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Introduction Introduction BASIC WRITING SKILLS FOR PRIMARY 5 PARTS OF SPEECH SENTENCES NOUNS PRONOUNS Introduction Introduction COMPOSING SENTENCE COMPOUND SENTENCE At the end of this screen, students should be able to combine simple sentences to form a compound sentence COMPLEX SENTENCE At the end of this screen, students should be able to construct a complex sentence SENTENCE STRUCTURE At the end of this module, the student should be able to: -Identify different types and classifications of part of speech -Identify usage of different part of speech At the end of this module, the student should be able to: - Interprete a sentence structure - Construct Simple, Compound and Complex sentences SIMPLE SENTENCE At the end of this screen, students should be able to construct a simple sentence using the parts of speech COMPONENTS OF SENTENCE At the end of this screen, students should be able to recognize basic parts of sentence (Subjects, Objects & Verbs) GENDER OF PRONOUN At the end of this screen, students should be able to identify gender- specific pronouns SINGULAR & PLURAL OF PRONOUNS At the end of this screen, students should be able to identify singular & plural pronouns SINGULAR/PLURAL OF NOUNS At the end of this screen, students should be able to match singular nouns with its corresponding plural TYPES OF NOUNS At the end of this screen, students should be able to recognize proper & common nouns At the end of this lesson, students should be able to: -Identify types of nouns -Classify nouns At the end of this lesson, students should be able to: -Identify gender-specific pronouns -Identify singular & plural nouns At the end of this lesson student should be able to interprete a sentence structure At the end of this lesson, students should be able to compose different types of sentence VERBS Introduction REGULAR VERBS At the end of this screen, students should be able to recognize regular verbs IRREGULAR VERBS At the end of this screen, students should be able to recognize irregular verbs At the end of this lesson, students should be able to: -Sort between finite & non-finite verbs -Sort between regular & irregular verbs CONJUNCTIONS Introduction CONJUCTIONS -At the end of the screen the students should be able to use conjuctions to join at least two words. At the end of this lesson, students should be able to: -Identify a conjunction in a given context. FINITE VERBS At the end of this screen, students should be able to identify finite verbs NON-FINITE VERBS At the end of this screen, students should be able to identify non-finite verbs ACTIVITY At the end of this screen, students should be able to demonstrate their understanding about different categories and types of verbs ACTIVITY At the end of this screen, students should be able to demonstrate their ability to use conjuctions to join two or more word ACTIVITY At the end of this screen, students should be able to identify the subject, verbs & objects in a given sentence ACTIVITY At the end of this screen, students should be able to ACTIVITY At the end of this screen, students should be able to demonstrate their understanding about pronouns and types of pronouns ACTIVITY At the end of this screen, students should be able to demonstrate their understanding about types of nouns and classifications of nouns

Complete Content Structure RLO and RIO

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Page 1: Complete Content Structure RLO and RIO

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Introduction

Introduction

BASIC WRITING SKILLS FOR PRIMARY 5

PARTS OF SPEECH SENTENCES

NOUNS

PRONOUNS

Introduction

Introduction

COMPOSING SENTENCE

COMPOUND SENTENCE

At the end of this screen,

students should be able to

combine simple sentences to

form a compound sentence

COMPLEX SENTENCE

At the end of this screen, students should be able to construct a complex sentence

SENTENCE STRUCTURE

At the end of this module, the student should be able to: -Identify different types and classifications of part of speech -Identify usage of different part of speech

At the end of this module, the student should be able to:

- Interprete a sentence structure - Construct Simple, Compound and Complex sentences

SIMPLE SENTENCE

At the end of this screen, students should be able to construct a simple sentence using the parts of speech

COMPONENTS OF SENTENCE

At the end of this screen, students

should be able to recognize basic

parts of sentence (Subjects, Objects

& Verbs)

GENDER OF PRONOUN

At the end of this screen, students should be able to identify gender-specific pronouns

SINGULAR & PLURAL OF

PRONOUNS

At the end of this screen, students should be able to identify singular & plural pronouns

