LANGUAGE ARTS CURRICULUM GUIDE - Caribbean eBooklearnit.caribbeanebook.com/modules/Education-books... · 1 language arts curriculum guide level 5 listening topic objective content

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LANGUAGE ARTS CURRICULUM GUIDE

LEVEL 5

LISTENING

TOPIC OBJECTIVE

CONTENT METHOD/

STRATEGIES EVALUATION INTEGRATION

KNOWLEDGE SKILLS ATTITUDE

ATTEN-

TIVE

LISTEN-

ING

Listen keenly,

focus ion speech

sounds and select

appropriate cues in

order to

reconstruct the

speaker’s message.

Listening and

- memorising

content.

- identifying

steps of oral

instructions.

- Following

given

instructions.

Listening in

order to identify

specific

information.

Listening and

commenting on

what is heard.

Display

alertness when

instructions are

given.

Follow verbal

instructions

without being

distracted by

competing

noises.

Listen and react

positively to

information

heard.

ORAL/

INSTRUC-

TIONS/

DIRECTIONS

- instruc-

tions/

directions

given

before

going on a

Field Trip

– what to

observe

– Safety

measures

- Instruc-

tions

pertaining

to – the

completio

n of

assign-

ments,

task,

Talking about

the need to

follow

instructions.

Listening to

given

instructions.

Identifying the

given

steps/sequence.

Relating the

given

steps/sequence.

Following the

instructions

given.

Listening to

announcements.

Listening to

instructions and

complete a given

task.

Listen to a given

announcement

and complete a

form with

blanks.

Listen to a

recording of an

Introduction and

answer questions

pertaining to the

information

given.

Social Studies

Instructions for

- Preparation

for Field Trip

Science

Sequencing –

Phrases of the

Moon tides

Evaporation

Condensation

2

TOPIC OBJECTIVE

CONTENT METHOD/



simple

experi-

ments e.g.

Measurem

ent of

solids and

ligards

Experimen

ts with

plants and

animals.

ANNOUNCE-

MENTS

- School

Assembly

Special

Activities

PTA

Meeting

Open

Days

School/

Fairs/

Parties

Relating

announcements

heard.

Responding to

announcements

heard.

Listening to

information

given.

Filling-in given

forms with

information

heard from

listening

activity.

3

TOPIC OBJECTIVE

CONTENT METHOD/



INTRODUC-

TIONS

- New

Pupils to

class

Teacher to

class

- Reports

- Talks

- Interviews

- Advertise

ments

- Phone

Messages/

Messages

on

Answering

Machine.

4

TOPIC OBJECTIVE

CONTENT METHOD/



Comprehen-

sion

Listening to

consciously seek

meaning from

listening

experiences which

may be factual or

literal

understanding.

Extracting the

central idea from

listening

exercises.

Drawing

inferences from

listening

exercises.

Telling what

happened a

chronological

order.

Telling what

happened in

logical order.

Organising

sentences in

order.

Displaying

understand of the

organisation of

content.

Listen keenly in

order to apply

interpreting

skills.

Display rapt

attention during

listening

activities.

Present orderly

reports.

Ask questions

to clarity what

is not

understood

from listening

experiment.

Stories

New articles

from

Newspapers

Articles from

Magazines.

Stories

Poems

Dialogues

Current

Events

Stories

News Reports

Rules for

Good

Summarizing

(a) Include

the topic

and the

main idea.

(b) Do not

repeat

sentences

in full.

(c) Ignore un-

important

Listening and

finding answers

to questions

such as who,

what, whom,

where, why and

how.

Tell what

happened in

logical order.

Listening to the

beginning of a

completing it.

Anticipating

what will

happen next in

a story or in

current events.

Drawing

conclusions

from

information

given .

Listen to stories

and arrange

given sentences

in order.

Complete given

stories after

listening to the

beginnings.

Listen to stories

and retell using

summarized

version.

Science

Listen to report of

experiments

conducted and

arrange

information in

sequence.

5

TOPIC OBJECTIVE

CONTENT METHOD/



Summarizing the

content of

listening

exercises.

details.

(d) Substitute

general for

specific

details.

Complete a

chart to

summarise a

conversation

on jobs.

Carpen Teach

Duties

Wages

Qualifi

Disadva

Interpreting the

meaning of a

sentence of

paragraph.

Listening to

part of a radio

programme

which two

people talk

about their jobs.

Completing the

chart which

summarises

what they say.

6

TOPIC OBJECTIVE

CONTENT METHOD/



RESPON-

SIVE

LISTEN-

ING

Listen and

respond/

contribute/

participate in

conversations,

planning activities

and discussions for

the development of

conversation skills.

Listening keenly

so as to

contribute to

conversations.

Respect each

other’s

opinions.

Display

courtesy during

discussions.

Take turn to

speak.

Conversations

on a variety of

topics.

- Hobbies

- Sports

- Books

- Friend-

ships

- Movies

- School

Rules

Placing

children in

groups.

Allowing

children to

choose topics

for discussion.

Discussing

chosen topics.

Retell what one

speaker said

during a

conversation.

Participate in

conversations

related to

- Mathematics

- Social Studies

- Science

APPRECIA

TIVE

LISTEN-

ING

Listening for the

development of

appreciative skills.

Listening and

identifying mood

of listening

exercises.

Listening and

responding to the

mood conveyed

by the specific

literature.

Accepts that

individuals have

different tastes.

Show

enjoyment for

personal

selection of

literature.

Show

enjoyment

when listening

to a story a

good television

show or musical

selection.

Listening

Exercises

- Poetry

Sessions

- Choral

Reading

- Drama

- Music

Listening to

specific

selections and

retelling what

they see, hear,

feel and smell.

Listening to

selections and

responding

through

pantomime of

role play etc.

Listen to a

selection and

describe the

mood it conveys.

List poems that

make them feel

happy and sad

then say why.

Listen and

respond to mood

conveyed by

poems of

- Mathematics

- Science

- Social Studies

7

TOPIC OBJECTIVE

CONTENT METHOD/



Recording their

favourite stories

poems, songs.

Participating in

choral

speaking,

reading and

sessions.

CRITICAL

LISTEN-

ING

Understand that

critical listening

- demands

careful

evaluation of

what is heard.

- Making

judgements

distinguishing

fact from

opinion and

determining

the adequacy

of a source of

information.

- Requires

weighting

validity of

facts,

- Goes beyond

factual

Making accurate

judgements

about

characters/events

heard from

listening

exercises.

Separating fact

from opinion.

Identifying the

degree of the

relevance of

what is heard

according to

topic.

Show pleasure

of satisfaction

when able to

evaluate

critically what

is heard.

Show alertness

during listening

experiences.

Listen critically.

Question

information

given.

Critical

Listening

Story telling

Poetry

News Reports

Advertisement

Fact: States

which can be

checked and

proven to be

true are facts.

Opinion:

Statements

which tell

what someone

thinks or

believes to be

true, but

cannot be

Listening to

stories.

Identifying

characters.

Telling the role

of each

character in the

stories heard.

Using

adjectives to

describe the

characters

according to

what they do in

the story.

8

TOPIC OBJECTIVE

CONTENT METHOD/



comprehension proven are

called

opinions.

Factual

Information

can be read

from court

announce-

ments, news

stories.

Opinion

Writing: can

be read from

editorials and

advertise-

ments.

Forming

judgements

about

characters.

Classify

headlines into

fact and

opinion.

Describing

what is a fact

and what is an

opinion.

Listening to

sentences and

identifying

those that

factual and

those that are

opinion.

Listening to

news reports

and identifying

factual news

reports and

opinion.

9


LEVEL5

SPEAKING

TOPIC OBJECTIVE

CONTENT METHOD/



Relating Relate a story in

sequence using

natural intonation,

defined sequence

and

Discussing

sequence in

stories so as to

identify main

ideas supporting

details.

Developing

speaking ability

through proper

articulation.

Display an

awareness for

sequence in

stories.

Story Telling

- stories of

interest

- pupils’

personal

experi-

ences

- puppetry

- picture

study from

a series of

pictures

Telling stories

in sequence.

Discussing

main ideas and

supporting

detail.

Answering oral

questions based

on stories told.

Building up

stories based on

pictures.

Discussing the

use of link

words when

putting

thoughts in

sequence.

Re-arrange

pictures to tell a

story in

sequence.

Art and Craft

Make puppets.

Science

Relate stories

based on Science

fiction.

Social Studies

Relate stories

such as

- Amerindian

Stories

10

TOPIC OBJECTIVE

CONTENT METHOD/



Dramatizing Use language

independently and

creatively through

drama.

Exploring real

life situations

through role-

playing.

Show

willingness to

participate in

dramatic

activities so as

to examine and

explore new

behaviours and

situations.

Stories –

fiction and

non fiction

short plays

and skits

based on

current issues

or topics from

other subject

areas.

Rehearsing

parts for skits

or plays.

Memorizing

parts.

Dramatizing

stories, skits,

plays.

Discussing each

other’s part in

relation to the

whole story.

Discuss the

effectiveness of

drama in telling

a story.

Dramatize a

given story or

play using good

voice quality and

creativity.

