A. FOREWORD.doc new.doc - elise

Foreword

The Directorate: Curriculum ECD and GET programmes of the Eastern Cape Department

of Education, in collaboration with the district curriculum personnel and teachers,

provincialised the LEARNER ATTAINMENT TARGET (LAT) DOCUMENT for the

Foundation Phase with the purpose of increasing the capacity of teachers to have a clear

picture on the process of learner attainment targets.

This document, the Learner Attainment Target for Foundation Phase, is a working

document. Critical engagement with the document is encouraged. Inputs, suggestions,

recommendations and exemplars on assessment (formal assessment tasks) related

matters that will strengthen this document are invited from all stakeholders, especially

school managers and educators.

It is hoped that this process will assist the province to finalise a more realistic, practical

and authentic guideline that will provide the necessary clarity and guidance educators

need to manage the learner attainment process more effectively and with confidence.

……………………………..

Dr F. Peters Director: Curriculum ECD & GET Programmes

For inputs into this document please contact : Dr T. Reddy Tel no: 040 6084780

Ms A. Minnaar Tel no: 040 6084667

ACKNOWLEDGEMENTS Provincial task team: Dr T Reddy CES : ECD/FP Head Office Ms W Pretorius DCES : ECD/FP Head Office Ms N.P. Manxiwa DCES : ECD/FP Head Office District Office Task Team: Ms N Qongqo DCES : ECD/FP Uitenhage Ms A Smith DCES : ECD/FP Port Elizabeth Ms T.N Ngaleka DCES : ECD/FP Mt Fletcher Ms P.R.N Lefume DCES : ECD/FP East London Ms L.E. Matthews DCES : ECD/FP Grahamstown Ms N.I Mkruqulwa SES : ECD/FP Dutywa Ms N Xashimba SES : ECD/FP Queenstown Ms N.Y. Tyamzashe SES : ECD/FP Butterworth Ms A Baines SES : ECD/FP Port Elizabeth Ms B September SES : ECD/FP Uitenhage Ms M Lamprecht SES : ECD/FP Port Elizabeth Ms H Knoetze SES : ECD/FP Port Elizabeth Ms N .V Njadayi SES : ECD/FP Port Elizabeth Ms E Walters SES : ECD/FP Uitenhage Ms MN Tyatyeka DCES : ECD/FP Lady Frere Ms N Mazosiwe Acting SES: ACD/FP Uitenhage Ms R Shasha DCES: ECD / FP Queenstown Ms X Mjele SES:ECD / FP King Williamstown Educators: Ms N.F Mbande Nozizwe Jun Primary King Williamstown Ms N.Y. Saba Ezikweni Jun Primary King Williamstown Ms S.V. Lutuli Nontuthuzelo Primary East London Mr B Tsitsa Mzamomhle Primary Butterworth Ms K.C. Hlapisi Ilingelethu Jun Sec Mt Fletcher Ms M.A Ntanjana Mohoabatsana Jun Sec Mt Fletcher Ms S.R Mosia Naledi Jun Sec Mt Fletcher Ms F.N. Nobeqwa Luzie Jun Sec Mt Fletcher Ms N Ngqono Phaphama Sen Prim Mt Fletcher Ms G.H. Lerotholi Remang-Motheo Sen Prim Mt Fletcher Ms N.G. Ntokoane Matsoana Sen Prim Mt Fletcher Ms P Phera Mbizeni Sen Prim Mt Fletcher Ms P Phera Seqhobong Jun Sec Mt Fletcher Ms L. Kalatile Mosana Jun Sec Mt Fletcher Ms M.M. Erasmus Moregrove Primary Port Elizabeth Ms V Loftie-Eaton Moregrove Primary Port Elizabeth Ms E Terblanche Moregrove Primary Port Elizabeth Ms A Brenner Moregrove Primary Port Elizabeth Ms S Theron Moregrove Primary Port Elizabeth Ms J van Zyl Diaz Primary Port Elizabeth Ms E Pike Mt Pleasant Primary Port Elizabeth Ms M Issacs Arcadia Primary Port Elizabeth Ms F Salter Arcadia Primary Port Elizabeth

Ms M Shaw Arcadia Primary Port Elizabeth Ms U Wannie Arcadia Primary Port Elizabeth Ms A Lingenfelder Sunridge Primary Port Elizabeth Ms H Niemand Sunridge Primary Port Elizabeth Ms A van Wyk Newton Park Primary Port Elizabeth Ms B Nkqayi Melumzi Primary Uitenhage Ms N Mjekula James Ntungwana Prim Uitenhage Ms N Mjekula C.W. Hendickse Primary Uitenhage Ms B Noqha Mahliwane Butterworth Ms V Tyabula Zidlekhaya Butterworth THANKS A word of thanks to the following Principals / Officials of participating schools / district officers Mr C Viljoen Newton Park Primary Port Elizabeth Mr C Nel Sunridge Primary Port Elizabeth Mr N Mokapela Nozizswe Jun Primary Uitenhage Ms N Bernett James Ntungwana Uitenhage Ms L.A. Matshoba Zikweni J.P King Williams Town Ms M.D. Madaka Nontuthuzelo Prim. East London Mr A. Matabata C. W. Hendrickse Uitenhage Ms N.F.Ningiza Mzamomhle J.S.S. Butterworth Ms T.P.Mashasela Haphama S.P.S. Mt. Fletcher Mr C.R. Muller Diaz Primary Port Elizabeth Mr P. Potgieter Moregrove Primary Port Elizabeth Mr M. Mey Mount Pleasant Primary Port Elizabeth Ms F. Sibeko Melumzi Primary Uitenhage Ms Z.A. Twalo Esezizwe Jun Primar Queenstown Ms E.M. Basson College Hill Preparatory Uitenhage Mr P. De Villiers CES: Curriculum Graaff – Reinet

Grade 2 Learners from Laerskool Grens East London

CONTENTS

Learner Attainment Improvement Strategy ............................................................................ 1 – 3

Attainment Targets ..................................................................................................................... 4 – 15

Formal Assessment Tasks ............................................................................................................ 16 - 30

Summary of Formal Assessment Tasks ...................................................................................... 31

Exemplar of a Formal Assessment Task .................................................................................... 32 - 33

Assessment Programme ............................................................................................................. 34

Learner Attainment Improvement Strategy 1

LEARNER ATTAINMENT IMPROVEMENT STRATEGY 1. BACKGROUND High levels of literacy and numeracy are basic skills needed for participating in our high level knowledge society. Reading and writing skills are foundational for developing these skills, and for accessing knowledge in the curriculum which, in turn, is aimed at promoting high levels of knowledge and skills. The strategy has the broad goal that over the long term South Africans should enjoy a level of literacy that enables them to participate fully in all aspects of life, including work, family and community. The economic and social health of our nation depends on building a literate nation that is able to read widely for practical purposes and for pleasure. This means making the current generation of learners more aware of the pleasure and importance of reading, and ensuring that they will have the level of literacy skills which modern society demands. The National Literacy Strategy was developed in response to the poor literacy results achieved by Grade 3 and Grade 6 learners in the National Systemic Evaluations and to maximize the use of existing literacy resources. The strategy aims to place literacy at the heart of curriculum planning so that the subject matter from other curriculum areas is available as content or stimulus for speaking, listening, reading and writing. Equally, skills required in the reading and writing lesson should apply during the rest of the school day. Furthermore the strategy promotes the strengthening of Home Language acquisition and development and the promotion of multi-lingualism from Grade R to 6 as is set out in the Language in Education Policy (LIEP). The Literacy Strategy will develop and support the implementation of reading and writing in Grades R-6. Two key components of the NLS are: • Structured literacy focus time • A special time for Reading for pleasure and information called “Drop all and Read” (DAR) Time Emanating from this National initiative, the Learner Attainment Improvement Strategy was designed. This is in an effort to assist teachers in practically addressing the Languages challenges as reported in the findings of the 2003 Systemic Evaluation Research Project. These findings highlighted the challenges teachers and learners experience in acquiring Language skills. It also raises concerns about the low Literacy levels found in schools. 2. PURPOSE OF LEARNER ATTAINMENT TARGETS Research findings conducted by the National and Provincial Education Departments, the Joint Education Trust (JET), Human Research Council (HRC) , Higher Education Institutions (HEIS) and Non-Governmental Organisations concur that poor literacy performance can be attributed to a range of factors. Whilst Learning Outcomes and Assessment Standards spell out clearly what is expected of the learners within each grade, there is a lack of planned, progressive attainment at regular intervals. The development of Learner Attainment Targets (LATs) is an attempt to address the process of progression which is a requirement of the National Assessment Policy (February 2007). After introducing the L.A.T. programme, uniform classroom implementation will be expected in the Foundation Phase classrooms across the Province, in each grade. This effective implementation will only be evident if the learning assessment tasks are explicitly clarified and detailed enough for practical application. Exemplars of Learner Attainment Targets and Assessment Tools are included in this document to assist teachers in their task. As this is a working document, feedback and suggestions for practical improvement are valued.

2 Learner Attainment Improvement Strategy

3. PROVINCIAL PROCESS The developmental process was initiated by electing the Provincial Literacy Task Team. The four Languages for the Province were represented on this team. Each Language group found it necessary to include the expertise of practicing teachers to legitimize the process of developing the LAT’s. This developmental process and refinement involved a commitment and dedication from the teachers. The final draft presentation was delivered at a Provincial LAT workshop on the 19 January 2008 for final desk top publishing, ratification and printing and distribution. The first distribution is scheduled for the end of March 2008 for schools to pilot and refine for final publication in 2009. 4. HOW TO USE THIS GUIDE The requirements of the Protocol of February 2007 set Formal Assessment Tasks for Languages per term. Note the following:- • For Home Language, there are four (4) Formal Assessment Tasks per term. • For First Additional Language there are two (2) Formal Assessment Tasks per term. This guide consists of: 4.1. ATTAINMENT TARGETS

• The layout of the first document indicates the relevant LO’s and AS’s used for Formal and Informal Assessment.

• Note that the AS’s are not sequenced in the same manner in all Home Language documents.

• The AS’s in this document have been numbered according to the sequence of the AS’s in English Home Language Policy Document.

• There are four terms indicated on each page by means of columns. • Under each term there are shaded and non shaded areas. • Shaded areas represent Formal Assessment Tasks (FATs). These are numbered as FAT 1,

FAT 2, etc and indicate what is to be attained per term. • The following table is an extract from the Attainment Targets in the GR R document

AS2: Demonstrates appropriate listening behaviour by listening without interrupting, showing respect for the speaker and taking turns to speak.

To try and sit still and listen without interrupting. FAT 1,3 OBSERVATION

To sit still and to listen without interrupting.

To put up their hand and wait for their turn. FAT 1

To sit still without interrupting and fidgeting.

• Non-shaded areas represent Informal Assessment Tasks. 4.2. FORMAL ASSESSMENT TASKS (FATs)

• This document gives an overview (summary) of the whole FAT process per term: • It indicates by means of tabulation the selected LO’s and AS’s , FATs, Activities, Forms of

Assessment and Assessment Tools. • The teachers are expected to develop their own Assessment Tools for all tasks.

4.3. SUMMARY OF FORMAL ASSESSMENT TASKS (FATs)

• This Table is divided into four terms and the number of tasks per term for the specific Learning Programme

FAT 1, 3 indicates that AS 2 of Listening LO1 is assessed for the 1st and the 3rd FAT in Term 1

Learner Attainment Improvement Strategy 3

• A summary of all the LO’s and AS’s used for the Formal Assessment Tasks throughout the year are added to this table.

