LEARNING OUTCOMES ENGLISH (KG1-G4) - lwis-ais.edu.lblwis-ais.edu.lb/assets/images/User Files/Learning Objectives/Eng/LOC... · KG1 / KG2 English Learning outcomes Preparatory Visit

Preparatory Visit – October 2016

LEARNING OUTCOMES

ENGLISH (KG1-G4)

KG1 / KG2 English Learning outcomes


Reading

Speaking&

Listening

Language Writing

1. Demonstrate

understanding of the organization and basic features of print.

2. Demonstrate

understanding of spoken words, syllables, and sounds (phonemes).

3. Know and

apply grade‐level phonics and word analysis skills in decoding words.

4. Read

emergent‐reader texts with purpose and understanding.

5. Engage in

book sharing

experiences

with purpose

and

understanding

.

1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate

command of the conventions of standard English capitalization, punctuation, and spelling when writing.

3. Determine or

clarify the meaning of unknown and multiple‐meaning words and phrases based on kindergarten reading and content.

4. With guidance

and support from adults, explore word relationships and nuances in word meanings.

5. Use words and

phrases

1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is.....).

2. Use a combination of

drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

3. Use a combination of

drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

4. With guidance and support from adults, respond to questions and suggestions from peers and add details



6. Look at books

independently

, pretending

to read.

7. With

prompting

and support,

ask and

answer

questions

about books

heard read

aloud.

8. With

prompting

and support,

retell familiar

stories with

three or more

key events.

9. With

prompting

and support,

identify main

character(s)

and setting(s)

of the story.

10. Interact and

identify with a

variety of

types of texts

(e.g.,

storybooks,

understood. 3. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 4. Add drawings or other visual displays to descriptions as desired to provide additional detail. Speak audibly and express thoughts, feelings, and ideas clearly.

5. Recognize

own name and

common signs

and labels in

the

environment.

. 6. With

prompting and

support, begin

to use

knowledge of

letters and

sounds to spell

words

phonetically.

acquired through conversations, reading and being read to, and responding to texts.

6. Begin to follow

words from left to right, top page by page.

7. Recognize that

spoken words

are represented

language by

specific

sequences of

letters.

8. Understand that

words are

separated print.

9. Recognize that

letters are

grouped to form

words.

10. Differentiate

letters from

numerals.

11. Sing the

to strengthen writing as needed.

5. With guidance and

support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

6. Participate in shared

research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

7. With guidance and

support from adults, recall information from experiences or gather information from provided sources to answer a question.

8. With prompting and

support, match some

upper/lower‐case

letters of the alphabet.


support, begin to form some letters of the alphabet, especially those in own name.

10. Experiment with

writing tools and

materials.

11. Use scribbles, letter‐

like forms, or



poems,

rhymes,

songs).

11. With

prompting

and support,

describe the

role of an

author and

illustrator.

12. Identify the

front and back

covers of

books; and

display correct

orientation of

book and

page turning

skills.

13. With

prompting

and support,

discuss

illustrations in

books and

make

personal

connections

to the pictures

and story.

14. With

prompting

and support,

compare and

. 7. Participate

in group

projects or

units of study

designed to

learn about a

topic of

interest.

. 8. With

prompting and

support, recall

factual

information

and share that

information

through

drawing,

dictation, or

writing.

. 9. Follow

simple multi‐

step directions.

. 10. Respond

appropriately

to questions

from others.

. 11. Provide

comments

relevant to the

context.

. 12. Identify

emotions from

facial

alphabet song.

12. With prompting

and support,

recite the

alphabet.

13. Recognize and

name some

upper/lowercas

e letters of the

alphabet,

especially those

in own name.

14. Engage in

language play

(e.g. repetitive

language,

rhyming, sound

patterns).

15. Demonstrate

ability to

discriminate

between words

in a sentence.

16. With prompting

and support,

recognize and

match words

that rhyme.

17. Demonstrate

ability to blend

letters/words to

represent written

language.


support, write own first

name using

appropriate

upper/lower‐case

letters.

13. Attempt to copy or

write names of familiar

individuals.


support, use a

combination of

drawing, dictating, or

writing to express an

opinion about a book

or topic. .


support, use a

combination of


writing to compose

informative/explanator

y texts in which a topic

is named and some

information about the

topic is shared.


support, use a

combination of




contrast two

stories

relating to the

same topic.