Science

Dramatize

Science Stories.

Social Studies

Role play

community

workers.

Dramatise stories

based on current

affairs.

11

TOPIC OBJECTIVE

CONTENT METHOD/



Expressing

Opinions.

Express opinions

on current or

important issues.

Developing

critical thinking

by listening to

the opinions of

others.

Offering

constructive

criticisms after

listening to the

opinions of

others.

Display

confidence

when

expressing an

opinion on an

important issue.

Show

willingness to

speak clearly

and distinctly

when

expressing an

opinion.

Discussion on

current or

important

issues.

Use of

newspapers,

radio.

Expressing

opinions on

various issues.

Differentiating

between fact

and opinion.

Engaging in

constructive

criticisms.

Forming and

supporting

opinions with

facts.

Practising to

defend one’s

own viewpoint

on a particular

issues.

Express an

opinion on an

important issue

e.g. traffic

accidents.

All other subject

areas.

12

TOPIC OBJECTIVE

CONTENT METHOD/



Describing Use correct

English and

appropriate

vocabulary to

describe a scene,

picture or event.

Giving a vivid

description of

scenes or events

so as to appeal to

the senses of the

listeners.

Show

willingness to

listen to others

as they give

describing

scenes.

- Picture

study

- Field trips

- Class

discussion

Discussing

scenes depicted

in pictures.

Making field

trips and

describing

scenes.

Listening as

others describes

pictures, events

and scenes.

Asking

questions after

listening to

presentations.

- Describe the

scene of an

accident you

witnessed.

- Choose a

picture and

give a clear

description

of it.

All other subject

areas.

13

TOPIC OBJECTIVE

CONTENT METHOD/



Reciting Recite favourite

stanzas of poetry

from memory.

Practising

correct

pronunciation,

enunciation and

intonation when

reciting poems.

Appreciate

poetry and

prose.

Develop self

confidence

when reciting

poems.

- Favourite

stanzas of

poetry.

- Poems of

teacher’s

choice

- Poems

composed

by pupils

- Dramatic

poetry.

Reciting poems

individually.

Participating in

choral

speaking.

Reciting

dramatic

poetry.

Discussing the

mood of the

poems.

Compose a poem

and recite it from

memory.

Science

Poems on various

topics e.g. plants,

astronomy etc.

Social Studies

Poems on social

issues.

14

TOPIC OBJECTIVE

CONTENT METHOD/



Making oral

reports

Present oral

reports on books

read, a trip or a

project.

Reporting

accurately using

correct English.

Speaking at an

acceptable rate

so that those

listening can

follow the report

that is being

presented.

Show

willingness to

report and

project that was

done

individually.

- Field trips

- Group

work on

class

projects in

different

subject

areas

- A variety

of books –

fact and

fiction.

Field trips to

places of

interest.

Compiling

book reports.

Presenting oral

reports on

books read and

trips taken.

Working on

group and

individual

projects.

Compiling and

presenting

reports.

Listening

attentively and

asking

questions based

on reports

given.

Give an oral

report on:

- a trip to a

place of

interest

- an

experiment

that was

done in the

Science

class.

Science

Reports on

experiments and

nature walks.

Social Studies

Reports on field

trips and projects.

Mathematics

Reports on

projects.

15

TOPIC OBJECTIVE

CONTENT METHOD/



Discussing Participate in

discussions on

topics of interest

for development of

oral expression.

Using

appropriate

language

structures

fluently when

discussing topics

of interest.

Practising turn

taking when

participating in

discussions.

Show

willingness to

participate in

discussions.

Respect the

views put

forward by

others.

Discussions

based on

topics of

interest e.g.

- drug abuse

Other topics

of pupils’ and

teacher’s

choice.

Participating in

small and large

group

discussions.

Asking

questions based

on what was

discussed.

Answering

questions using

correct

language

structures.

Explaining the

methods

involved in

group

discussion e.g.

appointing a

leader,

identifying task

Brainstorming.

Participate

actively in a

discussion on

any topic of

interest.

Science

Discussing results

of experiments.

Social studies

Discussing

reports on field

trips

- Discussing

current affairs

subject areas.

- Discussions

on various

concept.

16

TOPIC OBJECTIVE

CONTENT METHOD/



Giving reports

based on group

discussions.

Discussing

plans for class

activities e.g.

market day.

Delivering

Speeches.

Deliver prepared

speeches to

different

audiences.

Speaking clearly

and distinctly on

a given topic.

Using language

appropriately

when delivering

a speech.

Deliver a

speech with

confidence.

Develop

positive self-

esteem.

Prepared

speeches on

different

topics. E.g.

Topics based

on “How to

do” things

- How to

prepare

fish for

frying.

- How to

make a

kite.

- How to

play a

favourite

game.

- Welcome

Preparing and

delivering short

speeches.

Recording

speeches.

Listening to the

recordings.

Making

constructive

criticisms ;

identifying

good and bad

points in the

different

speeches.

Speak to a group

of pupils on a

given topic.

All subject areas.

17

TOPIC OBJECTIVE

CONTENT METHOD/



and “thank

you”

speeches.

Debating Participate in

debates on various

issues.

Expressing

points with

clarity for the

benefit of the

audience.

Respect the

viewpoints

expressed by

others.

Show

willingness to

accept the

decision of the

judges.

Topics of

interest e.g.

(1) Should

School

Uniforms

be

abolished?

(2) Should the

School

Governme

nt be

responsi-

ble for

formula-

ting

School

Rules?

Other

controversial

issues related

to other

subject areas.

Discussing

topics in

groups.

Preparing

speeches for

debates.

Discussing

research skills

needed for

gathering

information.

Participating in

class debates.

Prepare a short

speech for the

purpose of a

debate.

All other subject

areas.

18


LEVEL5

READING

TOPIC OBJECTIVE

CONTENT METHOD/



WORD

ATTACK

SKILLS

Contest

Clues

Can identify and

use many clues

when reading to

identify unknown

words.

Recognising and

unknown words

by using context

clues.

Inferring the

meaning of

unknown words

from the context.

Identifying

similes in

selections.

Identifying the

contracted forms

of words.

Identifying the

correct.

Apply clues to

assist in

understanding

unknown

words.

Derive pleasure

in sharing

words with their

peers.

Sight Words.

1. Words

affecting

daily

activities

e.g. wash,

write.

2. Words

naming

frequent

interaction

e.g. car,

please.

3. Certain

signs e.g.

exit, stop.

4. Own

names

contractio

ns – for

whole

words e.g.

I have -

I’ve,

Using words in

sentences.

Reading words

daily from the

“Word Wall.”

Repeating the

correct

pronunciation

after the

teacher.

Defining words

as they appear

in context.

Using a word

that is similar to

the new word.

Using similies

to provide

information

Read the

sentences with

new words e.g.

May is a student

who is interested

in intellectual

enquiry as well

as research.

All content areas.

19

TOPIC OBJECTIVE

CONTENT METHOD/



Was not –

Wasn’t.

Less

frequently

used words

borrowed

from other

languages

(e.g.) bureau,

mosquito,

khaki, acrobat,

vodka.

Games: Word

Puzzle, Bingo,

Word Spiders.

about the word.

Making

sentences with

the words to

bring out

meanings.

Using cloze

exercises and

filling in the

deleted words.

Playing word

games to re-

inforce

learning.

Structural

Analysis

Root words

Know that the

principal part of a

word determine its

meaning and apply

this knowledge in

reading.

Identifying root

words in words

with affixes.

Derive

satisfaction

when root

words can be

identified.

Root words

are sometimes

called stem or

base words. A

root word can

stand alone

(e.g.) sleep,

cover.

Underlining

root words in

words.

Giving the

meaning of the

words.

Discussing the

meaning of the

words using the

dictionary to

Read a selection.

Underline the

root words in the

first two

sentences.

Circle the root

words in

unknown words.

All content areas.

20

TOPIC OBJECTIVE

CONTENT METHOD/



find meaning.

Affixes Be aware the

affixes are

constantly added

to words in the

English Language.

Give meanings

of words with

prefixes/suffixes.

Use affixes

regularly is

speech and

writing.

Affixes are

word

beginnings

and endings.

When added

to words they

change the

meanings.

Prefix – added

before a root

word. It

changes its

meaning (e.g.)

Unlike,

uncover.

Suffix – added

behind the

root word. It

modifies its

meaning (e.g.)

harder, rainy.

Prefixes:- re -,

dis -, co -,

inter -, im -, ir

-, il -, mis -.

Reviewing

prefixes and

suffixes that are

known.

Building new

words by

adding affixes.

Giving the

meanings of the

root words and

the affixes.

Writing the

meanings of the

new words in

their word

books.

Use affixes to

build words to

complete

sentences.

All content areas.

21

TOPIC OBJECTIVE

CONTENT METHOD/



Suffixes:- - er,

- oi, - ist, - an,

- ian, - ese.

Some new

affixes are: -

thon,

walkathon,

telthon

- orama,

panorama,

cinerama.

Inflectional

Endings

Know that when

inflectional

endings are added

to words their

forms are changed.

