Dokumen Standard Bahasa Inggeris Tahun 5 Masalah Pendengaran

8/9/2019 Dokumen Standard Bahasa Inggeris Tahun 5 Masalah Pendengaran

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KEMENTERIAN PENDIDIKAN MALAYSIA

BAHASA INGGERIS

KURIKULUM STANDARD SEKOLAH RENDAH

PENDIDIKAN KHAS

(MASALAH PENDENGARAN)

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

DRAF

TAHUN LIMA


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14aCetakan Pert ma 20

Kementerian Pelajaran Malaysia

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa

juga bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapatkebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9,

Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.


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5

KURIKULUM STANDARD SEKOLAH RENDAHPENDIDIKAN KHAS

(MASALAH PENDENGARAN)DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

BAHASAINGGERISTAHUN

BAHAGIAN PEMBANGUNAN KURIKULUM

DRAF


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PERFORMANCE LEVELS: ENGLISH (HEARING IMPAIRED) YEAR 5

TABLE OF CONTENTS

____________________________________________________________________________________________________________________

INTRODUCTION 1

AIMS & OBJECTIVES 2

UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM 3

THE MODULAR CONFIGURATION 5

CURRICULUM ORGANISATION 8

A MODULAR CURRICULUM 10

CURRICULUM CONTENT 12

EDUCATIONAL EMPHASES 15CONTENT, LEARNING AND 24

SKILLS: LISTENING AND SPEAKING (SEEING AND SIGNING) 25

SKILLS: READING (SIGNING) 31

SKILLS: WRITING 35

SKILLS: LANGUAGE ARTS 41

SKILLS: GRAMMAR 45

WORD LIST FOR LEVEL 2 48


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INTRODUCTION

_____________________________________________________________________________________________________________________

English is taught as a second language in all Malaysian primary and secondary special schools and integratedprogrammes. The mastery of English is essential for pupils to gain access to information and knowledge written in

English. In line with the governments policy on strengthening English, the curriculum has been designed to produce

pupils who will be proficient in the language. The goal of the English language curriculum is to help pupils acquire the

language in order to help them use it in their daily lives, to further their studies, and for work purposes.

English which is also the dominant language used in Information and Communications Technology (ICT) needs to be

mastered to enable our pupils to have easy access to information that is available via the electronic media such as the

Internet.

The English language curriculum also stresses the development of critical literacy. Teachers will provide opportunities for

pupils to question critique and evaluate texts that they listen to (see), read or view. These opportunities are essential for

achieving personal growth and confidence in functioning as an effective and productive member of our society. This is in

line with the goals of the National Philosophy of Education which seeks to optimise the intellectual, emotional and

spiritual potential of all pupils.


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AIMS AND OBJECTIVES

__________________________________________________________________________________________________________

AIMS

The English Language Curriculum for Primary Schools aims to equip pupils with basic language skills to enable them to

communicate effectively in a variety of contexts that is appropriate to the pupils level of development.

OBJECTIVES

By the end of the sixth

to the eighth year, pupils should be able to:

i. communicate with peers and adults confidently and appropriately in formal and informal situations;

ii. read and comprehend a range of English texts for information and enjoyment;

iii. write a range of texts using appropriate language, style and form through a variety of media;

iv. appreciate and demonstrate understanding of English language literary or creative works for enjoyment; and

v. use correct and appropriate rules of grammar in speech and writing.


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UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM

__________________________________________________________________________________________________________

The approach adopted in the Standard-based curriculum is underpinned by the following principles:

i. Back to basics

It is essential for teacher to begin with basic literacy skills in order to build a strong foundation of language skills.

Basic listening (seeing) and speaking (signing) are introduced in order to help pupils enrich their understanding of

the language. The strategy of phonics is introduced to help pupils read while a good foundation in penmanship will

help pupils acquire good handwriting.

ii. Learning is fun, meaningful and purposeful

Lessons, which emphasise meaningful contexts and the integration of language skills, allow pupils to engage in

fun-filled activities. Meaningful, contextualised as well as purposeful activities will promote the fun element in

language learning.

iii. Teaching is learner-centred

Teaching approaches, lessons and curriculum materials must suit the differing needs and abilities of pupils. It is

important that appropriate activities and materials are used with pupils of different learning profiles so that their full

potential can be realised. The Mastery Learning strategy will ensure that pupils master all learning standards in

order to help them acquire the language.


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iv. Integration of salient new technologies

ICT has become an integral and accepted part of everyday life for many people. As ICT literacy becomes a

functional requirement for peoples work, social, and personal lives, teachers and pupils are encouraged to use

ICT to facilitate teaching and learning. The use of ICT in appropriate contexts in education can add value in

teaching and learning, by enhancing the effectiveness of learning, or by adding a dimension to learning that was

not previously available. ICT may also be a significant motivational factor in pupils learning and can support

pupils engagement with collaborative learning.

v. Assessment

Assessment for learning is an integral part of the English language curriculum which enables teachers to assess

whether pupils have acquired the learning standards taught. A range of activities can be utilised to assess pupils

performance orally/signing or in writing. Formative and summative assessments should be used to gauge pupils'

performance. Formative assessment is conducted as an on-going process, while summative assessment is

conducted at the end of a particular unit or term.

vi. Character-building infused

An important principle which needs to be inculcated through the curriculum is character building. Lessons based

on values have to be incorporated in teaching and learning in order to impart the importance of good values for the

wholesome development of individuals.


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THE MODULAR CONFIGURATION

__________________________________________________________________________________________________________

The following diagram shows the conceptual framework of the curriculum model.

