LANGUAGE ARTS CURRICULUM GUIDE

LEVEL 5
LISTENING
TOPIC
ATTENTIVE
LISTENING

OBJECTIVE
KNOWLEDGE
SKILLS
Listen keenly,
Listening and
focus ion speech
- memorising
sounds and select
content.
appropriate cues in - identifying
order to
steps of oral
reconstruct the
instructions.
speakers message. - Following
given
instructions.
Listening in
order to identify
specific
information.
Listening and
commenting on
what is heard.

METHOD/
STRATEGIES
ORAL/
Talking about
INSTRUCthe need to
TIONS/
follow
DIRECTIONS instructions.
- instructions/
Listening to
directions given
given
instructions.
before
going on a Identifying the
Field Trip given
what to
steps/sequence.
observe
Safety
Relating the
measures
given
- Instrucsteps/sequence.
tions
pertaining Following the
to the
instructions
completio given.
n of
assignListening to
ments,
announcements.
task,
CONTENT

ATTITUDE
Display
alertness when
instructions are
given.
Follow verbal
instructions
without being
distracted by
competing
noises.
Listen and react
positively to
information
heard.

EVALUATION

INTEGRATION

Listening to
instructions and
complete a given
task.

Social Studies
Instructions for
- Preparation
for Field Trip

Listen to a given
announcement
and complete a
form with
blanks.

Science
Sequencing
Phrases of the
Moon tides
Evaporation
Condensation

Listen to a
recording of an
Introduction and
answer questions
pertaining to the
information
given.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

simple
experiments e.g.
Measurem
ent of
solids and
ligards
Experimen
ts with
plants and
animals.
ANNOUNCEMENTS
- School
Assembly
Special
Activities
PTA
Meeting
Open
Days
School/
Fairs/
Parties

METHOD/
STRATEGIES
Relating
announcements
heard.
Responding to
announcements
heard.
Listening to
information
given.
Filling-in given
forms with
information
heard from
listening
activity.

EVALUATION

INTEGRATION

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

INTRODUCTIONS
- New
Pupils to
class
Teacher to
class
- Reports
- Talks
- Interviews
- Advertise
ments
- Phone
Messages/
Messages
on
Answering
Machine.

METHOD/
STRATEGIES

EVALUATION

INTEGRATION

TOPIC
Comprehension

KNOWLEDGE
Listening to
consciously seek
meaning from
listening
experiences which
may be factual or
literal
understanding.

OBJECTIVE
SKILLS
Extracting the
central idea from
listening
exercises.

ATTITUDE
Listen keenly in
order to apply
interpreting
skills.

Drawing
inferences from
listening
exercises.

Display rapt
attention during
listening
activities.

Telling what
happened a
chronological
order.

Present orderly
reports.

Telling what
happened in
logical order.

CONTENT
Stories
New articles
from
Newspapers
Articles from
Magazines.
Stories
Poems
Dialogues
Current
Events

Ask questions
to clarity what
is not
understood
from listening
experiment.

Stories
News Reports
Rules for
Good
Summarizing
(a) Include
the topic
and the
main idea.
(b) Do not
repeat
sentences
in full.
(c) Ignore unimportant

Organising
sentences in
order.
Displaying
understand of the
organisation of
content.

METHOD/
STRATEGIES
Listening and
finding answers
to questions
such as who,
what, whom,
where, why and
how.
Tell what
happened in
logical order.
Listening to the
beginning of a
completing it.
Anticipating
what will
happen next in
a story or in
current events.
Drawing
conclusions
from
information
given .

EVALUATION

INTEGRATION

Listen to stories
and arrange
given sentences
in order.

Science
Listen to report of
experiments
conducted and
arrange
information in
sequence.

Complete given
stories after
listening to the
beginnings.
Listen to stories
and retell using
summarized
version.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS
Summarizing the
content of
listening
exercises.

CONTENT

ATTITUDE

details.
(d) Substitute
general for
specific
details.
Complete a
chart to
summarise a
conversation
on jobs.
Carpen Teach
Duties
Wages
Qualifi
Disadva

METHOD/
STRATEGIES
Interpreting the
meaning of a
sentence of
paragraph.
Listening to
part of a radio
programme
which two
people talk
about their jobs.
Completing the
chart which
summarises
what they say.

EVALUATION

INTEGRATION

TOPIC
RESPONSIVE
LISTENING

APPRECIA
TIVE
LISTENING

KNOWLEDGE
Listen and
respond/
contribute/
participate in
conversations,
planning activities
and discussions for
the development of
conversation skills.

Listening for the

development of
appreciative skills.

OBJECTIVE
SKILLS
Listening keenly
so as to
contribute to
conversations.

CONTENT

ATTITUDE
Respect each
others
opinions.

Conversations
on a variety of
topics.
- Hobbies
- Sports
- Books
- Friendships
- Movies
- School
Rules

Display
courtesy during
discussions.
Take turn to
speak.
Listening and
Accepts that
identifying mood individuals have
of listening
different tastes.
exercises.
Show
Listening and
enjoyment for
responding to the personal
mood conveyed
selection of
by the specific
literature.
literature.
Show
enjoyment
when listening
to a story a
good television
show or musical
selection.

Listening
Exercises
- Poetry
Sessions
- Choral
Reading
- Drama
- Music

METHOD/
EVALUATION
STRATEGIES
Placing
Retell what one
children in
speaker said
groups.
during a
conversation.
Allowing
children to
choose topics
for discussion.

INTEGRATION
Participate in
conversations
related to
-

Mathematics
Social Studies
Science

Discussing
chosen topics.
Listening to
specific
selections and
retelling what
they see, hear,
feel and smell.
Listening to
selections and
responding
through
pantomime of
role play etc.

Listen to a
selection and
describe the
mood it conveys.
List poems that
make them feel
happy and sad
then say why.

Listen and
respond to
mood
conveyed by
poems of
- Mathematics
- Science
- Social Studies

TOPIC

CRITICAL
LISTENING

KNOWLEDGE

Understand that
critical listening
- demands
careful
evaluation of
what is heard.
- Making
judgements
distinguishing
fact from
opinion and
determining
the adequacy
of a source of
information.
- Requires
weighting
validity of
facts,
- Goes beyond
factual

OBJECTIVE
SKILLS

Making accurate
judgements
about
characters/events
heard from
listening
exercises.
Separating fact
from opinion.
Identifying the
degree of the
relevance of
what is heard
according to
topic.

CONTENT

ATTITUDE

Show pleasure
of satisfaction
when able to
evaluate
critically what
is heard.

METHOD/
STRATEGIES
Recording their
favourite stories
poems, songs.
Participating in
choral
speaking,
reading and
sessions.
Listening to
stories.

Critical
Listening
Story telling
Poetry
Identifying
News Reports characters.
Advertisement
Telling the role
Fact: States
of each
which can be
character in the
checked and
stories heard.
proven to be
true are facts. Using
adjectives to
Opinion:
describe the
Statements
characters
which tell
according to
what someone what they do in
thinks or
the story.
believes to be
true, but
cannot be

Show alertness
during listening
experiences.
Listen critically.
Question
information
given.

EVALUATION

INTEGRATION

TOPIC

KNOWLEDGE
comprehension

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

proven are
called
opinions.
Factual
Information
can be read
from court
announcements, news
stories.
Opinion
Writing: can
be read from
editorials and
advertisements.

METHOD/
STRATEGIES
Forming
judgements
about
characters.
Classify
headlines into
fact and
opinion.
Describing
what is a fact
and what is an
opinion.
Listening to
sentences and
identifying
those that
factual and
those that are
opinion.
Listening to
news reports
and identifying
factual news
reports and
opinion.

EVALUATION

INTEGRATION

LANGUAGE ARTS CURRICULUM GUIDE

LEVEL5
SPEAKING
TOPIC
Relating

KNOWLEDGE
Relate a story in
sequence using
natural intonation,
defined sequence
and

OBJECTIVE
SKILLS
Discussing
sequence in
stories so as to
identify main
ideas supporting
details.

CONTENT

ATTITUDE
Display an
awareness for
sequence in
stories.

METHOD/
EVALUATION
STRATEGIES
Telling stories
Re-arrange
in sequence.
pictures to tell a
story in
Discussing
sequence.
main ideas and
supporting
detail.

Story Telling
- stories of
interest
- pupils
personal
experiences
- puppetry
- picture
Answering oral
study from questions based
a series of on stories told.
pictures
Building up
stories based on
pictures.

Developing
speaking ability
through proper
articulation.

Discussing the
use of link
words when
putting
thoughts in
sequence.

INTEGRATION
Art and Craft
Make puppets.
Science
Relate stories
based on Science
fiction.
Social Studies
Relate stories
such as
- Amerindian
Stories

TOPIC
Dramatizing

KNOWLEDGE
Use language
independently and
creatively through
drama.

OBJECTIVE
SKILLS
Exploring real
life situations
through roleplaying.

CONTENT

ATTITUDE
Show
willingness to
participate in
dramatic
activities so as
to examine and
explore new
behaviours and
situations.

Stories
fiction and
non fiction
short plays
and skits
based on
current issues
or topics from
other subject
areas.

METHOD/
EVALUATION
STRATEGIES
Rehearsing
Dramatize a
parts for skits
given story or
or plays.
play using good
voice quality and
Memorizing
creativity.
parts.
Dramatizing
stories, skits,
plays.
Discussing each
others part in
relation to the
whole story.
Discuss the
effectiveness of
drama in telling
a story.

10

INTEGRATION
Science
Dramatize
Science Stories.
Social Studies
Role play
community
workers.
Dramatise stories
based on current
affairs.

