REVISED ANNUAL TEACHING PLAN 2021- 2023

(GRADE 5 - ENGLISH FAL - TERM 1 - 4)

GRADE 5 TERM 1

SKILLS LANGUAGE STRUCTURES &

LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS

Listens and retells a short story Reads a short story Writes a personal recount of events Spelling and punctuation
WEEK
1–2 (Choose from contemporary realistic Text from the textbook or reader/s • Chooses appropriate content for the Uses the dictionary to check spelling
fiction/traditional stories/personal or Teacher’s Resource File (TRF) topic and meanings of words
accounts/adventure/funny/fantasy/real • Pre-reading: predicting from title and • Selects from experience
life stories/historical fiction) pictures Builds on phonic knowledge to spell
• Stays on the topic words, e.g. builds word families based
Text from the textbook or Teacher’s • Uses reading strategies, e.g. on how they sound or look.
Resource File (TRF) making predictions, uses phonic and • Frame used by struggling learners
• Listens to a story contextual clues Builds on knowledge of sight words and
• Uses appropriate grammar, spelling high frequency words
• Discusses new vocabulary from the and punctuation.
• Retells events in correct sequence, read text Working with words and sentences
using simple past tense • Uses vocabulary related to topic
• Discusses the title, plot and where the Understands and uses countable nouns
• Names the characters correctly story takes place (setting) (e.g. book – books)
Creates/Uses a personal dictionary
• Expresses simple opinion on the story Revises ‘a’ and ‘the’ with nouns.
• Labels pages with letters of alphabet
• Uses a dictionary Builds on use of personal pronouns
• Enters 5 words and meanings (e.g. I, you, it, us, them)
Does comprehension activity on the (drawing/sentence using the word/
text (oral or written) explanation of word) Begins to use possessive pronouns
(e.g. mine, yours, his, hers, ours, theirs)
Practises reading • Or continues to enter words into
dictionary created in Grade 4 Uses regular and irregular forms of the
• Reads aloud with appropriate verb, e.g. walk, walked; run, ran
pronunciation, fluency, and
expression Builds on use of subject verb concord,
e.g. There is one book/There are two
books ...

Builds on understanding and use of

simple past
Vocabulary in context

Words taken from shared or individually

read texts
Standardised Baseline Assessment and Orientation to be conducted during the first 3 days of the term in Week 1 – Day 1 to 3. Data is captured so that competency is
determined and learning gaps identified. This information should be used to inform subsequent teaching and learning activities.
 GRADE 5 TERM 1

LANGUAGE STRUCTURES &

SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS

Takes part in a class discussion to Reads information text with visuals, Writes a factual recount Spelling and punctuation
give a factual recount on a familiar e.g. charts/tables/diagrams/ mind maps/
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

topic maps/pictures/ graphs  Selects appropriate content Spells familiar words correctly, using a
• Recounts a recent event  Writes a title personal dictionary
Text from the textbook or reader/s or  Sequences events correctly Revises capital letters, full stop and
• Tells events in correct sequence Teacher’s Resource File (TRF)  Uses appropriate vocabulary comma, colon and semi colon
• Asks and answers simple questions  Uses appropriate grammar, spelling
on the topic • Pre-reading: read and discuss title and punctuation Working with words and sentences
and look at pictures/diagrams/maps  Corrects spelling using a dictionary
• Gives other learners a chance to and redrafts Uses connecting words to show addition
speak • Uses reading strategies, e.g. skims  Draws/completes and labels visuals, (and) and sequence (then, before)
for general idea, uses contextual e.g. charts/tables/ diagrams/ mind
• Listens to them and encourages their clues to find meaning maps/maps/plans/diagrams Builds on understanding and use of
attempts to speak their additional simple present
 Selects important information
language • Identifies main facts
 Includes relevant labels
Builds on use of modals, e.g. ‘can’ to
WEEK • Code switches if necessary • Explains meaning of unfamiliar words show ability, ‘may’ to ask for permission
Writes an sms / email to accept or turn
3–4
down an invitation
• Answers questions about the text Uses ‘must’ to show necessity
Practises Listening and Speaking
• Chooses relevant content
(Choose one for daily practice) Uses adverbs of time (e.g. tomorrow,
• Performs a short poem or rhyme Reads social texts, e.g. invitations yesterday) or frequency (often)
• Organises information correctly
Uses ‘will’ to indicate something that will
• Plays a simple language game  Explains main message happen, e.g. There will be a storm today
• Uses correct format, e.g. salutation,
 Identifies features of text date, etc.
• Gives and follows instructions /  Discusses purpose of text Vocabulary in context
directions  Uses a dictionary to find meaning of Records words and their meanings
new words Words taken from shared or individually
in a personal dictionary
• Tells own news read texts
• Writes sentences using the words or
Practises reading explanations to show the meaning
• Reads aloud with appropriate
pronunciation, fluency, and
expression