LISTENING AND SPEAKING (SEEING AND SIGNING) MODULE

READING (SIGNING) MODULE

WRITING MODULE

LANGUAGE ARTS MODULE

GRAMMAR MODULE

REINFORCEMENTYEAR

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

STAGE ONE(REINFORCEMENT YEAR, YEAR 1, 2 AND 3)

STAGE TWO(YEAR 4, 5 AND 6)


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Organisation of English Language Lessons According To The Modular Configuration

Lesson 1-Listening &

Speaking

Lesson 2-

Reading

Lesson 3-

Writing/GrammarLesson 4-

Grammar/Writing

Lesson 5-Language Arts(Contemporary

Childrens


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Recommended Time Allocation For English Language Lessons

The table below is a recommendation on how the 300 minutes allocated for the English Language lessons should be

divided throughout the week. However, schools are given the flexibility and liberty to adapt the total number of minutes

for each module according to the needs of the pupils as long as the 300 minutes of English lessons in a week is adheredto.

Lesson 1 (60 mins) Lesson 2 (60 mins) Lesson 3 (60 mins) Lesson 4 (60 mins) Lesson 5 (60 mins)

Listening & Speaking Reading Writing/Grammar Grammar/WritingLanguage Arts(Contemporary ChildrensLiterature)


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CURRICULUM ORGANISATION

__________________________________________________________________________________________________________________

The Standard-Based English Language Curriculum for Malaysian National Primary Schools (Hearing Impaired) is

designed to provide pupils with a strong foundation in the English language. Teachers should use Standard British

English as a reference and model for spelling, grammar and pronunciation.

Primary education is divided into two stages:

Stage One (Level 1) Stage Two (Level 2)

- Reinforcement Year, Years 1, 2 and 3 - Years 4, 5 and 6

The modules for Level 1 and Level 2 are:

Level 1 Level 2

Reinforcement Year, Year 1 and 2 Year 3 Year 4, 5 and 6

Module One: Listening and Speaking

(Seeing and Signing)





Module Two: Reading (Signing) Module Two: Reading (Signing) Module Two: Reading (Signing)

Module Three: Writing Module Three: Writing Module Three: Writing

Module Four: Language Arts Module Four: Language ArtsModule Four: Language Arts

(Contemporary Childrens Literature)

Module Five: Grammar Module Five: Grammar


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As English is the second language for pupils in schools, it is believed to be prudent and pedagogically sound to defer the

learning of grammar to a later stage. Pupils need to first develop an awareness of grammar in their first language and

this is later exploited in Year 3 when English grammar is introduced. By doing so, the load and stress of learning in the

early years will be reduced as the emphasis is on learning through fun and play.


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The World of Self, Family and Friends theme serves to increase the awareness of how pupils relate to themselves,

their surroundings, family, loved ones and friends. Here, pupils relate language learning to their environment and

surroundings. Topics drawn from this theme help raise pupils awareness to the importance of self-care, care and

concern for family and friends and the realisation that `no man is an island. Therefore, pupils need to be aware of the

community and society around them. Social skills play an important role in this theme.

The World of Stories theme introduces pupils to the wonderful and magical world of stories. Stories may range from

simple Malaysian folk tales to Asian folk tales, folk tales from around the region as well as tales from far-away lands.

Through these stories, pupils are exposed to a wide range of vocabulary, sentence structures and aspects of creative

writing. Moral values, knowledge, understanding and tolerance of other cultures and beliefs are to be imparted through

the stories. Through these stories, it is hoped that pupils understand different cultural beliefs and learn to live

harmoniously with others who believe and think differently.

The World of Knowledge theme encompasses general knowledge about the world and current issues which are

appropriate for pupils of this level. Areas which pupils should be exposed to are general knowledge about the world

around them, simple scientific and mathematical knowledge, financial literacy, environmental awareness, safety and

corruption issues. Other current issues which are pertinent to pupils of this level should be included as well. Topics from

this theme should enhance and increase these awareness, knowledge and understanding which are essential for dailylife.


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The use of various text types is recommended; ranging from teacher-simulated texts to media broadcasts and authentic

dialogues. So, by the end of the sixth to the eighth year of primary schooling, pupils will have the confidence to

communicate effectively, appropriately and coherently in any given context.

2.0 READING (SIGNING)

Pupils are taught reading strategies such as applying word attack skills to identify homographs and homophones, using

contextual clues to get meaning of words and identify proverbs, phrasal verbs, idioms and similes. In addition, pupils

are expected to apply dictionary skills to locate words to find their meanings and apply this knowledge to help them

understand the meaning of words in context. Then, as pupils begin to read (sign) words, phrases and sentences from

linear and non-linear texts, their reading skills should be supported by appropriate reading materials which will further

develop their reading ability. This further enables them to increase the pace of their reading, and equally, enable them to

comprehend a text more effectively and efficiently so that they become avid and independent readers.

3.0 WRITING

In Level One, pupils were taught penmanship skills. From this, pupils developed their skills in the mechanics of writing

where they were first taught to write letters, then words before moving on to phrases and sentences in neat legible print.

Along with this, they were also taught to use the correct punctuation when writing. In Level Two, pupils progress to

cursive writing of words, phrases, and sentences in paragraphs. At this level, pupils are also expected to express their

ideas clearly in writing with the teachersguidance and later progress to become independent writers.

4.0 LANGUAGE ARTS

The Contemporary Childrens Literature component is taught during the Language Arts lessons to expose pupils to

different literary genres such as short stories, poems and graphic novels. Teachers are to exploit texts in these genres to

create fun-filled and meaningful activities in language learning so that pupils enjoy the learning experience and gain


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exposure to the aesthetic use of language. The learning standards for Language Arts allow teachers to explore the texts

through stories, poems, jazz chants and songs to activate pupils imagination, interest and creativity. This component

provides opportunities for pupils in Level Two to explore a variety of literary works and engage them in preparing,

performing and producing creative works.

