Educators' Guide for Pedagogy and Assessment
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Learning Area: Languages
English > LEVEL 6
Subject Focus: Listening and speaking
1] I can listen attentively to text read aloud and demonstrate understanding by making inferences as well as justifying and explaining statements.
2] I can understand audio-visual text across a range of genres, identifying main ideas, specific information and key words.
3] I can recite/narrate/perform poems, songs and play scripts with emphasis, intonation and pronunciation that demonstrate understanding of literary effects.
LISTENING AND SPEAKING
4] I can add several ideas of my own in the same style as the original story, poem or song.
PRACTICAL
5] I can make use of language to make relatively plausible predictions, give vivid descriptions, and answer a range of questions about an oral text.
LEARNING TO BE
6] I can express my ideas about a story or poem read aloud, backing up my comments with evidence concerning the characters and events.
LEARNING TO do
7] I can contribute to class and group discussions in a range of topics by asking
questions to find out more.
SOCIAL LEARNING
8] I can participate in role-playing exercises and school performances by articulating clearly, demonstrating fluency and emphasis where appropriate.
EXPRESSIVE LANGUAGE
9] I can express my own opinions clearly and I can also take turns in a discussion and conversation.
10] I can listen to others, demonstrating that I respect and understand their point of view and ask for clarification when I don't understand using the correct grammar.
COMMUNICATING FOR DIVERSITY
11] I can share my opinion with others because I understand that my opinions are important.
SOCIAL LEARNING
12] I can ask questions and make contributions in a discussion to clearly make my point and respond to the ideas of others.
LEARNING TO LIVE TOGETHER
13] I can listen carefully, follow a series of instructions, and participate in discussions.
LEARNING TO LIVE TOGETHER
14] I can convey a simple message containing time sequence and instructions accurately.
15] I can speak fluently and accurately in terms of content and sound patterns, using some complex sentence structures.
16] In a conversation with speakers of similar or higher linguistic competence, I can speak relatively fluently and accurately in terms of content and sound patterns.
17] I can give clear instructions using a logical sequence to guide an activity.
2] I can understand audio-visual text across a range of genres, identifying main ideas, specific information and key words.
3] I can recite/narrate/perform poems, songs and play scripts with emphasis, intonation and pronunciation that demonstrate understanding of literary effects.
LISTENING AND SPEAKING4] I can add several ideas of my own in the same style as the original story, poem or song.
PRACTICAL5] I can make use of language to make relatively plausible predictions, give vivid descriptions, and answer a range of questions about an oral text.
LEARNING TO BE6] I can express my ideas about a story or poem read aloud, backing up my comments with evidence concerning the characters and events.
LEARNING TO do7] I can contribute to class and group discussions in a range of topics by asking
questions to find out more.
SOCIAL LEARNING8] I can participate in role-playing exercises and school performances by articulating clearly, demonstrating fluency and emphasis where appropriate.
EXPRESSIVE LANGUAGE9] I can express my own opinions clearly and I can also take turns in a discussion and conversation.
10] I can listen to others, demonstrating that I respect and understand their point of view and ask for clarification when I don't understand using the correct grammar.
COMMUNICATING FOR DIVERSITY11] I can share my opinion with others because I understand that my opinions are important.
SOCIAL LEARNING12] I can ask questions and make contributions in a discussion to clearly make my point and respond to the ideas of others.
LEARNING TO LIVE TOGETHER13] I can listen carefully, follow a series of instructions, and participate in discussions.
LEARNING TO LIVE TOGETHER14] I can convey a simple message containing time sequence and instructions accurately.
15] I can speak fluently and accurately in terms of content and sound patterns, using some complex sentence structures.
16] In a conversation with speakers of similar or higher linguistic competence, I can speak relatively fluently and accurately in terms of content and sound patterns.
17] I can give clear instructions using a logical sequence to guide an activity.
Subject Focus: Language awareness and production
1] I can continue and generate my own simple, compound and complex sentence patterns showing an awareness of language structure.
LISTENING AND SPEAKING
2] I can use the correct word order when writing and speaking.
WRITING
3] I can consistently use the correct form of the past and present tenses as well as refer to the future most of the time.
PLANNING AND REFLECTION
4] I can communicate effectively, altering my language choices according to purpose.
5] I can use basic punctuation e.g. fullstops, speech marks, commas and capital letters appropriately. I can show this understanding when writing or reading.
ACCURACY
6] I can narrate events adopting simple linguistic forms e.g. using the simple present and past tenses, using simple and compound sentences.
7] I can use the resources available to expand my production of
words e.g. using a dictionary and a thesaurus including online versions.
8] I can use the language necessary to show time, place and movement in a sentence e.g. prepositions of time, place and movement.
LISTENING AND SPEAKING2] I can use the correct word order when writing and speaking.
WRITING3] I can consistently use the correct form of the past and present tenses as well as refer to the future most of the time.
PLANNING AND REFLECTION4] I can communicate effectively, altering my language choices according to purpose.
5] I can use basic punctuation e.g. fullstops, speech marks, commas and capital letters appropriately. I can show this understanding when writing or reading.
ACCURACY6] I can narrate events adopting simple linguistic forms e.g. using the simple present and past tenses, using simple and compound sentences.
7] I can use the resources available to expand my production of
words e.g. using a dictionary and a thesaurus including online versions.
