ENGLISH LANGUAGE YEAR 1 PROGRESS RECORD.docx
- 1. teacherfiera.com™ YEAR 1 STUDENT PROGRESS RECORD 2024 CLASS: 1 A TEACHER’S NAME: LATHA A/P SUBRAMANIAM ENGLISH LANGUAGE
- 2. PERFORMANCE STANDARDS GUIDE FOR YEAR 1 LISTENING SKILLS PERFORMANCE LEVEL DESCRIPTORS FOR LISTENING SKILLS NOTES 1 Hardly recognises and reproduces limited target language phonemes. Hardly understands very simple questions, instructions and main ideas of the texts even with a lot of support from the teacher. Requires support to achieve curriculum target (Working towards A1) 2 Recognises and reproduces some limited target language phonemes with a lot of support from the teacher. Understands a few very simple questions, instructions and main ideas of the texts with a lot of support from the teacher. On track to achieve curriculum target (Working towards A1) 3 Recognises and reproduces limited target language phonemes with support from the teacher. Understands very simple questions, instructions, main ideas and supporting details of the texts with support from the teacher. Predicts words using knowledge of a topic with support from the teacher. Achieves expectations of curriculum target (Working towards A1) 4 Recognises and reproduces limited target language phonemes with minimal support from the teacher. Understands very simple questions, instructions, main ideas and supporting details of the texts with minimal support from the teacher. Predicts words using knowledge of a topic. Working towards exceeding expectations (A1 Low) 5 Recognises and reproduces target language phonemes appropriately. Understands simple questions, instructions, main ideas and supporting details of the texts without hesitation. Displays increasing confidence and self- reliance in predicting words using knowledge of a topic. On track to exceed expectations (A1 Low) 6 Recognises and reproduces target language phonemes appropriately and independently. Understands simple questions, instructions, main ideas and supporting details of the texts promptly and independently. Predicts words using knowledge of a topic confidently and independently. Exceeds expectations (A1 Low) teacherfiera.com™
- 3. YEAR 1 TRANSIT FORM FOR CLASSROOM ASSESSMENT LISTENING SKILLS N O STUDENT’S NAME LEARNING STANDARD 1.1.1 1.2. 1 1.2.2 1.2.3 1.2. 4 1.2.5 1.3.1 1 P.HARITHA SRI 2 P.HANSHIKAA SRI 3 4 5 teacherfiera.com™ LISTENING SKILLS (YEAR 1) CONTENT STANDARD FOCUS LEARNING STANDARD 1.1 Recognise and reproduce target language sounds Recognise and reproduce target language phonemes intelligibly 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes 1.2 Understand meaning in a variety of familiar contexts Understand the main idea when listening to texts on familiar topics 1.2.1 Understand with support the main idea of very simple phrases and sentences Understand the main idea when listening to texts on familiar topics 1.2.2 Understand with support specific information and details of very simple phrases and sentences Understand narratives on familiar topics 1.2.3 Understand with a high degree of support very short simple narratives Understand classroom instructions 1.2.4 Understand short basic supported classroom instructions Understand questions on familiar topics 1.2.5 Understand short supported questions 1.3 Use appropriate listening strategies in a variety of contexts Use appropriate strategies to understand meaning 1.3.1 Predict words they will hear by using knowledge of a topic
- 4. PERFORMANCE STANDARDS GUIDE FOR YEAR 1 SPEAKING SKILLS PERFORMANCE LEVEL DESCRIPTORS FOR SPEAKING SKILLS NOTES 1 Hardly produces meaningful words and fixed phrases even with a lot of support from the teacher. Hardly asks and answers straightforward questions using one word or a fixed phrase even with a lot of support from the teacher. Requires support to achieve curriculum target (Working towards A1) 2 Produces a few meaningful words and fixed phrases with a lot of support from the teacher. Asks and answers a few straightforward questions using one word or a fixed phrase with a lot of support from the teacher. On track to achieve curriculum target (Working towards A1) 3 Produces and comprehends words and fixed phrases on very familiar topics with some support from the teacher. Asks and answers straightforward questions using one word or a fixed phrase with some support from the teacher. Introduces self, describes objects and participates in simple interactions on familiar topics using fixed phrases. Achieves expectations of curriculum target (Working towards A1) 4 Produces and comprehends words and fixed phrases on very familiar topics with minimal support from the teacher. Asks and answers straightforward questions using one word or a fixed phrase with minimal support from the teacher. Expresses self, describes objects and participates in simple conversations on familiar topics using fixed phrases. Working towards exceeding expectations (A1 Low) 5 Produces and comprehends words and fixed phrases on very familiar topics confidently. Asks and answers straightforward questions using one word or a fixed phrase with increasing confidence and self-reliance. Expresses self, describes objects and participates in conversations on familiar topics using fixed phrases with an increasing display of confidence. On track to exceed expectations (A1 Low) 6 Produces and comprehends words and fixed phrases on very familiar topics confidently and independently. Asks and answers straightforward questions using fixed phrases with ease and great confidence. Initiates, expresses self, describes objects and Exceeds expectations (A1 Low) teacherfiera.com™