Recognise base

words in words

with inflectional

endings.

Identifying

correct usage of

singular/plural

possessive

nouns.

Identifying and

using correctly

plural forms of

nouns.

Using the correct

Use the various

inflectional

ending correctly

in speech and

writing.

Inflection

endings when

added to

base/root

words would

change their

form

- Plurals

- Tense in

verbs

- Compar-

ing

adjectives

- Words to

form

adverbs.

Reviewing

inflectional

ending and root

words.

Adding endings

to words.

Building word

lists and adding

words to

Personal

dictionary.

Forming the

comparative

forms of

Change

sentences to the

plural form.

Give the

comparative

form of the

adjectives in

sentences.

Draw a line

under the

endings of the

adverbs in given

sentences.

All other content

areas.

22

TOPIC OBJECTIVE

CONTENT METHOD/



comparative

forms of

adjectives.

Plural form of

nouns ending

in – s, - es.

Tense in verbs

– ed, ing.

Adding

endings to

adjectives –

er, est.

Adding

endings to

adverbs – ly.

adjectives.

Building

sentences with

new words.

Playing card

games.

Syllables As aware that

syllabication

techniques help

reader break words

into smaller units,

then pronounce

and blends these

into words.

Using the

principles of

syllabication to

decode unknown

words.

Apply the

appropriate

principles of

syllabication

when faced

with unknown

words in

reading and

spelling.

A syllable is

the basic unit

of

pronunciation.

Every syllable

must have one

vowel sound.

Words can be

divided into

syllables

following

basic rules

Dividing words

into syllables.

Following rules

for

syllabication.

Clapping out

the syllables.

Practising to

read sentences

above their

reading ability.

Read a

paragraph

selected by the

teacher.

23

TOPIC OBJECTIVE

CONTENT METHOD/



(e.g. A single

vowel may be

a syllable

(e.g.) i/vy

a/bout.

Phonic

Analysis

Know that

consonant and

vowels sound

represent and

provided clues to

the pronunciation

of words.

Giving the

sounds of letters

and clusters in

words in an

effort at making

good

pronunciation.

Practice the

method of

sounding out

the letters when

decoding

words.

Consonants

are indicated

in the initial,

medical and

final position.

The letters a,

e, i, o and u

are the most

common

vowel sounds.

We use five

vowel sounds

in English.

In

combination

with the vowel

letters stand

for a

short/long

vowel sound.

Sounding out

the consonants,

blends.

Identifying the

long and short

vowel sounds

in words in

words.

Practising the

use of the

vowel

principles using

the

pronunciation

guide in a

dictionary.

Building words

using the

- beginning

sound

Write three

words to show

1. The short

vowel sound

‘e’

2. The long

vowel sound

a.

Write five pairs

of words with

each pair having

the same

beginning or end

sound.

Make sentences

to bring out

different

meaning for the

words

- object

- rebel’

24

TOPIC OBJECTIVE

CONTENT METHOD/



In a dictionary

is a

pronunciation

guide and

diacritical

marking of

vowels.

Two-vowel

sound of ‘Y’ –

e.g. baby, fly.

Different

letters may

represent the

same sound

e.g. f as in

fish, ph as in

photograph,

gh as in tough

syllables ‘ in

some words

are usually

accented e.g.

win’dow,

care’less,

lin’en and

car’rot.

- medial

sound

- ending

sound

Preparing and

keeping a word

dictionary.

Practise

sounding out of

words with

accents.

Using words in

sentences to

bring out the

meanings.

Recording

completed

sentences.

Sharing

sentences with

peers.

25

TOPIC OBJECTIVE

CONTENT METHOD/



Word function

and meaning

can affect

syllable

division and

accent e.g.

ob’ject,

object’, rebel’,

reb’el.

Oral

Reading

Comprehen-

sion

Develop the ability

to read fluently

with good choice

projection, control

and expression.

Using the eye

voice span

effectively to

identify word in

reading

selections.

Show

willingness to

read aloud

silently when

requested to do

so.

Basel Readers

Comprehen-

sion selections

identified by

the teacher.

Vocabulary

based on

reading

selections.

Newspapers

Nationals

selected by

pupils/parents.

Reading

silently these

orally.

Listening to the

teacher as

he/she reads.

Phrase reading

Repeated

reading

Reading to the

class

Reading before

an audience

Taking turns to

read.

Complete a cloze

passage based on

a selection read.

Read a selected

passage to the

class.

All Content Areas

26

TOPIC OBJECTIVE

CONTENT METHOD/



Develop the

capacity to read

aloud with good

phrasing and

expression.

Using correct

intonation and

phrasing to

convey the

meaning of text

to the listener.

Gain a sense of

personal

enrichment

when sharing

ones own work.

Develop a

disciplined

approach to

reading.

Familiar

stories/poems.

Pupils’ own

work/book

about

particular

experiences

e.g. My story

My Favourite

Poems

Read from the

Author’s

Chair.

Using a tape

recorder to

record oral

reading.

Listening to

one’s own

reading in order

to improve

same.

Using the

Auther’s Chair

to read a poem

a student

Government

meeting or

Parents

meetings.

Listen to a

recorded piece of

reading and

make the

necessary

corrections.

Read a story at

general

assembly.

Social Studies

Drama

Can understand

and react to the

materials read.

Gaining the

ability to read

aloud with good

breadth control.

Reading to an

audience.

Show

enjoyment and

understanding

as materials is

read.

Develop self

confidence.

Basal readers

supplementary

materials

stories

(narratives

and dialogues)

Prepared

speeches as

for student

Using the Oral

Reading Chair

Practising

repeated

reading.

Listening to

recorded

stories,

speeches

Prepare and

Read a report

(sanitation) to

your class.

All Content

Areas.

27

TOPIC OBJECTIVE

CONTENT METHOD/



Government

- debates

- reports

- welcomes

and

apprecia-

tion

prepared by

self/peers.

Reading to

others.

Strategies

for

Independent

Reading

Realise that certain

strategies are used

by the reader

during oral

reading.

Developing

strategies to use

during

independent

reading.

Using good

volume, pitch

and clear

enunciation

when reading to

others.

Use simple fix-

up strategies to

help themselves

when they do

not understand

what they are

reading.

Frequently self

corrects when

text does not

make sense.

Develop a

positive attitude

to reading and

writing.

A wide range

of materials

and media

- news-

papers,

magazines

, poems

speeches,

songs,

mysteries

– e.g.

Books by

Enid

Blyton

Resource

texts from

content

areas (e.g.)

Easy Path

Series

Fiction

non-fiction

Listening to

teacher as

he/she relates

how he/she

reads a

selection.

Talking about

their

experiences

when reading.

Practising

Think Aloud

using Fix Up

strategies to

read an

unfamiliar

selection.

Reading

selected

Read a

book/story to

children at

Levels 2, 3 and

4.

All other Content

Areas.

28

TOPIC OBJECTIVE

CONTENT METHOD/



books.

FIX UP

STRATE-

GIES

1. Stop and

read

more

slowly.

2. Go back

to the

beginnin

g of a

sentence/

poora-

graph

and re-

read.

3. Continue

to read

4. Reread

confus-

ing parts.

5. Skip

confus-

ing

words or

sections.

books/materials

to children at a

lower level.

Keeping a

record of books

read to others.

Producing class

books based on

current needs

and experience.

Reading own

books to others.

29

TOPIC OBJECTIVE

CONTENT METHOD/



6. Look at

illustra-

tions.

Books I have

read to others

D Auth Title Illus

Will be able to

interpret a

selection to others.

Can understand

and discuss themes

how characters

feel, their motives

and the endings

order to make a

personal response

to them.

Reading with

expression and

correct

pronunciation

when being

“someone else”

during the

reading.

Recognising the

elements of a

story.

Show great

delight when

reading about

various

characters.

Develop

simplicity and

clarity of

speech.

Be prepared to

think about the

accuracy of

Skits based on

current

happenings.

Role play –

situations

from text and

other

materials

Plays (e.g.)

Three Little

Pigs.

Phase reading

and chunking.

Reading of

plays/poems to

an audience.

Discussing the

various

characters and

their role in a

selection.

Asking and

Do a class

presentation for

(a) Parents

Open Day.

(b) A special

Occasion at

your

school.

(c) Make a

Story Map.

Social Studies

Science

- A great

scientist.

30

TOPIC OBJECTIVE

CONTENT METHOD/



their own

reading and to

check for errors

that can change

meanings.

Dramatisation

of stories

(e.g.) Alice in

wonderland

Uncle Remus

stories

The Jungle

Book

Poems (e.g.)

Counter pane

Dirty Jim

Elements of a

story

- Setting,

problem,

goal,

events

resolution.

Any Narrative

text.

answering

questions based

on selection.

Practising to

use timing in

speeches and

presentations.

Reading a

narrative using

characters

conversations,

behaviours to

help them to

understand.

Asking

questions as

they read.

31


LEVEL5

COMPREHENSION

TOPIC OBJECTIVE

CONTENT METHOD/


KNOWLEDGE SKILLS ATTITUDE FOLLOWING

INSTRUC-

TIONS

Understand how to

perform a task.