8] I can use the language necessary to show time, place and movement in a sentence e.g. prepositions of time, place and movement.
Subject Focus: Reading
1] I can read aloud clearly, confidently and fluently as well as express clear diction.
READING AND UNDERSTANDING
2] I can read silently on my own for longer periods of time e.g. by answering comprehension questions.
3] I can show understanding and react to a different range of genres and of age-appropriate texts.
READING AND UNDERSTANDING
4] I can read and understand as well as know how to search online for age-appropriate and relevant texts across genres.
5] I can use a range of strategies to aid comprehension and find the required information in the text.
6] I can make informed assumptions about a book or other long work from its title and introductory material.
EXPRESSIVE LANGUAGE
7] I can express my opinions about a story at my own reading level, giving clear reasons as to why I have these opinions.
SOCIAL LEARNING
8] I can understand the author's point of view and make evaluative comments about it.
9] I can read more complex texts across genres for different purposes e.g. to find out new information, for enjoyment, to learn new things.
10] I can understand text organisation and how a text develops e.g. in the development of an argument or the climax of a story.
11] I can use the layout and organisation of age-appropriate texts to aid comprehension e.g. alphabetical order.
12] I can, at an elementary level, use available resources to expand my understanding of words e.g. using a dictionary and a thesaurus including online versions.
READING AND UNDERSTANDING2] I can read silently on my own for longer periods of time e.g. by answering comprehension questions.
3] I can show understanding and react to a different range of genres and of age-appropriate texts.
READING AND UNDERSTANDING4] I can read and understand as well as know how to search online for age-appropriate and relevant texts across genres.
5] I can use a range of strategies to aid comprehension and find the required information in the text.
6] I can make informed assumptions about a book or other long work from its title and introductory material.
EXPRESSIVE LANGUAGE7] I can express my opinions about a story at my own reading level, giving clear reasons as to why I have these opinions.
SOCIAL LEARNING8] I can understand the author's point of view and make evaluative comments about it.
9] I can read more complex texts across genres for different purposes e.g. to find out new information, for enjoyment, to learn new things.
10] I can understand text organisation and how a text develops e.g. in the development of an argument or the climax of a story.
11] I can use the layout and organisation of age-appropriate texts to aid comprehension e.g. alphabetical order.
12] I can, at an elementary level, use available resources to expand my understanding of words e.g. using a dictionary and a thesaurus including online versions.
Subject Focus: English Literature in the Early and Middle Years
1] I can learn simple poems and recite them in a way that brings out their meaning as well as their rhythm and rhyme.
2] I can read and listen to literary texts such as poetry, prose and drama being performed or read aloud. I can show my understanding by answering questions about some aspects e.g. events, setting, subject, topic, characters, their and behaviour.
3] I can respond to poems, stories, prose and drama by speaking and writing about how I feel about the literary texts and about the events, characters or themes in these texts.
4] I can identify the use of several literary devices e.g. alliteration and personification.
5] I can participate in activities e.g. role-play and dialogue based on poems and stories I have read or listened to.
6] I can show my personal response to the literary text I encounter e.g. by drawing or using crafts inspired by the text, and keeping a simple journal with my thoughts.
7] I can respond to a play by participating in its performance and understand the meaning and function of dramatic devices e.g. acts, scenes, stage directions and monologues.
2] I can read and listen to literary texts such as poetry, prose and drama being performed or read aloud. I can show my understanding by answering questions about some aspects e.g. events, setting, subject, topic, characters, their and behaviour.
3] I can respond to poems, stories, prose and drama by speaking and writing about how I feel about the literary texts and about the events, characters or themes in these texts.
4] I can identify the use of several literary devices e.g. alliteration and personification.
5] I can participate in activities e.g. role-play and dialogue based on poems and stories I have read or listened to.
6] I can show my personal response to the literary text I encounter e.g. by drawing or using crafts inspired by the text, and keeping a simple journal with my thoughts.
7] I can respond to a play by participating in its performance and understand the meaning and function of dramatic devices e.g. acts, scenes, stage directions and monologues.
Subject Focus: Writing
1] I can write well-formed letters that are legible.
WRITING2] I can use appropriate format and features of presentation to convey the purpose of a text.
3] I can control the formation of letters and join letters to write confidently in cursive.
4] I can use resources to help me plan my written work and present it accurately.
PLANNING AND REFLECTION5] I can edit my written work and with minimal support, I can revise it.
6] I can write increasingly complex sentences in response to a range of texts.
COGNITIVE7] I can use words to achieve particular effects in my writing and use a range of vocabulary and expressions that set specific moods and depict particular scenes.
CREATIVE LEARNING8] I can express my opinions effectively in writing on a range of topics.
9] I can participate in writing for a wide range of purposes and genres.
LEARNING TO DO10] I can write a text organised in a series of paragraphs.
11] I can write appropriately for an audience and with a purpose. I can write down what I think,
together with the reasons for this.
12] I can write to convey emotions and thoughts effectively.
13] I can add detail and interest to more complex sentence structures in a variety of ways.
EXPRESSIVE LANGUAGE14] I can make a text more interesting or more relevant to me by changing the vocabulary.
COGNITIVE LEARNING15] I can confidently use various strategies to spell a word correctly.
16] I can organise my ideas into clear, cohesive and coherent paragraphs sustained over an extended piece of writing.
17] I can write clear and precise instructions to explain the steps of a process e.g. how to make a kite.
