This document outlines the planned outcomes for Term 2 from 8 January to 23 March 2017 for students in literacy, speaking and listening, reading, and writing. Key literacy, language and writing skills are scheduled to be covered each week with a focus on skills like using prefixes, fluent reading, gathering information from sources, writing narratives, revising drafts, and constructing paragraphs. Speaking skills like engaging expression and listening skills are also recurring weekly targets.
The document outlines the aims, objectives, and standards for English language learning for third year students in Malaysia. It aims to extend students' English proficiency for everyday life, acquiring knowledge, and future career needs. By the end of the third year, students should be able to communicate about themselves and others, obtain services, socialize with friends, understand a variety of texts, enjoy poems and stories, have positive social skills, and appreciate moral and national values. It describes the standards and skills for listening, speaking, reading, and writing at different levels of proficiency.
This document summarizes a chapter about reading from a textbook on discourse and context in language teaching. It discusses two approaches to reading: bottom-up, which proceeds in a fixed order from sensory input to comprehension, and top-down, which views the interpretation process as changing hypotheses based on incoming information. It also outlines some common reading difficulties for second language learners and strategies that effective readers use, such as asking questions before, during, and after reading. Finally, it provides suggestions for developing reading courses, including exposing learners to different text genres and teaching reading strategies.
This document provides guidelines for the English language curriculum for Malaysian students in Form 2 (equivalent to grade 7-8). It outlines the aims, objectives, assessment bands, and descriptors for listening, speaking, reading and writing skills. The aims are to extend students' English proficiency for everyday use, knowledge acquisition, and future career needs. By the end of Form 2, students should be able to engage in basic conversations, obtain information from texts, and appreciate literature. Their language skills are assessed on a 1 to 6 band scale based on comprehension, vocabulary, and language use.
This document provides a yearly scheme of work for Year 6 students covering 10 units over 20 weeks. Each week outlines topics and learning objectives for listening and speaking, reading, writing, grammar, language, and art. Objectives cover skills like comprehending oral/written texts, having conversations, reading for information/enjoyment, writing sentences/paragraphs, and using grammar/vocabulary correctly. The units cover themes like stories, self and relationships, knowledge, and staying healthy.
This document is a yearly scheme of work for English language in Year 6. It is divided into 19 weeks covering 9 units on various themes. Each week lists the topics and learning outcomes to be covered in listening and speaking, reading, writing, grammar, language and art for that period. The topics include stories, self and family, knowledge, and environment. Skills focus on comprehension, participation, reading strategies, writing genres, grammar structures and responding to texts through various art forms.
This document provides information about the Cambridge IGCSE Literature exam, including the assessment objectives, honor statement, learning objectives, and band descriptors for scoring responses. It focuses on developing a strong literary analysis paragraph (Objective 4) by using the McParagraph model and explaining how to write with a sensitive and informed personal response to literary texts. It also shares information on scoring, including the 8 band levels and qualifications required to pass the exam.
This document discusses extra-linguistic factors that influence translation. It identifies several key factors translators and critics must consider, including the immediate context, subject matter, time, place, audience, speaker, and affective implications. Extra-linguistic determinants are a pragmatic category in translation criticism, as critics must understand how these factors shaped the original text and evaluate whether translators properly transferred their effects.
This document discusses various principles and approaches to writing and reading as communicative processes. It addresses the importance of considering the audience and context, and how top-down and bottom-up processing can contribute to effective composition and interpretation. The key aspects outlined include developing coherence and cohesion, assessing prior knowledge and schemata, and engaging in metacognition and revision to achieve successful communication through written texts.
The document outlines the aims, objectives, and standards for English language learning for third year students in Malaysia. It aims to extend students' English proficiency for everyday life, acquiring knowledge, and future career needs. By the end of the third year, students should be able to communicate about themselves and others, obtain services, socialize with friends, understand a variety of texts, enjoy poems and stories, have positive social skills, and appreciate moral and national values. It describes the standards and skills for listening, speaking, reading, and writing at different levels of proficiency.