4.4. EXEMPLAR OF A FORMAL ASSESSMENT TASK

• This document is the exemplar of a Formal Assessment Task. • The teachers are expected to develop further assessment tasks as required by the

Protocol. 4.5. ASSESSMENT PROGRAMME

• This document gives the overall Formal Assessment Programme per grade per year. • It is divided into terms and details the four ( 4 ) Formal Assessment Tasks. • This Assessment Programme forms part of the School Assessment Plan.

4.6. HIGH FREQUENCY WORDS GRADE 1 - 3 5. HINTS FOR TEACHERS ON THE CHOICE OF TEXT IN THE FOUNDATION PHASE

Be conscious of : • Letter formation • Density of Text (The balance between text and illustrations) • Font size • Spacing • Number of words per page • Contextual factors (e.g. child’s environment, cultural factors, relevant to child’s

experiences) • Relevant to age / skill level / level of understanding • Extension / Enrichment of skills, broadening environments • A variety of genres and text types : • books, posters, magazines, invitations, charts, newspaper articles, poems instructions etc • Visual appeal of the text (colour, illustrations )

6. REFERENCES

• Revised National Curriculum Statement : Learning Area Policy Document • Government Gazette 29626 of February 2007 : Assessment Policy • National Literacy Strategy Document • Teacher’s Guide for the Development of Learning Programmes: Foundation Phase 2002 • The Bully, Oxford Reading Tree, Oxford University Press • Oxford Keywords, Oxford Reading Tree, Oxford University Press • They all wanted to see (Alida Bothma) • Rubistar, http://rubistar.4teachers.org

Attainment Targets

4 Attainment Targets

LO 1 – Listening HL Learners colour and or cut out pictures of words starting and ending with certain sounds. Assessment Standards Term 1 Term 2 Term 3 Term 4

AS1: Listens attentively to questions, instructions and announcements, and responds appropriately.

Can follow 1 instruction FAT 1,2,3,4 OBSERVATION

Can follow 2 instructions FAT 2,4



AS2: Demonstrates appropriate listening behaviour by listening without interrupting, showing respect for the speaker and taking turns to speak.

To try and sit still and listen without interrupting. FAT 1,3 OBSERVATION

To sit still and to listen without interrupting.

To put up their hand and wait for their turn. FAT 1

To sit still without interrupting and fidgeting.

AS 3: Listens with enjoyment to oral texts (simple songs, rhymes, short poems and stories), and shows understanding.

a) Acts out parts of the story, song or rhyme

Acts out part of a basic song or rhyme

Acts out part of a basic song, story or rhyme FAT 2,4

Acts out part of a action song, rhyme or story

Acts out part of a action song, rhyme or story FAT 1

b) Joins in choruses at the appropriate time

Reads story, children participate and join in known stories FAT 2,4 OBSERVATION

Reads story, children participate and join in known stories

Reads story, children participate and join in

Reads story, children participate and join in

c) Draws a picture of the story song or rhyme

Children draw story, rhyme or song

Children draw story, rhyme or song FAT 1,3

Children draw story, rhyme or song

Children draw story, rhyme or song FAT 1

d) Notes details and gives the main idea of the oral text

Learners gradually start participating by contributing details and ideas.

Learners start participating by contributing details and ideas.

Learners participate by contributing details and ideas FAT 3

e) Puts pictures in the right sequence

Learners are required to sequence 3 pictures FAT 2,3

Learners are required to sequence 4 pictures.

Learners are required to sequence 5 pictures. FAT 3

AS 4: Develops phonic awareness:

Attainment Targets

Attainment Targets 5

LO 1 – Listening HL Learners colour and or cut out pictures of words starting and ending with certain sounds. Assessment Standards Term 1 Term 2 Term 3 Term 4

a) Recognises that words are made up of sounds.

Children recognize sounds in their own names

Children recognize sounds in their own names and of their friends FAT 2,4

Children recognize sounds in the classroom by playing games

b) Distinguishes between different sounds, especially at the beginning and ends of the words

Learners listen and participates in specific activities for the beginning sounds e.g. I spy

A learner listens and participates in specific activities for the beginning and end sounds. FAT 3,4

A learner listens attentively and participates in specific activities for the beginning and end sounds. FAT 4

c) Segments oral sentences into individual words ( using words of one syllable at first)

Clap and say simple sentences e.g. I went to the beach

Children clap and say own simple sentences e.g. I went to the beach FAT 2

d) Segments spoken multi-syllabic words into syllables ( eg. Ba-na-na) using clapping or drumbeats

Children clap 1 syllable words, their own names and friends names FAT 4 OBSERVATION

Children clap 2 and 3 syllable words Clapping, stamping jumping activities. FAT 1,4

Children clap 3 or more syllable words

e) Recognises some rhyming words in common rhymes and songs such as “ ‘We’re going to the zoo, zoo, zoo; you can come too, too, too’”

Listens to songs and rhymes that rhyme

Children participate in songs and rhymes

Children match rhyming words e.g. Listening games FAT 2

Children match rhyming words e.g. Listening games

Attainment Targets


HL LO2 Speaking Assessment Standards

Term 1 Term 2 Term 3 Term 4

AS 1: Talks about family and friends

Personal news. Short and simple sentences.

Personal news.

Personal news.

Personal news.

AS 2: Expresses own feelings and the feelings

of real or imaginary people.

Express their own feelings

Expresses own feelings or feelings of other people. FAT 2

AS 3: Sings and recites simple songs and rhymes.

Children participate in the singing of songs and rhymes




AS 4: Uses language imaginatively for fun and fantasy (e.g. to make up

rhyming words).

Children uses language imaginatively during free and fantasy play




AS 5: Asks questions when the learner does not

understand or needs more information, and

responds clearly to questions asked of the

learner.

Takes place during the course of the day.




AS 6: Passes on messages.

Child must be able to convey a simple message in the classroom FAT 3 OBSERVATION

Child must be able to convey a simple message in the classroom During game activities (Telephone game) FAT 2,4

Child must be able to convey a more detailed message Game activities

Child must be able to convey a more detailed message Game activities FAT 2

AS 7: Recounts own personal experiences.

Children talk about own experiences

Children talk confidently about own experiences FAT 1,3

Children talk confidently about own experiences

Children talk confidently about own experiences

Attainment Targets


HL LO2 Speaking Assessment Standards

Term 1 Term 2 Term 3 Term 4

AS 8: Tells own stories and retells stories of others in own words.

Tells own stories

Tells own stories

and retells stories of others

confidently

FAT 3

Tells own stories

and retells stories of others

AS 9: Participates confidently and fluently in

a Group

Participates confidently and fluently in a group FAT 2,4 CHECKLIST RUBRIC

Participates confidently and fluently in a group

Participates confidently and fluently in a group FAT 1,4

Participates confidently and fluently in a group

AS 10: Shows sensitivity when speaking to others

Speaks to others with courtesy and respect




AS 11: Role-plays different kinds and manners of speech

(e.g. telephone conversation)

Children participates in role-play

Children participate confidently in role-play

Attainment Targets


HL LO3 Reading and Viewing Assessment Standards Term 1 Term 2 Term 3 Term 4

AS1: Uses visual cues to make meaning:

a) looks carefully at pictures and photographs to recognize common objects and experiences.

Children recognize simple objects in pictures FAT 1 OBSERVATION

Children recognize simple objects and experiences in pictures

Children recognize simple objects and experiences in pictures FAT 1

Children recognize simple objects and experiences in pictures

b) identifies a picture or figure from the background.

Children identify a simple picture or figure from the background

Children identify a simple picture or figure from the background FAT 1,3

Children identify picture or figure from more detailed background

Children identify picture or figure from more detailed background FAT 1

c) makes sense of picture stories.

Children make sense of a simple 2 picture story

Children make sense of a simple 3 picture story FAT 2,3

Children make sense of a 4 picture story

d) matches pictures and words

Children match simple words to the labeled pictures FAT 4

Children match words to the labeled pictures FAT 4

e) uses illustrations to understand simple captions in story books.

Children look at a very basic illustrated story to understand and ‘read’ captions

Children look at a illustrated story to understand and ‘read’ captions FAT 2

AS 2: Role-plays reading: a) holds the book the right way up, turns pages appropriately, looks at words and pictures and understands the relationship between them, and uses pictures to construct ideas.

Holds book the right way up and turns pages appropriately.

Holds book the right way up, turns pages appropriately from front to back

Looks at words and pictures and understands the relationship between them.

Uses pictures to construct ideas.

b) distinguishes pictures from print ( e.g. by pointing at words rather than pictures when ‘reading’ )

Teacher introduces children to words while reading basic, simple story.

Children gradually distinguish by pointing to the words while teacher reads the story

Children point at words while ‘reading’ a story

AS 3: Makes meaning of written text:

Attainment Targets



a) understands the purpose of print – that it carries meaning ( e.g. that a written word can signify own name )

Children recognize own name in classroom situations. FAT 2,4 CHECKLIST

Children recognize their own name and names of peers

Children are exposed to the days of the week and number names

Children recognize simple labels in class (e.g. lego, reading corner, window, door, etc) FAT 3

b) ‘reads‘ in a group with the teacher.

Reads children’s names with teacher Children ‘reads’ (e.g. days of the week and months of the year)

Reads children’s name with teacher Children ‘reads’ (e.g. days of the week and months of the year)

Children reads (e.g. days of the week, months of the year and number names)

Teacher points to words while reading a simple story and children ‘read’ along

c) makes links to own experience when reading with the teacher, viewing television or pictures.

Children start to contribute own experiences

Children freely contribute own experiences

Children spontaneously contribute own experiences in context

d) describes and gives opinions of characters in stories or television programmes.

Children describe characters in stories

Children give opinions of characters in stories

AS 4: Starts recognizing and making meaning of letters and words.

a) recognises that written words refer to spoken words

Children make the link between written words in the environment

Children make the link between written words in the environment

b) recognizes and reads high frequency words such as own name and print in the environment such as “ STOP “

Recognises own name and names of peers. FAT 1,2

Recognises peers names and words in classroom

Recognises print in the environment such as STOP, COKE, etc FAT 3

c) ‘reads‘ picture books with simple captions or sentences.

Learners role-play “reading” in reading corner.



AS 5: Begins to develop phonic awareness.