TOPIC
Expressing
Opinions.

KNOWLEDGE
Express opinions
on current or
important issues.

OBJECTIVE
SKILLS
Developing
critical thinking
by listening to
the opinions of
others.
Offering
constructive
criticisms after
listening to the
opinions of
others.

CONTENT

ATTITUDE
Display
confidence
when
expressing an
opinion on an
important issue.

Discussion on
current or
important
issues.
Use of
newspapers,
radio.

Show
willingness to
speak clearly
and distinctly
when
expressing an
opinion.

METHOD/
EVALUATION
STRATEGIES
Expressing
Express an
opinions on
opinion on an
various issues.
important issue
e.g. traffic
Differentiating accidents.
between fact
and opinion.
Engaging in
constructive
criticisms.
Forming and
supporting
opinions with
facts.
Practising to
defend ones
own viewpoint
on a particular
issues.

11

INTEGRATION
All other subject
areas.

TOPIC
Describing

KNOWLEDGE
Use correct
English and
appropriate
vocabulary to
describe a scene,
picture or event.

OBJECTIVE
SKILLS
Giving a vivid
description of
scenes or events
so as to appeal to
the senses of the
listeners.

CONTENT

ATTITUDE
Show
willingness to
listen to others
as they give
describing
scenes.

Picture
study
Field trips
Class
discussion

METHOD/
EVALUATION
STRATEGIES
Discussing
- Describe the
scenes depicted
scene of an
in pictures.
accident you
witnessed.
Making field
- Choose a
trips and
picture and
describing
give a clear
scenes.
description
of it.
Listening as
others describes
pictures, events
and scenes.
Asking
questions after
listening to
presentations.

12

INTEGRATION
All other subject
areas.

TOPIC
Reciting

KNOWLEDGE
Recite favourite
stanzas of poetry
from memory.

OBJECTIVE
SKILLS
Practising
correct
pronunciation,
enunciation and
intonation when
reciting poems.

CONTENT

ATTITUDE
Appreciate
poetry and
prose.

Develop self
confidence
when reciting
poems.

Making oral

Present oral

Reporting

Show

13

Favourite
stanzas of
poetry.
Poems of
teachers
choice
Poems
composed
by pupils
Dramatic
poetry.

Field trips

METHOD/
EVALUATION
STRATEGIES
Reciting poems Compose a poem
individually.
and recite it from
memory.
Participating in
choral
speaking.
Reciting
dramatic poetry.

INTEGRATION
Science
Poems on various
topics e.g. plants,
astronomy etc.
Social Studies
Poems on social
issues.

Discussing the
mood of the
poems.

Field trips to

Give an oral

Science

TOPIC
reports

KNOWLEDGE
reports on books
read, a trip or a
project.

OBJECTIVE
SKILLS
accurately using
correct English.
Speaking at an
acceptable rate
so that those
listening can
follow the report
that is being
presented.

CONTENT

ATTITUDE
willingness to
report and
project that was
done
individually.

Group
work on
class
projects in
different
subject
areas
A variety
of books
fact and
fiction.

METHOD/
EVALUATION
STRATEGIES
places of
report on:
interest.
- a trip to a
place of
Compiling
interest
book reports.
- an
experiment
Presenting oral
that was
reports on
done in the
books read and
Science
trips taken.
class.

INTEGRATION
Reports on
experiments and
nature walks.
Social Studies
Reports on field
trips and projects.
Mathematics
Reports on
projects.

Working on
group and
individual
projects.
Compiling and
presenting
reports.
Listening
attentively and
asking
questions based
on reports
given.
Discussing

Participate in

Using

Show

Discussions

14

Participating in

Participate

Science

TOPIC

OBJECTIVE
KNOWLEDGE
SKILLS
discussions on
appropriate
topics of interest
language
for development of structures
oral expression.
fluently when
discussing topics
of interest.
Practising turn
taking when
participating in
discussions.

METHOD/
EVALUATION
STRATEGIES
based on
small and large actively in a
topics of
group
discussion on
interest e.g.
discussions.
any topic of
- drug abuse
interest.
Asking
Other topics
questions based
of pupils and on what was
teachers
discussed.
choice.
Answering
questions using
correct
language
structures.
CONTENT

ATTITUDE
willingness to
participate in
discussions.
Respect the
views put
forward by
others.

Explaining the
methods
involved in
group
discussion e.g.
appointing a
leader,
identifying task
Brainstorming.

Giving reports

15

INTEGRATION
Discussing results
of experiments.
Social studies
Discussing
reports on field
trips
- Discussing
current affairs
subject areas.
- Discussions
on various
concept.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

METHOD/
STRATEGIES
based on group
discussions.

EVALUATION

INTEGRATION

Speak to a group
of pupils on a
given topic.

All subject areas.

Discussing
plans for class
activities e.g.
market day.
Delivering
Speeches.

Deliver prepared
speeches to
different
audiences.

Speaking clearly
and distinctly on
a given topic.

Deliver a
speech with
confidence.

Using language
appropriately
when delivering
a speech.

Develop
positive selfesteem.

Prepared
speeches on
different
topics. E.g.
Topics based
on How to
do things
- How to
prepare
fish for
frying.
- How to
make a
kite.
- How to
play a
favourite
game.
- Welcome
and thank

16

Preparing and
delivering short
speeches.
Recording
speeches.
Listening to the
recordings.
Making
constructive
criticisms ;
identifying
good and bad
points in the
different
speeches.

TOPIC

Debating

KNOWLEDGE
Participate in
debates on various
issues.

OBJECTIVE
SKILLS
Expressing
points with
clarity for the
benefit of the
audience.

CONTENT

ATTITUDE

you
speeches.
Topics of
interest e.g.
(1) Should
School
Uniforms
be
abolished?
(2) Should the
School
Governme
nt be
responsible for
formulating
School
Rules?
Other
controversial
issues related
to other
subject areas.

Respect the
viewpoints
expressed by
others.
Show
willingness to
accept the
decision of the
judges.

METHOD/
STRATEGIES
Discussing
topics in
groups.
Preparing
speeches for
debates.
Discussing
research skills
needed for
gathering
information.
Participating in
class debates.

LANGUAGE ARTS CURRICULUM GUIDE

17

EVALUATION

INTEGRATION

Prepare a short
speech for the
purpose of a
debate.

All other subject

areas.

LEVEL5
READING
TOPIC
WORD
ATTACK
SKILLS
Contest
Clues

KNOWLEDGE
Can identify and
use many clues
when reading to
identify unknown
words.

OBJECTIVE
SKILLS
Recognising and
unknown words
by using context
clues.
Inferring the
meaning of
unknown words
from the context.
Identifying
similes in
selections.
Identifying the
contracted forms
of words.
Identifying the
correct.

CONTENT

ATTITUDE
Apply clues to
assist in
understanding
unknown
words.

Sight Words.
1. Words
affecting
daily
activities
e.g. wash,
Derive pleasure
write.
in sharing
2. Words
words with their
naming
peers.
frequent
interaction
e.g. car,
please.
3. Certain
signs e.g.
exit, stop.
4. Own
names
contractio
ns for
whole
words e.g.
I have Ive,
Was not

18

METHOD/
EVALUATION
STRATEGIES
Using words in Read the
sentences.
sentences with
new words e.g.
Reading words May is a student
daily from the
who is interested
Word Wall.
in intellectual
enquiry as well
Repeating the
as research.
correct
pronunciation
after the
teacher.
Defining words
as they appear
in context.
Using a word
that is similar to
the new word.
Using similies
to provide
information
about the word.

INTEGRATION
All content areas.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

METHOD/
STRATEGIES

EVALUATION

INTEGRATION

Read a selection.

All content areas.

Wasnt.
Less
frequently
used words
borrowed
from other
languages
(e.g.) bureau,
mosquito,
khaki, acrobat,
vodka.

Structural
Analysis
Root words

Know that the

principal part of a
word determine its
meaning and apply
this knowledge in
reading.

Identifying root
words in words
with affixes.

Making
sentences with
the words to
bring out
meanings.
Using cloze
exercises and
filling in the
deleted words.
Playing word
games to reinforce
learning.
Underlining
root words in
words.

Games: Word
Puzzle, Bingo,
Word Spiders.
Root words
are sometimes
called stem or
base words. A
root word can Giving the
stand alone
meaning of the
(e.g.) sleep,
words.
cover.
Discussing the
meaning of the
words using the
dictionary to
find meaning.

Derive
satisfaction
when root
words can be
identified.

19

Underline the
root words in the
first two
sentences.
Circle the root
words in
unknown words.

TOPIC
Affixes

KNOWLEDGE
Be aware the
affixes are
constantly added
to words in the
English Language.

OBJECTIVE
SKILLS
ATTITUDE
Give meanings
Use affixes
of words with
regularly is
prefixes/suffixes. speech and
writing.

CONTENT
Affixes are
word
beginnings
and endings.
When added
to words they
change the
meanings.
Prefix added
before a root
word. It
changes its
meaning (e.g.)
Unlike,
uncover.

METHOD/
STRATEGIES
Reviewing
prefixes and
suffixes that are
known.
Building new
words by
adding affixes.
Giving the
meanings of the
root words and
the affixes.

Writing the
meanings of the
new words in
Suffix added their word
behind the
books.
root word. It
modifies its
meaning (e.g.)
harder, rainy.
Prefixes:- re -,
dis -, co -,
inter -, im -, ir
-, il -, mis -.
Suffixes:- - er,

20

EVALUATION

INTEGRATION

Use affixes to
build words to
complete
sentences.

All content areas.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

METHOD/
STRATEGIES

EVALUATION

INTEGRATION

Change
sentences to the
plural form.

