law states that drinking alcohol and driving is illegal. ___________________
The girls found an ___________ racist statement in the old man’s remarks.
We have not made up our minds, but we have an ___________ idea.
To avoid certain diseases, it would be better for people to stop eating sugar and meats;
however, I don’t want to be the first one to tell you to stop. ___________

Implicit communication is:

A. straightforward and direct
B. means what it says
C. unclear and hard to understand
D. easy to understand the meaning

2. Which of the following is an example of explicit communication?

A. a person who pulls the peak of a baseball cap down into his face
B. a person who doesn’t talk a lot
C. someone who ignores another person
D. a person who explains a math question

What is being implied by these statements?

Many students do not get enough time to practise and achieve their very best in sports.
Only a small number of schools play competitive sport at a very high level.
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Make Distinctions between the Points of View of the Characters and
the Authors
If you are telling someone how you ran a race at a stadium, the way in which you tell the story
would be different from the way in which your coach tells the story. Your friends would also tell
the story in a different way, so too would your family who saw the race on TV at home.
Everyone would have told the story in a little different way. The story would clearly change
depends on which person is telling it. This same principle applies in literature because literature
is stories that are told in a very good way. The literary term for story telling perspective or
interpretation is points of view. We say that point of view is the angle from which things are
seen or simply the interpretation, explanation, or understanding of a story.

Sometimes the reader sees things from the same point of view as the characters in a story.
When a book is written in the first person point of view, the point of view of the reader and the
character is the same. The character and the reader knows the same things and sees the same
things in the story. Literature written in first person uses the pronoun ‘I.’

The author’s point of view is the author’s opinion, feelings, or how the author view the subject
that you are reading. The author’s point of view is just the way in which the author let the
readers ‘hear’ and ‘see’ what takes place in a story, poem, or essay.

You may read more about the author’s point of view, first person point of view, second person
point of view, and third person point of view on page XXXX