Attainment Targets



a) recognizes initial consonant and short vowel sounds

Recognizes initial consonant of own/peers names FAT 3,4

Recognizes initial consonant of words in classroom FAT 4

Recognize initial consonant of words in the environment

b) recognizes and names some common letters of the alphabet such as the letter, the learner’s name begin with

Children recognize letter of the alphabet in their own name FAT 4

Children recognize a few common letters from the alphabet

Children recognize most common letters in alphabet FAT 4

c) recognises some rhyming words in common rhymes and songs such as ‘ We’re going to the zoo, zoo,zoo: you can come too, too, too’

Children start recognising rhyming words while teacher ‘reads’ and points

Children recognize rhyming words while teacher ‘reads’ and points

Attainment Targets


HL LO4 Writing Assessment Standards Term 1 Term 2 Term 3 Term 4 AS1: Experiments with writing:

a) Creates and uses drawings to convey a message, and as a starting point for writing

Children draw own choice of picture and on a given topic FAT 1,3 RATING SCALE RUBRIC

Children draw own choice of picture and on a given topic FAT 2,4

Children draw own choice of picture and on a given topic FAT 1

Children draw own choice of picture and on a given topic FAT 1

b) forms letters in various ways (e.g. by using own body to show the shapes, writing in sand)

Forms letters by using body

Forms letters by using crayons FAT 2

Copies letters FAT 3

c) understands that writing and drawing are different

Teacher points out difference between drawings and words




d) ‘writes’ and asks others to give the meaning of what has been written

Children interprets each others drawings

Children interprets each others drawings FAT 1

e) talks about own drawing and writing

Children talk about own drawings FAT 2,4 CHECKLIST RUBRIC

Children talk about own drawings

Children talk about own drawings and ‘writing’ FAT 3

Children talk about own drawings and ‘writing’

f) role-plays ‘writing’ for a purpose (e.g. telephone message, shopping list)

Children spontaneously ‘write’ own lists



g) Uses known letters and numerals (or approximations) to represent written language, especially letters from own name and age

Children attempt to write own name FAT 2,4 CHECKLIST RUBRIC

Children write own name and age

Children attempt to write numerals (e.g. phone number) FAT 4

Children attempt to write their friends names and numerals (e.g. phone number)

h)’reads’ own emerging writing when asked to do so





Attainment Targets


HL LO4 Writing Assessment Standards Term 1 Term 2 Term 3 Term 4 i) Shows in own writing attempts, beginning awareness of directionality ( e.g. starting from left to right, top to bottom)

Introduces left to right awareness through creative activities

Introduces left to right awareness through creative activities and educational games FAT 1,3

Child shows awareness by writing name left to right and to become aware of top to bottom in creative activities and educational games

Child shows awareness by writing name left to right and to become aware of top to bottom in creative activities and educational games FAT 2

j) copies print from environment (e.g. labels on household items, advertisements)

Learners are introduced and guided to spontaneously copy print FAT 4

Learners copy print confidently FAT 3

k) makes attempts at familiar forms of writing, using known letters (e.g. in lists, messages and letters)

Learners spontaneously ‘write’ lists, messages, etc

Learners confidently ‘write’ lists, messages, etc FAT 4

l) manipulates writing tools like crayons and pencils

Learners are introduced to the correct manipulation of wax crayons and paint brushes FAT 1,3 RUBRIC

Learners confidently manipulate crayons and paint brushes FAT 2,3

Learners are introduced to the use of beginners pencils, pencil crayons, etc

Learners confidently manipulates writing tools FAT 4

Attainment Targets


HL LO5 Thinking and Reasoning Assessment Standards Term 1 Term 2 Term 3 Term4 AS1: Uses language to develop concepts

a) demonstrates developing knowledge of concepts such as quantity, size, shape, direction, colour, speed, time, age, sequence

Learners are introduced to the concepts of shape, colour, size and age. FAT 2,4 CHECKLIST

Learners confidently demonstrate knowledge of colour, shape, size and age. Learners are introduced to the concept of direction quantity and sequence FAT 3

Learners confidently demonstrate knowledge of direction, quantity and sequence. Learners are introduced to the concept of speed and time. FAT 4

Learners confidently demonstrate knowledge of speed time and sequence FAT 3

AS2: Uses language to think and reason

a) identifies and describes similarities and differences

Learners look at pictures and objects in classroom to identify similarities

Learners confidently identify similarities. Learners look at pictures and objects in classroom to identify differences

Learners look at pictures and objects to confidently identify similarities and differences FAT 3

Learners look at pictures and objects to confidently identify similarities and differences

b) matches things that go together, and compares things that are different

Learners match things ( pictures, objects) that go together.

Learners compare things (pictures, objects) that are different FAT 1,4

Teacher asks WHY – questions

Learners explain predictions What is different? What goes together? Use same examples

c) classifies things (e.g. puts all toys in box, books on shelves, crayons in tins)

Learners sort and classify objects in classroom Teacher asks WHY - questions



Learners sort and classify objects in classroom Teacher asks WHY - questions What is different?

d) identifies parts from the whole (e.g. parts of the body)

Basic body parts are introduced to the learner.

Body parts are introduced and learners point to the relevant parts. FAT 2,3

Learners confidently name various body parts FAT 1

Learners confidently name various body parts

AS3: Uses language to investigate and explore

a) asks questions and searches for explanations

Learners spontaneously asks questions ‘Why’, ‘Where’, ‘What’, ‘When’



b) gives explanations and offers solutions

Learners gradually explain and offers a

Learners explain and offers a

Attainment Targets


HL LO5 Thinking and Reasoning Assessment Standards Term 1 Term 2 Term 3 Term4

solution to a story, description or scenario sketched by teacher

solution to a story, description or scenario sketched by teacher

c) offers explanations and solutions

Learners spontaneously and gradually offer explanations and solutions

Learners confidently offer explanations and solutions

d) solves and completes puzzles

Learners are introduced to building puzzles (sorting side pieces first , building the frame and then the inside) 36 piece FAT 3,4 CHECKLIST

Builds 36 piece puzzle confidently Learners are introduced to building puzzles (sorting side pieces first , building the frame and then the inside) 60 piece FAT 2,3

Learners build 80 piece puzzles confidently FAT 1,2

Learners build 100 piece puzzles confidently FAT 4

AS4: Processes information

a) picks out selected information from a description

Learners select basic information described to them by the teacher

Learners select basic information described to them by the teacher FAT 2,3

Learners select more complex information described to them by the teacher

Attainment Targets


HL LO6 Language Structure and Use Assessment Standards Term 1 Term 2 Term 3 Term 4 AS 1: Relates sounds to letters and words:

a) recognizes that words are made up of sounds

Learners are spontaneously introduced to basic stories where teacher guides them to start understanding that words are made up of sounds e.g. clap simple words

Learners gradually start recognising that words are made up of sounds FAT 4

Learners recognize that words are made up of sounds

b) recognizes the sounds at the beginning of some words

Learners spontaneously start recognizing the sound their name starts with

Learners spontaneously recognize the sound their peers names starts with FAT 4

Learners recognize sounds of simple words

Learners confidently recognize the sounds of simple words FAT 2

AS 2: Works with words a) groups words (e.g. words which rhyme)

Learners spontaneously participate in saying rhyming words

Learners spontaneously participate in saying rhyming words

b) identifies a word, letter and a space in print

Learners identify words in print

Learners identify words and letters in print

Learners identify words, letters and space in print

AS 3: Works with sentences a) communicate ideas using descriptions and action words

Learners spontaneously use action words when telling a story and during discussions

Learners use action words and gradually starts using descriptions to communicate

Learners use action words and descriptions to communicate

AS 4: Works with text a) talks about texts ( e.g. stories) using terms like ‘beginning’, ‘middle’ and ‘end’

Learners are introduced to the term ‘beginning’ and ‘end’ of stories

Learners confidently knows the difference between the ‘beginning’ and ‘end’ of stories

Learners are introduced to the term ‘middle’

AS 5: uses meta-language (e.g. sound, word, letter, rhyme, beginning, middle, end)

Learners spontaneously respond to questions about the associations that they can make of the words, sounds that they have heard or that they see

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t int

erru

ptin

g, sh

owin

g re

spec

t for

the

spea

ker a

nd

taki

ng tu

rns t

o sp

eak.

1 Le

arne

r mus

t be

able

to fo

llow

1

inst

ruct

ion.

Le

arne

r mus

t try

and

sit s

till a

nd li

sten

w

ithou

t int

erru

ptin

g

Liste

ns to

sim

ple

stor

y

Listen

Obs

erva

tion

LO 3

RE

ADI

NG

&

VIEW

ING

As 1

(a)

Look

s car

eful

ly a

t pic

ture

s to

reco

gnise

com

mon

obj

ects

an

d ex

perie

nces

1 C

hild

ren

reco

gnise

sim

ple

obje

ct in

pi

ctur

es

Iden

tify

obje

cts f

rom

pi

ctur

es in

the

simpl

e st

ory

Orally

Obs

erva

tion

LO 4

W

RITIN

G

As 1

(a)

Cre

ate

s and

use

s dra

win

gs to

co

nvey

a m

essa

ge, a

nd a

s a

star

ting

poin

t for

writ

ing.

A

s 1(l)

M

anip

ulat

es w

ritin

g to

ols l

ike

cray

ons a

nd p

enci

ls.

1 Le

arne

rs a

re in

trodu

ced

to c

orre

ct

man

ipul

atio

n of

wax

cra

yons

and

th

ey m

ust d

raw

a p

ictu

re o

n a

give

n to

pic

Dra

ws a

pic

ture

of t

he

simpl

e st

ory

told

Written: Drawing

4 –

Cor

rect

grip

and

man

ipul

ates

cr

ayon

s cor

rect

ly

3 –

Cor

rect

grip

. Use

s wax

cra

yons

w

ith e

ase

2

– In

corre

ct g

rip a

nd n

eed

s gu

idan

ce

1 –

No

idea

of m

anip

ulat

ion

of

writ

ing

tool

s. N

eed

s ass

istan

ce.

LO

1

LIST

ENIN

G

As 1

Lis

tens

atte

ntiv

ely

to q

uest

ions

, in

stru

ctio

ns a

nd

anno

unce

men

ts, a

nd

resp

onds

app

ropr

iate

ly.

As 3

(b)

Join

s in

chor

uses

at t

he

appr

opria

te ti

me

2 C

an fo

llow

1 in

stru

ctio

n.

Read

s sto

ry, c

hild

ren

parti

cipa

te

and

join

in fa

iry ta

le st

orie

s

Liste

n to

a si

mpl

e fa

iry

tale

stor

y a

nd

parti

cipa

tes i

n ch

orus

es

Orally

Obs

erva

tion

Form

al A

sses

smen

t Ta

sks

Fo

rmal

Ass

essm

ent T

ask

s 17

TERM

ON

E LO

A

S FA

T A

ttain

men

t Tar

get

Act

iviti

es

Form

s To

ols

LO 2

SP

EAKI

NG

LO

4

WRI

TING

As 9

Pa

rtici

pate

s con

fiden

tly a

nd

fluen

tly in

a g

roup

. A

s 1(e

) C

hild

talk

s abo

ut o

wn

dra

win

g.

As 1

(g)

Uses

kno

wn

lette

rs a

nd

num

eral

s to

repr

esen

t writ

ten

lang

uage

, esp

ecia

lly le

tters

fro

m th

eir o

wn

nam

e a

nd

age.

2 ar

ticip

ates

con

fiden

tly a

nd fl

uent

ly

in a

gro

up.

Talk

s abo

ut o

wn

dra

win

gs.

Atte

mpt

s to

writ

e ow

n na

me.

Writ

e ow

n na

me

on th

e pa

ge th

at t

hey

are

dra

win

g on

. Ta

lks a

bout

the

pict

ure

they

hav

e d

raw

n.

Written :Drawing / Orally

Che

cklis

t

• W

rites

nam

e: Y

/ N

•

Talk

s abo

ut p

ictu

re

conf

iden

tly:

Y /

N

LO 3

RE

ADI

NG

&

VIEW

ING

As 3

(a)

Und

erst

and

s the

pur

pos

e of

pr

int –

that

it c

arrie

s mea

ning

(e

.g. t

hat a

writ

ten

wor

d ca

n sig

nify

ow

n na

me)

2 Re

cogn

ise o

wn

nam

e in

cla

ssro

om

situa

tion

Flas

h ca

rds w

ith n

ames

–

Chi

ld p

icks

out

his

own

nam

e ca

rd.