This document summarizes a chapter about reading from a textbook on discourse and context in language teaching. It discusses two approaches to reading: bottom-up, which proceeds in a fixed order from sensory input to comprehension, and top-down, which views the interpretation process as changing hypotheses based on incoming information. It also outlines some common reading difficulties for second language learners and strategies that effective readers use, such as asking questions before, during, and after reading. Finally, it provides suggestions for developing reading courses, including exposing learners to different text genres and teaching reading strategies.
This document provides guidelines for the English language curriculum for Malaysian students in Form 2 (equivalent to grade 7-8). It outlines the aims, objectives, assessment bands, and descriptors for listening, speaking, reading and writing skills. The aims are to extend students' English proficiency for everyday use, knowledge acquisition, and future career needs. By the end of Form 2, students should be able to engage in basic conversations, obtain information from texts, and appreciate literature. Their language skills are assessed on a 1 to 6 band scale based on comprehension, vocabulary, and language use.
This document provides a yearly scheme of work for Year 6 students covering 10 units over 20 weeks. Each week outlines topics and learning objectives for listening and speaking, reading, writing, grammar, language, and art. Objectives cover skills like comprehending oral/written texts, having conversations, reading for information/enjoyment, writing sentences/paragraphs, and using grammar/vocabulary correctly. The units cover themes like stories, self and relationships, knowledge, and staying healthy.
This document is a yearly scheme of work for English language in Year 6. It is divided into 19 weeks covering 9 units on various themes. Each week lists the topics and learning outcomes to be covered in listening and speaking, reading, writing, grammar, language and art for that period. The topics include stories, self and family, knowledge, and environment. Skills focus on comprehension, participation, reading strategies, writing genres, grammar structures and responding to texts through various art forms.
This document provides information about the Cambridge IGCSE Literature exam, including the assessment objectives, honor statement, learning objectives, and band descriptors for scoring responses. It focuses on developing a strong literary analysis paragraph (Objective 4) by using the McParagraph model and explaining how to write with a sensitive and informed personal response to literary texts. It also shares information on scoring, including the 8 band levels and qualifications required to pass the exam.
This document discusses extra-linguistic factors that influence translation. It identifies several key factors translators and critics must consider, including the immediate context, subject matter, time, place, audience, speaker, and affective implications. Extra-linguistic determinants are a pragmatic category in translation criticism, as critics must understand how these factors shaped the original text and evaluate whether translators properly transferred their effects.
This document discusses various principles and approaches to writing and reading as communicative processes. It addresses the importance of considering the audience and context, and how top-down and bottom-up processing can contribute to effective composition and interpretation. The key aspects outlined include developing coherence and cohesion, assessing prior knowledge and schemata, and engaging in metacognition and revision to achieve successful communication through written texts.
This English lesson plan outlines instruction for 5th grade boys over 3 lessons during the week of January 15th, 2017. The lessons focus on speaking, reading, and writing skills and include daily routines like silent reading, reading groups, and a read aloud of the story "Fatima and the Three Camels". Each lesson includes centers for reading, vocabulary, listening, and writing, as well as assessments and differentiation strategies.
This document outlines the planned outcomes for an academic term from April 9th to June 22nd. It schedules specific literacy, speaking, listening, reading, and writing skills to be focused on and assessed each week. The term is broken into weeks focusing on areas like using suffixes, analyzing discussions, comparing text structures, writing explanations, revising drafts, and publishing writing. It concludes with a week for reviewing all skills and a final exam week to assess skills learned throughout the term.
This English lesson plan outlines instruction for 5th grade boys over 3 lessons for the week of August 1, 2017. The lessons focus on speaking, reading, and writing skills and include daily routines like silent reading, reading groups, and centers. Lesson activities have the students practicing poems/speeches, listening to read alouds of Goldilocks and the Three Bears, exploring author's point of view, and doing narrative writing. Formative assessments and differentiation strategies are also provided.