Understand the

importance of

instructions.

Following

instructions to

perform a task.

Be aware that

following

instructions for

a task helps in

its execution.

Look for

instruction

before using an

item.

What is a

task?

What are

instructions?

Messages

Instructions

Activities in

text books

Notices

Games e.g.

Ludo,

Battleship and

their

instructions.

Directions on

medicine

bottles/boxes,

etc.

Following oral

and written

instructions.

Reading a

message and

relaying it to

someone.

Reading and

following

directions in

text or other

relevant

materials e.g.

recipe.

Read and

respond

positively to

instruction

given.

Science

Using instructions

to perform on

experiment.

32

TOPIC OBJECTIVE

CONTENT METHOD/


KNOWLEDGE SKILLS ATTITUDE RECALLING

FACTS Recall facts and

present them in

sequence.

Remembering

facts in correct

sequence.

Recognise that

sequence is

often important.

Stories – plot

and setting

Newspaper

articles.

Magazines

story –

clippings

News items

School

incident

Identifying plot

and setting in a

story,

newspaper

article or

magazine

clipping.

Reading and

noting character

in the stories.

Dramatising

parts of stories.

Answering

questions based

on stories.

Making

summaries of

stories heard or

read.

Read a passage

and retell story

in sequence.

Science

Steps for an

experiments.

33

TOPIC OBJECTIVE

CONTENT METHOD/


KNOWLEDGE SKILLS ATTITUDE FOLLOWING

DIRECTIONS Find out what the

cardinal prints are.

Following

directions on a

map.

Places of

interest such

as a school,

post office,

market, bank

or church on a

map of a

community of

Georgetown

or map of

Guyana.

Learning to

read a map.

Identify places

on a map.

Tracing routes

from one place

to another.

Following

written and oral

direction.

Finding

directions

between/among

places using the

cardinal points.

Answer

questions based

on a map e.g.

1. How far is

A from B?

2. How many

routes can

one use to

get from

point B to

point D?

Social Studies

Map work

34

TOPIC OBJECTIVE

CONTENT METHOD/


KNOWLEDGE SKILLS ATTITUDE MAIN IDEA

AND

DETAILS IN

SEQUENCE

Identify the main

ideas and details

and present these

in sequence.

Selecting main

idea out of many

ideas.

Look out for

main ideas in

stories, poems,

songs and

speeches.

Stories

Passages

Story poems

e.g. Mr. Tom

Narrow.

Very brief

stories,

passages,

paragraphs.

Reading stories

Identifying

main ideas and

supporting

details.

Sequencing

details to

support main

idea.

Finding titles

for brief

stories/passages

/paragraphs.

Read story, then

list the

1. main idea

2. supporting

detail (in

sequence).

Science

Getting relevant

information from

passage about

science concepts.

Social Studies

Getting relevant

information from

texts.

SEQUENCE

OF EVENTS Identify sequents

of events.

Putting events

etc. in sequence

of occurrence.

Be aware of

order even in

stories.

Stories e.g.

Reports e.g.

an accident

an outing or

visit.

Reading/listeni

ng to others.

Reading

paragraph or

passage.

Identifying the

sequence of

events when

sequence is not

stated.

Report in

sequence an

activity that you

have done.

Science

Report writing

Social Studies

Historical events

reports on tours,

visits.

35

TOPIC OBJECTIVE

CONTENT METHOD/



Rearranging

jumbled

sentences to

make a story. CLASSIFY-

ING IDEAS Define and explain

theme, mood and

feelings as they

relate to stories.

Classifying ideas

of theme, mood

and feeling.

Put ideas in

order.

Listening

to/reading a

story.

Noting the

way the

characters

behave stories.

Dramatising

parts of a

story to bring

out mood and

feelings.

Discussing –

theme that

runs through

story.

Identify the

theme and mood

from story.

Music

Identifying theme

mood of songs.

36

TOPIC OBJECTIVE

CONTENT METHOD/


KNOWLEDGE SKILLS ATTITUDE PREDICTING

OUTCOMES Discuss how

outcomes are

usually predicated.

Predicting

outcomes from

stories, etc.

Make sound

judgments

based on

information

available.

Stories

Paragraphs

Cartoons

Dialogues

Plays.

Reading and

discussing

stories read.

Anticipating,

predicting and

ensuring events

and outcomes.

Generalizing

from given

information.

Giving an

ending to a

story – oral,

written or by

illustration e.g.

--- and that is

why I will

never disobey

my mother

again!

Complete a story

beginning with

e.g.

She was too tired

to do anything

else….

Mathematics

Interpretation of

graphs.

Science

Graphs – rainfall.

37

TOPIC OBJECTIVE

CONTENT METHOD/


KNOWLEDGE SKILLS ATTITUDE MAKING INDGEMENTS

Understand the

character and plot

of a story in order

to make

judgements about

characters’

motives,

Responding to

the characters

and ideas in a

story/poem.

Being prepared

to use clues to

reach

conclusions.

Books of

pupils’ choice

and ability and

interest taken

from the

library.

The classes

e.g.)

1. The

Secret

Garden

2. Railway

children

Poems (e.g.)

1. A Child’s

Garden of

Verses.

2. Bite In

BKI

Looking in a

text for clues

about

characters and

action.

Referring to

relevant

passages/

episodes to

support

opinions.

38

TOPIC OBJECTIVE

CONTENT METHOD/


KNOWLEDGE SKILLS ATTITUDE INTER-

PRETING Can interpret and

demonstrate

understanding of

literature

selections through

various responses.

Comparing and

contrasting

selections.

Demonstrate

increasing

interest in and

comprehension

of a variety of

literature.

Periodicals

suitable to the

age and level

of pupils;

posters,

reports

newspaper

articles.

Characters

good/bad

wise/foolish

happy/sad.

Predicting what

may happen in

the text.

Distinguishing

between

fact/opinion.

Giving a new

end/beginning

to a story.

Changing

character roles

in the story.

39

TOPIC OBJECTIVE

CONTENT METHOD/


KNOWLEDGE SKILLS ATTITUDE VOCABU-

LARY Can discuss text in

order to bring out

the ways in which

choice of words

affects the

impression given

by the text.

Participating in

all reading

activities.

Be creative and

imaginative in

their reading

and writing.

Words and

phrases that

create sensory

images.

Fantasy and

Science

fiction Myths

a Legends

(e.g.)

Amerindian

stories

Fairytales,

Tables, Folk

Tales.

Advertisement

s; jokes,

songs, riddles.

Word Games

The use of

nonsense

words and

deliborate

misspelling in

poems and

advertisement.

Parents Day

Taking active

roles in story

telling sessions.

Listening to

readings.

Preparing and

reading a

selection of

poems using

good voice

modulation.

Looking at how

words are used.

Discussing the

text.

Reciting poems

from memory.

Writing own

stories/poems.

Being a part of

the dramatic

activity on

open/

40

TOPIC OBJECTIVE

CONTENT METHOD/



Activity Open

Daily

Activity.

Parents Day.

FUNC-

TIONAL

READING

Understand many

different kinds of

print may be found

in the environment

and learn to use

them

appropriately.

Develop the

powers of

discrimination and

perseverance after

using text of

increasing

difficulty.

Using a range of

information texts

in a variety of

media.

Adapting the

speed and

closeness of their

reading for

specific

purposes.

Skimming and

scanning

materials for

appropriate

purpose.

Becomes

confident and

efficient in

using and

interpreting a

wide range of

materials.

Text books –

Instructions

and materials.

Brochures

(e.g.) travel

Forms

contracts,

bank.

Information

leaflets.

The Stighway

Code.

Publicity

materials

(e.g.) dances,

plays tourist

resorts

Newspapers,

magazines,

cartoons

Radio and

television

Getting the gist

of a passage.

Making a

summary

selecting books

and materials

for a variety of

purposes.

Reading and

interpreting

materials found

in the

environment.

Writing and

sharing

brochures.

Daily reading

of the

newspaper.

Finding facts.

Complete

selected Forms

- Personal

Data

Make a carbon to

highlight Student

Government in

your school.

Prepare Exit and

Entrance sign for

the classroom.

Social Studies

Science

Art & Craft

41

TOPIC OBJECTIVE

CONTENT METHOD/



programmes.

Dictionaries

Thesauruses

Encylopaedias

At lases

Receipts and

bills key

words in the

environment

(e.g.) Exit,

entrance,

danger keep

off.

Labels

- on bottles

- on packets

- on cans

Discussing

current

happenings

taken from

radio/television

broadcasts.

Making full use

of resource

materials Role

playing using

bills and

receipts.

- Playing

shop

- Going to

the Cinema/

- Cultural

Centre

Reading labels

and identifying

key words.

42

TOPIC OBJECTIVE

CONTENT METHOD/


KNOWLEDGE SKILLS ATTITUDE RECREA-

TIONAL

READING/

LITERA-

TURE

Develop their own

personal taste for

reading in order to

become more

independent and

reflective.

Can understand

that a simple

record is a good

way to keep track

of books read.

Selecting books

for their own

reading and for

use in their

work.

