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
Can follow 3 instructions FAT 1,3
Can follow 4 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
6 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
Children participate in the singing of songs and rhymes
Children participate in the singing of 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
Children uses language imaginatively during free and fantasy play
Children uses language imaginatively during free and fantasy play
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.
Takes place during the course of the day.
Takes place during the course of the day.
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
Attainment Targets 7
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
Speaks to others with courtesy and respect
Speaks to others with courtesy and respect
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
8 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
Attainment Targets 9
HL LO3 Reading and Viewing Assessment Standards Term 1 Term 2 Term 3 Term 4
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.
Learners role-play “reading” in reading corner.
Learners role-play “reading” in reading corner.
AS 5: Begins to develop phonic awareness.
Attainment Targets
10 Attainment Targets
HL LO3 Reading and Viewing Assessment Standards Term 1 Term 2 Term 3 Term 4
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
Attainment Targets 11
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
Teacher points out difference between drawings and words
Teacher points out difference between drawings and words
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
Children spontaneously ‘write’ own lists
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
Children talk about own drawings
Children talk about own drawings
Children talk about own drawings and ‘writing’
Children talk about own drawings and ‘writing’
Attainment Targets
12 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
Attainment Targets 13
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
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’
Learners spontaneously asks questions ‘Why’, ‘Where’, ‘What’, ‘When’
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
14 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
Attainment Targets 15
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
Form
al A
sses
smen
t Ta
sks
Fo
rmal
Ass
essm
ent T
ask
s 16
Liter
acy:
Hom
e La
ngua
ge: G
rad
e R
TERM
ON
E 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 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.
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