All other content

areas.

- oi, - ist, - an,

- ian, - ese.

Inflectional
Endings

Know that when

inflectional
endings are added
to words their
forms are changed.

Recognise base
words in words
with inflectional
endings.
Identifying
correct usage of
singular/plural
possessive
nouns.
Identifying and
using correctly
plural forms of
nouns.

Some new
affixes are: thon,
walkathon,
telthon
- orama,
panorama,
cinerama.
Use the various Inflection
inflectional
endings when
ending correctly added to
in speech and
base/root
writing.
words would
change their
form
- Plurals
- Tense in
verbs
- Comparing
adjectives
- Words to
form
adverbs.

Using the correct

comparative

Plural form of

21

Reviewing
inflectional
ending and root
words.
Adding endings
to words.
Building word
lists and adding
words to
Personal
dictionary.
Forming the
comparative
forms of
adjectives.

Give the
comparative
form of the
adjectives in
sentences.
Draw a line
under the
endings of the
adverbs in given
sentences.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS
forms of
adjectives.

CONTENT

ATTITUDE

nouns ending
in s, - es.
Tense in verbs
ed, ing.
Adding
endings to
adjectives
er, est.

Syllables

As aware that
syllabication
techniques help
reader break words
into smaller units,
then pronounce
and blends these
into words.

Using the
principles of
syllabication to
decode unknown
words.

Adding
endings to
adverbs ly.
A syllable is
the basic unit
of
pronunciation.

Apply the
appropriate
principles of
syllabication
when faced
with unknown
words in
reading and
spelling.

Every syllable
must have one
vowel sound.
Words can be
divided into
syllables
following
basic rules
(e.g. A single

22

METHOD/
STRATEGIES

EVALUATION

Building
sentences with
new words.
Playing card
games.

Dividing words
into syllables.
Following rules
for
syllabication.
Clapping out
the syllables.
Practising to
read sentences
above their
reading ability.

Read a
paragraph
selected by the
teacher.

INTEGRATION

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

METHOD/
STRATEGIES

EVALUATION

vowel may be
a syllable
(e.g.) i/vy
a/bout.
Phonic
Analysis

Know that
consonant and
vowels sound
represent and
provided clues to
the pronunciation
of words.

Giving the
sounds of letters
and clusters in
words in an
effort at making
good
pronunciation.

Practice the
method of
sounding out
the letters when
decoding
words.

Consonants
are indicated
in the initial,
medical and
final position.
The letters a,
e, i, o and u
are the most
common
vowel sounds.
We use five
vowel sounds
in English.

Sounding out
the consonants,
blends.
Identifying the
long and short
vowel sounds
in words in
words.

Practising the
use of the
vowel
principles using
the
In
pronunciation
combination
guide in a
with the vowel dictionary.
letters stand
for a
Building words
short/long
using the
vowel sound.
- beginning
sound
In a dictionary - medial

23

Write three
words to show
1. The short
vowel sound
e
2. The long
vowel sound
a.
Write five pairs
of words with
each pair having
the same
beginning or end
sound.
Make sentences
to bring out
different
meaning for the
words
- object
- rebel

INTEGRATION

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

is a
pronunciation
guide and
diacritical
marking of
vowels.
Two-vowel
sound of Y
e.g. baby, fly.
Different
letters may
represent the
same sound
e.g. f as in
fish, ph as in
photograph,
gh as in tough
syllables in
some words
are usually
accented e.g.
window,
careless,
linen and
carrot.
Word function

24

METHOD/
STRATEGIES
sound
- ending
sound
Preparing and
keeping a word
dictionary.
Practise
sounding out of
words with
accents.
Using words in
sentences to
bring out the
meanings.
Recording
completed
sentences.
Sharing
sentences with
peers.

EVALUATION

INTEGRATION

TOPIC

Oral
Reading
Comprehension

KNOWLEDGE

Develop the ability

to read fluently
with good choice
projection, control
and expression.

OBJECTIVE
SKILLS

Using the eye

voice span
effectively to
identify word in
reading
selections.

CONTENT

ATTITUDE

and meaning
can affect
syllable
division and
accent e.g.
object,
object, rebel,
rebel.
Basel Readers
Comprehension selections
identified by
the teacher.

Show
willingness to
read aloud
silently when
requested to do
so.

Vocabulary
based on
reading
selections.
Newspapers
Nationals
selected by
pupils/parents.

Develop the

Using correct

Gain a sense of

Familiar

25

METHOD/
STRATEGIES

EVALUATION

Reading
silently these
orally.

Complete a cloze All Content Areas

passage based on
a selection read.

Listening to the
teacher as
he/she reads.

Read a selected
passage to the
class.

INTEGRATION

Phrase reading
Repeated
reading
Reading to the
class
Reading before
an audience
Taking turns to
read.

Using a tape

Listen to a

Social Studies

TOPIC

KNOWLEDGE
capacity to read
aloud with good
phrasing and
expression.

OBJECTIVE
SKILLS
intonation and
phrasing to
convey the
meaning of text
to the listener.

CONTENT

ATTITUDE
personal
enrichment
when sharing
ones own work.

stories/poems.
Pupils own
work/book
about
particular
experiences
e.g. My story
My Favourite
Poems
Read from the
Authors
Chair.

Develop a
disciplined
approach to
reading.

Can understand
and react to the
materials read.

Gaining the
ability to read
aloud with good
breadth control.
Reading to an
audience.

METHOD/
EVALUATION INTEGRATION
STRATEGIES
recorder to
recorded piece of Drama
record oral
reading and
reading.
make the
necessary
Listening to
corrections.
ones own
reading in order Read a story at
to improve
general
same.
assembly.

Using the
Authers Chair
to read a poem
a student
Government
meeting or
Parents
meetings.
Basal readers
Using the Oral
supplementary Reading Chair
materials
Practising
stories
repeated
(narratives
reading.
and dialogues)
Listening to
Prepared
recorded
speeches as
stories,
for student
speeches
Government
prepared by

Show
enjoyment and
understanding
as materials is
read.
Develop self
confidence.

26

Prepare and
Read a report
(sanitation) to
your class.

All Content
Areas.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE
-

Strategies
for
Independent
Reading

Realise that certain

strategies are used
by the reader
during oral
reading.

Developing
strategies to use
during
independent
reading.
Using good
volume, pitch
and clear
enunciation
when reading to
others.

debates
reports
welcomes
and
appreciation
A wide range
of materials
and media
- newspapers,
magazines
, poems
speeches,
songs,
mysteries
e.g.
Books by
Enid
Blyton
Resource
texts from
content
areas (e.g.)
Easy Path
Series
Fiction
non-fiction
books.

Use simple fixup strategies to

help themselves
when they do
not understand
what they are
reading.
Frequently self
corrects when
text does not
make sense.
Develop a
positive attitude
to reading and
writing.

27

METHOD/
STRATEGIES
self/peers.

EVALUATION

INTEGRATION

Read a
book/story to
children at
Levels 2, 3 and
4.

All other Content

Areas.

Reading to
others.
Listening to
teacher as
he/she relates
how he/she
reads a
selection.
Talking about
their
experiences
when reading.
Practising
Think Aloud
using Fix Up
strategies to
read an
unfamiliar
selection.
Reading
selected
books/materials

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

FIX UP
STRATEGIES
1.
Stop and
read
more
slowly.
2.
Go back
to the
beginnin
g of a
sentence/
pooragraph
and reread.
3.
Continue
to read
4.
Reread
confusing parts.
5.
Skip
confusing
words or
sections.
6.

28

Look at

METHOD/
STRATEGIES
to children at a
lower level.
Keeping a
record of books
read to others.
Producing class
books based on
current needs
and experience.
Reading own
books to others.

EVALUATION

INTEGRATION

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

METHOD/
STRATEGIES

EVALUATION

INTEGRATION

Do a class
presentation for
(a) Parents
Open Day.
(b) A special
Occasion at
your
school.
(c) Make a
Story Map.

Social Studies

illustrations.
Books I have
read to others
D Auth Title Illus

Will be able to
interpret a
selection to others.

Reading with
expression and
correct
pronunciation
Can understand
when being
and discuss themes someone else
how characters
during the
feel, their motives reading.
and the endings
order to make a
Recognising the
personal response elements of a
to them.
story.

Show great
delight when
reading about
various
characters.

Skits based on
current
happenings.
Role play
situations
from text and
other
materials
Plays (e.g.)
Three Little
Pigs.

Develop
simplicity and
clarity of
speech.
Be prepared to
think about the
accuracy of
their own

Dramatisation

29

Phase reading
and chunking.
Reading of
plays/poems to
an audience.
Discussing the
various
characters and
their role in a
selection.
Asking and
answering

Science
- A great
scientist.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE
reading and to
check for errors
that can change
meanings.

of stories
(e.g.) Alice in
wonderland
Uncle Remus
stories
The Jungle
Book
Poems (e.g.)
Counter pane
Dirty Jim
Elements of a
story
- Setting,
problem,
goal,
events
resolution.

METHOD/
STRATEGIES
questions based
on selection.
Practising to
use timing in
speeches and
presentations.
Reading a
narrative using
characters
conversations,
behaviours to
help them to
understand.
Asking
questions as
they read.

Any Narrative
text.

LANGUAGE ARTS CURRICULUM GUIDE

30

EVALUATION

INTEGRATION

LEVEL5
COMPREHENSION
TOPIC
FOLLOWING
INSTRUCTIONS

KNOWLEDGE
Understand how to
perform a task.

OBJECTIVE
SKILLS
Following
instructions to
perform a task.