Identifying the

different forms

of literature.

Keeping a record

of their own

reading and

comments.

Show great

interact in

reading a

variety of

genres.

Appreciate

literature in all

forms.

Derive

satisfaction with

their ability to

keep a reading

record.

Travel books,

Trade books,

Diaries,

Letters, short

stories,

novels, poetry

and plays.

Literature

from other

lands

- Narrative

and

Dialogues

stories

(e.g.),

Water

Babies,

Benhur,

Heidie.

Reading Log.

D D A I B/T

Reading in their

own time in the

class/ school

library.

Reading aloud

to the

class/teacher

the book now

reading.

Reading more

than one

version of a

story.

Commenting

during

discussion and

writing on the

books they

have read.

Keeping and

sharing record

of books read.

After reading a

book give a

reason why you

like/dislike it.

List the books

you have read

during your

vacation share it

with the class.

43

TOPIC OBJECTIVE

CONTENT METHOD/


KNOWLEDGE SKILLS ATTITUDE BOOOK

CARE Realise that books

should be handed

with care.

Demonstrating

the proper care

of books.

Shows a sense

of pride when

handling books.

Care of books

and other

library

materials

- furniture

- book

marks

- catalog

cards.

Replacing

books on the

library shelf.

Listing ideas

for caring

books.

LIBRARY

SKILLS. Understand that

books in a library

are arrange in a

special order.

Identifying the

various groups

of books in a

library.

Finds pleasure

when using the

library.

Alphabetical

order books

arrangement

fiction | non

fiction books.

Agriculture

books science

books

literature.

Locating and

reading labels

to note the

arrangements of

books

Reading books

in groups

classifying

books.

SKILLS. Understand how to

used the catalog

Listing the

catalog correctly

Show a sense of

intend when

using a catalog.

Catalog cards

- Tile cards

- Author

cards.

Using catalog

cards to locate

books reading

subject cards.

Use the catalog

cards to find out

about

1 Libraries

2 Hurricane

Art and craft

making catalog

cards all content

area.

REFERENCE

BOOKS How to access

information from

library materials

Finding

information by

making full use

of the library

facilities.

Use the library

as a resource

center.

- Catalog

cards

The part of a

book e.g cover

title page,

table of

Locating

information by

making full use

of the materials

using the table

of contents.

Use the table to

Contents to find

certain

information in a

selected text.

All Content Areas

- Social Studies

- Science

44

TOPIC OBJECTIVE

CONTENT METHOD/



contents

current

literature (eg)

the

newspaper.

Magazine

Crafts, globes

Dictionary.

Skimming and

scanning for

information.

REFERENCE

BOOKS Realise that the

dictionary

encyclopedia,

thesaurus give

information on

varying

subject/topics.

Using the

reference section

of the library

with ease.

Develop

confidence in

using reference

books show a

desire to seek

information.

Encyclopedias

are arranged

in volumes.

They are

found in the

reference

section of the

library.

Encyclopedias

are arranged

in volumes.

Encyclopedia,

dictionaries

and the

thesaurus are

written in

alphabetical

Examining a set

of

encyclopedias.

Noting the

different

volumes and

their subject

areas.

Looking at the

alphabetical

arrangement of

the reference

books.

Using the

key/guide

words in the

encyclopedia

Find a particular

subject in the

encyclopedia and

read about it.

Make a poster to

display the facts.

All Content Areas

Social Studies

- Biographies

Science

- Inventions

45

TOPIC OBJECTIVE

CONTENT METHOD/



order. thesaurus and

dictionary.

Noting the

differences of

these three

reference

books. HAND-

WRITING Develop well-

formed letters,

consistent slant,

and proper spacing

of letters and

words for personal

communication.

Producing

correct formation

of letters in print

and cursive for

written

assignments.

Writing print

script and

cursive with

apparent ease.

Recognising

errors in letter

formation.

Enjoy a sense of

achievement

when good

presentations

are completed

in handwriting

show

willingness to

accept drill and

repetition.

Appreciate

good, legible

handwriting in

both print script

and cursive

show evidence

of keeping

menuscript tool.

Print script

and cursive

writing simple

drills.

Preparation of

headings –

name, subject,

date, class

margins.

Good writing

posture.

Print script

and Block

letters –

Alphabet chart

– upper and

lower case

letters.

Exercising the

arms in ovals

and push ups.

Writing letters,

words,

sentences and

paragraphs

according to the

specific

structures.

Practising good

spacing of

letters/words.

Writing on

stationery.

Writing in both

print script and

Use print/script

to prepare a

simple poster for

your school.

Write your

address in script.

Label a diagram

in script.

Write a given

paragraph in

cursive.

Physical

Education

- Push ups

- Arm and hand

exercises

- Warm up

exercises

Write sentences/

paragraphs in

script/cursive

- Mathematics

- Science

- Social Studies

46

TOPIC OBJECTIVE

CONTENT METHOD/



Show

willingness to

correct incorrect

formation of

letters.

Use of capital

letters

- in a

sentence

- titles

- proper

names of

persons,

countries,

places,

holidays

etc.

Correct

labeling in

classroom,

and other

content areas.

In

class/achieve

competitions.

cursive at a

required

rate/speed.

Creating own

writing style.

Displaying

good

handwriting.

Taking active

role in writing

competitions.

Using the

dictionary to

verify the

correct spelling

of words.

47

TOPIC OBJECTIVE

CONTENT METHOD/


KNOWLEDGE SKILLS ATTITUDE NEWS

RECOUNTS Recount an event

in a sequence

format.

Reducing well

sequenced

accounts.

Enjoy sharing

their experience

With others.

News writing

– Diary

writing

Chart – who?

when? where?

why? what?

Feelings

Developing a

simple plan to

recount an

event.

Using

plan/chart to

write new,

stories.

Creating

personal news

plan.

Write a story

about an

interesting

experience that

you have had.

Writing about

experience had

relating.

- Social Studies

- Science

COM-

POSITION

NARRATIVE

Produce writing

that communities

information or

create meaning

through words and

is original in

nature.

Creating and

relating stories

dialogues and

incidents in

imaginative.

Derive pleasure

when others are

entertained by

presentations.

A narrative

tells an

imaginative

are written in

different

forms.

- Folktales,

myths,

fairytales,

fables,

legends,

science

fiction,

picture

story

books.

Making a story

outline.

Drawing events

in a story.

Listing the

main events in

a story.

Rewriting a

story in a

different form.

Completing a

story.

Write a story

based on a series

of pictures.

Write a short

dialogue

between two

characters.

Social Studies

- History facts

- Social and

sensitive

issues

- Major

happening

Science

- The life in a

pond.

Report on an

experiment (step

by step)

48

TOPIC OBJECTIVE

CONTENT METHOD/



Poems

Sinking words

to do with

time – when,

after,

yesterday/

during.

Use of Past

Tense.

Complete a

story

beginning

with.

-----------------

-----------------

Write a story

on The day in

the life of a

Pen.

New words

that could be

used instead

of others (e.g.)

said –

nice –

Arranging

picture events

in correct

sequence.

Identifying

what is fact and

what is false.

Using similes

and metaphors

in story shared

reading in small

groups – noting

new words.

49

TOPIC OBJECTIVE

CONTENT METHOD/


KNOWLEDGE SKILLS ATTITUDE CREATIVE

WRITING Know the forms of

writing stories and

use them of create

those that express

ideas and feelings.

Creating stories

and poems for

enjoyment.

Show

willingness to

learn how

creative writing

can be done.

Exhibit to learn

how creative

writing can be

done.

Exhibit

willingness to

try out or

experiment with

ideas.

Story writing

- opening

- develop-

ment

- climax

- closing

Suggested

topics

- The dog

fight

- Last on the

fair

ground

- Water

Mama

Poetry

- cinquari

Use of similes

and metaphors

in stories and

poems.

Looking at how

stories are put

together.

Platting a story.

Discussing a

given story.

Writing a

beginning

paragraph for a

story.

Listening to

reading of

poetry.

Reading and

sharing them

with other.

Exchanging

each other’s

work for

correction.

Making

correction

Publishing

work.

Write a

story/poem

involving

specific

elements.

Write creative

stories and poems

related to

- Mathematics

- Science

- Social Studies

50

TOPIC OBJECTIVE

CONTENT METHOD/


KNOWLEDGE SKILLS ATTITUDE DESCRIP-

TIVE

WRITING

Write descriptions

that are accurate

and interesting to

read.

Writing

paragraphs using

clear vivid

language that

create sensory

images.

Produce realistic

and lively pieces

of writing.

Accept criticism

and try to

improve work

done.

Be observant.

Description of

– people,

places,

things/objects.

Paragraph

writing

- one/two

paragraphs

on a topic.

Use of

appropriate

descriptive

words.

Develop a

good

vocabulary

(e.g.) Use

other words

instead of

NICE, WENT

Picture study

Advertise-

ments

Notices

Topics for

Planning

paragraph.

Listing

adjectives that

could be used

to enhance the

topic.

Discussing

topics orally in

small groups.

Using the

thesaurus to

seek out new

words.

Writing simple

advertisements

for the

school/class

bulletin board.