Star

cha

rt

Demonstration

Che

cklis

t –

Y /

N

LO 5

TH

INKI

NG

&

REA

SON

ING

As 1

(a)

Dem

onst

rate

s dev

elop

ing

know

ledg

e of

con

cep

ts su

ch

as q

uant

ity, s

ize ,

dire

ctio

n,

colo

ur, s

pee

d, t

ime,

age

, se

quen

ce

2 Le

arne

rs a

re in

trodu

ced

to c

once

pts

of c

olou

r, siz

e an

d a

ge

AC

T 1 –

SHA

PES

Sorti

ng lo

gi-s

hape

s to

shap

e A

CT 2

– C

OLO

UR

Sorti

ng p

egs t

o co

lour

A

CT 3

– G

ROUP

DIS

CUS

SIO

N

Sort

child

ren

to si

ze a

nd

age

Demonstration

Che

cklis

t –

Y /

N

LO 1

LI

STEN

ING

A

s 1

Liste

ns a

ttent

ivel

y to

que

stio

ns,

inst

ruct

ions

and

an

noun

cem

ents

, and

re

spon

ds a

ppro

pria

tely

. A

s 2

Dem

onst

rate

s app

ropr

iate

lis

teni

ng b

eha

viou

r by

liste

ning

w

ithou

t int

erru

ptin

g, sh

owin

g re

spec

t for

the

spea

ker a

nd

taki

ng tu

rns t

o sp

eak.

3 Le

arne

r mus

t be

able

to fo

llow

1

inst

ruct

ion

Lear

ner m

ust t

ry a

nd si

t stil

l and

list

en

with

out i

nter

rupt

ing

Them

e di

scus

sion

Listening

Obs

erva

tion

LO 2

SP

EAKI

NG

A

s 6

Pass

es o

n m

essa

ges

3 C

hild

mus

t be

able

to c

onve

y a

simpl

e m

essa

ge in

the

clas

sroo

m

Chi

ld p

asse

s mes

sage

on

to p

eer

Listening / oral

Obs

erva

tion

Form

al A

sses

smen

t Ta

sks

Fo

rmal

Ass

essm

ent T

ask

s 18

TERM

ON

E LO

A

S FA

T A

ttain

men

t Tar

get

Act

iviti

es

Form

s To

ols

LO 4

W

RITIN

G

As 1

(a)

Cre

ate

s and

use

s dra

win

gs to

co

nvey

a m

essa

ge, a

nd a

s a

star

ting

poin

t for

writ

ing.

A

s 1(l)

M

anip

ulat

es w

ritin

g to

ols l

ike

cray

ons a

nd p

enci

ls.

3 C

hild

dra

ws a

pic

ture

on

a gi

ven

topi

c Le

arne

rs m

anip

ulat

e to

ols

Chi

ld d

raw

s pic

ture

on

give

n to

pic

Drawing

RUBR

IC

4 –

Ver

y d

etai

led

dra

win

g 3

– En

ough

det

ail t

o sh

ow

und

erst

and

ing

of to

pic

2 –

Lear

ner h

as to

exp

lain

1

– N

o d

etai

l and

unr

ecog

nisa

ble

LO 5

TH

INKI

NG

&

REA

SON

ING

As 3

(d)

Solv

es a

nd c

ompl

etes

puz

zles

3 Le

arne

rs a

re in

trodu

ced

to b

uild

ing

puzz

les (

sorti

ng si

de p

iece

s firs

t, bu

ildin

g th

e fra

me

and

then

the

insid

e)

Puzz

le b

uild

ing

Demonstration

Che

cklis

t –

Y /

L

LO 1

LI

STEN

ING

A

s 1

Liste

ns a

ttent

ivel

y to

que

stio

ns,

inst

ruct

ions

and

an

noun

cem

ents

, and

re

spon

ds a

ppro

pria

tely

. A

s 3(b

) Jo

ins i

n ch

orus

es a

t the

ap

prop

riate

tim

e A

s 4(d

) Se

gmen

ts sp

oken

mul

ti-sy

llabi

c w

ord

s int

o sy

llabl

es

(e.g

. Ba-

na-n

a) u

sing

clap

ping

or

dru

mbe

ats

4 C

an fo

llow

1 in

stru

ctio

n.

Read

s sto

ry, c

hild

ren

parti

cipa

te

and

join

in fa

iry ta

le st

orie

s C

hild

ren

clap

1 sy

llabl

e w

ord

s, th

eir

own

nam

es a

nd fr

iend

s nam

es

AC

T 1

Song

in a

mus

ic ri

ng.

Lear

ners

list

en a

nd

parti

cipa

te w

hen

teac

her

give

s ins

truct

ion.

AC

T 2

Lear

ners

cla

p 1

sylla

ble

wor

ds a

s ins

truct

ed b

y th

e te

ache

r

Demonstration

Obs

erva

tion

LO 2

SP

EAKI

NG

LO

4

WRI

TING

As 9

Pa

rtici

pate

s con

fiden

tly a

nd

fluen

tly in

a g

roup

. A

s 1(e

) Ta

lks a

bout

ow

n d

raw

ing

and

w

ritin

g

4 Pa

rtici

pate

s con

fiden

tly a

nd fl

uent

ly

in a

gro

up.

Chi

ld d

raw

s a p

ictu

re a

nd

talk

s con

fiden

tly a

bout

w

hat h

e ha

s dra

wn

Drawing / Oral

RUBR

IC

4 –

Spea

ks c

onfid

ently

and

sp

onta

neou

sly

3 –

Fairl

y co

nfid

ent

2 –

Nee

ds e

ncou

rage

men

t 1

– D

oes n

ot p

artic

ipat

e /

Not

w

illing

to d

iscus

s

Form

al A

sses

smen

t Ta

sks

Fo

rmal

Ass

essm

ent T

ask

s 19

TERM

ON

E LO

A

S FA

T A

ttain

men

t Tar

get

Act

iviti

es

Form

s To

ols

LO 3

RE

ADI

NG

&

VIEW

ING

LO

4

WRI

TING

As 3

(a)

Und

erst

and

s the

pur

pos

e of

pr

int –

that

it c

arrie

s mea

ning

(e

.g. t

hat a

writ

ten

wor

d ca

n sig

nify

ow

n na

me)

A

s 1(g

) Us

es k

now

n le

tters

and

nu

mer

als t

o re

pres

ent w

ritte

n la

ngua

ge, e

spec

ially

lette

rs

from

thei

r ow

n na

me

and

ag

e.

4 Re

cogn

ise o

wn

nam

e in

cla

ssro

om

situa

tion

Atte

mpt

s to

writ

e ow

n na

me.

Chi

ldre

n id

entif

y an

d re

cogn

ise o

wn

nam

e ca

rd a

nd w

rite

own

nam

e

Written

RUBR

IC

4 –

Writ

es n

ame

corre

ctly

and

w

ith c

onfid

ence

3

– W

rites

na

me

with

eas

e 2

– A

ble

to c

opy

mos

t let

ters

1 –

Unab

le to

cop

y na

me

LO 5

TH

INKI

NG

&

REA

SON

ING

AS

1(a

) D

emon

stra

tes d

evel

opin

g kn

owle

dge

of c

once

pts

such

as

qua

ntity

, size

, dire

ctio

n,

colo

ur, s

pee

d, t

ime,

age

, se

quen

ce.

As 3

(d)

Solv

es a

nd c

ompl

etes

puz

zles

4 Le

arne

rs a

re in

trodu

ced

to c

once

pts

of c

olou

r, siz

e an

d a

ge

Lear

ners

are

intro

duce

d to

bui

ldin

g pu

zzle

s (so

rting

side

pie

ces f

irst,

build

ing

the

fram

e an

d th

en th

e in

side)

AC

T 1

Lear

ners

pla

y do

min

oes

and

col

our f

orm

lotto

(s

hape

and

col

our)

AC

T 2

Lear

ners

sort

shap

es

acco

rdin

g to

size

( bi

g /

smal

l )

AC

T 3

Lear

ners

gro

up

them

selv

es in

to a

ge

AC

T 4

Lear

ners

bui

ld a

sim

ple

12pc

puz

zle

Demonstration

Che

cklis

t C

heck

list

Obs

erva

tion

Che

cklis

t

TE

RM T

WO

LO

A

S FA

T A

ttain

men

t Tar

get

Act

iviti

es

Form

s To

ols

LO 1

LI

STEN

ING

A

s 3I

Dra

ws a

pic

ture

of t

he st

ory,

song

or

rhym

e

As 4

(d)

Segm

ents

spok

en m

ulti-

sylla

bic

wor

ds

into

sylla

bles

( e

g. B

a-na

-na

) usin

g cl

appi

ng o

r d

rum

bea

ts

1 C

hild

ren

dra

w st

ory

song

or r

hym

e C

hild

ren

clap

2

and

3 sy

llabl

e w

ord

s C

lapp

ing,

sta

mpi

ng

jum

ping

A

ctiv

ities

.

Dra

ws a

pic

ture

C

lapp

ing

etc.

act

iviti

es d

urin

g M

usic

Rin

g.

Oral / Written

Che

cklis

t Ru

bric

s

Form

al A

sses

smen

t Ta

sks

Fo

rmal

Ass

essm

ent T

ask

s 20

TERM

TW

O

LO

AS

FAT

Atta

inm

ent T

arge

t A

ctiv

ities

Fo

rms

Tool

s LO

2

SPEA

KIN

G

As 7

Re

coun

ts o

wn

pers

onal

exp

erie

nces

. 1

Chi

ldre

n ta

lk c

onfid

ently

abo

ut o

wn

expe

rienc

es

Disc

ussio

n in

a g

roup

Oral

Obs

erva

tion

LO 3

RE

ADI

NG

&

VIEW

ING

As 1

(b)

iden

tifie

s a p

ictu

re o

r fig

ure

from

the

back

grou

nd.U

ses v

isual

cue

s to

mak

e m

eani

ng:

As 4

(b)

reco

gnize

s and

read

s hig

h fre

quen

cy

wor

ds s

uch

as o

wn

nam

e an

d p

rint i

n th

e en

viro

nmen

t suc

h as

“ S

TOP

“

1 C

hild

ren

iden

tify

a sim

ple

pict

ure

or

figur

e fr

om th

e ba

ckgr

ound

Re

cogn

ises o

wn

nam

e an

d n

ames

of

peer

s.

Disc

ussio

n in

a g

roup

Pl

ace

belo

ngin

gs/p

ictu

res i

n ow

n m

arke

d pl

ace,

Demonstration Oral

Obs

evat

ion

LO 4

W

RITIN

G

As 1

(i)

Show

s in

own

writ

ing

atte

mpt

s, be

ginn

ing

aw

aren

ess o

f dire

ctio

nalit

y ( e

.g. s

tarti

ng fr

om le

ft to

righ

t, to

p to

bo

ttom

)

1 In

trod

uces

left

to ri

ght a

wa

rene

ss

thro

ugh

crea

tive

activ

ities

and

ed

uca

tiona

l gam

es

Cre

ativ

e ac

tivity

/ed

ucat

iona

l ga

me,

wor

king

from

left

to

right

Demonstration

Che

cklis

t

LO 5

TH

INKI

NG

&

REA

SON

ING

As 2

(b)

mat

ches

thin

gs th

at g

o to

geth

er, a

nd

com

pare

s thi

ngs t

hat a

re d

iffer

ent

1 Le

arne

rs c

ompa

re th

ings

(pic

ture

s, ob

ject

s) th

at a

re d

iffer

ent

Educ

atio

nal G

ames

Demon-stration

Ratin

g Sc

ale

LO 1

LI

STEN

ING

A

s1

Liste

ns a

ttent

ivel

y to

que

stio

ns,

inst

ruct

ions

and

ann

ounc

emen

ts, a

nd

resp

onds

app

ropr

iate

ly.