Understand the
importance of
instructions.

CONTENT

ATTITUDE
Be aware that
following
instructions for
a task helps in
its execution.

What is a
task?
What are
instructions?

Look for
instruction
before using an
item.

Messages
Instructions
Activities in
text books
Notices
Games e.g.
Ludo,
Battleship and
their
instructions.

METHOD/
EVALUATION
STRATEGIES
Following oral Read and
and written
respond
instructions.
positively to
instruction
Reading a
given.
message and
relaying it to
someone.

INTEGRATION
Science
Using instructions
to perform on
experiment.

Reading and
following
directions in
text or other
relevant
materials e.g.
recipe.

Directions on
medicine
bottles/boxes,
etc.
RECALLING

Recall facts and

Remembering

Recognise that

Stories plot

31

Identifying plot

Read a passage

Science

TOPIC
FACTS

KNOWLEDGE
present them in
sequence.

OBJECTIVE
SKILLS
facts in correct
sequence.

CONTENT

ATTITUDE
sequence is
often important.

and setting
Newspaper
articles.
Magazines
story
clippings
News items
School
incident

METHOD/
EVALUATION
STRATEGIES
and setting in a and retell story
story,
in sequence.
newspaper
article or
magazine
clipping.

INTEGRATION
Steps for an
experiments.

Reading and
noting character
in the stories.
Dramatising
parts of stories.
Answering
questions based
on stories.
Making
summaries of
stories heard or
read.

FOLLOWING

Find out what the

Following

Places of

32

Learning to

Answer

Social Studies

TOPIC
DIRECTIONS

KNOWLEDGE
cardinal prints are.

OBJECTIVE
SKILLS
directions on a
map.

CONTENT

ATTITUDE

interest such
as a school,
post office,
market, bank
or church on a
map of a
community of
Georgetown
or map of
Guyana.

METHOD/
EVALUATION
STRATEGIES
read a map.
questions based
on a map e.g.
Identify places 1.
How far is
on a map.
A from B?
2.
How many
Tracing routes
routes can
from one place
one use to
to another.
get from
point B to
Following
point D?
written and oral
direction.

INTEGRATION
Map work

Finding
directions
between/among
places using the
cardinal points.

MAIN IDEA

Identify the main

Selecting main

Look out for

Stories

33

Reading stories

Read story, then

Science

TOPIC
AND
DETAILS IN
SEQUENCE

KNOWLEDGE
ideas and details
and present these
in sequence.

OBJECTIVE
SKILLS
idea out of many
ideas.

CONTENT

ATTITUDE
main ideas in
stories, poems,
songs and
speeches.

Passages
Story poems
e.g. Mr. Tom
Narrow.
Very brief
stories,
passages,
paragraphs.

SEQUENCE
OF EVENTS

Identify sequents
of events.

Putting events
etc. in sequence
of occurrence.

Be aware of
order even in
stories.

Stories e.g.
Reports e.g.
an accident
an outing or
visit.

METHOD/
STRATEGIES
Identifying
main ideas and
supporting
details.

INTEGRATION

list the
1.
main idea
2.
supporting
detail (in
sequence).

Getting relevant
information from
passage about
science concepts.
Social Studies
Getting relevant
information from
texts.

Sequencing
details to
support main
idea.
Finding titles
for brief
stories/passages
/paragraphs.
Reading/listeni
ng to others.
Reading
paragraph or
passage.
Identifying the
sequence of
events when
sequence is not
stated.
Rearranging

34

EVALUATION

Report in
sequence an
activity that you
have done.

Science
Report writing
Social Studies
Historical events
reports on tours,
visits.

TOPIC

CLASSIFYING IDEAS

KNOWLEDGE

Define and explain

theme, mood and
feelings as they
relate to stories.

OBJECTIVE
SKILLS

Classifying ideas
of theme, mood
and feeling.

CONTENT

ATTITUDE

Put ideas in
order.

METHOD/
STRATEGIES
jumbled
sentences to
make a story.

Listening
to/reading a
story.

EVALUATION

INTEGRATION

Identify the
theme and mood
from story.

Music
Identifying theme
mood of songs.

Complete a story

Mathematics

Noting the
way the
characters
behave stories.
Dramatising
parts of a
story to bring
out mood and
feelings.
Discussing
theme that
runs through
story.

PREDICTING

Discuss how

Predicting

Make sound

Stories

35

Reading and

TOPIC
OUTCOMES

KNOWLEDGE
outcomes are
usually predicated.

OBJECTIVE
SKILLS
outcomes from
stories, etc.

CONTENT

ATTITUDE
judgments
based on
information
available.

Paragraphs
Cartoons
Dialogues
Plays.

METHOD/
EVALUATION
STRATEGIES
discussing
beginning with
stories read.
e.g.
She was too tired
Anticipating,
to do anything
predicting and
else.
ensuring events
and outcomes.
Generalizing
from given
information.
Giving an
ending to a
story oral,
written or by
illustration e.g.
--- and that is
why I will
never disobey
my mother
again!

MAKING

Understand the

Responding to

Being prepared

Books of

36

Looking in a

INTEGRATION
Interpretation of
graphs.
Science
Graphs rainfall.

TOPIC
INDGEMENTS

INTER-

KNOWLEDGE
character and plot
of a story in order
to make
judgements about
characters
motives,

Can interpret and

OBJECTIVE
SKILLS
the characters
and ideas in a
story/poem.

ATTITUDE
to use clues to
reach
conclusions.

Comparing and

Demonstrate

METHOD/
STRATEGIES
pupils choice text for clues
and ability and about
interest taken
characters and
from the
action.
library.
The classes
Referring to
e.g.)
relevant
1. The
passages/
Secret
episodes to
Garden
support
2. Railway
opinions.
children
Poems (e.g.)
1. A Childs
Garden of
Verses.
2. Bite In
BKI
CONTENT

Periodicals

37

Predicting what

EVALUATION

INTEGRATION

TOPIC
PRETING

KNOWLEDGE
demonstrate
understanding of
literature
selections through
various responses.

OBJECTIVE
SKILLS
contrasting
selections.

CONTENT

ATTITUDE
increasing
interest in and
comprehension
of a variety of
literature.

suitable to the
age and level
of pupils;
posters,
reports
newspaper
articles.
Characters
good/bad
wise/foolish
happy/sad.

VOCABU-

Can discuss text in

Participating in

Be creative and

Words and

38

METHOD/
STRATEGIES
may happen in
the text.
Distinguishing
between
fact/opinion.
Giving a new
end/beginning
to a story.
Changing
character roles
in the story.

Taking active

EVALUATION

INTEGRATION

TOPIC
LARY

KNOWLEDGE
order to bring out
the ways in which
choice of words
affects the
impression given
by the text.

OBJECTIVE
SKILLS
all reading
activities.

CONTENT

ATTITUDE
imaginative in
their reading
and writing.

phrases that
create sensory
images.
Fantasy and
Science
fiction Myths
a Legends
(e.g.)
Amerindian
stories
Fairytales,
Tables, Folk
Tales.

METHOD/
STRATEGIES
roles in story
telling sessions.
Listening to
readings.
Preparing and
reading a
selection of
poems using
good voice
modulation.

Looking at how
Advertisement words are used.
s; jokes,
songs, riddles. Discussing the
text.
Word Games
The use of
Reciting poems
nonsense
from memory.
words and
Writing own
deliborate
stories/poems.
misspelling in
poems and
Being a part of
advertisement. the dramatic
activity on
Parents Day
open/
Activity Open Parents Day.

39

EVALUATION

INTEGRATION

TOPIC
FUNCTIONAL
READING

KNOWLEDGE
Understand many
different kinds of
print may be found
in the environment
and learn to use
them
appropriately.
Develop the
powers of
discrimination and
perseverance after
using text of
increasing
difficulty.

OBJECTIVE
SKILLS
Using a range of
information texts
in a variety of
media.
Adapting the
speed and
closeness of their
reading for
specific
purposes.

CONTENT

ATTITUDE

METHOD/
STRATEGIES

Daily Activity.
Text books
Getting the gist
Instructions
of a passage.
and materials.
Making a
Brochures
summary
(e.g.) travel
selecting books
Forms
and materials
contracts,
for a variety of
bank.
purposes.

Becomes
confident and
efficient in
using and
interpreting a
wide range of
materials.

Information
leaflets.

Skimming and
scanning
materials for
appropriate
purpose.

The Stighway
Code.
Publicity
materials
(e.g.) dances,
plays tourist
resorts
Newspapers,
magazines,
cartoons
Radio and
television
programmes.
Dictionaries

40

Reading and
interpreting
materials found
in the
environment.
Writing and
sharing
brochures.
Daily reading
of the
newspaper.
Finding facts.
Discussing
current

EVALUATION

INTEGRATION

Complete
selected Forms
- Personal
Data

Social Studies
Science
Art & Craft

Make a carbon to
highlight Student
Government in
your school.
Prepare Exit and
Entrance sign for
the classroom.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

Thesauruses
Encylopaedias
At lases
Receipts and
bills key
words in the
environment
(e.g.) Exit,
entrance,
danger keep
off.
Labels
- on bottles
- on packets
- on cans

METHOD/
STRATEGIES
happenings
taken from
radio/television
broadcasts.

EVALUATION

Making full use

of resource
materials Role
playing using
bills and
receipts.
-

Playing
shop
Going to
the Cinema/
Cultural
Centre

Reading labels
and identifying
key words.

RECREATIONAL

Develop their own

personal taste for

Selecting books
for their own

Show great
interact in

Travel books,
Trade books,

41

Reading in their After reading a

own time in the book give a

INTEGRATION

TOPIC
READING/
LITERATURE

KNOWLEDGE
reading in order to
become more
independent and
reflective.
Can understand
that a simple
record is a good
way to keep track
of books read.