FORMAL ASSESSMENT: TASK 1: ORAL

 Read Aloud (20 marks)
Commence with this task in term 1 and conclude in term 2 when the mark will be recorded.
 GRADE 5 TERM 1

LANGUAGE STRUCTURES &

SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS

Listens and responds to a story Reads a story. Writes a simple story with a frame Spelling and punctuation
(Narrative/ Descriptive)
(Choose from contemporary realistic Text from the textbook or reader/s or Spells familiar words correctly, using a
fiction/traditional stories/personal Teacher’s Resource File (TRF) • Writes at least four paragraphs personal dictionary
accounts/adventure/funny/fantasy/real
life stories/historical fiction) • Pre-reading: predicts from title and • Writes an appropriate opening Punctuates correctly: exclamation
pictures sentence mark, question mark and inverted
Text from the textbook or Teacher’s commas
Resource File (TRF) • Uses reading strategies, e.g. makes • Writes about events logically
predictions, uses contextual clues to Working with words and sentences
• Chooses from oral descriptions to find meaning, reads to find detail • Uses connecting words (and, but)
identify people in the story Understands and uses uncountable
• Answers questions about the story • Uses some adjectives as nouns (e.g. chalk)
• Uses an oral description to identify comparatives and superlatives Uses the gender forms of some nouns
people in the story (e.g. cow/bull)
Practises reading • Writes an appropriate ending Uses different types of adjectives
• Expresses feelings and opinions including what things are made of, e.g.
about the story • Reads aloud with appropriate woollen
pronunciation, fluency, and Builds on understanding and use of
WEEK • Answers oral questions about the expression Records words and their meanings comparative adjectives
5–6 story in a personal dictionary
Reflects on texts read during • Writes sentences using the words or Uses question forms, e.g. who, what,
Practises Listening and Speaking independent/pair reading explanations to show the meaning, when, which, why, how
(Choose one for daily practice) etc.
• Performs a short poem or rhyme • Shares opinions on the book Understands and uses reported speech.
Capital letters for proper nouns, for titles
• Plays a simple language game • Relates text to own life and initials of people

• Gives and follows instructions / • Expresses emotional responses to Vocabulary in context

directions texts read
Words taken from shared or individually
• Tells own news read texts

FORMAL ASSESSMENT TASK 2: WRITING

 Essay (20 marks)
Narrative or Descriptive
During the term
 GRADE 5
TERM 1
LANGUAGE STRUCTURES &
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS

Listens and responds to a poem/song Reads poem Writes a simple poem with a frame Spelling
or rhyming sentences:
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

Text from the textbook or Teacher’s Text from the textbook or reader/s or • Repeats the same structure to create Spells familiar words correctly, using a
Resource File (TRF) Teacher’s Resource File (TRF) a poetic rhythm and pattern personal dictionary