As 3

(a)

Dra

ws a

pic

ture

of t

he st

ory

song

or

rhym

e A

s 3(e

) Pu

ts p

ictu

res i

n th

e rig

ht se

quen

ce

2 C

an fo

llow

2 in

stru

ctio

ns

Chi

ldre

n dr

aw st

ory,

rhym

e or

song

Le

arne

rs a

re re

quire

d to

sequ

ence

3

pict

ures

Lear

ner c

arri

es o

ut a

sim

ple

sequ

ence

of i

nstru

ctio

n D

raw

s a p

ictu

re

Educ

atio

nal G

ames

Demonstation

Che

cklis

t Ru

bric

Ru

bric

LO

2

SPEA

KIN

G

As 6

Pa

sses

on

mes

sage

s

2 C

hild

mus

t be

able

to c

onve

y a

simpl

e m

essa

ge in

the

clas

sroo

m

Dur

ing

gam

e ac

tiviti

es

(Tel

epho

ne g

ame)

Chi

ld p

asse

s a m

ore

det

aile

d

mes

sage

to p

eer

Obs

evat

ion

Form

al A

sses

smen

t Ta

sks

Fo

rmal

Ass

essm

ent T

ask

s 21

TERM

TW

O

LO

AS

FAT

Atta

inm

ent T

arge

t A

ctiv

ities

Fo

rms

Tool

s LO

3

REA

DIN

G &

V

IEW

ING

As 4

(b)

Reco

gnize

s and

read

s hig

h fre

quen

cy

wor

ds s

uch

as o

wn

nam

e an

d p

rint i

n th

e en

viro

nmen

t suc

h as

“ S

TOP

“

2 Re

cogn

ises o

wn

nam

e an

d n

ames

of

peer

s.

Gro

up d

iscus

sion.

Fla

sh c

ard

s w

ith n

ames

on.

Lea

rner

trie

s to

iden

tify

nam

es o

f pee

rs.

Demonsration

Che

cklis

t

LO 4

W

RITIN

G

As 1

(a)

Cre

ate

s and

use

s dra

win

gs to

con

vey

a m

essa

ge, a

nd a

s a st

arti

ng p

oint

for

writ

ing

As 1

(l)

man

ipul

ates

writ

ing

tool

s lik

e cr

ayon

s an

d p

enci

ls

2 C

hild

ren

draw

ow

n ch

oice

of p

ictu

re

and

on a

giv

en to

pic

Lear

ners

con

fiden

tly m

anip

ulat

e cr

ayo

ns

and

pain

t bru

shes

Dra

ws a

pic

ture

Demonstration

Rubr

ic

Ratin

g sc

ale

LO 5

TH

INKI

NG

&

REA

SON

ING

As 2

(d)

iden

tifie

s par

ts fr

om th

e w

hole

(e.g

. pa

rts o

f the

bod

y)

As 3

(d)

solv

es a

nd c

ompl

etes

puz

zles

2 Bo

dy p

arts

are

intro

duce

d an

d le

arne

rs

poin

t to

the

rele

vant

par

ts.

Build

s 36

piec

e pu

zzle

con

fiden

tly

Lear

ners

are

intro

duce

d to

bui

ldin

g

puzz

les (

sorti

ng si

de p

iece

s firs

t , b

uild

ing

the

fram

e a

nd th

en th

e in

side)

6

0 pi

ece

Disc

ussio

n an

d so

ng

Build

s pu

zzle

s

Demonstation Oral

Obs

erva

tion

Ratin

g sc

ale

LO 1

LI

STEN

ING

A

s 3I

Dra

ws a

pic

ture

of t

he st

ory

song

or

rhym

e A

s 3(e

) Pu

ts p

ictu

res i

n th

e rig

ht se

quen

ce

3 C

hild

ren

draw

stor

y, rh

yme

or so

ng

Lear

ners

are

requ

ired

to se

quen

ce 3

pi

ctur

es

Dra

ws a

pic

ture

Ed

uca

tiona

l seq

uenc

e-ga

me

Demonstration /Written

Rubr

ic

Che

cklis

t

LO 2

SP

EAKI

NG

A

s 7

Reco

unts

ow

n pe

rson

al e

xper

ienc

es.

3 C

hild

ren

talk

con

fiden

tly a

bout

ow

n ex

perie

nces

Gro

up d

iscus

sion

Orally

Obs

erva

tion

LO 3

RE

AD

ING

&

VIE

WIN

G

As 1

(b)

iden

tifie

s a p

ictu

re o

r fig

ure

from

the

back

grou

nd.

As 5

(a)

reco

gnize

s ini

tial c

onso

nant

and

shor

t vo

wel

soun

ds

3 C

hild

ren

iden

tify

a sim

ple

pict

ure

or

figur

e fr

om th

e ba

ckgr

ound

Re

cogn

izes i

nitia

l con

sona

nt o

f ow

n/p

eers

na

mes

Disc

ussio

n in

a g

roup

D

iscus

sion

and

Poi

ntin

g ou

t th

eir o

wn

nam

e

Oral/demonstration

Obs

erva

tion

Form

al A

sses

smen

t Ta

sks

Fo

rmal

Ass

essm

ent T

ask

s 22

TERM

TW

O

LO

AS

FAT

Atta

inm

ent T

arge

t A

ctiv

ities

Fo

rms

Tool

s LO

4

WRI

TING

A

s 1(i)

Sh

ows i

n ow

n w

ritin

g at

tem

pts,

begi

nnin

g a

war

enes

s of d

irect

iona

lity

( e.g

. sta

rting

from

left

to ri

ght,

top

to

botto

m)

As 1

(l)

man

ipul

ates

writ

ing

tool

s lik

e cr

ayon

s an

d p

enci

ls

3 In

trod

uces

left

to ri

ght a

wa

rene

ss

thro

ugh

crea

tive

activ

ities

and

ed

uca

tiona

l gam

es

Lear

ners

con

fiden

tly m

anip

ulat

e cr

ayo

ns

and

pain

t bru

shes

Cre

ativ

e ac

tivity

/ed

ucat

iona

l ga

me,

wor

king

from

left

to

right

D

raw

ing

or p

aint

ing

a pi

ctur

e

Written/demonstration

Che

cklis

t Ru

bric

on

man

ipul

atio

n

LO 5

TH

INKI

NG

&

REA

SON

ING

As 1

(a)

dem

onst

rate

s dev

elop

ing

know

ledg

e of

con

cep

ts su

ch a

s qua

ntity

, size

, sh

ape,

dire

ctio

n, c

olou

r, sp

eed

, tim

e,

age,

sequ

ence

A

s 2(d

) id

entif

ies p

arts

from

the

who

le (e

.g.

parts

of t

he b

ody

As 3

(d)

solv

es a

nd c

ompl

etes

puz

zles

3 Le

arne

rs c

onfid

ently

dem

onst

rate

kn

owle

dge

of c

olou

r, sh

ape,

size

and

ag

e. L

earn

ers a

re in

trodu

ced

to th

e co

ncep

t of d

irect

ion

quan

tity

and

se

quen

ce

Body

par

ts a

re in

trodu

ced

and

lear

ners

po

int t

o th

e re

leva

nt p

arts

. Bu

ilds 3

6 pi

ece

puzz

le c

onfid

ently

Le

arne

rs a

re in

trodu

ced

to b

uild

ing

pu

zzle

s (so

rting

side

pie

ces f

irst ,

bui

ldin

g th

e fra

me

and

then

the

insid

e)

60

piec

e

Educ

atio

nal a

ctiv

ities

Ed

uca

tiona

l act

iviti

es

Build

s puz

zles

Demonstration

Rubr

ics o

n sh

apes

, col

ours

an

d si

ze.

Che

cklis

t for

age

, C

heck

list f

or d

irect

ion,

qu

antit

y an

d se

quen

ce

Ratin

g sc

ale

Ratin

g sc

ale

LO 1

LI

STEN

ING

A

s 1

Liste

ns a

ttent

ivel

y to

que

stio

ns,

inst

ruct

ions

and

ann

ounc

emen

ts, a

nd

resp

onds

app

ropr

iate

ly.

As 3

(a)

Act

s out

par

ts o

f the

stor

y, so

ng o

r rh

yme

As 4

(d)

Segm

ents

spok

en m

ulti-

sylla

bic

wor

ds

into

sylla

bles

( e

g. B

a-na

-na

) usin

g cl

appi

ng o

r d

rum

beat

s

4 C

an fo

llow

2 in

stru

ctio

ns

Act

s out

par

t of a

bas

ic so

ng, s

tory

or

rhym

e C

hild

ren

clap

2

and

3 sy

llabl

e w

ord

s C

lapp

ing,

sta

mpi

ng

jum

ping

A

ctiv

ities

.

Chi

ldre

n lis

tens

to in

stru

ctio

ns

give

n du

ring

educ

atio

nal/c

rea

tive

activ

ities

A

ctiv

ities

dur

ing

mus

ic ri

ng

Act

iviti

es d

urin

g m

usic

ring

Demonstration

Obs

erva

tion

LO 2

SP

EAKI

NG

A

s 6

Pass

es o

n m

essa

ges.

4 C

hild

mus

t be

able

to c

onve

y a

simpl

e m

essa

ge in

the

clas

sroo

m

Dur

ing

gam

e ac

tiviti

es

(Tel

epho

ne g

ame)

Chi

ld p

asse

s a m

ore

det

aile

d

mes

sage

to p

eer

Demonstration

Che

cklis

t

Form

al A

sses

smen

t Ta

sks

Fo

rmal

Ass

essm

ent T

ask

s 23

TERM

TW

O

LO

AS

FAT

Atta

inm

ent T

arge

t A

ctiv

ities

Fo

rms

Tool

s LO

3

REA

DIN

G &

V

IEW

ING

As 5

(a)

reco

gnize

s ini

tial c

onso

nant

and

shor

t vo

wel

soun

ds

As 5

(b)

Reco

gnize

s and

nam

es so

me

com

mon

lette

rs o

f the

alp

hab

et su

ch

as th

e le

tter,

the

lear

ner’s

nam

e be

gins

with

4 Re

cogn

izes i

nitia

l con

sona

nt o

f ow

n/p

eers

na

mes

C

hild

ren

reco

gnize

lette

r of t

he a

lpha

bet

in th

eir o

wn

nam

e

Disc

ussio

n an

d po

intin

g ou

t th

eir o

wn

nam

e an

d na

mes

of

peer

s

Orally

Ratin

g sc

ale

LO 4

W

RITIN

G

As 1

(a)

Cre

ate

s and

use

s dra

win

gs to

con

vey

a m

essa

ge, a

nd a

s a st

arti

ng p

oint

for

writ

ing

4 C

hild

ren

draw

ow

n ch

oice

of p

ictu

re

and

on a

giv

en to

pic

Dra

ws a

pic

ture

Written

Rubr

ic

LO 5

TH

INKI

NG

&

REA

SON

ING

As 2

(b)

mat

ches

thin

gs th

at g

o to

geth

er, a

nd

com

pare

s thi

ngs t

hat a

re d

iffer

ent

4 Le

arne

rs c

ompa

re th

ings

(pic

ture

s, ob

ject

s) th

at a

re d

iffer

ent

Educ

atio

nal g

ames

Demonstration

Ratin

g sc

ale

LO 6

LA

NG

UAG

E STRU

CTU

RE

& U

SE

As 1

(b)

reco

gnize

s the

soun

ds a

t the

be

ginn

ing

of so

me

wor

ds

4 Le

arne

rs sp

onta

neou

sly r

ecog

nize

the

soun

d th

eir p

eers

nam

es st

arts

with

Gro

up d

iscus

sion

Orally

Obs

erva

tion

TE

RM T

HRE

E LO

A

S FA

T A

ttain

men

t Tar

get

Act

iviti

es

Form

s To

ols

LO 1

LI

STEN

ING

AS

1 Lis

tens

atte

ntiv

ely

to q

uest

ions

, in

stru

ctio

ns a

nd a

nnou

ncem

ents

, an

d re

spon

ds a

ppro

pria

tely

. A

S 2

Dem

onst

rate

s app

ropr

iate

list

enin

g be

havi

our b

y lis

teni

ng w

ithou

t in

terru

ptin

g, sh

owin

g re

spec

t for

the

spea

ker a

nd ta

king

turn

s to

spea

k.