El ministerio juvenil adventista tiene sus orígenes en 1879 con la primera organización de jóvenes. A través de los años se han desarrollado diferentes programas para trabajar con los jóvenes como los Misioneros Voluntarios y los Conquistadores. Los Conquistadores comenzaron a tomar forma en la década de 1920 con clases progresivas y requisitos, y se formalizaron en la década de 1940 con programas pilotos en varias uniones de Norteamérica. El objetivo ha sido siempre guiar a los jóvenes en su crecimiento espiritual y prepar
El documento presenta la misión y visión del Sistema Universitario UNIMINUTO. Su misión es ofrecer educación superior de calidad, accesible y flexible mediante el uso de tecnología y metodologías virtuales y a distancia. Su visión para el 2012 es ser reconocido por las experiencias espirituales en el ámbito universitario, su contribución al desarrollo del país a través de la educación, la alta calidad de sus programas estructurados por ciclos y competencias, su impacto en la cobertura a través de
O documento discute os desafios de um casamento duradouro e como o amor sozinho não é suficiente. É necessário respeito, paciência, confiança, individualidade e racionalidade para que a união funcione a longo prazo.
This document promotes party decoration and invitation services for events like baby showers, weddings, and celebrations of life. It showcases sample designs including beach wedding fans, a fall-themed baby shower invitation and centerpieces, and wedding and memorial programs. The business creates custom and original designs for keepsakes and decorations to commemorate important life events.
This document lists 20 different model numbers for products from the company HK CNL Optics Industrial Limited. The models range from S01532AU to S01825AU and include lenses, optics, or other industrial equipment.
This document outlines the aims, objectives, assessment bands, and descriptors for English language skills among Malaysian third form (equivalent to ninth grade) students. The aims are to extend students' English proficiency for everyday life, knowledge acquisition, and future careers. By the end of third form, students should be able to communicate about themselves and others, make inquiries about services, socialize with friends, obtain and present information from texts, enjoy poems and stories, and demonstrate moral values and national pride. Students are assessed on a 1-6 band for listening, speaking, reading, and writing skills.
The document contains the budget of work for English classes in the Philippines from Grade 7 to Grade 10. It outlines the grade level standards and competencies to be covered each quarter and week. For Grade 7, the focus is on understanding Philippine literature and other text types to appreciate Philippine culture. Grade 8 covers Afro-Asian literature to understand Philippine and other cultures. Grade 9 examines British-American literature including Philippine literature. Grade 10 analyzes world literature including Philippine literature. The document provides a detailed plan of the topics, skills and assessments to be addressed each week across the four quarters for each grade level.
The document outlines the 5th grade literacy curriculum learning targets for Beaverton School District. It includes targets in three areas: writing, reading, and speaking and listening. For writing, targets cover ideas and content, conventions, voice, organization, word choice, sentence fluency, and writing process. Reading targets cover concepts of print, phonemic awareness, phonics, vocabulary, fluency, comprehension, reading to perform tasks, and understanding literary forms. Speaking and listening targets cover listening, analysis, and speaking skills.
This document provides condensed standards for kindergarten students in Illinois across several subject areas, including English language arts, fine arts, mathematics, science, physical development, social-emotional learning, and social science. The standards cover key areas like reading comprehension and analysis, language conventions, writing skills, speaking and listening, foundational reading skills, and more. The document is intended to compile the most essential kindergarten standards for various content areas.
Compare and contrast the different subtopics within the curriculum of CCRS middle school ELA. There are several of charts and that show you the progression of each topic and checklists that encourage you to make them your own.
This document contains a scheme of work for an English language class at SMK Lahad for Form 3 students. It outlines the weekly themes, learning outcomes, activities, and assessments over 18 weeks. The themes center around people, social issues, and leisure. Learning outcomes focus on interpersonal communication, accessing and presenting information, and aesthetic appreciation. Sample activities include discussions, listening comprehension, reading comprehension, writing summaries and opinions. Assessments evaluate oral and written language skills development in areas like vocabulary, grammar, and sound system mastery.