SINGULAR/PLURAL OF

NOUNS

At the end of this screen, students should be able to match singular nouns with its corresponding plural

TYPES OF NOUNS At the end of this screen, students should be able to recognize proper & common nouns

At the end of this lesson, students should be able to: -Identify types of nouns -Classify nouns

At the end of this lesson, students should be able to:

-Identify gender-specific pronouns -Identify singular & plural nouns

At the end of this lesson student should be able to interprete a sentence structure

At the end of this lesson, students

should be able to compose

different types of sentence

VERBS

Introduction REGULAR VERBS

At the end of this screen, students should be able to recognize regular verbs

IRREGULAR VERBS At the end of this screen, students should be able to recognize irregular verbs

At the end of this lesson, students should be able to: -Sort between finite & non-finite verbs -Sort between regular & irregular

verbs

CONJUNCTIONS

Introduction

CONJUCTIONS

-At the end of the screen the

students should be able to use

conjuctions to join at least

two words.

At the end of this lesson, students should be able to:

-Identify a conjunction in a

given context.

FINITE VERBS At the end of this screen, students should be able to identify finite verbs

NON-FINITE VERBS At the end of this screen, students should be able to identify non-finite verbs

ACTIVITY At the end of this screen, students should be able to demonstrate their understanding about different categories and types of verbs

ACTIVITY

At the end of this screen, students should be able to demonstrate their ability to use conjuctions to join two or more word

ACTIVITY

At the end of this screen, students should be able to identify the subject, verbs & objects in a given sentence

ACTIVITY

At the end of this screen, students should be able to

ACTIVITY

At the end of this screen, students should be able to demonstrate their understanding about pronouns and types of pronouns

ACTIVITY At the end of this screen, students should be able to demonstrate their understanding about types of nouns and classifications of nouns

Page 2: Complete Content Structure RLO and RIO

DESIGN FOR RLO 1: NOUNS AS PARTS OF SPEECH

No. Section Content details

I. Overview

1

Introduction We use words when we speak or write a language. In English grammar we study the use of English

words. We see how we change the words and how we arrange them to make sentences that other

people understand. The nouns are basic for understanding of English Sentences

2 Learning

Objectives

At the end of this lesson, learner will be able to:

Identify different types and classifications of nouns Identify usage of nouns as part of speech

3 Pre-requisite Learners are expected to have the basic knowledge of reading and writing

4 Outline

The Parts of Speech are the basic English Language building blocks. Nouns are examples of the

Parts of Speech. The understanding of nouns as parts of speech is very important.

Nouns

This section will cover the aspect of:

Definition of Noun

Page 3: Complete Content Structure RLO and RIO

Types of Noun

. Classification of Nouns

1 Review

2 Additional

Resources

None

III. Assessment

1 Pre-RLO

2 Post-RLO

Page 4: Complete Content Structure RLO and RIO

DESIGN FOR RLO 2: PRONOUNS AS PARTS OF SPEECH

No. Section Content details

I. Overview

1

Introduction We use words when we speak or write a language. In English grammar we study the use of English

words. We see how we change the words and how we arrange them to make sentences that other

people understand. The pronouns are basic for understanding of English Sentences

2 Learning

Objectives

At the end of this lesson, learner will be able to:

Identify different types and classifications of pronouns nouns Identify usage of nouns as part of speech

3 Pre-requisite Learners are expected to have the basic knowledge of reading and writing

4 Outline

The Parts of Speech are the basic English Language building blocks. Pronouns are examples of the

Parts of Speech. The understanding of pronouns as parts of speech is very important.

Pronouns

This section will cover the aspect of:

Definition of Pronoun

Gender-specific pronouns

Types of pronouns

Page 5: Complete Content Structure RLO and RIO

1 Review

2 Additional Resources

None

III. Assessment

1 Pre-RLO

2 Post-RLO

Page 6: Complete Content Structure RLO and RIO

DESIGN FOR RIO 2: SINGULAR and PLURAL Noun

No. Section Content details Glossary

I. Content Item 1

Introduction At the end of this screen, students should be able to match singular nouns with its

corresponding plural

2

Learning Information

OUTLINE 1: INTRODUCTION

in the above screen, the instructor and the student are inside the car, the instructor will introduce the topic and singular and plural form as follows:

Instructor: Welcome to part of speech town, I’m so glad you’ve won the types of noun race challange.

today, we are going to learn about singular and plural nouns. I’ll show how to tell the difference between singular and plural nouns as I’m driving

in the part of speech town Then, you ‘ll get a chance show me your how much you’ve learned as you are driving

the car in the part of a speech town.