1 C

an fo

llow

3 in

stru

ctio

ns

To p

ut u

p th

eir h

and

and

wai

t for

th

eir t

urn

Lear

ners

resp

ond

to in

stru

ctio

ns

give

n by

teac

her

Dur

ing

the

daily

act

iviti

es

Demonstration

Obs

erva

tion

Form

al A

sses

smen

t Ta

sks

Fo

rmal

Ass

essm

ent T

ask

s 24

TERM

TH

REE

LO

AS

FAT

Atta

inm

ent T

arge

t A

ctiv

ities

Fo

rms

Tool

s LO

2

SPEA

KIN

G

AS

9 Pa

rtici

pate

s con

fiden

tly a

nd fl

uent

ly

in a

gro

up.

1 Pa

rtici

pate

s con

fiden

tly a

nd fl

uent

ly

in a

gro

up.

Gro

up d

iscus

sions

Demonstration

Obs

erva

tion

LO 3

RE

ADI

NG

A

ND

VIEW

ING

AS

1(a

) Lo

oks c

aref

ully

at p

ictu

res t

o re

cogn

ise c

omm

on o

bjec

ts a

nd

expe

rienc

es

1 C

hild

ren

reco

gnise

sim

ple

obje

cts

and

expe

rienc

es in

pic

ture

s G

roup

disc

ussio

n /

Educ

atio

nal

gam

es

Orally

Che

cklis

t

LO 4

W

RITIN

G

AS

1(a

) C

rea

tes a

nd u

ses d

raw

ings

to

conv

ey a

mes

sage

, and

as a

st

artin

g po

int f

or w

ritin

g.

1 C

hild

ren

draw

ow

n ch

oice

of

pict

ure

and

on a

giv

en to

pic

Dra

ws a

pic

ture

Written

Rubr

ic

LO 5

TH

INKI

NG

A

ND

REA

SON

ING

AS

2(d

) Id

entif

ies p

arts

from

the

who

le (

e.g

. pa

rts o

f the

bod

y )

AS

3(d

) So

lves

and

com

plet

es p

uzzle

s

1 Le

arne

rs c

onfid

ently

nam

e va

rious

bo

dy p

arts

Le

arne

rs b

uild

80

piec

e pu

zzle

s co

nfid

ently

Indi

vidu

al d

iscus

sion

Build

s puz

zles

Demonstration

Orally

Rubr

ic

Ratin

g sc

ale

LO 1

LI

STEN

ING

AS

4 (a

) Re

cogn

ises t

hat w

ord

s are

mad

e up

of

soun

ds

AS

4 (e

) Re

cogn

ises s

ome

rhym

ing

wor

ds i

n co

mm

on rh

ymes

and

song

s suc

h as

“

‘We’

re g

oing

to th

e zo

o, z

oo, z

oo;

you

can

com

e to

o, to

o, to

o’ ”

2 C

hild

ren

reco

gnise

soun

ds in

thei

r ow

n na

mes

and

of t

heir

frien

ds

Chi

ldre

n m

atch

rhym

ing

wor

ds e

.g.

Liste

ning

gam

es

Disc

ussio

n

Liste

ning

gam

es

Orally

Obs

erva

tion

LO 2

SP

EAKI

NG

A

S 2

Expr

esse

s ow

n fe

elin

gs a

nd th

e fe

elin

gs o

f rea

l or i

mag

inar

y pe

ople

2 Ex

pres

ses o

wn

feel

ings

or f

eelin

gs o

f ot

her p

eopl

e.

Disc

ussio

n

Orally

Obs

erva

tion

LO 3

RE

ADI

NG

A

ND

VIEW

ING

AS

1©

Mak

e se

nse

of p

ictu

re st

orie

s 2

Chi

ldre

n m

ake

sens

e of

a si

mpl

e 3

pict

ure

stor

y In

divi

dual

disc

ussio

n

Orally

Ratin

g sc

ale

LO 4

W

RITIN

G

AS

1(b

) Fo

rms l

ette

rs in

var

ious

way

s ( e

.g b

y us

ing

own

body

to sh

ow th

e sh

ape,

w

ritin

g in

sand

)

2 Fo

rms l

ette

rs b

y us

ing

cray

ons.

Cop

y le

tters

Written

Obs

erva

tion

Form

al A

sses

smen

t Ta

sks

Fo

rmal

Ass

essm

ent T

ask

s 25

TERM

TH

REE

LO

AS

FAT

Atta

inm

ent T

arge

t A

ctiv

ities

Fo

rms

Tool

s LO

5

THIN

KIN

G

AN

D RE

ASO

NIN

G

AS

3(d

) So

lves

and

com

plet

es p

uzzle

s A

s 4(a

) Pi

cks o

ut se

lect

ed in

form

atio

n fro

m

a de

scrip

tion

2 Le

arne

rs b

uild

80

piec

e pu

zzle

s co

nfid

ently

Le

arne

rs se

lect

bas

ic in

form

atio

n d

escr

ibed

the

teac

her

Build

s puz

zles

Demonstration

Ratin

g sc

ale

LO 1

LI

STEN

ING

AS

1 Lis

tens

atte

ntiv

ely

to q

uest

ions

, in

stru

ctio

ns a

nd a

nnou

ncem

ents

, an

d re

spon

ds a

ppro

pria

tely

. A

S 4(

b)

Dist

ingu

ishes

bet

wee

n di

ffere

nt

soun

ds, e

spec

ially

at t

he b

egin

ning

an

d e

nd o

f the

wor

ds

3 C

an fo

llow

3 in

stru

ctio

ns

Lear

ners

list

en a

nd p

artic

ipat

es in

sp

ecifi

c ac

tiviti

es fo

r the

beg

inni

ng

and

end

soun

ds

Lear

ners

resp

ond

to in

stru

ctio

ns

give

n by

teac

her

Liste

ning

act

ivity

Demonstration

Obs

erva

tion

Obs

erva

tion

LO 2

SP

EAKI

NG

AS

8 Te

lls o

wn

stor

ies a

nd re

tells

stor

ies o

f ot

hers

in o

wn

wor

ds

3 Te

lls o

wn

stor

ies a

nd re

tells

stor

ies o

f ot

hers

con

fiden

tly

Indi

vidu

al d

iscus

sion

Orally

Ratin

g sc

ale

LO 3

RE

ADI

NG

A

ND

VIEW

ING

AS

1©

Mak

e se

nse

of p

ictu

re st

orie

s 3

Chi

ldre

n m

ake

sens

e of

a si

mpl

e 3

pict

ure

stor

y In

divi

dual

disc

ussio

n

Orally

Ratin

g sc

ale

LO 4

W

RITIN

G

AS

1(e)

Ta

lks a

bout

ow

n d

raw

ing

and

writ

ing

3 C

hild

ren

talk

abo

ut o

wn

dra

win

gs

and

‘writ

ing’

Dra

ws a

pic

ture

Written / Orally

Ratin

g sc

ale

LO 5

TH

INKI

NG

A

ND

REA

SON

ING

AS

2(a

) Id

entif

ies a

nd d

escr

ibes

sim

ilarit

ies

and

diffe

renc

es

AS

4(a

) Pi

cks o

ut se

lect

ed in

form

atio

n fro

m

a de

scrip

tion

3 Le

arne

rs lo

ok a

t pic

ture

s and

ob

ject

s to

conf

iden

tly id

entif

y sim

ilarit

ies a

nd d

iffer

ence

s Le

arne

rs se

lect

bas

ic in

form

atio

n de

scrib

ed to

them

by

the

teac

her

Educ

atio

n ga

mes

D

iscus

sion

Demonstration / Orally

Rubr

ic

Obs

erva

tion

Form

al A

sses

smen

t Ta

sks

Fo

rmal

Ass

essm

ent T

ask

s 26

TERM

TH

REE

LO

AS

FAT

Atta

inm

ent T

arge

t A

ctiv

ities

Fo

rms

Tool

s LO

1

LIST

ENIN

G

AS

4 (a

) Re

cogn

ises t

hat w

ord

s are

mad

e up

of

soun

ds

AS

4(b

) D

istin

guish

es b

etw

een

diffe

rent

so

unds

, esp

ecia

lly a

t the

beg

inni

ng

and

end

of t

he w

ord

s

4 C

hild

ren

reco

gnise

soun

ds in

thei

r ow

n na

mes

and

of t

heir

frien

ds

Lear

ners

list

en a

nd p

artic

ipat

es in

sp

ecifi

c ac

tiviti

es fo

r the

beg

inni

ng

and

end

soun

ds

Disc

ussio

n Lis

teni

ng g

ames

Orally

Che

cklis

t O

bser

vatio

n

LO 2

SP

EAKI

NG

AS

9 Pa

rtici

pate

s con

fiden

tly a

nd fl

uent

ly

in a

gro

up.

4 Pa

rtici

pate

s con

fiden

tly a

nd fl

uent

ly

in a

gro

up.

Gro

up d

iscus

sion

Orally

Rubr

ic

LO 3

RE

ADI

NG

A

ND

VIEW

ING

AS

1(d

) M

atch

es p

ictu

res a

nd w

ord

s A

S 5(

a)

Reco

gnise

initi

al c

onso

nant

and

sh

ort v

owel

soun

ds

4 C

hild

ren

mat

ch si

mpl

e w

ord

s to

the

labe

lled

pict

ures

Re

cogn

ise in

itial

con

sona

nt o

f wor

ds

in c

lass

room

Mat

chin

g ga

me

Poin

t to

wor

ds i

n cl

ass a

nd

lear

ners

reco

gnise

initi

al

cons

onan

t

Demonstration

Obs

erva

tion

LO 4

W

RITIN

G

AS

1(g)

Us

es k

now

n le

tters

and

num

eral

s to

repr

esen

t writ

ten

lang

uage

, es

pec

ially

lette

rs fro

m th

eir o

wn

nam

e a

nd a

ge.