5.0 GRAMMAR

The teaching and learning of grammar starts from Year 3 and this continues on to Level 2. Teachers should employ

various strategies in teaching grammar so that learning becomes effective, interesting, fun and relevant. Grammar

should be taught in context as well as explicitly so that pupils learn the rules of grammar and how to apply these rules in

speaking (signing) and writing. Various activities such as language games, quizzes, grammar songs and meaningful

grammar drills will make the learning of grammar more accessible and enjoyable. Through these, pupils will understand,

grasp and apply grammatically correct structures in speaking (signing) and writing.


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EDUCATIONAL EMPHASES

____________________________________________________________________________________________________

The Educational Emphases reflect current developments in education. These emphases are infused and woven into

classroom lessons to prepare pupils for the challenges of the real world. In this respect, Moral Education, Citizenship

Education, Patriotism, Thinking Skills, Mastery Learning, Information and Communication Technology Skills, Multiple

Intelligences, Constructivism, Contextual Learning, Learning How to Learn Skills, Creativity and Innovation,

Entrepreneurship and 21stCentury Skills are incorporated where appropriate and relevant in lessons. The educational

emphases included are explained briefly below:

Higher Order Thinking SkillsThe National Curriculum aims to produce wholesome, resilient, curious, principled, knowledgeable and patriotic pupils

who have thinking, communicative and collaborative skills. Pupils need to be equipped with 21stCentury skills for them

to compete globally. This is outlined in the National Education Blueprint where every pupil will be equipped with

leadership skills, bilingualism, ethics and spiritualism, social identity, knowledge and thinking skills.

Thinking skills have been emphasised in the curriculum since 1994 with the introduction of Creative and Critical Thinking

Skills. Beginning 2011, the Standard-based Curriculum for Primary School, KSSR gives emphasis to higher order

thinking skills, (HOTS).

Higher order thinking skills encompass the ability to apply knowledge, skills and values along with reasoning and

reflective skills to solve problems, make decisions and be innovative and creative. Higher Order Thinking Skills refer to

the skills of applying, analysing, evaluating and creating as reflected in Table 1.


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HOTS are explicitly written in the curriculum of each subject and can be applied in the classroom through teaching and

learning activities in the form of reasoning, inquiry learning, problem solving and project work. Teachers and pupils need

to use thinking tools such as mind maps, thinking maps and Thinking Hats along with higher order questioning methods

in and out of the classroom to encourage pupils to think. In doing so, pupils are given responsibility towards their own

learning.

Mastery Learning

Mastery Learning will ensure that all pupils master the learning standards stipulated in the Standard Based Curriculum.

Mastery Learning requires quality teaching and learning in the classroom. Sufficient time and appropriate learning

conditions should be allowed so that pupils master the learning standards stipulated in this document.

HOTS Explanation

Application Using knowledge, skills and values in different situations to complete a piece of work

Analysis Ability to break down information into smaller parts in order to understand and make

connections between these parts.

Evaluation Ability to consider, make decisions using knowledge, experience, skills, and values; and

justify decisions made.

Creation Produce an idea or product using creative and innovative methods.


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School Based Assessment

Formative assessment is a part of school-based assessment. Formative assessment or assessment for learning is an

important aspect of teaching and learning in the classroom and good pedagogy always includes this. Formative

assessment is carried out by teachers to gain feedback on their pupils learning and provide them with the necessary

information regarding their pupils learning so that they can make changes to their teaching by perhaps, changing their

approaches or methodology in order to further enhance pupils learningin the classroom. Thus, formative assessment is

carried out during teaching and learning.

In order to help teachers implement effective school-based assessment, the assessment element has been incorporated

into this document together with the content and learning standards. Teachers should refer to the Performance Standard

to help them ascertain the level of their pupils acquisition of the various learning standards. The levels have been

designed to help teachers gauge the level of their pupils understanding and acquisition of the skills taught. With this

knowledge, teachers may change their approach or methodology to help their pupils master the intended learning

standard.

Teachers should refer to this document to plan their lessons and assess their pupils. Assessment should be carried out

during the teaching and learning process and pupils achievement levels are recorded and reported every quarterly.Various methods of assessment such as checklists, observations, oral presentations, quizzes, question and answer, task

sheets or written assignments can be used to document the attainment of the learning standards. Through this process,

teachers will be able to build a profile of their pupils language de velopment through an on-going assessment.


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Performance Standard

The Performance Standard details six levels of performance with descriptors for each level based on clusters of learning

standards. These levels serve as a guide to teachers in assessing their pupils development and growth in the acquisition

of the learning standards that are taught. The Performance Levels are arranged in an ascending hierarchical manner to

differentiate the different levels of pupils achievement, as shown below:

Performance Level Descriptor

1 Very Limited

2 Limited

3 Satisfactory

4 Good

5 Very Good

6 Excellent


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ion of skills for Year 5.

The table below shows the overall generic levels of the acquisit

PERFORMANCE STANDARD

PerformanceLevel

Descriptor

1

Show very limited command of the language.Requires plenty of guidance to perform basic language tasks:

Can listen to (see) and understand familiar words and some basic phrases concerning familiartopics.

Can listen (see) and follow simple instructions.

Can use words and some basic phrases to talk (sign) haltingly about familiar topics

Can answer simple oral (signed) questions on familiar topics.

Can read (sign) and understand short simple texts and answer lower order comprehensionquestions.

Can label names of familiar objects in clear, legible print.

Can participate in a very limited way in a performance based on literary works.