This document provides a scheme of work for an English language class at SMK Lahar over 15 weeks. It outlines the weekly themes, learning outcomes, activities, assessment descriptors, grammar and sounds covered. The themes center around people, social issues, and health. Learning outcomes involve interpersonal communication, comprehending information, and aesthetic appreciation. Activities include listening, reading, discussing, note-taking and writing. Assessments evaluate oral, reading and writing skills development in bands from 1 to 6. Each week focuses on specific grammar, vocabulary and phonics.
Plannig for the Use of the second year of Baccalaureate. There students will be able to prepare the topics and advance likewise see the level and the skills they have performed.
This document provides guidelines for the English language curriculum for Malaysian students in Form 2 (equivalent to 8th grade). It outlines the aims, objectives, assessment bands, and descriptors for listening, speaking, reading and writing skills. The aims are to extend students' English proficiency for everyday use, knowledge acquisition, and future career needs. By the end of Form 2, students should be able to engage in basic conversations, obtain information from texts, and appreciate literature. Their language skills are assessed on a 1 to 6 band scale based on comprehension, vocabulary, and language use.
The document discusses various topics related to writing such as the purposes of writing, different types of writing, and elements of creative writing. It begins by asking why we write and identifying the main types of writing such as reference, technical, journalistic, academic, and creative writing. It then provides details about each type, including examples. It also discusses the language of creative writing, noting that it uses figurative language, vivid descriptions, and sensory details. Overall, the document provides a broad overview of different aspects of writing.
This English lesson plan outlines instruction for 5th grade boys over 3 lessons during the week of January 15th, 2017. The lessons focus on speaking, reading, and writing skills and include daily routines like silent reading, reading groups, and a read aloud of the story "Fatima and the Three Camels". Each lesson includes centers for reading, vocabulary, listening, and writing, as well as assessments and differentiation strategies.
This document outlines the planned outcomes for an academic term from April 9th to June 22nd. It schedules specific literacy, speaking, listening, reading, and writing skills to be focused on and assessed each week. The term is broken into weeks focusing on areas like using suffixes, analyzing discussions, comparing text structures, writing explanations, revising drafts, and publishing writing. It concludes with a week for reviewing all skills and a final exam week to assess skills learned throughout the term.
This English lesson plan outlines instruction for 5th grade boys over 3 lessons for the week of August 1, 2017. The lessons focus on speaking, reading, and writing skills and include daily routines like silent reading, reading groups, and centers. Lesson activities have the students practicing poems/speeches, listening to read alouds of Goldilocks and the Three Bears, exploring author's point of view, and doing narrative writing. Formative assessments and differentiation strategies are also provided.
El ministerio juvenil adventista tiene sus orígenes en 1879 con la primera organización de jóvenes. A través de los años se han desarrollado diferentes programas para trabajar con los jóvenes como los Misioneros Voluntarios y los Conquistadores. Los Conquistadores comenzaron a tomar forma en la década de 1920 con clases progresivas y requisitos, y se formalizaron en la década de 1940 con programas pilotos en varias uniones de Norteamérica. El objetivo ha sido siempre guiar a los jóvenes en su crecimiento espiritual y prepar
El documento presenta la misión y visión del Sistema Universitario UNIMINUTO. Su misión es ofrecer educación superior de calidad, accesible y flexible mediante el uso de tecnología y metodologías virtuales y a distancia. Su visión para el 2012 es ser reconocido por las experiencias espirituales en el ámbito universitario, su contribución al desarrollo del país a través de la educación, la alta calidad de sus programas estructurados por ciclos y competencias, su impacto en la cobertura a través de
O documento discute os desafios de um casamento duradouro e como o amor sozinho não é suficiente. É necessário respeito, paciência, confiança, individualidade e racionalidade para que a união funcione a longo prazo.