15. With

prompting

and support,

ask and

answer

questions

about details

in a nonfiction

book.

16. With

prompting

and support,

retell detail(s)

about main

topic in a

nonfiction

book.

17. With prompting and support, use informational texts to locate answers to questions about topics of interest and key details of texts.

18. With prompting

and support, identify specific pictures that to the portion of the text being read aloud. .

expressions

and language.

. 13. Use

language for a

variety of

purposes.

. 14. With

prompting and

support,

participate in

conversations

with diverse

partners

(e.g., peers and

adults in both

small groups)

about age‐

appropriate

topics and

texts.

. 15. Engage in

agreed‐upon

rules for

discussions

(e.g., listening,

making eye

contact, taking

turns

speaking).

. 16. Use

appropriate

facial

expressions,

and segment

syllables in

words.

18. With prompting

and support,

isolate and

pronounce the

initial sounds in

words.

19. With prompting

and support,

blend sounds

(phonemes) in

one‐syllable

words (e.g., /c/

/a/ /t/ = cat).

20. With prompting

and support,

begin to

segment sounds

(phonemes) in

one‐syllable

words (e.g., cat

= /c/ /a/ /t/).

21. With prompting

and support,

begin to

manipulate

sounds

(phonemes) in

one‐syllable

words (e.g., cat,

writing to narrate a

single event and

provide a reaction to

what happened.


support, respond to

questions and

suggestions to add

details to strengthen

illustration or writing,

as needed.


support, use digital

tools to produce and

publish drawing,

dictation or writing.



19. With prompting and support, identify basic similarities and differences in pictures and information found in two texts on the same topic.

20. Recognize the

difference between print and pictures.

body language

and gestures to

express ideas.

. 17.

. Communicate

with

individuals

from different

cultural

backgrounds.

. 18. Describe

familiar

people, places,

things, and

events and,

with prompting

and support,

provide

additional

detail.

. 19. With

prompting and

support

express

thoughts,

feelings and

ideas.

. 20. With

prompting and

support, use

complete

sentences in

speaking with

hat, mat).

22. With prompting

and support,

demonstrate

one‐to‐one

correspondence

of letters and

sounds by

producing the

primary sound

or many of the

frequent sounds

for each

consonant.



peers and

adults in

individual and

group

situations.

. 21. Speak using

age‐

appropriate

conventions of

Standard

English

grammar and

usage.

. 22. Understand

and use

question words

in speaking.

. 23. With

prompting and

support begin

to use

compound and

complex

sentences.

. 24.Exhibit

curiosity and

interest in

learning new

words heard in

conversations

and books.

. 25. With

prompting and



support, use

new words

acquired

through

conversations

and book

sharing

experiences.

. 26. With

prompting and

support,

identify new

meanings for

familiar words

and apply

them

accurately.

. 27. With

prompting and

support,

explore word

relationships to

understand the

concepts

represented by

common

categories of

words.

. 28. With

prompting and

support, use

adjectives to

describe

people, places,

and things.

Grade1learningoutcomes


Language Speaking& Listening

Writing Reading

1. Identify

capital and lower case letters.

2. Use punctuation of simple sentences.

3. Demonstrate knowledge of word order in a sentence.

4. Recognize four types of sentences.

5. Identify subjects and verbs.

6. Identify nouns.

7. Form simple plurals (‐s)

8. Capitalize names and the pronoun “ I ”

9. Differentiate between the

1. Discuss

literature read as class work.

2. Make brief, informal oral reports on works read.

3. Memorize poetry.

4. Add drawings or visual displays to descriptions.

5. Read texts aloud or silently, with or without assistance.

6. Hear word syllables and clap hands to syllables.

1. Write opinion pieces in which they introduce the topic or name of the book, state an opinion, supply a reason, and provide some sense of closure.

2. Write informative and expository short paragraphs. (subgenres)

3. Write narratives. (2 or 3 sequences events)

1. Ask and

answer questions about key details in a text.

2. Read and comprehend poetry, stories, plays, and folktales.

3. Describe characters, setting, and major events in a story.

4. Identify words and phrases that appeal to the senses.

5. Identify who is telling the story.

6. Apply grade‐level comprehension skills to understand a selection.

Grade1learningoutcomes


present and the past.