AS

1(j)

Cop

ies p

rint f

rom

env

ironm

ent (

e.g

. la

bels

on h

ouse

hold

item

s, ad

verti

sem

ents

)

4 C

hild

ren

atte

mpt

to w

rite

num

eral

s (

e.g.

pho

ne n

umbe

rs )

Lear

ners

are

intro

duce

d an

d gu

ided

to

spon

tane

ously

cop

y pr

int

Cop

ying

of n

umbe

rs

Cop

ying

of p

rint

Written

Ratin

g sc

ale

Ratin

g sc

ale

LO 5

TH

INKI

NG

A

ND

REA

SON

ING

AS

1(a

) D

emon

stra

tes d

evel

opin

g kn

owle

dge

of c

once

pts

such

as

quan

tity,

size

, dire

ctio

n, c

olou

r, sp

eed

, tim

e, a

ge, s

eque

nce.

4 Le

arne

rs c

onfid

ently

dem

onst

rate

kn

owle

dge

of d

irect

ion,

qua

ntity

an

d se

quen

ce.

Lear

ners

are

intro

duce

d to

co

ncep

ts o

f spe

ed a

nd ti

me.

Educ

atio

nal a

ctiv

ities

Demonstration

Rubr

ic –

Dire

ctio

n,

quan

tity

and

sequ

ence

C

heck

list –

Spe

ed a

nd

time

LO 6

LA

NG

UAG

E ST

RUC

TURE

A

ND

USE

AS

1(a

) Re

cogn

ise th

at w

ord

s are

mad

e up

of

soun

ds

4 Le

arne

rs g

radu

ally

star

t rec

ogni

sing

tha

t wor

ds a

re m

ade

up o

f sou

nds

Disc

ussio

n

Orally

Obs

erva

tion

TE

RM F

OUR

Form

al A

sses

smen

t Ta

sks

Fo

rmal

Ass

essm

ent T

ask

s 27

LO

AS

FAT

Atta

inm

ent T

arge

t A

ctiv

ities

Fo

rms

Tool

s LO

1

LIST

ENIN

G

AS

3(a

) A

cts o

ut p

art o

f the

stor

y,

song

or r

hym

e A

S 3(

c)

Dra

ws a

pic

ture

of t

he st

ory,

so

ng o

r rhy

me

1 A

cts o

ut p

art o

f a st

ory,

song

or

rhym

e C

hild

ren

draw

stor

y, so

ng o

r rhy

me

Dra

mat

isatio

n D

raw

s a p

ictu

re

Written Demonstration

Obs

erva

tion

Rubr

ic

LO 3

RE

ADI

NG

A

ND

VIEW

ING

AS

1(b

)a

Iden

tifie

s a p

ictu

re o

r fig

ure

from

the

bac

kgro

und

1 C

hild

ren

iden

tify

pict

ure

or fi

gure

fro

m m

ore

det

aile

d b

ackg

roun

d

Educ

atio

nal g

ames

Demonstration

Ratin

g sc

ale

LO 4

W

RITIN

G

AS

1(a

) C

rea

tes a

nd u

ses d

raw

ings

to

conv

ey a

mes

sage

, and

as a

st

artin

g po

int f

or w

ritin

g.

AS

1(d

) ‘w

rites

and

ask

s oth

ers t

o gi

ve

the

mea

ning

of w

hat h

as

been

writ

ten

1 C

hild

ren

draw

ow

n ch

oice

of p

ictu

re

and

on a

giv

en to

pic

Chi

ldre

n in

terp

rets

eac

h ot

hers

d

raw

ings

Dra

ws a

pic

ture

D

iscus

sion

Orally / Written

Rubr

ic

Ratin

g sc

ale

LO 1

LI

STEN

ING

AS

1 Lis

tens

atte

ntiv

ely

to

ques

tions

, ins

truct

ions

and

an

noun

cem

ents

, and

re

spon

ds a

ppro

pria

tely

. A

S 4(

c)

Segm

ents

ora

l sen

tenc

es in

to

indi

vid

ual w

ord

s ( u

sing

wor

ds

of o

ne sy

llabl

e fir

st )

2 C

an fo

llow

4 in

stru

ctio

ns

Chi

ldre

n cl

ap a

nd sa

y ow

n sim

ple

sent

ence

s e.g

. I w

ent t

o th

e be

ach

Lear

ners

resp

ond

to in

stru

ctio

ns

give

n by

teac

her

Mus

ic ri

ng /

Gro

up a

ctiv

ity

Demonstration

Rubr

ic

Obs

erva

tion

LO 2

SP

EAKI

NG

AS

6 Pa

sses

on

mes

sage

s

2 C

hild

mus

t be

able

to c

onve

y a

mor

e d

etai

led

mes

sage

G

ame

activ

ities

Chi

ld c

onve

ys m

essa

ge to

ad

ults

an

d p

lays

ga

mes

Orally

Ratin

g sc

ale

LO 3

RE

ADI

NG

A

ND

VIEW

ING

AS

1(e)

Us

es il

lust

ratio

ns to

und

erst

and

sim

ple

capt

ions

in st

ory

book

s

2 C

hild

ren

look

at a

illu

stra

ted

stor

y to

un

der

stan

d a

nd ‘r

ead

’ cap

tions

D

iscus

sion

Orally

Obs

erva

tion

Form

al A

sses

smen

t Ta

sks

Fo

rmal

Ass

essm

ent T

ask

s 28

TERM

FO

UR

LO

AS

FAT

Atta

inm

ent T

arge

t A

ctiv

ities

Fo

rms

Tool

s LO

4

WRI

TING

AS

1 (i)

Sh

ows i

n ow

n w

ritin

g at

tem

pts,

begi

nnin

g a

wa

rene

ss o

f dire

ctio

nalit

y (

e.g.

star

ting

from

left

to ri

ght,

top

to b

otto

m )

2 C

hild

show

s aw

are

ness

by

writ

ing

nam

e le

ft to

righ

t and

to b

ecom

e a

wa

re o

f top

to b

otto

m in

cre

ativ

e ac

tiviti

es a

nd e

duca

tiona

l gam

es

Cre

ativ

e ac

tiviti

es a

nd

educ

atio

nal g

ames

Written Demonstrati

on

Obs

erva

tion

C

heck

list

LO 6

LA

NG

UAG

E ST

RUC

TURE

A

ND

USE

AS

1(b

) Re

cogn

ises t

he so

unds

at t

he

begi

nnin

g of

som

e w

ord

s

2 Le

arne

rs c

onfid

ently

reco

gnise

the

soun

ds o

f sim

ple

wor

ds

Liste

ning

act

iviti

es

Demonstration

Che

cklis

t

LO 1

LI

STEN

ING

AS

3(d

) N

otes

det

ails

and

give

s the

m

ain

idea

of t

he o

ral t

ext

AS

3(e)

Pu

ts p

ictu

res i

n th

e rig

ht

sequ

ence

3 Le

arne

rs p

artic

ipat

e by

con

tribu

ting

det

ails

and

idea

s Le

arne

rs a

re re

quire

d to

sequ

ence

5

pict

ures

Disc

ussio

n on

stor

ies,

etc.

Ed

uca

tiona

l seq

uenc

e ga

mes

Demonstration Orally

Obs

erva

tion

Rubr

ic

LO 3

RE

ADI

NG

A

ND

VIEW

ING

AS

3(a

) Un

der

stan

ds t

he p

urp

ose

of

prin

t – th

at it

car

ries m

eani

ng

(e.g

. tha

t a w

ritte

n w

ord

can

signi

fy o

wn

nam

e)

AS

4(b

) Re

cogn

ise a

nd re

ads h

igh

frequ

ency

wor

ds su

ch a

s ow

n na

me

and

prin

t in

the

envi

ronm

ent s

uch

as

“STO

P”

3 C

hild

ren

reco

gnise

sim

ple

labe

ls in

cl

ass (

e.g

. leg

o, re

adin

g co

rner

, w

indo

w, d

oor,

etc

) Re

cogn

ises p

rint i

n th

e en

viro

nmen

t su

ch a

s STO

P, C

OKE

, etc

Disc

ussio

n V

iew

ing

gam

e

Demonstration / Orally

Ratin

g sc

ale

Che

cklis

t

Form

al A

sses

smen

t Ta

sks

Fo

rmal

Ass

essm

ent T

ask

s 29

TERM

FO

UR

LO

AS

FAT

Atta

inm

ent T

arge

t A

ctiv

ities

Fo

rms

Tool

s LO

4

WRI

TING

AS

1(b

) Fo

rms l

ette

rs in

var

ious

way

s (

e.g

by u

sing

own

bod

y to

sh

ow th

e sh

ape

, writ

ing

in

sand

) A

S 1

(j)

Cop

ies p

rint f

rom

en

viro

nmen

t ( e

.g. l

abel

s on

hous

ehol

d it

ems,

adve

rtise

men

ts)

3 C

opie

s let

ters

Le

arne

rs c

opy

prin

t con

fiden

tly

Chi

ldre

n co

py le

tters

C

opyi

ng a

ctiv

ities

Written

Ratin

g sc

ale

Ratin

g sc

ale

LO 5

TH

INKI

NG

A

ND

REA

SON

ING

AS

1(a

) D

emon

stra

tes d

evel

opin

g kn

owle

dge

of c

once

pts

such

as

qua

ntity

, size

, d

irect

ion,

co

lour

, sp

eed

, tim

e, a

ge,

sequ

ence

3 Le

arne

rs c

onfid

ently

dem

onst

rate

kn

owle

dge

of sp

eed

, tim

e an

d se

quen

ce

Educ

atio

nal a

ctiv

ities

Demonstration

Rubr

ic –

Spe

ed, t

ime

and

se

quen

ce

LO 1

LI

STEN

ING

AS

1 Lis

tens

atte

ntiv

ely

to

ques

tions

, ins

truct

ions

and

an

noun

cem

ents

, and

re

spon

ds a

ppro

pria

tely

. A

S 4(

b)

Dist

ingu

ishes

bet

wee

n di

ffere

nt so

unds

, esp

ecia

lly a

t th

e be

ginn

ing

and

end

of th

e w

ord

s

4 C

an fo

llow

4 in

stru

ctio

ns

Lear

ners

list

en a

ttent

ivel

y an

d pa

rtici

pate

s in

spec

ific

activ

ities

for

the

begi

nnin

g an

d en

d so

unds

Lear

ners

resp

ond

to in

stru

ctio

ns

give

n by

teac

her

Liste

ning

act

iviti

es

Demonstration

Rubr

ic

Rubr

ic

LO 3

RE

ADI

NG

A

ND

VIEW

ING

AS

1(d

) M

atch

es p

ictu

res a

nd w

ord

s A

S 5(

b)

Reco

gnise

s and

nam

es so

me

com

mon

lette

rs o

f the

al

phab

et su

ch a

s the

lette

r le

arne

rs n

ame

begi

ns w

ith

4 C

hild

ren

mat

ch w

ord

s to

the

labe

lled

pi

ctur

es

Chi

ldre

n re

cogn

ise m

ost c

omm

on

lette

rs in

alp

habe

t

Mat

chin

g ac

tiviti

es

Indi

vidu

al d

iscus

sion

Orally / Demonstration

Ratin

g sc

ale

Ratin

g sc

ale

Form

al A

sses

smen

t Ta

sks

Fo

rmal

Ass

essm

ent T

ask

s 30

TERM

FO

UR

LO

AS

FAT

Atta

inm

ent T

arge

t A

ctiv

ities

Fo

rms

Tool

s LO

4

WRI

TING

AS

1(k)

M

akes

atte

mpt

s at f

amilia

r fo

rms o

f writ

ing,

usin

g kn

own

lette

rs (e

.g. i

n lis

ts, m

essa

ges

and

lette

rs)

AS

1(l)

Man

ipul

ates

writ

ing

tool

s lik

e cr

ayon

s and

pen

cils.