This document promotes party decoration and invitation services for events like baby showers, weddings, and celebrations of life. It showcases sample designs including beach wedding fans, a fall-themed baby shower invitation and centerpieces, and wedding and memorial programs. The business creates custom and original designs for keepsakes and decorations to commemorate important life events.
This document lists 20 different model numbers for products from the company HK CNL Optics Industrial Limited. The models range from S01532AU to S01825AU and include lenses, optics, or other industrial equipment.
This document outlines the aims, objectives, assessment bands, and descriptors for English language skills among Malaysian third form (equivalent to ninth grade) students. The aims are to extend students' English proficiency for everyday life, knowledge acquisition, and future careers. By the end of third form, students should be able to communicate about themselves and others, make inquiries about services, socialize with friends, obtain and present information from texts, enjoy poems and stories, and demonstrate moral values and national pride. Students are assessed on a 1-6 band for listening, speaking, reading, and writing skills.
The document contains the budget of work for English classes in the Philippines from Grade 7 to Grade 10. It outlines the grade level standards and competencies to be covered each quarter and week. For Grade 7, the focus is on understanding Philippine literature and other text types to appreciate Philippine culture. Grade 8 covers Afro-Asian literature to understand Philippine and other cultures. Grade 9 examines British-American literature including Philippine literature. Grade 10 analyzes world literature including Philippine literature. The document provides a detailed plan of the topics, skills and assessments to be addressed each week across the four quarters for each grade level.
The document outlines the 5th grade literacy curriculum learning targets for Beaverton School District. It includes targets in three areas: writing, reading, and speaking and listening. For writing, targets cover ideas and content, conventions, voice, organization, word choice, sentence fluency, and writing process. Reading targets cover concepts of print, phonemic awareness, phonics, vocabulary, fluency, comprehension, reading to perform tasks, and understanding literary forms. Speaking and listening targets cover listening, analysis, and speaking skills.
This document provides condensed standards for kindergarten students in Illinois across several subject areas, including English language arts, fine arts, mathematics, science, physical development, social-emotional learning, and social science. The standards cover key areas like reading comprehension and analysis, language conventions, writing skills, speaking and listening, foundational reading skills, and more. The document is intended to compile the most essential kindergarten standards for various content areas.
Compare and contrast the different subtopics within the curriculum of CCRS middle school ELA. There are several of charts and that show you the progression of each topic and checklists that encourage you to make them your own.
This document contains a scheme of work for an English language class at SMK Lahad for Form 3 students. It outlines the weekly themes, learning outcomes, activities, and assessments over 18 weeks. The themes center around people, social issues, and leisure. Learning outcomes focus on interpersonal communication, accessing and presenting information, and aesthetic appreciation. Sample activities include discussions, listening comprehension, reading comprehension, writing summaries and opinions. Assessments evaluate oral and written language skills development in areas like vocabulary, grammar, and sound system mastery.
This document provides a scheme of work for an English language class at SMK Lahar over 15 weeks. It outlines the weekly themes, learning outcomes, activities, assessment descriptors, grammar and sounds covered. The themes center around people, social issues, and health. Learning outcomes involve interpersonal communication, comprehending information, and aesthetic appreciation. Activities include listening, reading, discussing, note-taking and writing. Assessments evaluate oral, reading and writing skills development in bands from 1 to 6. Each week focuses on specific grammar, vocabulary and phonics.
Plannig for the Use of the second year of Baccalaureate. There students will be able to prepare the topics and advance likewise see the level and the skills they have performed.
This document provides guidelines for the English language curriculum for Malaysian students in Form 2 (equivalent to 8th grade). It outlines the aims, objectives, assessment bands, and descriptors for listening, speaking, reading and writing skills. The aims are to extend students' English proficiency for everyday use, knowledge acquisition, and future career needs. By the end of Form 2, students should be able to engage in basic conversations, obtain information from texts, and appreciate literature. Their language skills are assessed on a 1 to 6 band scale based on comprehension, vocabulary, and language use.