.

Page 7: Complete Content Structure RLO and RIO

Student:Ok

Instructor: there are two categories of nouns, singular and plural Instructor: a singular noun is a noun used to represent one person, place or thing. Instructor: a plural noun is used to represent two or more persons, places or things. Instructor: As I said before, nouns either represent people, places, or things. Instructor: examples of singular nouns would be:

Boy

Field

Book Instructor: these are all examples of singular nouns Instructor: now let’s list some examples of plural nouns

Boys

Fields

Books

OUTLINE 2: Exploring singular and plural nouns

In this screen the instructor will more elaborate on the deference between singular and plural

nouns as follows:

Page 8: Complete Content Structure RLO and RIO

Instructor: you should notice that plural nouns have “s” at the end of each word. Singular nouns do NOT have “s” at the end. Let’s try a few more examples: Student. A student is a person, but the word doesn’t have “s” at the end so it must be a

Student: singular noun

Instructor: That’s right, now markets are places, but the word doesn’t have “s” at the end so it must be a

Instructor: plural noun Instructor: Good job! Ok, try this one: school! Student: schools are places, so that tells me it’s a noun and it has “s” at the end so

that also tells me it’s a plural noun Instructor: you’re doing wonderful! Let’s move on to things. Instructor: the word computer represents a thing and has no “s” at the end. So the

word is a Student: singular noun Student: but if we are to talk about computers that would be a plural noun because

we are talking about many things. Instructor: Wow! I think you’re ready to start doing this on your own and just in time

too

Page 9: Complete Content Structure RLO and RIO

OUTLINE 3: Activity Walkthrough

In this screen the instructor gives an overview on the activity session and what students will face

during the next session.

II. Practice/Interactive Activity 1 Practice/Activity

Items ACTIVITY ON singular and plural nouns

Page 10: Complete Content Structure RLO and RIO

Instructor: Ok, here we are at the beginning of the Spotting singular and plural Nouns Race.

Instructor: you will start over here Instructor: use your mouse to click on the car starting here to get started Instructor: I will read both words for you and tell you if you need to click on the

singular noun or plural noun in the question. Instructor: make sure you click the correct answer at each stop . Instructor: here we go Student:

Answer – Princess Jasmine

Question – Policeman : Balls

Answer – policeman

Question – holidays : New Years Day

Answer - holidays

Page 11: Complete Content Structure RLO and RIO

Question – Messenger : boys

Answer – boys

Question – Toyota : cars

Answer – Cars

Question – Kings : city

Answer – Kings

Page 12: Complete Content Structure RLO and RIO

DESIGN FOR RIO 2: Noun Types

No. Section Content details Glossary

I. Content Item 1

Introduction At the end of this screen, students should be able to recognize proper & common nouns

2

Learning Information

OUTLINE 1: INTRODUCTION to types of noun

in the above screen, the instructor and the student are inside the car, the instructor will introduce the topic and the deference between common noun and proper noun as follows:

Instructor: Welcome to part of speech town, I’m so glad you’ve decided to join us My Name is John and I will be your guide today. Together we are going to learn about the difference between common nouns and

proper nouns. I’ll show how to tell the difference between proper and common nouns as I’m

driving in the part of speech town Then, you ‘ll get a chance show me your how much you’ve learned as you are driving

the car in the part of a speech town.

.