- 5. participates in conversations on familiar topics using fixed phrases independently. Displays exemplary model of language use to others. teacherfiera.com™ SPEAKING SKILLS (YEAR 1) CONTENT STANDARD FOCUS LEARNING STANDARD SPOKEN INTERACTION 2.1 Communicate simple information intelligibly Communicate simple information about themselves clearly 2.1.1 Give very basic personal information using fixed phrases Find out simple information from others 2.1.2 Find out about very basic personal information using fixed phrases Communicate simple information clearly 2.1.3 Express basic likes and dislikes Communicate simple information clearly 2.1.4 Greet, say goodbye, and express thanks using suitable fixed phrases Describe people and things clearly 2.1.5 Name or describe objects using suitable words from word sets 2.2 Use appropriate communication Manage interaction appropriately 2.2.1 No learning standard (will be taught in subsequent years) Manage classroom tasks appropriately 2.2.2 Ask for attention or help from a teacher or classmate using one word or a fixed phrase SPOKEN PRODUCTION 2.3 Communicate appropriately to a small or large group Communicate information, events and stories clearly to an audience. 2.3.1 Introduce self to an audience using fixed phrases
- 6. YEAR 1 TRANSIT FORM FOR CLASSROOM ASSESSMENT SPEAKING SKILLS NO STUDENT’S NAME LEARNING STANDARD 2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2.1 2.2.2 2.3.1 1 P.HARITHA SRI 2 P.HANSHIKAA SRI 3 4 5 PERFORMANCE STANDARDS GUIDE FOR YEAR 1 READING SKILLS PERFORMANCE LEVEL DESCRIPTORS FOR READING SKILLS NOTES teacherfiera.com™
- 7. 1 Hardly identifies and recognises shapes of the letters in the alphabet even with a lot of support from the teacher. Hardly blends and segments phonemes (CVC, CCVC) even with a lot of support from the teacher. Requires support to achieve curriculum target (Working towards A1) 2 Identifies and recognises most shapes of the letters in the alphabet with a lot of support from the teacher. Blends and segments a few phonemes (CVC, CCVC) with a lot of support from the teacher. Hardly understands main ideas of very simple phrases and sentences after repeated readings. On track to achieve curriculum target (Working towards A1) 3 Identifies and recognises all shapes of the letters in the alphabet. Blends and segments phonemes (CVC, CCVC) with support from the teacher. Understands main ideas, specific information and details of very simple phrases and sentences. Uses picture dictionary to categorise words with support from the teacher. Achieves expectations of curriculum target (Working towards A1) 4 Blends and segments phonemes (CVC, CCVC) without hesitation. Understands main ideas, specific information and details of very simple phrases and sentences appropriately. Uses picture dictionary to categorise words with minimal support from the teacher. Working towards exceeding expectations (A1 Low) 5 Uses phonics to read words and identify word families confidently. Understands main ideas, specific information and details of very simple phrases and sentences confidently. Uses picture dictionary to categorise words confidently. On track to exceed expectations (A1 Low) 6 Uses phonics to read words and identify word families independently. Understands main ideas, specific information and details of simple sentences independently. Uses picture dictionary to categorise words independently. Exceeds expectations (A1 Low) teacherfiera.com™ READING SKILLS (YEAR 1) CONTENT STANDARD FOCUS LEARNING STANDARD 3.1 Recognise words in linear and non linear texts by using knowledge of sounds of letters Identify and distinguish the letters of the alphabet* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.1 Identify and recognise the shapes of the letters in the alphabet Distinguish and articulate beginning, medial and final sound words* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word Blend phonemes to recognise words* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.3 Blend phonemes (CVC, CCVC) Segment words into phonemes to spell* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support 3.1.4 Segment phonemes (CVC, CCVC) 3.2 Understand a variety of linear and non linear print and digital texts by using appropriate reading strategies Understand the main idea in a variety of text types on familiar topics 3.2.1 Understand the main idea of very simple phrases and sentences Understand specific details in a variety of text types on familiar topics 3.2.2 Understand specific information and details of very simple phrases and sentences Use appropriate word attack skills to understand specific meaning 3.2.3 i) Use visuals on the page to help understand a word or phrase ii) Identify and remember high frequency sound and letter patterns Use appropriate basic dictionary skills 3.2.4 Use with support a simple picture dictionary to find, list and categorise words from Year 1 topics and themes 3.3 Read independently for information and enjoyment Read and understand a variety of fiction and non-fiction texts with confidence and enjoyment 3.3.1 Read and enjoy simple print and digital games at word level