10. Use adjectives and compare with them.

7. Read fifteen minutes at a time.

4. Write descriptive paragraphs

5. Record simple dictated sentences.

7. Know and apply grade‐level phonics and word analysis in decoding words.

8. Know and apply grade‐level frequency words.

9. Begin to learn keyboarding.

10. Use thematic and content specific introduced vocabulary in the classroom.

11. Read long vowel pairs.


Grade 2 Learning Outcomes

Reading Phonics Recognition Writing Speaking and Listening Language Arts

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral

3. Describe how characters in

1‐ Know and apply grade‐level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one‐syllable words. b. Know spelling‐sound correspondences for additional common vowel teams. c. Decode regularly spelled two‐syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling‐sound correspondence f. Recognize and read grade‐appropriate

1- Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

2- Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

3- Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions,

1- Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

2- Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

3- Ask and answer questions about what a speaker says in order to

1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

3- Use knowledge of language and its conventions when


a story respond to major events and challenges.

4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

irregularly spelled word 2‐ Read with

sufficient accuracy and fluency to support comprehension. a. Read grade‐level text with purpose and understanding. b. Read grade‐level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.

thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

4- Focus on a topic and strengthen writing as needed by revising and editing.

5- Recall information from experiences or gather information from provided sources to answer a question.

6-Write a friendly letter 7‐Write a Descriptive Paragraph.

clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

4- Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

5- Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences

writing, speaking, reading, or listening.

4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

5- Demonstrate understanding of word relationships and nuances in word meanings.

6- Use words and phrases acquired through conversation


6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud

7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

8. Compare and contrast

when appropriate to clarify ideas, thoughts, and feelings.

6- Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

s, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy)


two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.


Grade 3 Learning Outcomes

Reading Phonics Recognition Writing Speaking and Listening Language Arts

1. Read texts aloud or silently, with or without assistance 30 minutes at a time.

2. Read and

comprehend poetry, stories, trickster tales and biographies.

3. Comment on connection between character and plot.

4. Read and analyze an expository text.

5. Identify and describe words and phrases like alliteration, rhymes, repetition, similes, and metaphors.

6. Supply rhythm and meaning in

1‐ Know and apply grade‐level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multisyllable words. d. Read grade‐appropriate irregularly spelled words.

2‐ Read with sufficient accuracy and fluency to support comprehension

1. Write opinion pieces on topics or texts, supporting point of view with reasons.

2. Write informative and expository short paragraphs. (subgenres)

(a well‐structured paragraph)

3. Write narratives to develop real or imagined experiences. (introduction‐body‐conclusion)

4‐Writea short story in the third point of view.

1. Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information

1‐ Use capitalization and punctuation to express thoughts.

2‐ Use punctuation (quotations, colons, semicolons) when expanding sentences.

3‐ Use verbs and some irregular verbs in writing.

4‐ Identify and use subject, object, and possessive pronouns in writing.

5‐ Identify adjectives and adverbs and compare with adjectives.

6‐ Identify simple and compound sentences.

7‐ Identify kinds of sentences.

8‐ Identify and use singular, plural, common, proper, and possessive nouns.

9‐ Identify and use action, main, and helping verbs.

10‐ Recognize and use verb tenses.

Vocabulary:

1‐ Determine or clarify the meaning of unknown and multiple‐meaning word and phrases based on


a story, poem, or a song.

7. Summarize a text.

8. Determine the theme of a story, drama, or poem.

9. Determine the author’s purpose.

10. Apply grade‐level comprehension skills to understand a selection.

11. Know and apply grade‐level phonics and word analysis in decoding words.

12. Use encyclopedias, dictionaries, and library skills.

13. Use thematic or content‐specific introduced vocabulary in the classroom.

. a. Read grade‐level text with purpose and understanding.b. Read grade‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.

5‐Compare and Contrast different types of letters. 6‐Write a compare and contrast eassy. 7‐ Conduct short research projects that build knowledge about a topic. 8‐ Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 9‐Take spelling tests as set dictations. With guidance:

a. Strengthen writing using the writing process.

b. Use technology to produce and publish a writing piece.

known about the topic to explore ideas under discussion. b. Follow agreed‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their

grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence‐level context as a clue to the meaning of a word or phrase.

c. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

2‐ Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in


For Informational Text: 1‐ Ask and answer

questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

2‐ Determine the main idea of a text; recount the key details and explain how they support the main idea.

