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Learning Standards

4.2.5 Connect sentences using basic coordinating

conjunctions

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YEAR 4 (WHERE ARE YOU FROM?)

LS: 4.2.4 Describe people and objects using suitable statements

CHECKLIST FOR TEACHER

1. Identify the nouns and verbs from given materials

2. Create phrases from the nouns and verbs

3. create phrases with adjectives

4. construct simple sentences with correct punctuation

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English Year 6

Topic 5 - Getting Around (pg 67)

Skill : Writing

Learning Standard : 4.2.3 Narrate factual and imagined events and experiences

Checklist for Teacher

·       Able to answer the WH-questions appropriately

(Able to add and expand information based on the time-travel story pictures and prompts.)

·       Introduces characters

·       Describes the main events

·       Introduces the problem

·       Says how the characters solve the problem

·       Says how they feel

·       Able to divide the information into beginning, middle and end

·       Writes the story in three paragraphs

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narrate factual and imagined events and experience

Pupils are shown the format

of e-mail

﻿﻿Pupils are given an example of
an e-mail

﻿﻿Elaborate based on the stimulus given (mind map)

Usage of appropriate adjectives / conjunctions

CHECKLIST for students:

Have I

Used the past tense throughout the text?

Used the third person throughout the text?

Used paragraphs to structure my writing?

Used a range of adjectives to describe?

Used adverbs of time, place and sequence connectors to build cohesion?

Written three clear paragraphs to illustrate the three different reasons

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YEAR 4 : UNIT 3 - IN THE PAST

ACTIVITY: SEQUENCING THE MUMMIFICATION PROCESS

RUBRIC

Number the sentences in the correct order. Rewrite the sentences in order in the form of a paragraph.

LEARNING STANDARD

4.3.3 Produce a plan or draft of one paragraph for a familiar topic and modify this appropriately in response to feedback

CHECKLIST FOR TEACHERS

✓ Clearly identifies the sequence of events or steps in the activity.

✓ Maintains chronological order or logical progression.

✓ Organizes the sequence in a logical and structured manner.

✓ Uses headings or numbers to clearly delineate each step or phase of the activity.

✓ Uses correct grammar, punctuation, and spelling throughout.

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Learning Standard: 4.2.5 Connect sentences into two coherent paragraphs or more using basic coordinating conjunctions and reference pronouns

Checklist for teacher:

Paragraph Structure

-  Topic Sentence: Does each paragraph start with a clear topic sentence about a cool job?

-  Number of Sentences: Does each paragraph have at least 3-5 sentences?

Coordinating Conjunctions

-  'And': Does the pupil use "and" correctly to add information?

-  'But': Does the pupil use "but" correctly to show contrast?

-  'Or': Does the pupil use "or" correctly to offer choices?

-  'So': Does the pupil use "so" correctly to show results or reasons?

-  'For': Does the pupil use "for" correctly to explain reasons?

-  'Nor': Does the pupil use "nor" correctly in negative sentences?

Reference Pronouns

-  Subject Pronouns: Does the pupil use subject pronouns (he, she, it, they) correctly?

-  Object Pronouns: Does the pupil use object pronouns (him, her, it, them) correctly?

-  Possessive Pronouns: Does the pupil use possessive pronouns (his, her, its, their) correctly?

-  Demonstrative Pronouns: Does the pupil use demonstrative pronouns (this, that, these, those) correctly?

Clarity and Grammar

-  Clear Ideas: Are the ideas easy to understand?

-  Correct Grammar: Are the sentences grammatically correct?

-  Proper Punctuation: Is punctuation used correctly?

-  Relevant Vocabulary: Is the vocabulary appropriate for describing cool jobs?

Overall Writing Quality

-  Smooth Flow: Do the sentences and paragraphs flow smoothly?

-  Engaging: Is the writing interesting to read?

Overall Rating:

-  Excellent

-  Good

-  Needs Improvement

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Level : Year 4

Learning standard : 4.3.1 - use capital letters, full stops, commas in lists, question marks and speech marks appropriately at discourse level

Rubric for Teachers to Assess Punctuation in a Short Message

- Capital Letters

- Correct use at the beginning of sentences.

- Proper nouns are correctly capitalized.

- Personal pronoun 'I' is always capitalized.

- Full Stops

- Every sentence ends with a full stop.

- No run-on sentences (each thought ends with a full stop).

- Commas in Lists

- Items in lists are correctly separated by commas.

- Commas are used correctly before 'and' or 'or' in lists (Oxford comma can be optional based on teaching preference).

- Question Marks

- Questions end with a question mark.

- No incorrect use of question marks in non-question sentences.

- Speech Marks (Quotation Marks)

- Direct speech is enclosed in speech marks.

- Speech punctuation (commas, full stops, question marks, exclamation marks) is correctly placed within the speech marks.

- Overall Message

- The message is coherent and easy to understand.

- The message fits within the 30-50 word limit.

Scoring Criteria

- Exemplary (4 points)

- All punctuation marks are used correctly and consistently.

- The message is clear, coherent, and within the word limit.

- Proficient (3 points)

- Most punctuation marks are used correctly.

- Minor errors do not affect the overall coherence.

- The message is within the word limit.

- Developing (2 points)

- Several punctuation errors are present.

- Some parts of the message may be unclear.

- The message is slightly over or under the word limit.

- Beginning (1 point)

- Many punctuation errors.

- The message is unclear or difficult to understand.

- The message does not meet the word limit requirement.

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Year 4, Unit 1: Where are you from?

W: 4.2.3 - Describe basic everyday routines

Activity:

Beginner level: Fill in the blanks with the suitable words or phrases

Intermediate / Advanced level:

Pupils write a paragraph of text with detailed description of their hobbies and families.

Checklist:

Use grammatically correct sentences

Use correct punctuation and capitalisation

Spelling

Use appropriate vocabulary or word choice

Ideas are logically sequenced with clear transitions between sentences

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LS: 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

4.1.2

i) Form upper and lower case letters of regular size and shape

ii) write letters and words in a straight line from left to right with regular spaces between words and spaces

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Group discussion:

1. Task:

choose a learning standard for writing skill.

suggest a written activity for CBA

create either a checklist for teacher, a checklist for peers or a rubric.

2. Scan the QR code to access Padlet.

3. Click on + icon to create and post your idea. Please state your group name.

4. Complete the task in 15 minutes.

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LS: 4.2.3 Narrate factual and imagined events and experiences

Activity: Write an email with at least 30-50 words.