2

Show limited command of the language.Requires guidance to perform basic language tasks:

Can listen to (see) and understand words and phrases and some basic sentences concerningfamiliar topics.

Can listen to (see) and follow simple instructions and directions.

Can use phrases and short sentences to talk (sign) haltingly about familiar topics.

Can ask and answer simple oral (signed) questions about familiar topics.

Can read (sign) and understand simple texts on familiar topics and answer lower ordercomprehension questions

Can write labels and short notices in clear, legible print.

Can spell (fingerspell) some familiar words and use partially correct grammar.

Can participate in a limited way in a performance based on literary works.

3

Show satisfactory command of the language.Has the ability to use language independently to a certain degree but requires guidance for somelanguage tasks:

Can listen to (see) and understand most words, phrases and sentences concerning familiar topics.

Can listen (see) and follow instructions and directions adequately.

Can give simple instructions and directions.


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PerformanceLevel

Descriptor

Can identify the main point in short oral (signed) texts on familiar topics.

Can use phrases and sentences to talk (sign) about some topics using mostly correct pronunciation/

signs. Can participate in simple daily conversations.

Can read (sign) and understand texts, can answer some higher order comprehension questions andsequence information found in texts.

Can write labels, notices and messages in clear, legible print and cursive writing.

Can spell (fingerspell) familiar words correctly and use correct grammar to a satisfactory extent.

Can give short, simple personal responses to literary works.

Can prepare and participate in performances based on literary works.

4

Show good command of the language.Has the ability to use language independently but requires guidance for more complex language tasks:

Can listen to (see) and understand words, phrases and sentences concerning familiar and a limitedrange of unfamiliar topics.

Can listen to (see), follow and give instructions and directions.

Can give simple instructions and directions.

Can identify the main points in oral (signed) texts on a wide range of topics

Can talk (sign) well about familiar topics and participate in short conversations.

Can read (sign) and answer some higher order comprehension questions, sequence informationfound in written texts and predict sensible outcomes.

Can write labels, notices and messages in clear, legible print and cursive writing using correct

spelling. Can spell (fingerspell) and use correct grammar with some minor slips.

Can create a variety of linear and non-linear texts.

Can give personal response to literary texts and prepare and participate in performances based onliterary works.

5

Show verygood command of the language.Has the ability to use language almost independently.

Can listen to (see) and understand words, phrases and sentences on a wide range of topics.

Can listen to (see), follow and give clear instructions and directions very well.

Can identify the main points in extended oral (signed) texts on a wide range of topics.


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PerformanceLevel

Descriptor

Can participate in extended conversations on familiar topics fluently.

Can talk (sign) about a wide range of topics with correct pronunciation/signs and intonation/signs

correctly. Can read (sign) and answer a wide range of comprehension questions, sequence information and

predict several possible outcomes.

Can spell (fingerspell) and use correct grammar with occasional minor slips.

Can create a variety of interesting linear and non-linear texts in clear, legible print and cursivewriting.

Can give interesting personal response to literary texts, plan, prepare and participate inperformances based on literary works.

6

Show excellent command of the language.Has the ability to use language independently without any guidance

Can listen to (see) and understand extended oral (signed) texts on a wide range of topics. Can listen to (see), follow and give clear, detailed instructions and directions confidently.

Can identify the main points and supporting details in extended oral (signed) texts on a wide rangeof topics.

Can participate in extended conversations fluently and talk (sign) about a wide range of topics usingcorrect pronunciation and intonation/signs confidently.

Can read (sign) and answer a wide range of higher order comprehension questions, sequenceexplicit and implicit information and predict outcomes in a creative manner.

Can spell (fingerspell) and use grammar accurately and confidently.

Can create a variety of interesting and creative linear and non-linear texts.

Can give an extended and creative personal response to literary texts confidently.

Can lead in the planning, preparation and participation in performances based on literary works.


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CONTENT, LEARNING AND PERFORMANCE LEVELS: ENGLISH (HEARING IMPAIRED) YEAR 5

______________________________________________________________________________________________________________

The Content Standards represent the specific standards that need to be achieved by the end of the sixth to the eighth year.

The Learning Standards for Year 5 detail the specific skills and knowledge that need to be attained in order to fulfil a particular

Content Standard. The Performance Standard details the Performance Levels of pupils in the respective skills.


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SKILLS: LISTENING AND SPEAKING (SEEING AND SIGNING)

CONTENT STANDARD LEARNING STANDARD


PERFORMANCELEVEL

DESCRIPTOR

1.1 By the end of thesixth to the eighthyear of primaryschooling, pupils willbe able to pronounce(sign) words andspeak (sign)confidently with thecorrect stress, rhythmand intonation.

1.1.2 Able to listen to(see), identify anddiscriminate similarand differentsounds in stories.

1.1.3 Able to listen to(see) and respondto a given stimulusby using

appropriate words,phrases andexpressions withthe correct, stressand intonation.

1

Can listen to (see) and: Identify similar and different sounds in stories discriminatesimilar and different sounds in

stories listen to (see) and respondpoorlyto a given

stimulus using appropriate words, phrasesand expression with the correct, stress andintonation.(with a very limited level)

2

Can listen to (see) and: Identify similar and different sounds in stories discriminate similar and different sounds in

stories listen to (see) and respond to a given

stimulus using some appropriate words,phrases and expression with the correct,stress and intonation.(with a limited level)

3


stories listen to (see) and respond adequatelyto a

given stimulus using appropriate words,phrases and expression with the correct,stress and intonation.(with a satisfactory level)


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1. Teacher may use Total Communication where applicable: word stress, pronunciation, rhythm and intonation.