Using picture

clues to select

suitable

adjectives.

Write an

advertisement of

the student

Government

Open Day at

your school.

Describe your

favourite

character in a

story you have

just read.

Write a

description of

any object in the

Learning Corner

of your class.

Social Studies

Describe a

- Field Trip

- Important

people/places

in the

community

51

TOPIC OBJECTIVE

CONTENT METHOD/



writing (e.g.)

Describe

- My

classroom

- My Best

Friend

- The

Beggar at

the gate

- My new

game

Poetry

- Writing/

characters

- Dorty Jim

Story

characters

(e.g.)

- Goldilocks

- Heidi

52

TOPIC OBJECTIVE

CONTENT METHOD/



EXPLANA-

TIONS

Recount personal

experiences in

sequence and

record them.

Identifying facts

in an

explanation.

Using

explanations to

give reasons for

certain

occurrences.

Nurture a desire

to write the

truth/facts.

Develop self

confidence in

writing.

Explanations

have special

language

features

(e.g.)

1. Time

relation-

ships –

first, then,

following,

finally.

2. Because

and effect

– if/then,

so, since

as a

conseque

nce.

3. Femelise

present

tense –

are, turns,

happens.

4. Topics

(e.g.) –

How a

kite

works

Discussing the

topic/s in small

and large

groups.

Defining the

topic writing

definitions.

Role playing –

Explaining the

topic orally in

the groups.

Group planning

Researching the

topic followed

by shared

reading.

Explaining/

telling the

group what was

read.

Explain: Why

school rules

must be kept.

Science

How a rain guage

works.

Social Studies

How rain was

formed.

53

TOPIC OBJECTIVE

CONTENT METHOD/



Combining

sentences

using words

that are related

to topic.

Discussing

diagrams and

writing

explanations.

Writing as a

group.

Writing in

logical

sequence.

ARGU-

MENTS

Present convincing

arguments.

Building a cast

and present it

gathering

suitable evidence

to support a

view.

Present facts

backed by

research.

Cases for/

against a

particular

view point

(e.g.)

- Student

govern-

ment

- Are school

rules

necessary

- Do we

need class

monitors?

- Carporal

Punish-

ment is

class must

Researching a

topic.

Discussing in

small groups.

Changing one’s

point of view.

Listening to

stories and

giving their

opinion.

Participate in

debates.

54

TOPIC OBJECTIVE

CONTENT METHOD/



be

abolished

Debates –

Letters

Writing.

LETTER

WRITING

List the parts of a

letter.

Use letters to

communicate

information and

personal thoughts.

Writing letters

and addressing

envelopes

correctly.

Classifying the

different kinds of

letters.

Demonstrate an

awareness for

the mechanics

of letter writing.

Letter writing

to

- Head

teacher

- P.T.A

- News-

paper

- T.V

station

Advertise-

ments

- food, car

Conventions

associated

with the

different types

of letters

Friendly

letters

- letters of

invitation

Reading letters

to the editor in

local

newspaper,

magazines.

Working in

groups to

organize ideas,

arguments

logically.

Reviewing the

main parts of a

letter.

Preparing a

chart showing

the parts.

Addressing an

envelope.

Write a letter to

you Headteacher

giving your

views “why late

comers must not

clean the school

yard”.

Write a friendly

letter thanking

your uncle/aunt

for a gift you

received.

Art & Craft

Making and

Designing

envelopes.

Social Studies

- Stamp

collection

- Making and

keeping a

class mail

box.

Science

Describe on

experiment you

have observed.

55

TOPIC OBJECTIVE

CONTENT METHOD/



- thank you

letters

- letters of

request

- letters of

opinion

Business

letters

- complaint

- making

request

- seeking

informa-

tion

Use of a

variety of

verbs.

Use linking

words (e.g.)

therefore, so,

because of the

first reason.

Discussing a

business letter.

Planning a

business letter.

Writing simple

business letters.

Role playing –

The postman.

56


LEVEL5

GRAMMAR

TOPIC OBJECTIVE

CONTENT METHOD/



The Simple

Sentence

Express one idea

in simple

sentences for clear,

Well structured

and coherent

speech and writing

in all subject areas.

Constructing and

recognising the

simple sentence

that contains

only one single

finite verb and

one single

subject.

The willingness

to use the

simple sentence

type correctly.

The simple

sentence

impressed one

main idea and

can be short.

The short

simple

sentence with

one single

subject and

one single

verb.

(a)

(i) Dogs bark

(ii) The bell

rings

(iii) Are you

Simone?

(iv) Is she

coming?

(v) You run!

- Differently

composed

simple

sentences

see content

to be used

for speaking

listening

and writing

practice

work.

- Teacher

constructed

tables/

charts.

- Completing

thoughts

using

simple

sentence

structure

(see

content).

Label a picture,

drawing 3D

object using a

simple sentence

structure.

Listen to an

opinion, then add

yours using one

simple sentence.

57

TOPIC OBJECTIVE

CONTENT METHOD/



(vi) This is

not sweet

(vii) I am

Sandra

(b)

(i) The sky is

dark.

(ii) She

became a

nurse.

(iii) He seems

brilliant.

(c)

(i) Her sister

lent her

twenty

dollars

(ii) The

mother

give the

beggar

some

clothes.

- Completing

in games

where one

begins a

sentence

and the

other

completes it

to the

desired or

directed

effect.

- Cards with

sample of

simple

sentences

used in

everyday

transactions

both in and

out of

school.

- Stories,

poems,

skits.

- Pictures and

stories or

pictures

with stories

58

TOPIC OBJECTIVE

CONTENT METHOD/



(iii) Did her

sister lend

her

twenty

dollars?

(iv) Are you

going to

the

dance?

(v) Where is

that

double

talk

brother of

yours!

(d)

(i) The scrap

dealer

piled the

mound

high.

(ii) The

captain

made me

first base.

to be

compared,

discussed,

written

about, etc.

and

stimulate

simple

thought

patterns.

- Tables and

charts to

compose

simple

sentence

and

generating

as much as

possible.

59

TOPIC OBJECTIVE

CONTENT METHOD/



Fo

rmin

g c

om

ple

te s

imp

le s

ente

nce

wh

ich

can

be

short

or

long

by

mat

chin

g i

tem

s in

th

e co

lum

ns

TH

E S

UB

JE

CT

PA

RT

TH

E V

ER

B P

AR

T

TH

E M

OD

IFY

ING

PH

RA

SE

S P

AR

T

Sh

e D

on

key

s, T

he

bott

le s

her

lon

bec

ame

a p

ilo

t

w

ith s

om

e fr

ien

ds

at t

he

club

Th

e d

ry c

lean

er

ran

g t

he

bel

l, s

ing,

fill

s

qu

ite

easi

ly

Th

e te

ach

er S

and

ra (

you

)

bra

y,

ou

t o

f fe

ed, g

ive

ev

ery

day

, at

on

ce,

in a

dru

nk

en s

tate

Joh

nso

n

som

e te

sts,

cam

e

at r

eces

s

Yes

terd

ay,

com

e h

ere

at

the

end

of

term

60

TOPIC OBJECTIVE

CONTENT METHOD/



Recognising and

constructing the

longer simple

sentence that

contains one

single subject

and one single

verb.

The willingness

to use the

longer simple

sentence type

correctly.

The single

subject and

verb simple

sentence can

be long.

The simple

sentence can

contain a

member of

modifying

phrases

(a) Simon, the

dealer’s

son, stole

a bunch of

grapes

from the

market.

(b) Let me see

you before

six o’clock

this

afternoon,

John!

- Filling in

blanks in

sentences

1. ____ and

____

stole the

sapadillas.

2. Jean ___ and

___ broom

handles.

3. ___ and ___

and ___

monkey apples

in the market.

- Searching

presented

tents for

simple

sentence

that contain

compound.

- Construc-

ting simple

sentences

that contain

compound

Read a given

action paragraph

or passage, then

identify the

simple

sentences.

Put them into

columns to

distinguish their

structures.

Put out three

sentences and

tell what they

say.

Pick out simple

sentences from

Science or Social

Studies texts and

explain what they

say.

61

TOPIC OBJECTIVE

CONTENT METHOD/



(c) Study well

for the

Golden

Cup award

for

children

between

the eyes of

6-10.

(d) Is it the

big black

owl in the

tree

making

such a

racket?

verbs.

- Underling

compound

verbs.

- Composing

lyrics that

contain only

one verb

and one

subject

either or

both of

which may

be

compound.

- Texts from

across the

curriculum

that contain

simple

sentence

structures.

- Sentence

strips upon

which to

white.

1.

62

TOPIC OBJECTIVE

CONTENT METHOD/



The Negative

Simple

Sentence

A simple sentence

that is negative

carries a negative

adverbs.

Being able to

construct the

negative simple

sentence with a

comma used

after no.

Being able to

change the form

of a negative

thought.

The willingness

to add the

negative simple

sentence

structures to the

everyday

writing and

speaking.