The document discusses various topics related to writing such as the purposes of writing, different types of writing, and elements of creative writing. It begins by asking why we write and identifying the main types of writing such as reference, technical, journalistic, academic, and creative writing. It then provides details about each type, including examples. It also discusses the language of creative writing, noting that it uses figurative language, vivid descriptions, and sensory details. Overall, the document provides a broad overview of different aspects of writing.
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to analyze student data to develop a clear picture of reading levels, determine consistency in teaching practices, and create a plan of action. Teachers will use descriptive continua from PAT-R assessments to identify student strengths and needs. They will analyze class and individual data to determine targets and support structures. The plan is to use shortlisted Book Week books to implement strategies and goals by designing graphic organizers to help students reach their targets.
This document outlines the annual curricular plan for an English as a Foreign Language class in 2016-2017. The plan includes 6 teaching units covering topics such as breakthroughs in science and technology, travel and adventure, hobbies and leisure, amazing facts around the world, jobs and occupations, and lifetime achievements. Each unit lists specific learning objectives, content, methodological orientations, and assessments. The plan was created by teacher Henry Guatemal and approved by administrators Lic. Aida Castro and Lic. Cesar A. Cruz.
InvestWrite 2015 Common Core CorrelationsVincent Young
These are the Common Core ELA correlations to the 2015 InvestWrite essay contest questions. Visit the InvestWrite site for more information: www.investwrite.org.
This document summarizes a pupil free day for teachers at Plympton Primary School focused on improving reading comprehension. The objectives of the day were to analyze student reading data, understand expectations in the Australian English curriculum, identify areas for growth using descriptive scales, and develop action plans. Teachers worked in groups to review class and individual reading levels, determine learning goals, and identify strategies and resources from shortlisted Book Week books to help students reach targets by the next meeting. The goal was to develop consistency in practices to better support and challenge students at different levels.
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to:
1. Analyze current reading level data to understand student strengths and weaknesses. Teachers will work in pairs to assess comprehension by year level.
2. Learn about the Australian curriculum standards and how to differentiate instruction based on descriptive scales that identify student reading levels. Teachers will identify support structures needed for students at different levels.
3. Create a plan of action for improving comprehension that includes setting SMART goals and using shortlisted books from Book Week to explicitly teach strategies aligned with student needs.
This document contains a daily lesson log for an English class in Grade 6. It outlines the objectives, content, learning resources and procedures for lessons taking place from Monday to Friday on topics like tone, mood, figurative language, verbs and film conventions. The objectives are aligned with national content and performance standards. Each day's lesson involves reviewing previous concepts, establishing purposes, presenting examples, discussing new skills, practice activities, mastery development, and self-evaluation. The log also includes spaces for the teacher's reflections on the lessons and requests for assistance from the principal.
Akan print form 3-english-scheme-of-work-with-pppm-2017mursyidee
This document contains a scheme of work for an English language class for Form 3 students over 14 weeks. It includes the weekly themes/topics to be covered, learning outcomes, activities, assessment descriptors, educational emphasis, grammar and sound systems focus. The topics covered include people, social issues, health. Learning outcomes involve language use for interpersonal communication, obtaining and presenting information, and aesthetic/literary analysis. Activities include listening, reading, discussions, writing summaries and other texts. Assessments are for speaking, reading and writing skills. The educational emphasis is on real-world preparation, learning skills, values and citizenship. Vocabulary and grammar focuses are also outlined.
This document provides information about resources for teaching Checkpoint English, including recommended websites, textbooks, and units of study for Years 7-9. It outlines the key skills covered in each year, such as descriptive writing, reading comprehension, grammar, and speech. Year 7 focuses on basic language skills. Year 8 builds on these with additional forms of writing and vocabulary. Year 9 prepares students for the Checkpoint English test with sections on comprehension, writing skills, character analysis, and more. Teachers have flexibility in using these materials to meet student and curricular needs.