PERFORMANCELEVEL

DESCRIPTOR

4


stories listen to (see) and respond satisfactorilyto a

given stimulus using appropriate words,phrases and expression with the correct,stress and intonation.(with a good level)

5

Can listen to (see) and: Identify similar different sounds in stories;

discriminate similar and different sounds instories;

listen to (see) and respond wellto a givenstimulus by using correct words, phrases andexpression with the correct, stress andintonation.(with a very good level)

6

Can :listen to (see), follow and give instructions

excellently

listen to (see), follow and give directions toplaces around their town and state excellently.(with an excellent level)

NOTE:


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PERFORMANCELEVEL

DESCRIPTOR

1.1 By the end of thesixth to the eighthyear of primaryschooling, pupils willbe able to pronounce(sign) words andspeak (sign)confidently with thecorrect stress, rhythm

and intonation.

1.1.1 Able to speak (sign)with correctpronunciation,stress andintonation.

1.1.4 Able to speak (sign)on related topicswith guidance.

1Can speak (sign) with a very limited level onrelated topics:

with poor pronunciation, stress andintonation.

2

Can speak (sign) with a limited levelon relatedtopics:

with limited pronunciation, stress andintonation.

3

Can speak (sign) with a satisfactory level onrelated topics:

with adequate pronunciation, stress andintonation.

4

Can speak (sign) with a good level on relatedtopics:

with satisfactory pronunciation, stress andintonation.

5

Can speak (sign) with a very good level onrelated topics:

with good pronunciation, stress andintonation.

6

Can speak (sign) with an excellent level onrelated topics:

with excellent pronunciation, stress andintonation.

NOTE:1. Teacher may use Total Communication where applicable: word stress, pronunciation, rhythm and intonation.


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CONTENTSTANDARD

LEARNING STANDARD


PERFORMANCELEVEL

DESCRIPTOR

1.2 By the end of thesixth to the eighthyear of primaryschooling, pupils willbe able to listen to(see) and respondappropriately in formaland informal situationsfor a variety of

purposes.

1.2.2 Able to listen to(see), follow, andgive instructions.

1.2.3 Able to listen to(see), follow and givedirections to placesaround their townand state.

1

Can :

listen to (see), follow and give instructionspoorly

listen to (see), follow and give poordirections to places around their town andstate poorly(with a very limited level)

2

Can :

listen to (see), follow and give someinstructions

listen to (see), follow and give somedirections to places around their town andstate(with a limited level)

3

Can :

listen to (see), follow and give adequatelevel of instructions

listen to (see), follow and give adequatelevel of directions to places around theirtown and state(with a satisfactory level)


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PERFORMANCELEVEL

DESCRIPTOR

4

Can :

listen to (see), follow and give satisfactoryinstructions

listen to (see), follow and give satisfactorydirections to places around their town andstate

(with a good level)

5

Can :

listen to (see), follow and give goodinstructions

listen to (see), follow and give gooddirections to places around their town andstate(with a very good level)

6

Can :

listen to (see), follow and give instructionsexcellently

listen to (see), follow and give directionsto places around their town and state

excellently. (with an excellent level)



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PERFORMANCELEVEL

DESCRIPTOR

1.2 By the end of thesixth to the eighthyear of primaryschooling, pupils willbe able to listen to(see) and respondappropriately informal and informalsituations for a varietyof purposes.

1.2.1 Able to participate indaily conversations(signing):(a) make

suggestions(b) respond to

suggestions(c) volunteer to

complete a task(d) show

appreciation

1.2.4 Able to participate inconversations(signing) with peers.

1

Can participate in conversations (signing) withpeers:

make suggestions

respond to suggestions

volunteer to complete a task

show appreciation(with a very limited level)

2


make suggestions respond to suggestions


show appreciation(with a limited level)

3


make suggestions



show appreciation(with a satisfactory level)


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PERFORMANCELEVEL

DESCRIPTOR

4

Can participatein conversations (signing) withpeers:

make suggestions



show appreciation(with a good level)

5

Can participate well in conversations (signing)with peers:

make suggestions respond to suggestions


show appreciation(with a very good level)

6


make suggestions



show appreciation(with an excellent level)



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PERFORMANCELEVEL

DESCRIPTOR

1.3 By the end of thesixthto the eighth year ofprimary schooling,pupils will be able tolisten to (see) andrespond appropriatelyin formal and informalsituations for a varietyof purposes.

1.2.5 Able to talk (sign)on topics of interestin formal situationswith guidance.

1 Can talk (sign) with a very limited levelontopics of interest in formal situations.

2Can talk (sign) with a limited levelon topics ofinterest in formal situations.

3Can talk (sign) with a satisfactory levelontopics of interest in formal situations.

4Can talk (sign) with a good levelon topics ofinterest in formal situations

5Can talk (sign) with a very good levelon topicsof interest in formal situations

6 Can talk (sign) with an excellent levelon topicsof interest in formal situations



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PERFORMANCELEVEL

DESCRIPTOR

1.4 By the end of thesixth to the eighthyear of primaryschooling, pupils willbe able to understandand respond to oral(signed) texts invariety of contexts.

1.4.4 Able to listen to(sign)and demonstrateunderstanding oforal (signed) textsby:(a) asking and

answeringquestions

(b) giving main

ideas(c) givingsupportingdetails

(d) sequencing(e) predicting

1

Can understand and respond with a verylimited levelto oral (sign) text by :

asking and answering questions

giving main ideas

giving supporting details

sequencing verbal information

predicting

2

Can understand and respond with a limited

levelto oral (sign) text by : asking and answering questions

giving main ideas



predicting

3

Can understand and respond to oral with asatisfactorylevel (sign) text by :

asking and answering questions

giving main ideas



predicting


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SKILLS: READING (SIGNING)



PERFORMANCELEVEL

DESCRIPTOR

2.2 By the end of the sixth

to the eighth year ofprimary schooling,pupils will be able todemonstrateunderstanding of avariety of linear andnon-linear texts in theform of print and non-print materials using arange of strategies to

construct meaning.