-

63


LEVEL5

GRAMMAR

TOPIC OBJECTIVE

CONTENT METHOD/



64


LEVEL5

VOCABULARY

TOPIC OBJECTIVE

CONTENT METHOD/



Alphabetical

order

Use a dictionary or

telephone

directory

competently

having skill of

alphabetical order

for quick

identification of

words.

Grouping words

in alphabetical

order according

to first, second

and third letters.

Show

willingness to

use the

dictionary for

various

purposes.

Display an

understanding

of dictionary

skills.

Words are

arranged

according to

the alphabet

sequence.

Alphabetical

order by first,

second and

third letters

1st letter e.g.

bouy, picture,

chair, rooster.

2nd letter e.g.

elevate,

experience,

Reading and

discussing

arrangement of

words in a

dictionary.

Arranging

words in

alphabetical

order.

Making a

personal

dictionary with

words from

given exercises/

vocabulary/

Arrange words

from given lists

in alphabetical

order.

Make and keep a

word dictionary.

Art & Craft

Design and make

an address book,

telephone book.

Social Studies

Family names

Topic words

Science

A list of scientific

terms in

alphabetical

order.

65

TOPIC OBJECTIVE

CONTENT METHOD/



evade,

excursion.

3rd letter e.g.

digest, divide,

direct, discuss.

Word list

Names of

people, places

and things.

new words.

Compiling a list

of names in

alphabetical

order.

Noting letters

used in the

beginning of

word lists in

alphabetization.

Examining a

telephone

directory.

Grouping or

classifying

Use appropriate

terms related to

grouping or

classification of

vocabulary.

Supplying group

names for list of

animals, places

and things

comparing and

contrasting

groups.

Accept that

words and

things belong to

a group.

Use

classification in

everyday

vocabulary.

Develop an

interest for

classification.

Words and

objects can be

grouped

according to

shape, colour,

location and

other

characteristics

Pictures of

animals

collection of

objects

Discussing

different ways

of grouping.

Displaying a

group of

pictures, words,

objects.

Putting groups

of

words/picture/

objects into

Write the group

name for these

items, car, bus,

van, truck.

Underline the

odd choice hen,

hare, duck,

goose, turkey.

Complete this

group: eye, nose,

mouth _____

Science

Classifying

animals according

to group/class

Mathematics

Classifying

shapes, number

Games

I Spy

66

TOPIC OBJECTIVE

CONTENT METHOD/



flowers, tools

etc. colour

words, name

of places,

vehicles etc.

Sound words

Movement

words e.g.

walk, run, fly,

jump, skip etc.

classifying

order.

Crossing out

odd word/

picture/object

from given

group.

Selecting a

name for a

group of words/

objects/picture

and write same.

(hand, leg, ear,

arm).

Possessive

Nouns

Use the correct

form of nouns in

speech and writing

to indicate

possession.

Identifying and

recognizing

possessive

nouns.

Distinguishing

between the

positions of the

apostrophe’s.

Develop an

awareness of

the possessive

form of nouns.

Use possessive

noun forms

correctly when

reading or

writing.

Possessive

nouns show

ownership and

are written

with an

apostrophe for

singular and

plural.

Possessive

forms of

nouns: e.g.

singular

subjects take

the 25 e.g. the

Reading given

statements and

match with

their possessive

forms.

Listening to

dictated

passages and

readings.

Reading

passages 1 text

which contain

possessive

Underline the

possessive forms

of nouns in these

sentences

e.g. The boy’s

book is on the

table.

She went to the

teachers’

quarters.

She stayed at the

children’s home.

Science

Giving clues to

identify classes of

animals e.g. This

is an animal’s

covering is hard

shell.

Mathematics

What is the boy’s

height.

67

TOPIC OBJECTIVE

CONTENT METHOD/



bat belongs to

the boy, the

boy’s bat, e.g.

plural subjects

take the S’

e.g. the bats

belong to the

boys, the

boy’s bat,

e.g. the room

is for men, the

men’s room.

nouns.

Writing

possessive

forms of nouns.

Synonyms Substitute

appropriate words

or synonyms that

indicate the same

meaning for given

words.

Identifying and

using the correct

synonyms in

sentences.

Use synonyms

as a tool to

develop their

vocabulary.

Synonyms are

words that

have the same

meaning e.g.

big - huge,

enormous,

gigantic

small –

minute, tiny

Center –

middle

Word list

List of words

and synonyms

sentence strips

and flash

Reading and

discussing

synonyms.

Supplying

synonyms for

words given.

Completing

sentences by

putting in

suitable

synonyms.

Using the

dictionary.

Make a chart

showing words

and synonyms.

Substitute a

synonym for the

word underline.

e.g.

The sun is in the

center of the

solar system.

Art

Illustrating

characters using

synonyms e.g. a

big house.

Mathematics

Putting in a radic

of a circle.

Science

Naming parts in

the middle of

given objects.

68

TOPIC OBJECTIVE

CONTENT METHOD/



cards. Matching given

words with

synonyms.

Compound

words

Use a variety of

words to present a

enhanced speech

and.

Recognising and

forming

compound

words.

Be aware that

compound

words can be

made using

words from all

content area.

Compound

words are

formed by

using to or

more words as

one.

Each part of

the compound

word usually

retains its own

meaning in the

compound

word.

Make

compound

words: foot +

ball = football

chalk + board

= chalkboard

Identify

compound

words.

Match pairs of

words to make

compound

word.

Make sentences

using

compound

words.

Read words and

find their

meaning.

Complete

puzzles using

compound

words.

Write two small

words from

compound

words: e.g.

footstool, foot

stool supply

appropriate

compound words

from given

statements e.g. a

cup to drink tea

– tea cup.

Complete cross

word puzzles.

Science

Using compound

words to describe

and name Science

investigation.

Mathematics

Plotting graphs

and naming same.

69

TOPIC OBJECTIVE

CONTENT METHOD/



Composition

of

compounds:

noun + noun

with the first

describing the

last e.g. foot +

ball, adj +

noun.

Contractions Form and use

contractions to

provide effective

sentences orally

and written.

Identifying and

forming

contractions

from given

words.

Appreciate that

new words can

be formed in a

variety of ways.

Contractions

(1) pronoun

+ verb

I + have = I’ve

He + is = he’s

(2) verb +

not

Do + not =

don’t

Will + not =

won’t

Identifying

contractions in

given

sentences.

Writing two

words in

contractions.

Making

sentences using

contractions.

Relating how

each pair of

words is written

in contracted

form.

Explaining the

Compile a chart

of contraction

e.g. he’s, she’s,

it’s, I’ve, we’re

Mathematics

Word problems

that make use of

contraction.

70

TOPIC OBJECTIVE

CONTENT METHOD/



function of the

apostrophe in

contractions.

Homophones Use words

competently for

effective speech

and writing.

Identifying paint

of homophones.

Supplying

suitable

homophones in

given sentences.

Express

homophones in

contextual

form.

Demonstrate the

proper use of

homophones.

Be aware of

using

homophones

correctly.

Homophones

are words with

same sound

but different

meaning and

spelling e.g.

flour – flower,

son – sun

Supply

homophones

for each given

statement.

(1) you use

your eyes

to ___

(2) a vast

body of

water

___.

Defining

homophones.

Making

sentences using

homophones.

Identifying

homophones in

given

sentences.

e.g. The

children saw

their mother

over there.

Spelling

homophones

and explain

their meaning.

Complete

sentence.

I ___ the fish

before frying it.

(flour, flower)

Completing

cross word

puzzles.

71

TOPIC OBJECTIVE

CONTENT METHOD/



Completing

sentences using

correct

homophones.

Homographs Speak and write

correctly with

effective use of

vocabulary.

Using

homographs

correctly in

sentences.

Correct self and

others relating

to use of

homographs.

Homographs

are single

words that can

function as

two different

parts of

speech.

e.g. I comb

my hair (v)

The cockerel

has a comb on

its head. (n)

Word list Text

book.

Defining

homographs.

Listing words

that are called

homographs.

Completing

sentences with

homographs.

Making

sentences using

homographs.

Identifying

homographs in

sentences.

Making a word

list of

homographs.

Make a word

list.

What’s the

function of the

homographs in

the following

sentences.

(1) Mother

went to

Georgetow

n by train.

(2) I have to

train my

dog to do

new tricks.

72

TOPIC OBJECTIVE

CONTENT METHOD/



Explain the

function of

homographs in

given sentence.

Gender Include specific

terms relating to

gender in speech

and writing.

Listing specific

terms for

masculine,

feminine and

neuter gender.

Be aware of

gender in their

everyday

vocabulary.

Appreciate

gender in

everyday

language is as

to enrich their

vocabulary.

Gender refers

to nouns

which can be

classified into

masculine,

feminine and

neuter –

Masculine

refers to male

e.g. boy, man,

drake

Feminine refer

to female

e.g. woman,

heifer

common can

refer to both

male or

female

e.g. baby,

parent,

Defining

gender.

Classifying

names

according to

gender.

Writing gender

for given

names.

Explaining how

you can

identify the

different types

of gender e.g.

masculine,

feminine,

neuter,

common.

Complete this

list

Mascu Femin Com

Make a cart with

genders.

Mathematics

Problem and

graphs.

