CHANDRA KUSUMA ENGLISH LANGUAGE CURRICULUM

PRIMARY ONE

USAGEPhonics, spelling and vocabulary (A)learners should:

1. Use their knowledge of phonemes effectively in spelling and reading2. Recognise and identify syllables and split 'familiar' compound words into parts3. Learn the spellings of 'long vowel' sounds4. Spell words with common prefixes and suffixes (e.g. un-, dis-, -ful, -ly)5. Make and use collections of words based on things around them6. Discuss the meanings of new and unfamiliar vocabulary encountered when reading

Grammar and punctuation (B)learners should:

1. Use their knowledge in grammar by deciphering words and sentences2. Use a variety of words and phrases to join sentences together (e.g. and, then)3. Use capital letters and full stops to show the beginning and endings of sentences4. Begin to use other punctuation such as commas and speech marks5. Begin to increase their level of verb usage by using the 'past tense' to describe finished

actions6. Re-read 'own' work to help develop sense and accuracy7. Start to use simple 'organisational skills' such as headings, captions etc.8. Read and respond to question words (e.g. what, where, when, who, why)

Reading (C)learners should:

1. Extend the range of words that they can recognise on sight2. Use their knowledge of phonemes and word parts by reading 'unfamiliar' words3. Use their general knowledge (awareness of context) in situations to help establish meanings4. Understand time and sequence during story telling5. Identify and describe story settings and characters by using suitable adjectives6. Predict story endings7. Read poems and recognise words that rhyme8. Read and follow simple instructions (e.g. in a recipe or from directions to a new

place/room)9. Locate words alphabetically in dictionaries, glossaries, indexes etc.10. Answer questions based on reading sections of a text (comprehension questions)11. Find factual information from various formats (timetables, family trees, labeled diagrams

etc)12. Begin to develop their 'scanning' skills by finding certain information on a page13. Read both fiction and non-fiction books without assistance

Writing (D)learners should:

1. Form the letters of the alphabet both correctly and consistently2. Practice handwriting patterns and the joining of letters3. Spell common words that can be read on sight

4. Use their knowledge of phonemes and spelling in writing without assistance5. Choose suitable vocabulary when describing things (e.g. people, places etc)6. Increase their level of linking words (e.g. find alternatives to 'and' and 'then' when

describing a process)7. Begin to use language of time; words that tell us when things happen (e.g. suddenly, after

that, a while later etc)8. Use structures from familiar stories or poems to help develop writing skills9. Write own short stories with beginnings, middles and ends10. Describe settings and characters in own short stories11. Begin to use a dialogue in stories (speech marks are necessary)12. Write short reviews of stories/books read13. Write a list of instructions (recipes or directions)14. Write about personal experiences15. Make simple notes from 'non-fiction' texts (e.g. listing key words to help remember

important information)

Speaking and Listening (E)learners should

1. Show confidence when speaking to a group2. Speak slowly and clearly so others can hear easily3. Show awareness to the listener by including relevant details and information4. Use their range of vocabulary to present their ideas clearly5. Start to become aware of more 'formal' terms of speech 6. Explain plans or ideas by using known vocabulary7. Listen carefully to others and respond by asking questions relevant to what has been said or

taught

GLOSSARY

phonemes - the smallest unit of sound employed in a worddeciphering - to work out the meaning of somethingscanning - reading for specific informationrelevant - connected to a particular topic or situation