2.2.1 Able to apply word

attack skills byidentifying:(a) using contextual

clues to get

meaning of

words:

(i) before the

word

(anaphoric)

(ii) after theword

(cataphoric)

(b) identifying

idioms

2.2.2 Able to read (sign)

and understand

phrases and

sentences from:(a) linear texts(b) non-linear texts

1

Can read (sign) but show very limited

understanding of linear and non-linear textby applying word attack skills by:

- Using contextual clues to getmeaning of words(i) Before the word (anaphoric)(ii) After the word (cataphoric)

- Identifying idioms

2 Can read (sign) but show limited

understanding of linear and non-linear texts

by applying word attack skills by:- Using contextual clues to get

meaning of words(i) Before the word (anaphoric)(ii) After the word (cataphoric)


3 Can read (sign) but show satisfactory

understanding of linear and non-linear textsby applying word attack skills by:

- Using contextual clues to get


- Identifying idiom

.


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PERFORMANCELEVEL

DESCRIPTOR

4

Can read (sign) and show goodunderstanding of linear and non-linear

texts by applying word attack skills by:- Using contextual clues to get



5

Can read (sign) and show very goodunderstanding of linear and non-linear texts




6

Can read (sign) and show an excellentunderstanding of linear and non-linear texts






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CONTENT STANDARD LEARNING STANDARDPERFORMANCE STANDARD

PERFORMANCELEVEL

DESCRIPTOR

2.2 By the end of the sixth tothe eighth year of primaryschooling, demonstrateunderstanding of a varietyof linear and non-lineartexts in the form of printand non-print materialsusing a range ofstrategies to constructmeaning.

2.2.3 Able to read (read) anddemonstrateunderstanding of texts by:(a) giving main ideas and

supporting detail(b) sequencing(c) predicting

2.2.4 Able to apply dictionaryskills:

(a) recogniseabbreviations

(b) understand meaning ofwords in context

1

Can read (sign) but show very limitedunderstanding of linear and non-lineartexts by:

- giving main ideas andsupporting details

- applying weak dictionary skills:recognise abbreviations,understand meaning of wordsin context

- sequencing

2

Can read (sign) but show limitedunderstanding of linear and non-lineartexts by:


- applying some dictionary skills:recognise abbreviations,understand meaning of wordsin context

- sequencing- making prediction


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PERFORMANCELEVEL

DESCRIPTOR

3

Can read (sign) but show satisfactoryunderstanding of linear and non-lineartexts by:


- applying dictionary skills:recognise abbreviations,understand meaning of words incontext


4

Can read (sign) but show goodunderstanding of linear and non-lineartexts by:





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PERFORMANCELEVEL

DESCRIPTOR

5

Can read (sign) but show very goodunderstanding of linear and non-lineartexts by:



- sequencing- making prediction.

6

Can read (sign) but show excellentunderstanding of linear and non-lineartexts by:



- sequencing- making relevant prediction


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PERFORMANCELEVEL

DESCRIPTOR

2.3 By the end of the sixth tothe eighth year of primaryschooling, pupils will beable to readindependently forinformation andenjoyment.

2.3.1 Able to read (sign) forinformation and enjoymentwith guidance:(a) Fiction(b) Non-fiction

1

Can read aloud (sign) chunks withcorrect pronunciation, stress,intonation and rhythm ata verylimited level.

Can read (sign) but show limitedunderstanding by doing any of thefollowing.- Sequencing- Answering wh-questions

- Identifying main ideas and details

- Transferring information

2

Can read aloud (sign) sentences withcorrect pronunciation, stress,intonation and rhythm from a text witha limited level.

Can read (sign) but show a limitedunderstanding by doing any of thefollowing :- Sequencing- Answering wh-questions- Identifying main ideas and details- Transferring information


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PERFORMANCELEVEL

DESCRIPTOR

3

Can read aloud (sign) paragraphs from fiction and non-

fiction texts with correct pronunciation, stress,intonation and rhythm at a satisfactory level.

Can read (sign) but show a satisfactoryunderstandingby doing any of the following.- Sequencing- Answering wh-questions- Identifying main ideas and details- Transferring information- Retelling

4

Can read aloud (sign) paragraphs from fiction and non-fiction texts with correct pronunciation, stress,intonation and rhythm at a good level.

Can read (sign) but show a good understanding bydoing any of the following.- Sequencing- Answering wh-questions- Identifying main ideas and details- Transferring information

- Retelling


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PERFORMANCELEVEL

DESCRIPTOR

5

Can read aloud (sign) fiction and non-fiction texts with correct pronunciation,stress, intonation and rhythm at a verygood level.

Can read (sign) but show a goodunderstanding by doing any of thefollowing.- Sequencing- Answering wh-questions- Identifying main ideas and details- Transferring information

- Retelling

6

Can read aloud (sign) fiction and non-fiction texts creatively with correctpronunciation, stress, intonation andrhythm at an excellent level.

Can read (sign) but show an excellentunderstanding by doing any of thefollowing.

- Sequencing

- Answering wh-questions- Identifying main ideas and details- Transferring information- Retelling


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SKILLS: WRITING



PERFORMANCELEVEL

DESCRIPTOR

3.1 By the end of thesixth to the eighthyear of primaryschooling, pupils willbe able to form lettersand words in neatlegible print includingcursive writing.

3.1.1 Able to write in neatlegible print withcorrect spelling:(a) sentences(b) paragraphs

1 Can write in legible print with a very limitedlevel of neatness.

2Can write in legible print with a limited level ofneatness.