4 Le

arne

rs c

onfid

ently

‘writ

e’ lis

ts,

mes

sage

s, et

c Le

arne

rs c

onfid

ently

man

ipul

ates

w

ritin

g to

ols

Mak

es c

ard

s and

‘writ

es’

mes

sage

( e.

g. I

love

you

)

Dra

win

g or

pai

ntin

g ac

tiviti

es

Written

Obs

erva

tion

Ratin

g sc

ale

LO 5

TH

INKI

NG

A

ND

REA

SON

ING

AS

3(d

) So

lves

and

com

plet

es p

uzzle

s 4

Lear

ners

bui

ld 1

00 p

iece

puz

zles

conf

iden

tly

Build

s puz

zles

Demonstration

Rubr

ic

Summary of Formal Assessment Tasks

31 Summary of Formal Assessment Tasks

Home Language TASK 1 TASK 2 TASK 3 TASK 4

FIRST TERM LO 1 AS 1 LO 1 AS 1 LO 1 AS 1 LO 1 AS 1 AS 2 AS 3(b) AS 2 AS 3(b) LO 3 AS 1(a) LO 2 AS 9 LO 2 AS 6 AS 4(d) LO 4 AS 1(a + l) LO 3 AS 3(a) LO 4 AS 1(a + l) LO 2 AS 9 LO 4 AS 1(e + g) LO 5 AS 3(d) LO 3 AS 3(a) LO5 AS 1(a) LO 4 AS 1(e + g) LO 5 AS 1(a) AS 3(d)

SECOND TERM LO 1 AS 3(c) LO 1 AS 1 LO 1 AS 3(c + e) LO 1 AS 1 AS 4(d) AS 3(a + e) LO 2 AS 7 AS 3(a) LO 2 AS 7 LO 2 AS 6 LO 3 AS 1(b) AS 4(d) LO 3 AS 1(b) LO 3 AS 4(b) LO 3 AS 5(a) LO 2 AS 6 AS 4(b) LO 4 AS 1(a + l) LO 4 AS 1(i + l) LO 3 AS 5(a + b) LO 4 AS 1(i) LO 5 AS 2(d) LO 5 AS 1(a) LO 4 AS 1(a) LO 5 AS 2(b) AS 3(d) AS 2(d) LO 5 AS 2(b) AS 3(d) LO 6 AS 1(b)

THIRD TERM LO 1 AS 1 LO 1 AS 4(a + e) LO 1 AS 1 LO 1 AS 4(a + b) AS 2 LO 2 AS 2 AS 4(b) LO 2 AS 9 LO 2 AS 9 LO 3 AS 1(c) LO 2 AS 8 LO 3 AS 1(d) LO 3 AS 1(a) LO 4 AS 1(b) LO 3 AS 1(c) AS 5(a) LO 4 AS 1(a) LO 5 AS 3(d) LO 4 AS 1(e) LO 4 AS 1(g + j) LO 5 AS 2(d) AS 4(a) LO 5 AS 2(a) LO 5 AS 1(a) AS 3(d) AS 4(a) LO 6 AS 1(a)

FOURTH TERM LO 1 AS 3(a + c) LO 1 AS 1 LO 1 AS 3(d + e) LO 1 AS 1 LO 3 AS 1(b) AS 4(c) LO 3 AS 3(a) AS 4(b) LO 4 AS 1(a + d) LO 2 AS 6 AS 4(b) LO 3 AS 1(d) LO 3 AS 1(e) LO 4 AS 1(b + j) AS 5(b) LO 4 AS 1(i) LO 5 AS 1(a) LO 4 AS 1(k + l) LO 6 AS 1(b) LO 5 AS 3(d)

EXEMPLAR OF A FORMAL ASSESSMENT TASK

32 Summary of a Formal Assessment Task

ENGLISH HOME LANGUAGE: TERM 2 TASK 1: Theme: The Farm

ACTIVITY ONE: LO 3 As 4(b)

• Recognizes and reads high frequency words such as own name and print in the environment.

LO 3 As 5 (a), (b)

• Recognises initial consonant of own/peers name • Children recognises letter of alphabet in their own name

LO 6 As 1 (b)

• Learners spontaneously recognise the sound their peers names starts with.

Small group –activity – Teacher directed • Name cards with group’s names are placed on the table, each learner collects only the

cards with their own name on. • Discuss the initial letters of each one’s name. • Name cards with names of peers are placed on table. Learners take turns to pick card up

and recognise names of peers. • Discuss initial letters of names of peers.

Recognition of own name 1 2 3 4 Recognition of names of peers 1 2 3 4 Recognition of initial letter of own name 1 2 3 4 Recognition of initial letter of names of peers 1 2 3 4

4 3 2 1 Outstanding

Achievement Satisfactory

Achievement Partial

Achievement Not

Achieved

ACTIVITY TWO: LO 1 As 3 (e) Puts pictures in the right sequence

• Small group-activity • Sequence 3 picture-cards

Learner is able to sequence 3 picture-cards correctly Y N Learner finds it difficult to sequence 3 picture cards correctly Y N

EXEMPLAR OF A FORMAL ASSESSMENT TASK

Summary of a Formal Assessment Task 33

ACTIVITY THREE:

LO 4 As 1 (a), (i), (l) • Learner draw own choice of pictures on a given topic. • Introduces left to right awareness through creative activities and educational games. • Learner confidently manipulates writing tools like crayons and pencils

(Individual choice)

.

ACTIVITY 4

LO 5 As 2(b) Learners compare things (e.g. pictures, objects) that are different.

Small group-activity Learners use a lotto-game to seek and find small differences and similarities in pictures.

Learner is able to find all small differences/similarities in pictures confidently. 4 Learner is able to find most small differences/similarities in pictures 3 Learner is able to find some differences/similarities in pictures 2 Learner finds it difficult to see differences/similarities in pictures 1

directionality in writing from left to right 1 2 3 4 Understanding of given topic 1 2 3 4 Evidence in drawing 1 2 3 4 Correct manipulation of writing tool. 1 2 3 4

4 3 2 1 Outstanding

Achievement Satisfactory

Achievement Partial

Achievement Not

Achieved

Steps 1 - Learners do a rubbing background, working from left to right

Steps 2 - Learner then draws a picture on given topic.

Ass

essm

ent P

rogr

am

me

A

sses

smen

t Pro

gram

me

34

Foun

da

tion

Pha

se

Educ

ator

:- Le

arni

ng P

rogr

amm

e: -

Liter

acy

G

rad

e R

Yea

r: 20

08

TERM

O

NE

TWO

T

HREE

F

OUR

TASK ONE

FOC

US

LIST

EN /

RES

PON

D /

WRI

TTEN

LA ;

LO ;

AS

LO 1

As 1

+ A

s 2 /

LO

3 A

s 1(a

) LO

4 A

s 1(a

+ l)

LO

1 A

s 3(c

) + A

s 4(d

) / L

O 2

As 7

LO

3 A

s 1(b

) + A

s 4(b

) / L

O 4

As 1

(i)

LO 5

As 2

(b)

LO 1

As 1

+A

s 2 /

LO

2 A

s 9 /

LO

3 A

s 1(

a)

LO 4

As 1

(a) /

LO

5 A

s 2(d

) +A

s 3(d

)

LO 1

As 3

(a +

c) /

LO

3 A

s 1(b

) LO

4 A

s 1(a

+ d

)

AC

TIVITI

ES

Liste

n to

stor

y

Reco

gnise

sim

ple

ob

ject

s

Dra

win

g

TASK TWO

FOC

US

LIST

EN /

RES

PON

D /

SPE

AKI

NG

W

RITT

EN

LA ;

LO ;

AS

LO 1

As 1

+ A

s 3(b

) / L

O 2

As 9

LO

3 A

s 3(a

) / L

O 4

As 1

(e +

g)

LO 5

As 1

(a)

LO 1

As 1

+A

s 3(a

+ e

) / L

O 2

As 6

LO

3 A

s 4(b

) / L

O 4

As 1

(a +

l)

LO 5

As 2

(d) +

As 3

(d)

LO 1

As 4

(a +

e) /

LO

2 A

s 2

LO 3

As 1

(c) /

LO

4 A

s 1(b

) LO

5 A

s 3(d

) + A

s 4(a

)

LO 1

As 1

+ A

s 4(c

) / L

O 2

As 6

LO

3 A

s 1(e

) / L

O 4

As 1

(i) /

LO

6 A

s 1(

b)

AC

TIVITI

ES

Liste

n to

stor

y /

Dra

win

g

“Rea

d”

nam

e

Sorti

ng c

olou

r, sh

ape

and

age

TASK THREE

FOC

US

LIST

EN /

RES

PON

D /

WRI

TTEN

TH

INKI

NG

AN

D R

EASO

NIN

G

LA ;

LO ;

AS

LO 1

As 1

+ A

s 2 /

LO

2 A

s 6 /

LO

4 A

S 1(

a +

l) /

LO 5

As 3

(d)

LO 1

As 3

(c +

e) /

LO

2 A

s 7

LO 3

As 1

(b) +

As 5

(a) /

LO

4 A

s 1(i

+ l)

LO 5

As 1

(a),

As 2

(d) +

As 3

(d)

LO 1

As 1

+A

s 4(b

) /

LO 2

As 8

LO

3 A

s 1(c

) /

LO 4

As 1

(e)

LO 5

As 2

(a) +

As 4

(a)

LO 1

As 3

(d +

e) /

LO

3 A

s 3(a

) + A

s 4(

b)

LO 4

As 1

(b +

j) /

LO

5 A

s 1(a

)

AC

TIVITI

ES

Gro

up d

iscus

sion

(The

me)

Dra

win

g on

giv

en to

pic

Puzz

les

TASK FOUR

FOC

US

LIST

EN /

RES

PON

D /

WRI

TTEN

TH

INKI

NG

AN

D R

EASO

NIN

G

LA ;

LO ;

AS

LO 1

As 1

, As 3

(b) +

As 4

(d) /

LO

2 A

s 9

LO 3

As 3

(a) /

LO

4 A

S 1(

e +

g)

LO 5

As 1

(a) +

AS

3(d

)

LO 1

As 1

, As 3

(a) +

As 4

(d) /

LO

2 A

S 6

LO 3

AS

5(a

+ b

) / L

O 4

AS

1(a

) LO

5 A

S 2(

b) /

LO

6 A

S 1(

b)

LO 1

As 4

(a +

b) /

LO

2 A

s 9

LO 3

As 1

(d) +

As 5

(a) /

LO

4 A

S 1(

g +

j)

LO 5

AS

1(a

) / L

O 6

AS

1(a

)

LO 1

As 1

+ A

s 4(b

) / L

O 3

As 1

(d) +

As

5(b

) LO

4 A

s 1(k

+ l)

/ L

O 5

As 3

(d)

AC

TIVITI

ES

Mus

ic ri

ng –

Cho

ruse

s + C

lapp

ing

Re

cogn

ise o

wn

nam

e +

writ

e /

Dra

w

D

omin

oes –

Sha

pe

+ co

lour

So

rting

– b

ig sm

all /

Gro

upin

g - A

ge

Documents

A. FOREWORD.doc new.doc - elise