Science

Living and non

living things

Art

Draw a family.

73

TOPIC OBJECTIVE

CONTENT METHOD/



teacher,

pupils.

Neuter refers

to neither

male or

female

e.g. box, book,

spoon.

Compiling a

chart showing

gender.

Supplying

missing gender

for given ones.

Occupation Be aware of the

occupations of

persons in the

community and

use the correct

vocabulary in

speech and

writing.

- Supplying

names for

occupations.

- Using names

of

occupations

appropriately

Appreciate the

occupation of

all people in

their

environment.

Develop an

awareness for

all people’s

contributions.

Be aware of the

significance of

all professions.

Appreciate that

all jobs are

important.

Occupation is

the profession

that one holds.

e.g. soldier –

to protect our

country

teacher – to

teach the

pupils.

A person who

designs house

– architect

A person who

represents his

country in

another

country –

ambassador

Defining the

term occupation

and discuss the

same.

Identifying

persons and

relate what are

their occupation

vice versa.

Dramatising

some person

and occupation.

Supplying

person or

occupation for

statements

given.

Complete

sentences putting

in occupation 1

person

a pilot – flies a

plane

a person who

flies a plane –

pilot.

Making a picture

chart with people

with different

occupation.

Complete cross

word puzzle.

Mathematics

Problems

involving people

and occupation.

Social Studies

Community

workers.

Art & Craft

Draw a carpenter

at work.

Science

Men and women

of Science.

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Text book

Picture book

on occupation.

Anagrams Be able to examine

words and note

how letters can be

restructured to

form other words.

Making other

words using the

structure.

Display positive

observation

skills and

efficient

vocabulary.

Anagrams

A word or

phrase formed

from another

by transposing

or rearranging

the letters

e.g. evil – live

nip – pin

pots – stop

now – won

devil – lived

north – thorn

Finding words

which feature

anagrams.

Compiling list

using jumbled

words to find

new word.

Using thesaurus

to find words.

Written exercise.

Cross word

puzzles using

anagrams.

Word ad

their

opposites or

Antonyms

Be able to form the

opposites of given

words using

prefixes.

Supplying the

opposites of

given words.

Accept and use

suitable

antonyms in

everyday

language.

Develop a rich

vocabulary

through the use

Antonyms are

the opposite of

words regular:

Visible:

invisible

Possible:

impossible

Pure: impure

Discussing

what is meant

by antonyms.

Supplying

antonyms for

given words.

Using

Make a chart of

words and their

opposites

Legal – illegal

Selfish -

unselfish

Mathematics

Problems using

antonyms.

Science

Terms in Science

e.g. transparent

opaque.

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TOPIC OBJECTIVE

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of antonyms. Irregular: by

adding prefix

Interior –

exterior

Above –

Below

Over – under

antonyms to

compare

people, animals

or things.

Using a

dictionary to

find antonyms.

Writing

sentence using

words and

antonyms.

Compiling a

chart of words

and antonyms.

Chipped

words

Formulate short

words from longer

words.

Identifying

chipped words

from longer

words.

Compiling a

word list chipped

words.

Exhibit the

habit of

analyzing words

and using

strange words

in sentences.

Short words

from long

words

e.g.

zoological,

zoo, log,

logic, logical.

Transportation

ran, sport, on

station.

Identifying long

word.

Making short

words from

long words.

Making a word

list.

Compiling a

dictionary with

Create a riddle

using shorten

form of words.

Science

Labelling items.

Social Studies

Discussing

transportation.

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TOPIC OBJECTIVE

CONTENT METHOD/



chipped words

and their

meaning.

Write chipped

words.

Making

sentences using

chipped words.

Suffix Change the

meaning to words

by adding prefixes

to expand on the

store of words.

Forming new

words by

attaching

suffixes.

Increase the use

of words with

suffixes.

Appreciate the

value of an

enriched

vocabulary.

Suffixes are

group of

letters added

at the end of a

word to

change the

meaning.

e.g. danger –

dangerous

pain – painful,

painless

use – useful,

useless

Painful – with

much pain or

agony.

Painless –

Identifying

suffixes

spelling new

words on word

list.

Pronouncing

words with

suffixes

e.g. care –

careless, careful

home –

homeless

hope – hopeful,

hopeless

Making

sentences with

new words

Write a new

word for the

given group of

words.

(a) without fear -

fearless

(b) with thank –

thankful

(c) without rest -

restless

Identifying

words with

suffices from a

given paragraph.

Story Telling

using words with

suffixes to

describe

characters.

Science

Describing some

substances e.g.

water is

colourless.

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TOPIC OBJECTIVE

CONTENT METHOD/



without no

pain.

formed.

Talking about

the meaning

and role of

suffixes.

Acronyms

and

abbreviations

Substitute the

shortened form of

words to lessen the

amount of words

used in spoken and

written language.

Writing

abbreviations/acr

onyms for given

words.

Interpret

acronyms an

abbreviations.

Use acronyms

and

abbreviations in

everyday

language.

Acronyms are

words formed

from initial

letters of other

words e.g. R.

DDC Caricom

(1) Names of

months –

January,

Jan.

(2) Titles –

e.g.

Doctor –

dr.

(3) Mathema

tical

terms

e.g. hour

– hr,

kilogram

– kg

Identifying and

explaining

acronyms and

abbreviations.

Writing in full

given acronyms

and

abbreviation.

Writing

acronyms and

abbreviation for

given words.

Matching

words with

appropriate

abbreviations or

acronym.

Reading

Write in full the

following

(1) Guywa

(2) B.W.I.A

(3) G. P. L

Give the

abbreviated form

of given words

e.g.

(1) January –

Jan

(2) Guyana

Sugar

Corporation

(3) World

Health

Organisa-

tion

Mathematics

Spelling out

Mathematical

terms e.g. h p –

hire purchase

Social Studies

Composing

acronyms/

abbreviation for

industries.

78

TOPIC OBJECTIVE

CONTENT METHOD/



Magazines

Newspaper

Books

passages/

newspapers to

identify

abbreviation/

acronyms and

saying whether

they are local or

overseas based.

Making a

dictionary using

abbreviations/

acronyms.

Gradation Arrange or

categorise in series

of degrees for

sequential

arrangement.

Classifying

objects

according to

size.

Appreciate

living and non

living things

regardless of

their size or

shape.

Accept that

everything

cannot have the

same size.

Gradation

means to

arrange in a

series of

degrees.

Arrange in

order of size

ant, butterfly,

bee, bug, fly.

Explaining

what the term

gradation

means.

Arranging

pictures or

words in order

of size.

Making up list

of words to

arrange

according to

size.

Written exercise

e.g. Arrange in

order of size pin,

needle, thread,

thimble, scissors.

Mathematics

Arranging in

order of size.

Ascending and

descending order.

79

TOPIC OBJECTIVE

CONTENT METHOD/



Analogies Show relationship

between two

things through

comparison for

effective speech

and writing.

Completing

missing

information for

analogies.

Develop an

alertness.

Deduce answers

from given

clues.

An analogy is

a likeness in

some ways

between

things that are

otherwise

unlike;

similarity.

Analogies:-

(a) Boy is to

girl as

man is to

woman.

(b) North is

to South

as East is

to West.

Text book.

Explaining

what the term

analogy means.

Writing

analogies

Reading

analogies.

Differentiating

between two

things and their

connections.

Supplying

missing

information to

complete

analogies.

Completing

Cross word

puzzles using

analogies.

Written exercises

e.g. Uncle is to

___ as aunt is to

niece.

80

TOPIC OBJECTIVE

CONTENT METHOD/



analogies e.g.

Sheep is to

mutton as pig is

to ____.

Simile Use similes to

enrich vocabulary.

Identifying

similes and using

them in

sentences.

Appreciate

similes as a

form of

expression.

Show

awareness of

similes.

Similes are

expressions

that compare

two things

with like

qualities.

Simile e.g. as

agile as a

monkey.

as blind as a

bat.

Text book.

Identifying

similes.

Explaining

similes and

relate it to a

situation.

Writing similes

for given

statements.

Completing

parts of similes

e.g. as green as

___.

Complete

sentences e.g.

The little boy

was as agile as a

___.

The twins are as

like as two ___.

Idioms Possess a store of

idioms for use in

writing to give

clarity.

Using idioms in

writing for

comparing and

contrasting.

Use idioms as a

preferential

language.

Develop a

likeness for

Idioms tell us

about people

and their

behaviour.

Idioms – e.g.

Discussing

what is an

idiom.

Repeating

common idioms

Complete

sentences putting

in appropriate

idioms for parts

of sentences

underlined e.g.

Drama

Using idioms in

spoken language.

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TOPIC OBJECTIVE

CONTENT METHOD/



idioms as a

substitute for

common

sayings.

(1) good for

nothing

(2) to bury

the

hatchet

(3) the apple

of one’s

eye

(4) in the

same boat

that pupils

know.

Explaining

what each

idiom means.

Supplying

idioms for parts

of sentences

underlined.

Sherry is trying

to make peace

with her brother.

82

TOPIC OBJECTIVE

CONTENT METHOD/



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