This document outlines the content and performance standards for Grade 7 English in the Philippines across four quarters. It covers standards in listening comprehension, oral language, vocabulary development, and reading comprehension. For each standard, learning competencies are provided for students to achieve a high, average, or low performance level. The standards progress in complexity across the four quarters and aim to develop students' English communication skills.
This document outlines the content and performance standards for Grade 7 English in the Philippines across four quarters. It covers standards in listening comprehension, oral language, vocabulary development, and reading comprehension. For each standard, learning competencies are provided for students to achieve a high, average, or low performance level. The standards progress in complexity across the four quarters and aim to develop students' communication skills through English.
1. TERM 2: 8 January – 23 March 2017
OUTCOMES PLANNING:
DATES LITERACY SPEAKING & LISTENING READING WRITING
8 – 12
January
5SLCC3
speak with appropriate expression,
tone and pitch to engage the listener
5RTT3
read fluently at independent
/instructional level with
attention to punctuation
5WTT3
write narratives to develop real or
imagined experiencesor events
using descriptive details and
figurative language to support
meaning
5WWP1
generate and expandideas
through a variety of sources
during prewriting
15 - 19
January
5SLCC3
speak with appropriate expression,
tone and pitch to engage the listener
5RTT3
read fluently at independent
/instructional level with
attention to punctuation
5RRM2
gather information from
different sources and texts and
use it without plagiarism when
writing or discussing a topic
5WTT3
write narratives to develop real or
imagined experiencesor events
using descriptive details and
figurative language to support
meaning
5WWP1
generate and expandideas
through a variety of sources
during prewriting
22 - 25
January
5LSP2
recognize and use prefixesto
change the meaning of a word
when reading and writing
5SLCC3
speak with appropriate expression,
tone and pitch to engage the listener
5RTT3
read fluently at independent
/instructional level with
attention to punctuation
5RRM2
gather information from
different sources and texts and
use it without plagiarism when
writing or discussing a topic
5WTT3
write narratives to develop real or
imagined experiencesor events
using descriptive details and
figurative language to support
meaning
5WWP1
generate and expandideas
through a variety of sources
during prewriting
2. TERM 2: 8 January – 23 March 2017
OUTCOMES PLANNING:
5WWP2
write a draft and revise it to
communicate ideas and content
effectively
29 January –
2 February
5LSP2
recognize and use prefixesto
change the meaning of a word
when reading and writing
5SLCC3
speak with appropriate expression,
tone and pitch to engage the listener
5RTT3
read fluently at independent
/instructional level with
attention to punctuation
5RV1
identify, read and write words
that are related in different
ways
5WTT3
write narratives to develop real or
imagined experiencesor events
using descriptive details and
figurative language to support
meaning
5WWP1
generate and expandideas
through a variety of sources
during prewriting
5WWP2
write a draft and revise it to
communicate ideas and content
effectively
5WWP3
edit and proofread for
conventions using appropriate
tools
5 – 9
February
5LSP2
recognize and use prefixesto
change the meaning of a word
when reading and writing
5SLLT1
plan a project collaboratively with a
team and share the process and the
result of work with familiar and
unfamiliar audiences
5SLCC3
speak with appropriate expression,
tone and pitch to engage the listener
5RTT3
read fluently at independent
/instructional level with
attention to punctuation
5RV1
identify, read and write words
that are related in different
ways
5WWP3
edit and proofread for
conventions using appropriate
tools
5WWP4
publish a final draft that exhibits
best piece of writing and share it
with a familiar and unfamiliar
audience and describe process of
work strengths and weakness
3. TERM 2: 8 January – 23 March 2017
OUTCOMES PLANNING:
12 – 16
February
5LSP2
recognize and use prefixesto
change the meaning of a word
when reading and writing
5SLLT1
plan a project collaboratively with a
team and share the process and the
result of work with familiar and