3‐ Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence,

comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion.

1‐ Determine the

main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

2‐ Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

context (e.g., take steps). b. Identify real‐life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

3‐ Acquire and use accurately grade‐appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g. After dinner that night we went looking for them).


and cause/effect.

4‐ Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

5‐ Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently

6‐ Distinguish their own point of view from that

3‐ Report on a

topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

4‐ Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

5‐ Speak in complete sentences when appropriate to


of the author of a text.

7‐ Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

8‐ Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

9‐ Describe the logical connection between particular

task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 28 for specific expectations.)


sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).


Grade4LearningOutcomes

Reading

PhonicsRecognition Writing Speaking&Listening LanguageArts

1. Refertodetailsand

examplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.

2. Determineathemeofastory,dramaorpoemfromthedetailsinthetext;summarizethetext.

3. Describeindepthacharacter,settingoreventinastoryordrama,drawingonspecificdetailsinthetext.

4. Determinethemeaningofwordsandphrasesastheyareusedinatext,includingthosethatalludetosignificantcharactersfoundinmythology.

5. Explainmajor

1. Usecombined

knowledgeofallletter‐soundcorrespondences,syllabicationpatterns,andmorphologytoreadaccuratelyunfamiliarmultisyllabicwordsincontextandoutofcontext.

2. Readgrade‐leveltextwithpurposeandunderstanding.

3. Readgrade‐levelproseandpoetryorallywithaccuracy,appropriaterateandexpressionsuccessivereadings.

4. Usecontexttoconfirmorself‐

1. Writeopinionpieces2. Introduceatopicortext

clearly,stateanopinionandcreateanorganizationalstructureinwhichrelatedideasaregroupedtosupportthewriter’spurpose.

3. Providereasonsthataresupportedbyfactsanddetails.

4. Linkopinionandreasonsusingwordsandphrases.

5. Provideaconcludingstatementorsectionrelatedtotheopinionpresented.

6. Writeexplanatory/informationaltext

7. Introduceatopicclearlyandgrouprelatedinformationinparagraphsandsections;including

1. Participatein

discussionshavingreadorstudiedrequiredmaterial;explicitlydrawonthepreparationandotherinfromationknownaboutthetopictoexploreideasunderdiscussion.

2. Followagreeduponrulesfordiscussiosandcarryoutassignedroles.

3. Poseandrespondtospecificquestionstoclarifyorfollowuponinformation,andmakecommentsthatcontributetothediscussionandlinktheremarksofothers.

4. Reviewthekeyideasexpressedand

1. Userelativepronounsandrelativeadverbs.

2. Formandusetheprogressive.

3. Usemodelauxillariestoconveyvariousconditions.

4. Orderadjectiveswithinsentencesaccordingtoconventionalpatterns.

5. Formanduseprepositionalphrases.

6. Producecompletesentences,reognizingandcorrectinginappropriatefragmentsandrun‐ons.

7. Correctlyusefrequentlyconfusedwords.

8. Usecorrectcapitalization.

9. Usecommasandquotationmarkstomarkdirectspeechandquotaionsfromatext.

10. Useacommabeforea


differencesbetweenpoems,drama,ofpoemsanddramawhenwritingorspeakingaboutatext.

6. Compareandcontrastthepointofviewfromwhichdifferentstoriesarenarrated,includingthedifferencebetweenfirstandthirdpersonnarrations.

7. Makeconnectionsbetweenthetextofastoryordramaandavisualororalpresentationofthetext,identifyingwhereeachversionreflectsspecificdescriptionsanddirectionsinthetext.

8. Compareandcontrastthetreatmentofsimilarthemesandtopicsandpatternsofeventsinstories,mythsandtraditionalliteraturefromdifferentcultures.

9. Refertodetailsandexamplesinatext

correctwordrecognitionandunderstanding,rereadingasnecessary.

formattingillustrationsandmultimediawhenusefultoaidingcomprehension.