Page 13: Complete Content Structure RLO and RIO

Student:Ok

Before we start, let’s review what noun is Instructor: A noun is a person, a place, or a thing. Instructor: there are two types of nouns, common nouns and proper nouns Instructor: As I said before, nouns either represent people, places, or things. Instructor: examples of common nouns would be:

Instructor (a person)

Park (a place)

Bridge (a thing) Instructor: there are lots of instructors, parks and bridges Instructor: so far I haven’t specified any specific instructor, park or bridge Instructor: so these are all examples of common nouns Instructor: now let’s list some examples of proper nouns

Mr. John

Central Park

London Bridge

Page 14: Complete Content Structure RLO and RIO

OUTLINE 2: Exploring and elaborating on types of noun

In this screen the instructor will more elaborate on the deference between proper nouns and

common nouns as follows:

Instructor: Mr. John (that’s me) represents a specific person or instructor, Central Park is a specific park in New York City and London Bridge is a specific bridge. I am sure you have heard of London Bridge, the one that was falling.

Instructor: you should also notice that proper nouns are capitalized. Common nouns are NOT capitalized. Let’s try a few more examples: Author. An author is a person, but it’s not a specific person and it’s not capitalized so it must be a

Student: common noun

Instructor: That’s right, now Dr. Seuss is a person’s name. He’s also a specific author. So Dr. Seuss would be a

Instructor: proper noun Instructor: Right again! Did you also notice that his name is capitalized? Let’s try the

word city.

Page 15: Complete Content Structure RLO and RIO

Instructor: A city is a place where some people live. But it doesn’t refer t o any particular city. So city is a

Student: common noun Instructor: Good job! Ok, try this one: New York is a particular city. So, New York city

would be a Student: proper noun Student: and New York city is capitalized, so that also tells me it’s a proper noun Instructor: you’re doing wonderful! Let’s move on to things. Instructor: the word dog represents an animal. So the word dog is a Student: common noun Student: but if we are to talk about Fido, that would be a proper noun because we

are talking about a specific dog named Fido. Student: and Fido is capitalized too Instructor: Here’s one last question for you. If I say “My dog is a good boy” The word

dog is a common noun Instructor: I know this because “my dog” is not the name of a specific dog. And, also

because the word “dog” is not capitalized. Instructor: Wow! I think you’re ready to start doing this on your own and just in time

too

OUTLINE 3: Activity Walkthrough

Page 16: Complete Content Structure RLO and RIO

In this screen the instructor gives an overview on the activity session and what students will face

during the next session.

II. Practice/Interactive Activity 1 Practice/Activity

Items ACTIVITY ON proper and common nouns

Page 17: Complete Content Structure RLO and RIO

Instructor: Ok, here we are at the beginning of the Spotting Proper and common Nouns Race.

Instructor: you will start over here Instructor: use your mouse to click on the car starting here to get started Instructor: I will read both words for you and tell you if you need to click on the

common noun or proper noun in the question. Instructor: make sure you click the correct answer at each stop . Instructor: here we go Student:

Question : Identify the proper noun- lodge: Noun Mountain Lodge

Answer – Noun Mountain Lodge

Question Identify the common noun – John: boy

Answer – Boy

Question Identify the proper noun – Volkswagen: car

Page 18: Complete Content Structure RLO and RIO

Answer – Volkswagen

Question Identify the common noun – Dr. Seuss: author

Answer – author

Question: Identify the proper noun – princess: Princess Jasmine

Answer – Princess Jasmine

Question Identify the common noun – policeman: Officer Jim

Answer – policeman

Question: Identify the proper noun – holiday: New Years Day

Answer – New Years Day

Question Identify the common noun – Paddington Bear: teddy bear

Answer – teddy bear

Question Identify the common noun – statue: Statue of Liberty

Answer – statue

Question: Identify the proper noun – London: city

Answer – London

Page 19: Complete Content Structure RLO and RIO

DESIGN FOR RIO 2: Noun Activity

No. Section Content details Glossary

I. Content Item 1

Introduction At the end of this screen, students should be able to demonstrate their understanding about

types of nouns and classifications of nouns

2

Learning Information

OUTLINE 1: Instructions

In this screen the instructor explain what are the rules and steps to take as a guide to start the

Noun Race ..

.

