Primary 1/2 English Mastery Requirements
- Read and respond to a variety of texts and demonstrate a positive attitude towards reading and language
- Recall, talk and write about books read
- Enjoy the creative use of language in e.g. similes, poems and jokes
- Respond creatively and imaginatively e.g. act out a story
- Listen for information from a variety of sources
- Listen for a sustained period of time: when a teacher is reading a book aloud
- Demonstrate understanding that audio cues (tone, volume) convey
meaning
- Speak fluently and expressively on a range of topics
- Use the stress patterns and rhythm of English appropriately
- Pronounce words clearly
- Speak to convey meaning using intonation: rising tone for question
- Present and develop ideas effectively in speech / writing for a variety of purposes and audiences
- Do a show-and-tell; recite rhymes; retell stories
- Select a central idea with teacher guidance
- Monitor peers’ oral presentation / recitation to ensure audibility and
visibility
- Write legibly, coherently and cohesively for different purposes and audiences
- Use print script
- Space letters, words and sentences appropriately
- Apply knowledge of spelling conventions and strategies to their own writing
- Write paragraphs that develop a central idea
- Use grammar, punctuation and vocabulary appropriately
- Draft, revise and edit a text with their teacher
- Demonstrate knowledge about language and text types from print / non-print / electronic sources
- Understand concepts about print: print is written from left to right and top to bottom, capitalisation, spacing between words, differences between letters, words and sentences
- Understand and use appropriately terms relating to:
- books: cover, title, author, illustrator, page number
- text types e.g. fairy tale: hero, character, beginning / ending of a story
- electronic books: arrows, icons
- Understand and use grammatical items and structures: see Chapter Three Grammar
- Use reading strategies to construct meaning
- Use phonological awareness strategies:
- Blend sounds of consonants and vowels to make words
- Identify and produce rhyming words
- Separate spoken words into beginning and ending sounds
- Distinguish long and short vowels in words
- Match spoken words to printed words
- Understand that as letters of words change, so do the sounds
- Read common, irregular sight words e.g. the, have, said
- Read aloud to check pronunciation and understanding
- Use meaning-based strategies:
- Relate words to pictures
- Use knowledge of cohesive devices: connectors to do with time,
sequence
- Use contextual clues: pictures, title
- Use prior knowledge: familiar words, word association
- Recognise text types
- Ask questions about the texts studied
- Listen to / Read / View a variety of texts and demonstrate understanding of content in oral or written form
- Make predictions about content using title, visuals
- Identify gist / main idea(s) in e.g. simple information texts
- Follow simple oral / written instructions
- Listen to / Read / View a variety of texts and demonstrate understanding of content in oral or written form
- Make predictions about storyline, characters using their own experience and contextual clues
- Identify gist / main idea(s) in e.g. stories
- Identify the beginning, middle and ending of e.g. stories
- Describe characters, events, setting
- Recall details at the literal level: who, what, when, where,
why, how
- Infer and draw conclusions about characters, sequence of events
- Listen to / Read / View a variety of texts and demonstrate understanding of content in oral or written form
- Identify gist in e.g.
messages,
dialogues
- Recall details in e.g.
messages, dialogues
- Listen to / Read /
View a variety of texts and demonstrate in oral or written form the ability to acquire and use knowledge for a variety of purposes
- Locate information using author, title, table of contents
- Gather information using alphabetical order / categories
- Organise information: list and sequence
- Listen to / Read /
View a variety of texts and demonstrate in oral or written form the ability to acquire and use knowledge for a variety of purposes
- Give reasons to support a response to a story, saying whether they like or dislike it
- List, organise information about characters, sequence of events or setting to complete a story web
- Listen to / Read / View a variety of texts and demonstrate in oral or written form the ability to acquire and use knowledge for a variety of purposes
- Give reasons to support a response to e.g. a request
- Interact effectively with people from own or different culture(s) / religion(s)
- Use appropriate language, terms of address and tone
- Address and greet familiar people appropriately according to age, gender, status
- Ask / talk about people, places, things
- Ask for permission
- Express thanks / good wishes
- Give information about self
- Invite people
- Participate in discussion
- Agree / disagree at appropriate times
- Speak in turn
- Learn and contribute as members of groups
- Follow agreedupon rules for group work
- TEXT TYPES for listening to / reading / viewing from print / non-print / electronic sources
- Language for Information
- Instructions e.g.
recipes, instructions from craft books and computer programmes
- Lists e.g. shopping lists, Word Banks
- Language for Literary Response And Expression
- Narratives e.g. fairy tales, rhymes, riddles
- Personal recounts e.g. oral anecdotes, diary entries
- Language for
Social Interaction
- Conversations e.g. making arrangements, giving information about self
- Short functional texts e.g. thank you notes,
messages
- TEXT TYPES for speaking / writing from print / non-print / electronic sources
- Language for Information
- General knowledge texts e.g. simple non-fiction texts
- Lists e.g. “to do”
lists
- Scrapbooks
- Language for Literary Response And Expression
- Narratives e.g.
stories
- Personal recounts e.g. oral anecdotes, diary entries
- Language for Social Interaction
- Conversations e.g. giving information
about self
- Short functional texts e.g. greeting cards, thank-you notes, invitations
- General Knowledge Texts
- Simple Present Tense
- Verbs
- Instructions
- Connectors to express sequence
- Verbs: Imperatives
- Lists
- Nouns and Noun Phrases
- Quantifiers
- Narratives / Personal Recounts
- Adjectives
- Adverbs
- Connectors to do with time and sequence
- Nouns and Noun Phrases
- Pronouns
- Punctuation
- Simple Past Tense
- Verbs
- Conversations and Short Functional Texts
- Adverbs
- Contractions of verb forms and modal auxiliaries
- Modal auxiliaries
- Prepositions
- Pronouns
- Questions
- Tense: Simple Present and Past
|
Posted by sue on February 15, 2008 at 03:45 PM SGT #
Posted by lynntan on February 17, 2008 at 05:21 PM SGT #
lynn, i hope so..
Posted by biow on February 19, 2008 at 08:46 PM SGT #