8. Developthetopicwithfacts,definitions,concretedetails,quotationsorotherinformationandexamplesrelatedtothetopic.

9. Linkideaswithincategoriesofinformationusingwordsandphrases.

10. Usepreciselanguageanddomain‐specificvocabularytoinformaboutorexplainthetopic.

11. Provideaconcludingstatementorsectionrelatedtotheinformationorexplanationpresented.

12. Writenarratives13. Establishasituationand

introduceanarrator/character;organizeaneventsequencethatunfoldsnaturally.

explaintheirownideasandunderstandinginlightofthedisccussion.

5. Paraphraseportionsofatextreadaloudorinfromationpresentedindiversemediaandformats,includingvisually,quantitatively,andorally.

6. Identifythereasonsandevidenceaspeakerprovidestosupportparticularpoints.

7. Reportonatopicortext,tellastoryorrecountanexperienceinanorganizedmanner,usingappropriatefactsandrelevant,descriptivedetailstosupportmainideasorthemes;speakclearlyatunderstandable

coordinatingconjunctioninacompoundsentence.Sub‐Outcomes

Sentences,kinds,types Combiningsentences Nouns

(common,proper,singular,plural,posessiveconcrete,abstract)

Verbsformsandusage Adjectives,adverbs

andprepositions Pronouns Parallelstructure11. Spellgradeappropriate

wordscorrectly.12. Choosewordsand

phrasesforeffect.13. Recognizeandobserve

differencesbetweentheconventionsofspokenandwrittenstandardEnglish.

14. Usecontextasacluetothemeaningofawordorphrase.

15. Usecommon,gradeappropriateGreekandLatinaffixesandroots


whenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.

10. Determinethemainideaofatextandexplainhowitissupportedbykeydetails;summarizethetext.

11. Explainevents,procedures,ideasorconceptsinahistorical,scientificortechnicaltextincludingwhathappenedandwhy,basedonspecificinformationinthetext.

12. Determinethemeaningofgeneralacademicanddomain‐specificwordsorphrasesinatextrelevanttoagrade4topicsorsubjectarea.

13. Describetheoverallstructureofevents,ideas,concepts,orinformationinatextorpartofatext.

14. Usedialogueanddescriptionsofactions,thoughtsandfeelingstodevelopexperiencesandeventsandshowtheresponseofcharacterstosituations.

15. Usetemporalwordsandphrasestosignaleventorder.

16. Provideasenseofclosure.

17. Produceclearand

coherentwritinginwhichthedevelopmentandorganizationareappropriatetotask,purposeandaudience.

18. Developandstrengthenwritingasneededbyplanning,revisingandediting.

19. Usetechnologyincludingtheinternet,toproduceandpublishwritingaswellastointeractandcollaboratewithothers;demonstratesufficientcommandofkeyboardingskillsto

pace.8. Addaudio

recordingsandvisualdisplaystopresentationswhenneededtoenhancethedevelopmentofmainideasorthemes.

9. DifferrentiatebetweencontextsthatcallforformalEnglishandsituationswhereinformaldiscourseisappropriate;useformalEnglishwhenappropriatetotaskandsituation.

ascluetothemeaningofaword.

16. Consultreferencematerialstofindthepronounciationanddeterminetheprecisemeaningofkeywordsandphrases.

17. Interpretfigurativelanguage,includingsimiliesandmetaphoresincontext.

18. Recognizeandexplainthemeaningofcommonidioms,adages,andproverbs.

19. Usetherelationshipsbetweenparticularwordstobetterunderstandthem.

20. Acquireanduseaccuretllywordappropriatewordsandphrases,includingthosesignalconstrast,additionandotherlogicalrelationships.


14. Interpretinformationpresentedvisually,orally,orquantitativelyandexplainhowtheinformationcontributestoanunderstandingofthetextinwhichitappears.

typeaminimumofonepageinasinglesetting

20. Conductshortresearchprojectsthatbuildknowledgethroughdifferentaspectsofatopic.

21. Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromdigitalsources;takenotescategorizeinformationprovidealistofsources.

22. Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflectionandresearch.

Documents

LEARNING OUTCOMES ENGLISH (KG1-G4) - lwis-ais.edu.lblwis-ais.edu.lb/assets/images/User Files/Learning Objectives/Eng/LOC... · KG1 / KG2 English Learning outcomes Preparatory Visit