Page 20: Complete Content Structure RLO and RIO

OUTLINE 2: Activity Walkthrough

In this screen the instructor gives an overview on the activity session and what students will face

during the next session.

II. Practice/Interactive Activity 1 Practice/Activity

Items The Noun Race

Page 21: Complete Content Structure RLO and RIO

Instructor: here we go Instructor: Identify the singular noun in this sentence

Question: Airplane is big

Answer: Airplane

Page 22: Complete Content Structure RLO and RIO

Instructor: Identify the proper noun in this sentence

Question: London is a very big and cold city

Answer: city

Instructor: That’s wrong! Try again at the end of the road. Instructor: Identify the plural noun in this sentence

Question: There are many rivers in the world

Answer: rivers

Instructor: Identify the common noun in this sentence

Question: My favourite stadium is the Emirates Stadium

Answer: stadium

Instructor: Identify the proper noun in this sentence

Question: London is a very big and cold city

Answer: London

Excellent Job!

Page 23: Complete Content Structure RLO and RIO

DESIGN FOR RIO 2: GENDER OF PRONOUN

No. Section Content details Glossary

I. Content Item 1

Introduction At the end of this screen, students should be able to identify gender-specific pronouns

2

Learning Information

OUTLINE 1: INTRODUCTION

in the above screen, the instructor and the student are inside the car, the instructor will introduce the topic and the deference in Nouns gender:

Instructor: Pronoun = words that can replace nouns in a sentence

Instructor: there are two types of gender-specific pronouns, masculine and feminine Instructor: As I said before, pronouns are words that replace nouns in a sentence Instructor: examples of masculine gender-specific pronouns would be:

He

Him

His Instructor: these are all examples of gender-specific pronouns

.

Page 24: Complete Content Structure RLO and RIO

Instructor: now let’s list some examples of feminine gender-specific pronouns

She

Her

Hers Gender-specific pronouns

Masculine He/Him/His

Feminine She/Her/Hers

OUTLINE 2: Examples

In this screen the instructor will more elaborate on the topic by giving more examples as follows:

Instructor: The King is a kind man, he helps people. So the word he would be a Instructor: gender-specific pronoun Instructor: Let’s try a few more examples: That’s right! Now Jane likes playing, she

plays with toys. Jane is a girl so the word she must be a Student: gender-specific pronoun

Page 25: Complete Content Structure RLO and RIO

Instructor: Right again! Did you also notice that Jane is a girl? So the word she must

be a Student: feminine gender-specific pronoun Instructor: Good job! Ok, try this one: The boy is tall, his height is great. So, the word

his would be a Student: gender-specific pronoun Student: and a boy is masculine, so that also tells me the word his is masculine

gender-specific Instructor: Wow! I think you’re ready to start doing this on your own and just in time

too

OUTLINE 3: Activity Walkthrough

Page 26: Complete Content Structure RLO and RIO

In this screen the instructor gives an overview on the activity session and what students will face

during the next session.

II. Practice/Interactive Activity 1 Practice/Activity

Items ACTIVITY ON GENDER OF PRONOUN

Page 27: Complete Content Structure RLO and RIO

Instructor: Ok, here we are at the beginning of the Spotting gender-specific pronouns Race.

Instructor: you will start over here Instructor: use your mouse to click on the car starting here to get started Instructor: make sure you click the correct answer at each stop . Instructor: here we go

Spotting gender-specific pronouns

Instructor: here we go Student:

Question - Me : She

Answer – She

Question – You : Him

Page 28: Complete Content Structure RLO and RIO

Answer – Him

Question – I : His

Answer – His

Question – Her: Yours

Answer – Yours

Instructor: No. That was not a gender-specific pronoun. You’ll have to try again at the end of the road

Question – He: Them

Answer – He

Question – Her: Yours

Answer – Her

Excellent Job!