OBJECTIVE
SKILLS
reading and for
use in their
work.
Identifying the
different forms
of literature.

CONTENT

ATTITUDE
reading a
variety of
genres.

Diaries,
Letters, short
stories,
novels, poetry
and plays.

Appreciate
literature in all
forms.

Literature
from other
Keeping a record Derive
lands
of their own
satisfaction with - Narrative
reading and
their ability to
and
comments.
keep a reading
Dialogues
record.
stories
(e.g.),
Water
Babies,
Benhur,
Heidie.
Reading Log.
D D A I B/T

METHOD/
EVALUATION
STRATEGIES
class/ school
reason why you
library.
like/dislike it.
Reading aloud
to the
class/teacher
the book now
reading.
Reading more
than one
version of a
story.
Commenting
during
discussion and
writing on the
books they
have read.
Keeping and
sharing record
of books read.

BOOOK
CARE

Realise that books

should be handed

Demonstrating
the proper care

Shows a sense
of pride when

Care of books
and other

42

Replacing
books on the

List the books

you have read
during your
vacation share it
with the class.

INTEGRATION

KNOWLEDGE
with care.

OBJECTIVE
SKILLS
of books.

LIBRARY
SKILLS.

Understand that
books in a library
are arrange in a
special order.

Identifying the
various groups
of books in a
library.

Finds pleasure
when using the
library.

SKILLS.

Understand how to
used the catalog

Listing the
catalog correctly

Show a sense of
intend when
using a catalog.

REFERENCE
BOOKS

How to access
information from
library materials

Finding
information by
making full use
of the library
facilities.

Use the library

as a resource
center.

TOPIC

CONTENT

ATTITUDE
handling books.

library
materials
- furniture
- book
marks
- catalog
cards.
Alphabetical
order books
arrangement
fiction | non
fiction books.
Agriculture
books science
books
literature.
Catalog cards
- Tile cards
- Author
cards.
-

Catalog
cards
The part of a
book e.g cover
title page,
table of
contents
current

43

METHOD/
STRATEGIES
library shelf.
Listing ideas
for caring
books.

Locating and
reading labels
to note the
arrangements of
books
Reading books
in groups
classifying
books.
Using catalog
cards to locate
books reading
subject cards.
Locating
information by
making full use
of the materials
using the table
of contents.
Skimming and
scanning for

EVALUATION

INTEGRATION

Use the catalog

cards to find out
about
1 Libraries
2 Hurricane
Use the table to
Contents to find
certain
information in a
selected text.

Art and craft

making catalog
cards all content
area.
All Content Areas
- Social Studies
- Science

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

literature (eg)
the newspaper.
Magazine
Crafts, globes
Dictionary.
REFERENCE
BOOKS

Realise that the

dictionary
encyclopedia,
thesaurus give
information on
varying
subject/topics.

Using the
reference section
of the library
with ease.

Develop
confidence in
using reference
books show a
desire to seek
information.

Encyclopedias
are arranged
in volumes.
They are
found in the
reference
section of the
library.
Encyclopedias
are arranged
in volumes.
Encyclopedia,
dictionaries
and the
thesaurus are
written in
alphabetical
order.

44

METHOD/
STRATEGIES
information.

EVALUATION

INTEGRATION

Examining a set Find a particular

of
subject in the
encyclopedias. encyclopedia and
read about it.
Noting the
different
Make a poster to
volumes and
display the facts.
their subject
areas.

All Content Areas

Looking at the
alphabetical
arrangement of
the reference
books.
Using the
key/guide
words in the
encyclopedia
thesaurus and
dictionary.

Social Studies
- Biographies
Science
- Inventions

TOPIC

HANDWRITING

KNOWLEDGE

Develop wellformed letters,

consistent slant,
and proper spacing
of letters and
words for personal
communication.

OBJECTIVE
SKILLS

Producing
correct formation
of letters in print
and cursive for
written
assignments.
Writing print
script and
cursive with
apparent ease.
Recognising
errors in letter
formation.

CONTENT

ATTITUDE

Enjoy a sense of
achievement
when good
presentations
are completed
in handwriting
show
willingness to
accept drill and
repetition.

Print script
and cursive
writing simple
drills.
Preparation of
headings
name, subject,
date, class
margins.
Good writing
posture.

Appreciate
good, legible
handwriting in
both print script
and cursive
show evidence
of keeping
menuscript tool.

METHOD/
EVALUATION
STRATEGIES
Noting the
differences of
these three
reference
books.
Exercising the
Use print/script
arms in ovals
to prepare a
and push ups.
simple poster for
your school.
Writing letters,
words,
Write your
sentences and
address in script.
paragraphs
according to the Label a diagram
specific
in script.
structures.
Write a given
Practising good paragraph in
spacing of
cursive.
letters/words.

Print script
and Block
letters
Alphabet chart Writing on
upper and
stationery.
lower case
letters.
Writing in both
print script and
Show
Use of capital cursive at a
willingness to
letters
required
correct incorrect - in a
rate/speed.

45

INTEGRATION

Physical
Education
- Push ups
- Arm and hand
exercises
- Warm up
exercises
Write sentences/
paragraphs in
script/cursive
- Mathematics
- Science
- Social Studies

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE
formation of
letters.

sentence
titles
proper
names of
persons,
countries,
places,
holidays
etc.

Correct
labeling in
classroom,
and other
content areas.
In
class/achieve
competitions.

NEWS
RECOUNTS

Recount an event
in a sequence
format.

Reducing well
sequenced
accounts.

Enjoy sharing
their experience
With others.

News writing
Diary
writing

46

METHOD/
STRATEGIES

EVALUATION

INTEGRATION

Write a story
about an
interesting

Writing about
experience had
relating.

Creating own
writing style.
Displaying
good
handwriting.
Taking active
role in writing
competitions.
Using the
dictionary to
verify the
correct spelling
of words.

Developing a
simple plan to
recount an

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

Chart who?
when? where?
why? what?
Feelings

COMPOSITION
NARRATIVE

Produce writing
that communities
information or
create meaning
through words and
is original in
nature.

Creating and
relating stories
dialogues and
incidents in
imaginative.

Derive pleasure
when others are
entertained by
presentations.

A narrative
tells an
imaginative
are written in
different
forms.
- Folktales,
myths,
fairytales,
fables,
legends,
science
fiction,
picture
story
books.
Poems
Sinking words
to do with

47

METHOD/
EVALUATION
STRATEGIES
event.
experience that
you have had.
Using
plan/chart to
write new,
stories.
Creating
personal news
plan.
Making a story
outline.
Drawing events
in a story.
Listing the
main events in
a story.
Rewriting a
story in a
different form.
Completing a
story.
Arranging
picture events
in correct

Write a story
based on a series
of pictures.
Write a short
dialogue
between two
characters.

INTEGRATION
-

Social Studies
Science

Social Studies
- History facts
- Social and
sensitive
issues
- Major
happening
Science
- The life in a
pond.
Report on an
experiment (step
by step)

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

time when,
after,
yesterday/
during.
Use of Past
Tense.
Complete a
story
beginning
with.
---------------------------------

METHOD/
STRATEGIES
sequence.

EVALUATION

INTEGRATION

Write a
story/poem
involving

Write creative
stories and poems
related to

Identifying
what is fact and
what is false.
Using similes
and metaphors
in story shared
reading in small
groups noting
new words.

Write a story
on The day in
the life of a
Pen.

CREATIVE
WRITING

Know the forms of

writing stories and
use them of create

Creating stories
and poems for
enjoyment.

New words
that could be
used instead
of others (e.g.)
said
nice
Story writing
Looking at how
- opening
stories are put
- developtogether.

Show
willingness to
learn how

48

TOPIC

KNOWLEDGE
those that express
ideas and feelings.

OBJECTIVE
SKILLS

CONTENT

ATTITUDE
creative writing
can be done.

ment
climax
closing

Exhibit to learn
how creative
writing can be
done.

Suggested
topics
- The dog
fight
Exhibit
- Last on the
willingness to
fair
try out or
ground
experiment with - Water
ideas.
Mama
Poetry
- cinquari
Use of similes
and metaphors
in stories and
poems.

DESCRIPTIVE
WRITING

Write descriptions
that are accurate
and interesting to

Writing
paragraphs using
clear vivid

Accept criticism Description of

and try to
people,
improve work
places,

49

METHOD/
STRATEGIES
Platting a story.
Discussing a
given story.

EVALUATION

INTEGRATION

specific
elements.

Write an
advertisement of
the student

Social Studies
Describe a
- Field Trip

Mathematics
Science
Social Studies

Writing a
beginning
paragraph for a
story.
Listening to
reading of
poetry.
Reading and
sharing them
with other.
Exchanging
each others
work for
correction.
Making
correction
Publishing
work.
Planning
paragraph.

TOPIC

KNOWLEDGE
read.

OBJECTIVE
SKILLS
language that
create sensory
images.

CONTENT

ATTITUDE
done.

things/objects.

Be observant.

METHOD/
STRATEGIES
Listing
adjectives that
could be used
to enhance the
topic.

Paragraph
writing
- one/two
paragraphs
on a topic. Discussing
topics orally in
Use of
small groups.
appropriate
descriptive
Using the
words.
thesaurus to
seek out new
Develop a
words.
good
vocabulary
Writing simple
(e.g.) Use
advertisements
other words
for the
instead of
school/class
NICE, WENT bulletin board.

Produce realistic
and lively pieces
of writing.