- 8. YEAR 1 TRANSIT FORM FOR CLASSROOM ASSESSMENT READING SKILLS NO STUDENT’S NAME LEARNING STANDARD 3.1.1 3.1.2 3.1.3 3.1.4 3.2.1 3.2.2 3.2.3 3.2.4 3.3.1 1 P.HARITHA SRI 2 P.HANSHIKAA SRI 3 4 5 PERFORMANCE STANDARDS GUIDE FOR YEAR 1 WRITING SKILLS PERFORMANCE LEVEL DESCRIPTORS FOR WRITING SKILLS NOTES 1 Hardly displays early writing skills to form letters as demonstrated by the teacher. Hardly uses fixed phrases to communicate with appropriate language form and style even with a lot of support from the teacher. Requires support to achieve curriculum target (Working towards A1) 2 Displays early writing skills to form letters as demonstrated by the teacher with some legibility. Uses fixed phrases to communicate with appropriate language form and style with a lot of support from the teacher. On track to achieve curriculum target (Working towards A1) 3 Displays early writing skills appropriately. Writes comprehensible words and phrases with correct punctuation and spelling supported by the teacher. Organises words by using ‘and’ to communicate with appropriate language form and style with some support from the teacher. Achieves expectations of curriculum target (Working towards A1) 4 Writes comprehensible words and phrases with correct punctuation and spelling with minimal support by the teacher. Organises words by using ‘and’ to communicate with appropriate language form and style with minimal support from the teacher. Working towards exceeding expectations (A1 Low) 5 Writes comprehensible words and phrases with correct punctuation and spelling confidently. Organises words by using ‘and’ to communicate with appropriate language form and style without hesitation. On track to exceed expectations (A1 Low) 6 Writes comprehensible words and phrases with correct punctuation and spelling independently. Organises words by using ‘and’ to communicate with appropriate language form and style independently. Exceeds expectations (A1 Low) teacherfiera.com™
- 9. Displays exemplary model of language use to others. teacherfiera.com™
- 10. YEAR 1 TRANSIT FORM FOR CLASSROOM ASSESSMENT WRITING SKILLS teacherfiera.com™ WRITING SKILLS (YEAR 1) CONTENT STANDARD FOCUS LEARNING STANDARD 4.1 Form letters and words in neat legible print using cursive writing Develop prewriting skills **Preliterate children only 4.1.1 i) Demonstrate fine motor control of hands and fingers by using pen or pencil correctly ii) Demonstrate correct posture and pen hold grip iii) Develop hand-eye coordination through drawing lines and patterns Develop early writing skills* *all children 4.1.2 i) Form upper and lower case letters of regular size and shape** **preliterate children only ii) write letters and words in a straight line from left to right with regular spaces between words and spaces* *all children iii) copy letters and familiar high frequency words and phrases correctly* *all children 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Communicate basic personal information clearly 4.2.1 Give very basic personal information using fixed phrases Communicate basic information clearly 4.2.2 Greet, say goodbye, and express thanks using suitable fixed phrases Communicate basic information clearly 4.2.3 Express basic likes and dislikes Describe people and things clearly 4.2.4 Name or describe objects using suitable words from word sets Organise basic information appropriately 4.2.5 Connect words and proper names using ‘and’ 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Punctuate texts appropriately 4.3.1 Use capital letters appropriately in personal and place names Spell high frequency words accurately 4.3.2 Spell familiar high frequency words accurately Plan, draft and edit work appropriately on familiar topics 4.3.3 Plan, and write words and phrases
- 11. NO STUDENT’S NAME LEARNING STANDARD 4.1.1 4.1.2 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.3.1 4.3.2 4.33 1 P.HARITHA SRI 2 P.HANSHIKAA SRI 3 4 5 *PERFORMANCE STANDARDS GUIDE FOR YEAR 1 LANGUAGE ARTS IS NOT PROVIDED IN THE YEAR 1 DSKP YEAR 1 TRANSIT FORM FOR CLASSROOM ASSESSMENT LANGUAGE ARTS NO STUDENT’S NAME LEARNING STANDARD 5.1.1 5.1.2 5.2.1 5.3.1 1 P.HARITHA SRI 2 P.HANSHIKAA SRI 3 4 5 teacherfiera.com™ LANGUAGE ARTS (YEAR 1) CONTENT STANDARD FOCUS LEARNING STANDARD 5.1 Enjoy and appreciate rhymes, poems and songs Demonstrate appreciation through non verbal responses to: 5.1.1 i) simple chants and raps ii) simple rhymes iii) simple action songs Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation 5.1.2 i) simple chants and raps ii) simple rhymes iii) simple action songs 5.2 Express personal responses to literary texts Identify, analyse and respond to elements in texts 5.2.1 Name people, things or places of interest in illustrations accompanying texts 5.3 Express an imaginative response to literary texts Plan, prepare and produce creative work with a focus on language use 5.3.1 Respond imaginatively and intelligibly through creating simple art and craft products Other imaginative responses as appropriate