unfamiliar audiences
5SLCC3
speak with appropriate expression,
tone and pitch to engage the listener
5WTT3
write narratives to develop real or
imagined experiencesor events
using descriptive details and
figurative language to support
meaning
5WWP1
generate and expandideas
through a variety of sources
during prewriting
5WWP2
write a draft and revise it to
communicate ideas and content
effectively
5WC2
use a range of punctuation marks
to support meaning and clarity of
text
19 – 23
February
5LSP2
recognize and use prefixesto
change the meaning of a word
when reading and writing
5SLLT1
plan a project collaboratively with a
team and share the process and the
result of work with familiar and
unfamiliar audiences
5SLCC3
speak with appropriate expression,
tone and pitch to engage the listener
5RTT3
read fluently at independent
/instructional level with
attention to punctuation
5RV1
identify, read and write words
that are related in different
ways
5WTT3
write narratives to develop real or
imagined experiencesor events
using descriptive details and
figurative language to support
meaning
5WWP1
generate and expandideas
through a variety of sources
during prewriting
4. TERM 2: 8 January – 23 March 2017
OUTCOMES PLANNING:
5WC2
use a range of punctuation marks
to support meaning and clarity of
text
5WC4
constructs well-developed
paragraphs that include more
complex and detailed sentences
about a topic, using prepositional
phrases and correct tenses
26 February –
2 March
5LSP2
recognize and use prefixesto
change the meaning of a word
when reading and writing
5SLCC3
speak with appropriate expression,
tone and pitch to engage the listener
5RTT3
read fluently at independent
/instructional level with
attention to punctuation
5RRM3
evaluate the use of figurative
language
5WTT3
write narratives to develop real or
imagined experiencesor events
using descriptive details and
figurative language to support
meaning
5WWP1
generate and expandideas
through a variety of sources
during prewriting
5WC2
use a range of punctuation marks
to support meaning and clarity of
text
5WC4
constructs well-developed
paragraphs that include more
complex and detailed sentences
about a topic, using prepositional
phrases and correct tenses
5 – 9
March
5LSP2 5SLCC3 5RTT3 5WC2
5. TERM 2: 8 January – 23 March 2017
OUTCOMES PLANNING:
recognize and use prefixesto
change the meaning of a word
when reading and writing
speak with appropriate expression,
tone and pitch to engage the listener
read fluently at independent
/instructional level with
attention to punctuation
5RRM3
evaluate the use of figurative
language
use a range of punctuation marks
to support meaning and clarity of
text
5WC4
constructs well-developed
paragraphs that include more
complex and detailed sentences
about a topic, using prepositional
phrases and correct tenses
12 – 16
March
5LSP2
recognize and use prefixesto
change the meaning of a word
when reading and writing
5SLCC3
speak with appropriate expression,
tone and pitch to engage the listener
5RTT3
read fluently at independent
/instructional level with
attention to punctuation
5RRM3
evaluate the use of figurative
language
5WTT3
write narratives to develop real or
imagined experiencesor events
using descriptive details and
figurative language to support
meaning
5WWP1
generate and expandideas
through a variety of sources
during prewriting
5WC2
use a range of punctuation marks
to support meaning and clarity of
text
5WC4
constructs well-developed
paragraphs that include more
complex and detailed sentences
about a topic, using prepositional
phrases and correct tenses
19 – 23
March
5LSP2 5SLCC3 5RTT3 5WTT3
write narratives to develop real or
imagined experiencesor events
6. TERM 2: 8 January – 23 March 2017
OUTCOMES PLANNING:
recognize and use prefixesto
change the meaning of a word
when reading and writing
speak with appropriate expression,
tone and pitch to engage the listener
read fluently at independent
/instructional level with
attention to punctuation
5RRM3
evaluate the use of figurative
language
using descriptive details and
figurative language to support
meaning
5WWP1
generate and expandideas
through a variety of sources
during prewriting
5WC2
use a range of punctuation marks
to support meaning and clarity of
text
5WC4
constructs well-developed
paragraphs that include more
complex and detailed sentences
about a topic, using prepositional
phrases and correct tenses