Picture study
Advertisements
Notices
Topics for
writing (e.g.)
Describe
- My

50

Using picture
clues to select
suitable
adjectives.

EVALUATION

INTEGRATION

Government
Open Day at
your school.

Describe your
favourite
character in a
story you have
just read.
Write a
description of
any object in the
Learning Corner
of your class.

Important
people/places
in the
community

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE
-

METHOD/
STRATEGIES

EVALUATION

INTEGRATION

Discussing the
topic/s in small
and large

Explain: Why
school rules
must be kept.

Science
How a rain guage
works.

classroom
My Best
Friend
The
Beggar at
the gate
My new
game

Poetry
- Writing/
characters
- Dorty Jim
Story
characters
(e.g.)
- Goldilocks
- Heidi

EXPLANATIONS

Recount personal
experiences in
sequence and

Identifying facts
in an
explanation.

Nurture a desire
to write the
truth/facts.

Explanations
have special
language

51

TOPIC

KNOWLEDGE
record them.

OBJECTIVE
SKILLS
Using
explanations to
give reasons for
certain
occurrences.

CONTENT

ATTITUDE

features
(e.g.)
1. Time
relationships
first, then,
following,
finally.
2. Because
and effect
if/then,
so, since
as a
conseque
nce.
3. Femelise
present
tense
are, turns,
happens.
4. Topics
(e.g.)
How a
kite
works

Develop self
confidence in
writing.

Combining
sentences
using words

52

METHOD/
STRATEGIES
groups.
Defining the
topic writing
definitions.
Role playing
Explaining the
topic orally in
the groups.
Group planning
Researching the
topic followed
by shared
reading.
Explaining/
telling the
group what was
read.

Discussing
diagrams and
writing

EVALUATION

INTEGRATION
Social Studies
How rain was
formed.

TOPIC

ARGUMENTS

KNOWLEDGE

Present convincing
arguments.

OBJECTIVE
SKILLS

METHOD/
STRATEGIES
that are related explanations.
to topic.
Writing as a
group.
CONTENT

ATTITUDE

Building a cast
Present facts
and present it
backed by
gathering
research.
suitable evidence
to support a
view.

Cases for/
against a
particular
view point
(e.g.)
- Student
government
- Are school
rules
necessary
- Do we
need class
monitors?
- Carporal
Punishment is
class must
be
abolished

53

Writing in
logical
sequence.
Researching a
topic.
Discussing in
small groups.
Changing ones
point of view.
Listening to
stories and
giving their
opinion.

EVALUATION

Participate in
debates.

INTEGRATION

TOPIC

LETTER
WRITING

KNOWLEDGE

List the parts of a

letter.
Use letters to
communicate
information and
personal thoughts.

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

Debates
Letters
Writing.
Writing letters
Demonstrate an Letter writing
and addressing
awareness for
to
envelopes
the mechanics
- Head
correctly.
of letter writing.
teacher
- P.T.A
Classifying the
- Newsdifferent kinds of
paper
letters.
- T.V station
Advertisements
- food, car
Conventions
associated
with the
different types
of letters
Friendly
letters
- letters of
invitation
- thank you
letters
- letters of
request

54

METHOD/
STRATEGIES

Reading letters
to the editor in
local
newspaper,
magazines.
Working in
groups to
organize ideas,
arguments
logically.
Reviewing the
main parts of a
letter.
Preparing a
chart showing
the parts.
Addressing an
envelope.
Discussing a
business letter.

EVALUATION

INTEGRATION

Write a letter to
you Headteacher
giving your
views why late
comers must not
clean the school
yard.

Art & Craft

Making and
Designing
envelopes.

Write a friendly
letter thanking
your uncle/aunt
for a gift you
received.

Social Studies
- Stamp
collection
- Making and
keeping a
class mail
box.
Science
Describe on
experiment you
have observed.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE
-

letters of
opinion

Business
letters
- complaint
- making
request
- seeking
information

METHOD/
STRATEGIES
Planning a
business letter.
Writing simple
business letters.
Role playing
The postman.

Use of a
variety of
verbs.
Use linking
words (e.g.)
therefore, so,
because of the
first reason.

LANGUAGE ARTS CURRICULUM GUIDE

LEVEL5

55

EVALUATION

INTEGRATION

GRAMMAR
TOPIC
The Simple
Sentence

OBJECTIVE
KNOWLEDGE
SKILLS
Express one idea
Constructing and
in simple
recognising the
sentences for clear, simple sentence
Well structured
that contains
and coherent
only one single
speech and writing finite verb and
in all subject areas. one single
subject.

METHOD/
STRATEGIES
The simple
- Differently
sentence
composed
impressed one
simple
main idea and
sentences
can be short.
see content
to be used
The short
for speaking
simple
listening
sentence with
and writing
one single
practice
subject and
work.
one single
- Teacher
verb.
constructed
(a)
tables/
(i) Dogs bark
charts.
(ii) The bell
- Completing
rings
thoughts
(iii) Are you
using
Simone?
simple
(iv) Is she
sentence
coming?
structure
(v) You run!
(see
content).
(vi) This is
- Completing
not sweet
in games
(vii)I am
where one
CONTENT

ATTITUDE
The willingness
to use the
simple sentence
type correctly.

56

EVALUATION

INTEGRATION

Label a picture,
drawing 3D
object using a
simple sentence
structure.

Listen to an
opinion, then add
yours using one
simple sentence.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

METHOD/
STRATEGIES
Sandra
begins a
sentence
and the
The sky is
other
dark.
completes it
She
to the
became a
desired or
nurse.
directed
He
effect.
seems
- Cards with
brilliant.
sample of
simple
sentences
Her sister
used in
lent her
everyday
twenty
transactions
dollars
both in and
The
out of
mother
school.
give the
- Stories,
beggar
poems,
some
skits.
clothes.
- Pictures and
stories or
pictures
with stories
to be
Did
compared,
her sister
discussed,

CONTENT

ATTITUDE

(b)
(i)
(ii)
(iii)

(c)
(i)

(ii)

(iii)

57

EVALUATION

INTEGRATION

ATTITUDE
CONTENT

lend her
twenty
dollars?
(iv)
Are
you going
to the
dance?
(v)
Where
is that
double
talk
brother of
yours!

(d)
(i) The scrap
dealer
piled the
mound
high.
(ii)
The
captain
made me
first base.

58
THE SUBJECT PART
THE VERB PART
She Donkeys, The bottle sherlon became a pilot
The dry cleaner
rang the bell, sing, fills
The teacher Sandra (you)
bray, out of feed, give
Johnson
some tests, came
Yesterday, come here

KNOWLEDGE
OBJECTIVE
SKILLS

Forming complete simple sentence which can be short or long by matching items in the columns

TOPIC

THE MODIFYING PHRASES PART

with some friends at the club
quite easily
everyday, at once, in a drunken state
at recess
at the end of term

METHOD/
STRATEGIES
written
about, etc.
and
stimulate
simple
thought
patterns.
- Tables and
charts to
compose
simple
sentence
and
generating
as much as
possible.
EVALUATION
INTEGRATION

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

Recognising and
constructing the
longer simple

CONTENT

ATTITUDE

The willingness
to use the
longer simple

The single
subject and
verb simple

59

METHOD/
STRATEGIES

Filling in
blanks in
sentences

EVALUATION

INTEGRATION

Read a given
action paragraph
or passage, then

Pick out simple

sentences from
Science or Social

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS
sentence that
contains one
single subject
and one single
verb.

CONTENT

ATTITUDE
sentence type
correctly.

sentence can
be long.
The simple
sentence can
contain a
member of
modifying
phrases

METHOD/
EVALUATION
STRATEGIES
1. ____ and
identify the
____
simple
stole the
sentences.
sapadillas.
Put them into
2. Jean ___ and columns to
___ broom
distinguish their
handles.
structures.
3. ___ and ___
and ___
monkey apples
in the market.

(a) Simon, the

dealers
son, stole
a bunch of
grapes
from the
market.
(b) Let me see
you before
six oclock
this
afternoon, John!

(c) Study well

for the
Golden

60

Searching
presented
tents for
simple
sentence
that contain
compound.
Constructing simple
sentences
that contain
compound
verbs.
Underling
compound

Put out three

sentences and
tell what they
say.

INTEGRATION
Studies texts and
explain what they
say.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

Cup award
for
children
between
the eyes of
6-10.
(d) Is it the
big black
owl in the
tree
making
such a
racket?

METHOD/
STRATEGIES
verbs.
- Composing
lyrics that
contain only
one verb
and one
subject
either or
both of
which may
be
compound.
- Texts from
across the
curriculum
that contain
simple
sentence
structures.
- Sentence
strips upon
which to
white.
1.

The Negative A simple sentence

Simple
that is negative

Being able to
construct the

The willingness
to add the

61

EVALUATION

INTEGRATION

TOPIC
Sentence

KNOWLEDGE
carries a negative
adverbs.

OBJECTIVE
SKILLS
negative simple
sentence with a
comma used
after no.
Being able to
change the form
of a negative
thought.

CONTENT

ATTITUDE
negative simple
sentence
structures to the
everyday
writing and
speaking.

METHOD/
STRATEGIES

LANGUAGE ARTS CURRICULUM GUIDE

62

EVALUATION

INTEGRATION

LEVEL5
GRAMMAR
TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

63

METHOD/
STRATEGIES

EVALUATION

INTEGRATION

LANGUAGE ARTS CURRICULUM GUIDE

LEVEL5
VOCABULARY
TOPIC
Alphabetical
order

OBJECTIVE
KNOWLEDGE
SKILLS
Use a dictionary or Grouping words
telephone
in alphabetical
directory
order according
competently
to first, second
having skill of
and third letters.
alphabetical order
for quick
identification of
words.