Page 29: Complete Content Structure RLO and RIO

DESIGN FOR RIO 2: singular and plural Pronoun

No. Section Content details Glossary

I. Content Item 1

Introduction

At the end of this screen, students should be able to identify singular & plural pronouns

2

Learning Information

OUTLINE 1: INTRODUCTION

in the above screen, the instructor and the student are inside the car, the instructor will introduce the topic and singular and plural pronoun as follows:

Instructor: there are two types of pronouns, singular and plural Instructor: a singular pronoun takes the place of a singular noun Instructor: a plural pronoun takes the place of a plural noun Instructor: As I said before, nouns either represent people, places, or things. Instructor: examples of singular pronouns would be:

I

It

.

Page 30: Complete Content Structure RLO and RIO

Me

He

Him

Her

She

You Instructor: these are all examples of singular pronouns Instructor: now let’s list some examples of plural pronouns

Us

We

You

They

Them Pronouns

Singular I, It, Me, He, Him, Her, She, You

Plural Us, We, You, They, Them

OUTLINE 2: Examples

Page 31: Complete Content Structure RLO and RIO

In this screen the instructor will more elaborate on the deference between singular and plural

Pronouns as follows:

Instructor: you should notice that singular pronouns takes the place of singular and plural pronouns takes the place of plural nouns. Let’s try a few more examples:

Instructor: the girl went to the store. Girl is a singular noun Instructor: She went to the store. The pronoun she takes the place of the noun, girl

so the pronoun she must be a Student: singular pronoun

Instructor: That’s right, now the cats played with yarn. Cats is a plural noun

Instructor: They played with the yarn. The pronoun they takes the place of the noun,

cats so the pronoun they must be a Student: plural pronoun

Instructor: Good job! Ok, try this one; school! Instructor: That’s right, now the fields are big. Fields is a plural noun

Page 32: Complete Content Structure RLO and RIO

Instructor: They are big. The pronoun they takes the place of the noun, Fields so the

pronoun they must be a Student: plural pronoun Instructor: Wow! I think you’re ready to start doing this on your own and just in time

too

OUTLINE 3: Activity Walkthrough

In this screen the instructor gives an overview on the activity session and what students will face

during the next session.

Page 33: Complete Content Structure RLO and RIO

II. Practice/Interactive Activity 1 Practice/Activity

Items ACTIVITY ON singular and plural Pronouns

Instructor: Ok, here we are at the beginning of the Spotting singular and plural Pronoun Race.

Spotting singular pronouns

Page 34: Complete Content Structure RLO and RIO

Instructor: here we go Student:

Question - It : We

Answer – It

Question – They : I

Answer – I

Question – She : Us

Answer – She

Question – You : Them

Answer – You

Good Job!

Spotting plural pronouns

Instructor: here we go Student:

Question - It : We

Answer – We

Question – They : I

Answer – They

Question – She : Us

Answer – Us

Question – You : Them

Page 35: Complete Content Structure RLO and RIO

Answer – Them

Good Job!

Page 36: Complete Content Structure RLO and RIO

DESIGN FOR RIO 2: Pronoun Activity

No. Section Content details Glossary

I. Content Item 1

Introduction At the end of this screen, students should be able to demonstrate their understanding about

pronouns and types of pronouns

2

Learning Information

OUTLINE 1: Instructions

In this screen the instructor explain what are the rules and steps to take as a guide to start the

pronoun Race ..

.

Page 37: Complete Content Structure RLO and RIO

OUTLINE 2: Activity Walkthrough

In this screen the instructor gives an overview on the activity session and what students will face

during the next session.

II. Practice/Interactive Activity 1 Practice/Activity

Items The Pronoun Race

Page 38: Complete Content Structure RLO and RIO

Instructor: here we go Instructor: Identify the singular pronoun in this sentence

Question: It is a very big bird

Answer: It

Page 39: Complete Content Structure RLO and RIO

Instructor: Identify the plural pronoun in this sentence

Question: Miss Rose gave it to them

Answer: It

Instructor: That’s wrong! Try again at the end of the road. Instructor: Identify the gender-specific pronoun in this sentence

Question: She likes going to New York City for holidays

Answer: She

Instructor: Identify the plural pronoun in this sentence

Question: My father gave me toys, I love them

Answer: them

Instructor: Identify the plural pronoun in this sentence

Question: Miss Rose gave it to them

Answer: Them

Excellent Job!