3Can write in legible print with a satisfactorylevel of neatness.

4 Can write in legible print with a good level ofneatness.

5 Can write in legible print with a very good levelof neatness.

6 Can write in legible print with an excellent levelof neatness.



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SKILLS: WRITING



PERFORMANCELEVEL

DESCRIPTOR

3.1 By the end of thesixth to the eighthyear of primaryschooling, pupils willbe able to form lettersand words in neatlegible print includingcursive writing.

3.1.1 Able to write in neatcursive writing withcorrect spelling:(a) sentences(b) paragraphs

1 Can write in cursive writing with a very limitedlevel of neatness.

2 Can write in cursive writing with a limited levelof neatness.

3 Can write in cursive writing with a satisfactorylevel of neatness.

4 Can write in cursive writing with a good level ofneatness.

5 Can write in cursive writing with a very goodlevel of neatness.

6 Can write in cursive writing with an excellentlevel of neatness.



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SKILLS: WRITING



PERFORMANCELEVEL

DESCRIPTOR

3.2 By the end of thesixth to the eighthyear of primaryschooling, pupils willbe able to write usingappropriate language,form and style for arange of purposes.

3.2.1 Able to transferinformation with

guidance to

complete;

(a) linear texts(b) non-linear texts

1 Can transfer information with a very limitedlevel of accuracy.

2Can transfer information with a limited level ofaccuracy.

3Can transfer information with a satisfactorylevel of accuracy.

4Can transfer information with a good level ofaccuracy.

5Can transfer information with a very good levelof accuracy.

6 Can transfer information with an excellent levelaccuracy.



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SKILLS: WRITING



PERFORMANCELEVEL

DESCRIPTOR

3.1 By the end of the sixthto the eight year ofprimary schooling,pupils will be able towrite using appropriatelanguage, form andstyle for a range ofpurposes.

3.2.2 Able to write withguidance:

(a) stories(b) poems(c) informal letters

1 Can write stories, poems and informal letterswith a very limited level of accuracy.

2Can write stories, poems and informal letterswith a limited levelof accuracy.

3Can write stories, poems and informal letterswith a satisfactory level of accuracy.

4Can write stories, poems and informal letterswitha good level ofaccuracy.

5Can write stories, poems and informal letterswith a very good of accuracy.

6 Can write stories, poems and informal letterswithan excellent level of accuracy.



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SKILLS: WRITING



PERFORMANCELEVEL

DESCRIPTOR

3.2 By the end of the sixthto the eighth year ofprimary schooling,pupils will be able towrite using appropriatelanguage, form andstyle for a range ofpurposes.

3.2.3 Able to usepunctuation

correctly.

3.2.4 Able to spell words

by applying spelling

rules.

1 Can punctuate and apply spelling rules spellwith a very limited of accuracy.

2Can punctuate and apply spelling rules spellwitha limited level ofaccuracy.

3Can punctuate and apply spelling rules spellwitha satisfactory level of accuracy.

4Can punctuate and apply spelling rules spellwith a good level ofaccuracy.

5Can punctuate and apply spelling rules spellwith a very goodlevel of accuracy.

6 Can punctuate and apply spelling rules spellwith an excellent level of accuracy.



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SKILLS: LANGUAGE ARTS



PERFORMANCELEVEL

DESCRIPTOR

4.1By the end of thesixth to the eighthyear of primaryschooling, pupils willbe able to enjoy andappreciate rhymes,poems and songs.

4.1.1 Able to enjoy jazzchants, poems andsongs through non-verbal response.

4.1.2 Able to sing (sign)songs and recite (sign)jazz chants and poemswith correct stresspronunciation, rhythmand intonation.

1

Can show enjoyment and appreciation of atleast 1 out of the 3 genres (rhymes,poems, songs) with avery limitednon-verbal and verbal responses.

Can respond (sign) verbally with a verylimited correct stress, pronunciation,rhythm and intonation to 1 out of 3 genres(rhymes, poems, songs) with guidance.

2

Can show enjoyment and appreciation of 2out of the 3 genres (rhymes, poems,songs) with a limited non-verbalresponses and some verbal responses witha limited correct stress, pronunciation,rhythm and intonation with guidance.

3

Can show enjoyment and appreciation of 2out of the 3 genres (rhymes, poems,

songs) with a satisfactory non-verbalresponses.

Can respond verbally (sign) with asatisfactory correct stress, pronunciation,rhythm and intonation to 2 out of 3 genres(rhymes, poems, songs) with guidance.


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PERFORMANCELEVEL

DESCRIPTOR

4

Can show enjoyment and appreciation of

all 3 genres (rhymes, poems and songs)with a good non-verbal and verbalresponses.

Can sing songs (sign), recite (sign) jazzchants and poems with a good correctstress, pronunciation, rhythm andintonation with guidance.

5

Can show enjoyment and appreciation ofall 3 genres (rhymes, poems and songs)

with a very good non-verbal and verbalresponses independently.

Can sing songs (sign) recite (sign) jazzchants and poems with a very goodcorrect stress, pronunciation, rhythm andintonation independently.

6

Can show enjoyment and appreciation ofall 3 genres (rhymes, poems and songs)with anexcellentand creativenon-verbal

and verbal responses independently. Can sing (sign) songs, recite (sign) jazz

chants and poems creatively andindependently with an excellent level ofcorrect stress, pronunciation, rhythm andintonation.



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PERFORMANCELEVEL

DESCRIPTOR

4.2 By the end of thesixth to the eighthyear of primaryschooling,pupils will be ableto express personalresponse to literarytexts.