CONTENT

ATTITUDE
Show
willingness to
use the
dictionary for
various
purposes.

Words are
arranged
according to
the alphabet
sequence.
Alphabetical
order by first,
second and
third letters
1st letter e.g.
bouy, picture,
chair, rooster.

Display an
understanding
of dictionary
skills.

2nd letter e.g.

elevate,
experience,
evade,

64

METHOD/
STRATEGIES
Reading and
discussing
arrangement of
words in a
dictionary.
Arranging
words in
alphabetical
order.
Making a
personal
dictionary with
words from
given exercises/
vocabulary/
new words.

EVALUATION

INTEGRATION

Arrange words
from given lists
in alphabetical
order.

Art & Craft

Design and make
an address book,
telephone book.

Make and keep a

word dictionary.

Social Studies
Family names
Topic words
Science
A list of scientific
terms in
alphabetical order.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

METHOD/
STRATEGIES

EVALUATION

INTEGRATION

Write the group

name for these
items, car, bus,
van, truck.

Science
Classifying
animals according
to group/class

Underline the
odd choice hen,
hare, duck,
goose, turkey.

Mathematics
Classifying
shapes, number

excursion.
Compiling a list
3rd letter e.g.
of names in
digest, divide, alphabetical
direct, discuss. order.
Word list
Names of
people, places
and things.

Grouping or
classifying

Use appropriate
terms related to
grouping or
classification of
vocabulary.

Supplying group
names for list of
animals, places
and things
comparing and
contrasting
groups.

Accept that
words and
things belong to
a group.

Words and
objects can be
grouped
according to
shape, colour,
location and
other
characteristics

Use
classification in
everyday
vocabulary.

Pictures of
animals
collection of
objects
flowers, tools

Develop an
interest for
classification.

65

Noting letters
used in the
beginning of
word lists in
alphabetization.
Examining a
telephone
directory.
Discussing
different ways
of grouping.
Displaying a
group of
pictures, words,
objects.
Putting groups
of
words/picture/
objects into
classifying

Complete this
group: eye, nose,
mouth _____
(hand, leg, ear,

Games
I Spy

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

etc. colour
words, name
of places,
vehicles etc.

Possessive
Nouns

Use the correct

form of nouns in
speech and writing
to indicate
possession.

Identifying and
recognizing
possessive
nouns.

Develop an
awareness of
the possessive
form of nouns.

Distinguishing
between the
positions of the
apostrophes.

Use possessive
noun forms
correctly when
reading or
writing.

METHOD/
EVALUATION
STRATEGIES
order.
arm).
Crossing out
odd word/
picture/object
from given
group.

Sound words
Movement
words e.g.
Selecting a
walk, run, fly, name for a
jump, skip etc. group of words/
objects/picture
and write same.
Possessive
Reading given
nouns show
statements and
ownership and match with
are written
their possessive
with an
forms.
apostrophe for
singular and
Listening to
plural.
dictated
passages and
Possessive
readings.
forms of
nouns: e.g.
Reading
singular
passages 1 text
subjects take
which contain
the 25 e.g. the possessive
bat belongs to nouns.

66

INTEGRATION

Underline the
possessive forms
of nouns in these
sentences
e.g. The boys
book is on the
table.

Science
Giving clues to
identify classes of
animals e.g. This
is an animals
covering is hard
shell.

She went to the

teachers
quarters.

Mathematics
What is the boys
height.

She stayed at the

childrens home.

TOPIC

Synonyms

KNOWLEDGE

Substitute
appropriate words
or synonyms that
indicate the same
meaning for given
words.

OBJECTIVE
SKILLS

Identifying and
using the correct
synonyms in
sentences.

CONTENT

ATTITUDE

the boy, the

boys bat, e.g.
plural subjects
take the S e.g.
the bats
belong to the
boys, the
boys bat,
e.g. the room
is for men, the
mens room.
Synonyms are
words that
have the same
meaning e.g.
big - huge,
enormous,
gigantic
small
minute, tiny
Center
middle

Use synonyms
as a tool to
develop their
vocabulary.

Word list
List of words
and synonyms
sentence strips
and flash
cards.

67

METHOD/
STRATEGIES

EVALUATION

INTEGRATION

Reading and
discussing
synonyms.

Make a chart
showing words
and synonyms.

Supplying
synonyms for
words given.

Substitute a
synonym for the
word underline.

Art
Illustrating
characters using
synonyms e.g. a
big house.

Completing
sentences by
putting in
suitable
synonyms.

e.g.
The sun is in the
center of the
solar system.

Writing
possessive
forms of nouns.

Using the
dictionary.
Matching given

Mathematics
Putting in a radic
of a circle.
Science
Naming parts in
the middle of
given objects.

TOPIC

Compound
words

KNOWLEDGE

Use a variety of
words to present a
enhanced speech
and.

OBJECTIVE
SKILLS

Recognising and
forming
compound
words.

CONTENT

ATTITUDE

Be aware that
compound
words can be
made using
words from all
content area.

Compound
words are
formed by
using to or
more words as
one.
Each part of
the compound
word usually
retains its own
meaning in the
compound
word.
Make
compound
words: foot +
ball = football
chalk + board
= chalkboard
Composition

68

METHOD/
STRATEGIES
words with
synonyms.

Identify
compound
words.
Match pairs of
words to make
compound
word.
Make sentences
using
compound
words.

EVALUATION

INTEGRATION

Write two small

words from
compound
words: e.g.
footstool, foot
stool supply
appropriate
compound words
from given
statements e.g. a
cup to drink tea
tea cup.

Science
Using compound
words to describe
and name Science
investigation.

Complete cross
Read words and word puzzles.
find their
meaning.
Complete
puzzles using
compound
words.

Mathematics
Plotting graphs
and naming same.

TOPIC

Contractions

KNOWLEDGE

Form and use

contractions to
provide effective
sentences orally
and written.

OBJECTIVE
SKILLS

Identifying and
forming
contractions
from given
words.

CONTENT

ATTITUDE

of
compounds:
noun + noun
with the first
describing the
last e.g. foot +
ball, adj +
noun.
Contractions
(1) pronoun
+ verb
I + have = Ive
He + is = hes

Appreciate that
new words can
be formed in a
variety of ways.

(2) verb +
not
Do + not =
dont
Will + not =
wont

METHOD/
STRATEGIES

EVALUATION

INTEGRATION

Identifying
contractions in
given
sentences.

Compile a chart
of contraction
e.g. hes, shes,
its, Ive, were

Mathematics
Word problems
that make use of
contraction.

Writing two
words in
contractions.
Making
sentences using
contractions.
Relating how
each pair of
words is written
in contracted
form.
Explaining the
function of the

69

TOPIC

Homophones

KNOWLEDGE

Use words
competently for
effective speech
and writing.

OBJECTIVE
SKILLS

Identifying paint
of homophones.
Supplying
suitable
homophones in
given sentences.

CONTENT

ATTITUDE

Express
homophones in
contextual
form.

Homophones
are words with
same sound
but different
meaning and
Demonstrate the spelling e.g.
proper use of
flour flower,
homophones.
son sun
Be aware of
using
homophones
correctly.

Supply
homophones
for each given
statement.
(1) you use
your eyes
to ___
(2) a vast
body of
water
___.

METHOD/
STRATEGIES
apostrophe in
contractions.

Defining
homophones.

Complete
sentence.

Making
sentences using
homophones.

I ___ the fish

before frying it.
(flour, flower)

Identifying
homophones in
given
sentences.

Completing
cross word
puzzles.

e.g. The
children saw
their mother
over there.
Spelling
homophones
and explain
their meaning.
Completing

70

EVALUATION

INTEGRATION

TOPIC

Homographs

KNOWLEDGE

Speak and write

correctly with
effective use of
vocabulary.

OBJECTIVE
SKILLS

Using
homographs
correctly in
sentences.

CONTENT

ATTITUDE

Correct self and

others relating
to use of
homographs.

Homographs
are single
words that can
function as
two different
parts of
speech.

METHOD/
STRATEGIES
sentences using
correct
homophones.

Defining
homographs.

Make a word
list.

Listing words
that are called
homographs.

Whats the
function of the
homographs in
the following
sentences.

e.g. I comb
my hair (v)

Completing
sentences with
homographs.

The cockerel
has a comb on
its head. (n)

Making
sentences using
homographs.

Word list Text

book.

Identifying
homographs in
sentences.
Making a word
list of
homographs.

71

EVALUATION

(1) Mother
went to
Georgetow
n by train.
(2) I have to
train my
dog to do
new tricks.

INTEGRATION

TOPIC

Gender

KNOWLEDGE

Include specific
terms relating to
gender in speech
and writing.

OBJECTIVE
SKILLS

Listing specific
terms for
masculine,
feminine and
neuter gender.

CONTENT

ATTITUDE

Be aware of
gender in their
everyday
vocabulary.
Appreciate
gender in
everyday
language is as
to enrich their
vocabulary.

72

METHOD/
STRATEGIES
Explain the
function of
homographs in
given sentence.

EVALUATION

INTEGRATION

Mathematics
Problem and
graphs.

Gender refers
to nouns
which can be
classified into
masculine,
feminine and
neuter
Masculine
refers to male
e.g. boy, man,
drake

Defining
gender.

Complete this
list

Classifying
names
according to
gender.

Mascu Femin Com

Feminine refer
to female
e.g. woman,
heifer
common can
refer to both
male or
female
e.g. baby,
parent,
teacher,

Explaining how
you can
identify the
different types
of gender e.g.
masculine,
feminine,
neuter,
common.

Writing gender
for given
names.

Compiling a

Make a cart with

genders.

Science
Living and non
living things
Art
Draw a family.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

pupils.

Occupation

Be aware of the
occupations of
persons in the
community and
use the correct
vocabulary in
speech and
writing.

Supplying
names for
occupations.
Using names
of
occupations
appropriately

Neuter refers
to neither
male or
female
e.g. box, book,
spoon.
Occupation is
the profession
that one holds.
e.g. soldier
to protect our
country
teacher to
teach the
pupils.

Appreciate the
occupation of
all people in
their
environment.
Develop an
awareness for
all peoples
contributions.

A person who
designs house
architect

Be aware of the
significance of
all professions.

A person who
represents his
country in
another
country
ambassador
Text book

Appreciate that
all jobs are
important.

73

METHOD/
STRATEGIES
chart showing
gender.

EVALUATION

INTEGRATION

Supplying
missing gender
for given ones.
Defining the
term occupation
and discuss the
same.

Complete
sentences putting
in occupation 1
person
a pilot flies a
Identifying
plane
persons and
a person who
relate what are
flies a plane
their occupation pilot.
vice versa.
Making a picture
Dramatising
chart with people
some person
with different
and occupation. occupation.
Supplying
person or
occupation for
statements
given.

Complete cross
word puzzle.

Mathematics
Problems
involving people
and occupation.
Social Studies
Community
workers.
Art & Craft
Draw a carpenter
at work.
Science
Men and women
of Science.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

METHOD/
STRATEGIES

EVALUATION

INTEGRATION

Picture book
on occupation.

Anagrams

Be able to examine Making other

words and note
words using the
how letters can be structure.
restructured to
form other words.

Word ad their Be able to form the Supplying the

opposites or
opposites of given opposites of
Antonyms
words using
given words.
prefixes.

Display positive
observation
skills and
efficient
vocabulary.

Anagrams
A word or
phrase formed
from another
by transposing
or rearranging
the letters
e.g. evil live
nip pin
pots stop
now won
devil lived
north thorn
Antonyms are
the opposite of
words regular:
Visible:
invisible
Possible:
impossible
Pure: impure

Accept and use

suitable
antonyms in
everyday
language.
Develop a rich
vocabulary
through the use
of antonyms.

Irregular: by

74

Finding words
which feature
anagrams.
Compiling list
using jumbled
words to find
new word.

Written exercise.
Cross word
puzzles using
anagrams.

Using thesaurus
to find words.
Discussing
what is meant
by antonyms.
Supplying
antonyms for
given words.
Using
antonyms to

Make a chart of
words and their
opposites
Legal illegal
Selfish unselfish

Mathematics
Problems using
antonyms.
Science
Terms in Science
e.g. transparent
opaque.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

adding prefix
Interior
exterior
Above
Below
Over under

METHOD/
STRATEGIES
compare
people, animals
or things.

EVALUATION

INTEGRATION

Using a
dictionary to
find antonyms.
Writing
sentence using
words and
antonyms.

Chipped
words

Formulate short
words from longer
words.

Identifying
chipped words
from longer
words.
Compiling a
word list chipped
words.

Exhibit the
habit of
analyzing words
and using
strange words
in sentences.

Short words
from long
words
e.g.
zoological,
zoo, log,
logic, logical.
Transportation
ran, sport, on
station.

75

Compiling a
chart of words
and antonyms.
Identifying long Create a riddle
word.
using shorten
form of words.
Making short
words from
long words.
Making a word
list.
Compiling a
dictionary with
chipped words

Science
Labelling items.
Social Studies
Discussing
transportation.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

METHOD/
STRATEGIES
and their
meaning.

EVALUATION

INTEGRATION

Write a new
word for the
given group of
words.
(a) without fear fearless
(b) with thank
thankful
(c) without rest restless

Story Telling
using words with
suffixes to
describe
characters.

Write chipped
words.

Suffix

Change the
meaning to words
by adding prefixes
to expand on the
store of words.

Forming new
words by
attaching
suffixes.

Increase the use

of words with
suffixes.

Suffixes are
group of
letters added
at the end of a
word to
change the
meaning.
e.g. danger
dangerous
pain painful,
painless
use useful,
useless

Appreciate the
value of an
enriched
vocabulary.

Painful with
much pain or
agony.
Painless
without no

76

Making
sentences using
chipped words.
Identifying
suffixes
spelling new
words on word
list.
Pronouncing
words with
suffixes
e.g. care
careless, careful
home
homeless
hope hopeful,
hopeless
Making
sentences with
new words
formed.

Identifying
words with
suffices from a
given paragraph.

Science
Describing some
substances e.g.
water is
colourless.

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

METHOD/
STRATEGIES

EVALUATION

INTEGRATION

Write in full the

following
(1) Guywa
(2) B.W.I.A
(3) G. P. L

Mathematics
Spelling out
Mathematical
terms e.g. h p
hire purchase

Give the
abbreviated form
of given words
e.g.
(1) January
Jan
(2) Guyana
Sugar
Corporation
(3) World
Health
Organisation

Social Studies
Composing
acronyms/
abbreviation for
industries.

pain.
Talking about
the meaning
and role of
suffixes.
Acronyms
and
abbreviations

Substitute the
shortened form of
words to lessen the
amount of words
used in spoken and
written language.

Writing
abbreviations/acr
onyms for given
words.

Interpret
acronyms an
abbreviations.

Acronyms are
words formed
from initial
letters of other
words e.g. R.
DDC Caricom

Use acronyms
and
abbreviations in
everyday
language.

Identifying and
explaining
acronyms and
abbreviations.

Writing in full
given acronyms
(1) Names of and
months abbreviation.
January,
Jan.
Writing
(2) Titles
acronyms and
e.g.
abbreviation for
Doctor given words.
dr.
(3) Mathema Matching
tical
words with
terms
appropriate
e.g. hour abbreviations or
hr,
acronym.
kilogram
kg
Reading
passages/

77

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

Magazines
Newspaper
Books

Gradation

Arrange or
categorise in series
of degrees for
sequential
arrangement.

Classifying
objects
according to
size.

Appreciate
living and non
living things
regardless of
their size or
shape.

Gradation
means to
arrange in a
series of
degrees.
Arrange in
order of size
ant, butterfly,
bee, bug, fly.

Accept that
everything
cannot have the
same size.

METHOD/
STRATEGIES
newspapers to
identify
abbreviation/
acronyms and
saying whether
they are local or
overseas based.
Making a
dictionary using
abbreviations/
acronyms.
Explaining
what the term
gradation
means.
Arranging
pictures or
words in order
of size.
Making up list
of words to
arrange
according to
size.

78

EVALUATION

INTEGRATION

Written exercise
e.g. Arrange in
order of size pin,
needle, thread,
thimble, scissors.

Mathematics
Arranging in
order of size.
Ascending and
descending order.

TOPIC

Analogies

KNOWLEDGE

Show relationship
between two
things through
comparison for
effective speech
and writing.

OBJECTIVE
SKILLS

Completing
missing
information for
analogies.

CONTENT

ATTITUDE

Develop an
alertness.

An analogy is
a likeness in
some ways
Deduce answers between
from given
things that are
clues.
otherwise
unlike;
similarity.
Analogies:(a) Boy is to
girl as
man is to
woman.
(b) North is
to South
as East is
to West.
Text book.

METHOD/
STRATEGIES

EVALUATION

Explaining
what the term
analogy means.

Cross word
puzzles using
analogies.

Writing
analogies

Written exercises
e.g. Uncle is to
___ as aunt is to
niece.

Reading
analogies.
Differentiating
between two
things and their
connections.
Supplying
missing
information to
complete
analogies.
Completing
analogies e.g.

79

INTEGRATION

TOPIC

Simile

KNOWLEDGE

Use similes to
enrich vocabulary.

OBJECTIVE
SKILLS

Identifying
similes and using
them in
sentences.

CONTENT

ATTITUDE

Appreciate
similes as a
form of
expression.

Similes are
expressions
that compare
two things
with like
qualities.

Show
awareness of
similes.

Simile e.g. as
agile as a
monkey.
as blind as a
bat.
Text book.

Idioms

Possess a store of
idioms for use in
writing to give
clarity.

Using idioms in
writing for
comparing and
contrasting.

Use idioms as a
preferential
language.

Idioms tell us
about people
and their
behaviour.

Develop a
likeness for
idioms as a

Idioms e.g.
(1) good for

80

METHOD/
STRATEGIES
Sheep is to
mutton as pig is
to ____.

Identifying
similes.
Explaining
similes and
relate it to a
situation.

EVALUATION

INTEGRATION

Complete
sentences e.g.
The little boy
was as agile as a
___.
The twins are as
like as two ___.

Writing similes
for given
statements.
Completing
parts of similes
e.g. as green as
___.
Discussing
what is an
idiom.

Complete
Drama
sentences putting Using idioms in
in appropriate
spoken language.
idioms for parts
Repeating
of sentences
common idioms underlined e.g.
that pupils
Sherry is trying

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE
substitute for
common
sayings.

nothing
(2) to bury
the
hatchet
(3) the apple
of ones
eye
(4) in the
same boat

81

METHOD/
EVALUATION
STRATEGIES
know.
to make peace
with her brother.
Explaining
what each
idiom means.
Supplying
idioms for parts
of sentences
underlined.

INTEGRATION

TOPIC

KNOWLEDGE

OBJECTIVE
SKILLS

CONTENT

ATTITUDE

82

METHOD/
STRATEGIES

EVALUATION

INTEGRATION