4.2.1 Able to respond toliterary texts:(a) character(s);(b) place and time;(c) values.

1

Can express very limitedpersonal

responses to character(s), setting andvalues in literary texts.

2 Can express limited short, or incomplete

personal responses to character(s), settingand values in literary texts.

3 Can express satisfactory short personal

responses to character(s), setting andvalues in literary texts.

4

Can express good personal responses toliterary texts by analysing character(s),

setting and values, with some justificationand reasoning

5

Can express very good personalresponses to literary texts by analysingcharacter(s), setting and values critically,providing good justification and reasoningindependently.

6

Can express excellent personalresponses to literary texts by analysingcharacter(s), setting and values critically,

providing creative justification andreasoning independently.



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PERFORMANCELEVEL

DESCRIPTOR

4.3 By the end of thesixth to eight yearof primaryschooling,pupils will be ableto plan, organiseand producecreative works forenjoyment.

4.3.1 Able to plan, produceand display creativeworks based literarytexts using a variety ofmedia with guidance.

1

Can participate in a performance at a very

limitedlevel using a single media withguidance.

2

Can cooperate in planning and organising aperformance at a limitedbased on literaryworks with guidance.

Can participate in a performance ata limitedlevelusing a single media with guidance.

3

Can cooperate in planning and organising aperformance at a satisfactory based onliterary works with guidance.

Can participate in a performance at asatisfactory level using limited variety ofmedia.

4

Can cooperate in planning, organising andparticipating in a performance at a goodbased on literary works using a variety ofmedia with guidance.

5

Can cooperate successfully in planning,organizing and participating in a performanceat a very good based on literary works,

independently and confidently with variousmedia.

6

Can cooperate successfully in planning,organising and participating in a performanceat an excellent levelbased on literary workscreatively, independently and confidently withvarious media.



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SKILLS: GRAMMAR



PERFORMANCELEVEL

DESCRIPTOR

5.1 By the end of thesixth to the eighthyear of primaryschooling, pupils willbe able to usedifferent word classescorrectly andappropriately.

5.1.1 Able to use nounscorrectly andappropriately:(a) common nouns(b) collective nouns

5.1.2 Able to use pronounscorrectly andappropriately:(a) reflexive(b) interrogative

5.1.3 Able to use verbscorrectly andappropriately:(a) simple future tense(b) future continuous

tense

1Can use different word classes with a verylimited level of accuracy.

2Can use different word classes with a limitedlevelof accuracy.


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PERFORMANCELEVEL

DESCRIPTOR

5.1.4 Able to useconjunctions correctlyand appropriately:(a) although(b) since

5.1.5 Able to useprepositions correctlyand appropriately:(a) over

(b) among(c) through(d) across(e) along(f) against

3 Can use different word classes withasatisfactory levelof accuracy.

4Can use different word classes with a goodlevelof accuracy.


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PERFORMANCELEVEL

DESCRIPTOR

5.1.6 Able to use adjectivescorrectly andappropriately.

5.1.7 Able to use articlescorrectly andappropriately.

5.1.8 Able to use adverbscorrectly andappropriately:(a) frequency(b) degree

5Can use different word classes with a verygood levelof accuracy.

6Can use different word classes with anexcellent level of accuracy.

NOTE:1. Teacher may use Total Communication where applicable: word stress, pronunciation, rhythm and intonation.2. Teacher may assess any grammar items in the Year 5 learning standards where appropriate through the speaking (signing) and writing skills.


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High Frequency Words

aboveacrossalmostalongalso

alwaysanimalanyaroundaskedbabyballoonbeforebeganbeing

belowbetterbetweenbirthdaybothbrotherbroughtbettercan'tchange

childrenclothescomingdidn'tdifferentdoesdon'thappyshow

sistersmallsomethingsometimessound

startedstillstoppedsuchsuddenlysureswimmingthinkthosethought

throughtodaytogethertoldtriesturnturnedunderwalkedwalking

watchwherewhilewhitewholewhywindowwithoutwoke

wokenwordwork


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over personality traits operate

party occupations pastry

peel ways people travel platform

polish rules and regulations stitchpresent successpress suggestpretend terminal

programme towardsreceive twigrepair uniteroute upperrush utensil

score viewscreamseatservesign

slipspinspreadstainstate

S t d M th ti d S i T


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Suggested Mathematics and Science Terms

absorb conversion fur liquids range volumeaccuracy cube gas litre reaction widthaddition cuboid graph lung recycle wind pipealgae curl grease magnify reduce young plantantibiotic defecate grid mankind reference

area device hatch mass reproduceaverage diagram height maximum reuseaxis discount horizontal mean round offbacteria disease income measurement scalebeaker dividend infer metal schedulebirth drug inhale millipede shelterbreadth diet innovate mimosa shootbreath digit insulator minimum silkbreathe electricity investment mixture solar systemcalculate excessive income mode stem

cause excretion infer movement solidscentimetre experiment inhale oblong sporeschart explain innovate parallel squarecircumference explore insulator parent plant stageclassify extinct investment pendulum stimulicompare faeces latex percentage stingcondition fern leaflets perimeter sweatconducive float leather predict urinateconductor fraction length profit vaccineconstruction frequency life cycle pulse value

contact fungus limitation quantity virus


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Terbitan:

BAHAGIANPEMBANGUNANKURIKULUM

KEMENTERIAN PENDIDIKAN MALAYSIA

Aras 4-8, BlokE9KompleksKerajaanParcelE

Pusat Pentadbiran Kerajaan Persekutuan62604PUTRAJAYA

Tel:03-88842000 Faks:03-8888 9917http://www.moe.gov.my/bpk

Documents

Dokumen Standard Bahasa Inggeris Tahun 5 Masalah Pendengaran