• Talks about the poem (what poem is • Discusses the topic and main ideas in • Uses words which imitate their sounds
about) the poem Working with words and sentences
• Uses words beginning with the same
• Relates to own experience • Discusses rhyme sound. Understands the possessive form
of the noun (e.g. Bongi’s eyes)
• Identifies rhyme and rhythm • Discusses words that begin with the Writes about poem Uses apostrophes for showing
same sound possession
• Gives personal response (likes/ • Explains what the poem is about
dislikes about the poem • Discusses words that imitate their Begins to use irregular forms of some
sound • Expresses feelings about the poem verbs, e.g. run, ran

WEEK • Discusses comparisons, e.g. ‘He Records words and their meanings
7–8 sings like a bird.’; ‘She is a star.’ in a personal dictionary Vocabulary in context
• Writes sentences using the words or
• Answers questions about the poem explanations to show the meaning, Words taken from shared or individually
(oral or written) etc. read texts

Reflects on texts read during

independent/pair reading

• Compares books/stories/texts read

FORMAL ASSESSMENT TASK 3: RESPONSE TO TEXTS (40 MARKS)
 Literary/Non- literary text (15 marks)
 Visual text (10 marks)
 Language Structures and Conventions (15 marks): Activities for this task do not have to be written in one session.

.
 GRADE 5 TERM 1

LANGUAGE STRUCTURES &

SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & CONVENTIONS
PRESENTING

Listens to and describes a simple Reads procedural text Writes instructions using a Spelling and punctuation
process e.g. for making or doing frame
something. Text from the textbook or reader/s or Uses the dictionary to check spelling
Teacher’s Resource File (TRF) • Uses correct specific and meanings of words
details
• Uses connecting words, e.g. first, • Pre-reading: predicting from title and Working with words and sentences
next, finally, etc. pictures • Uses correct sequence,
using connecting words, Begins to use determiners such as one,
• Uses reading strategies, e.g. e.g. first, next, etc. two, etc. and first, second, last.
prediction, contextual clues
• Uses present simple tense
• identifies specific details of text
• Uses correct structure and
• identifies sequence of instructions format

WEEK Does comprehension activity on the

9–10 text (oral or written)
FORMATIVE ASSESSMENT ACTIVITIES
Listening and Speaking activities Reading and Viewing activities Writing and Presenting Language Structures and Conventions activities
 Variety of Listening and Speaking  Reading Process activities  Variety of Language Structures and Convention
activities  Reading aloud activities  Writing Process activities
 Listening and Speaking activities  Reading Comprehension activities  Paragraphing
that comply with the Covid-19  Literature activities based on the  Transactional Texts
conditions three prescribed genres for the  Essay
semester  Creative Writing

GRADE 5 ENG FAL SUMMARY OF FORMAL ASSESSMENT TASKS: TERM 1

FORMAL ASSESSMENT TASK 1: ORAL FORMAL ASSESSMENT TASK 2: WRITING FORMAL ASSESSMENT TASK 3: RESPONSE TO
 Read aloud (20 marks)  Essay (20 marks) TEXTS (40 MARKS)
Descriptive / narrative (3 paragraphs)  Literary/Non- literary text (15 marks)
Commence with this task in During the term  Visual text (10 marks)
term 1 and conclude in term 2  Language Structures and Conventions
when the mark will be (15 marks)
recorded. Activities for this task do not have to be written in
one session
 GRADE 5 TERM 2
LANGUAGE STRUCTURES &
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS

Listens to a story and takes part in a Reads a story Spelling

class discussion on a familiar topic, Writes a simple book/story review
code-switching if necessary Text from the textbook or reader/s or with a frame Uses the dictionary to check spelling
Teacher’s Resource File (TRF) and meanings of words
• Selects appropriate content
Text from the textbook or reader/s or • Pre-reading: reads and discusses • Uses frame correctly Uses knowledge of alphabetical order
Teacher’s Resource File (TRF) title and looks at pictures • Includes title, character, settings and and first letters of a word to find words
summary of story in a dictionary.
 Answers literal questions • Uses reading strategies, e.g. making • Gives personal opinion of text
 Answers questions about what came predictions, using contextual clues Working with words and sentences
first, second, third, etc.
 Answers more complex questions, • Discusses new vocabulary Records words and their meanings Uses nouns that have only plurals, e.g.
e.g. Why don’t they…? What would in a personal dictionary scissors and trousers
you do…? • Identifies sequence of events, setting
 Expresses feelings and opinions, and characters • Writes sentences using the words or Begins to understand there is no article
e.g. Why couldn’t …? explanations to show the meaning, with uncountable nouns (e.g. I like fish.)
 Asks questions • Makes up questions about the story etc.
 Respects other learners by listening Builds on use of adjectives (before
to them • Uses a dictionary nouns), e.g. The small dog
WEEK
Practises Listening and Speaking Does comprehension activity on the Uses some adjectives as comparatives
1–2 (Choose one for daily practice) text (oral or written) and superlatives
• Performs a short poem or rhyme
Reads a simple book/story review Develops the use of question forms
• Plays a simple language game  Identifies key features, e.g. title, list e.g. who, what, when, which, why, how
of characters, brief summary and
• Gives and follows instructions / rating Uses connecting words to show
directions  Gives opinion of the review addition e.g. and contrast e.g. but

• Tells own news Reflects on texts read during Vocabulary in context

independent/pair reading
• Tells of own related experiences  Words taken from shared or
• Does a short oral book individually read texts
review using an appropriate  Collocations, e.g. Happy birthday,
frame fish and chips

FORMAL ASSESSMENT TASK 1: ORAL

 Read Aloud (20 marks)
This task is a continuation from Term 1. It will be completed and recorded in Term 2.
 GRADE 5 TERM 2
LANGUAGE STRUCTURES &
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS

Listens to information text, e.g. oral Reads information text with visuals, Writes a short description of Spelling
description/s of object/s/plants/animals/ e.g. charts/tables/ diagrams/mind maps/ objects/plants/animals/places using a Spells familiar words correctly, using a
places maps/pictures/graphs frame personal dictionary
Text from the textbook or reader/s or Text from the textbook or reader/s or Uses knowledge of alphabetical order
Teacher’s Resource File (TRF) Teacher’s Resource File (TRF) • Uses the frame correctly and first letters of a word to find words
Classifies items according to criteria • Pre-reading: predicting from title and in a dictionary.
such as their purpose or capability pictures/visuals • Includes specific details
• Sorts things into groups • Uses reading strategies, e.g. skimming Working with words and sentences
• Explains why things go together and scanning • Uses correct determiners Builds on use of proper nouns, e.g. with
• Completes a table under appropriate • Answers questions on text and visuals capital letter
headings • Uses relevant vocabulary Builds on understanding and use of
future tense
Practises Listening and Speaking Does comprehension activity on the • Punctuation is correct Simple present to describe universal
text (oral or written) truths, e.g. ‘The sun sets in the west.’
(Choose one for daily practice) Reflects on texts read during Summarises the information Uses prepositions that show direction
independent/pair reading text using a mind map (towards), time (on, during), possession
• Performs a short poem or rhyme • Retells a story read • Identifies at least three main points (with)
• Uses key words
• Plays a simple language game • Draws/completes and labels visuals, Vocabulary in context
WEEK e.g. charts/tables/ diagrams/ mind Words taken from shared or individually
• Gives and follows simple maps/maps/ pictures read texts
3–4 instructions/directions • Includes specific details • Antonyms (words that are opposite in
• Uses appropriate vocabulary meaning e.g. sad/happy)
• Tells own news Records words and their meanings • Joining prefixes or suffixes to a base
in a personal dictionary word
• Tells of own related experiences • Writes sentences using the words or
explanations to show the meaning,
etc.
 GRADE 5 TERM 2
LANGUAGE STRUCTURES &
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS
Listens to and responds to oral Reads procedural text, e.g. Writes a recipe or instructions for Spelling
instructions instructions for making or doing making or doing something using a Spells familiar words correctly, using a
Text from the textbook or reader/s or something frame personal dictionary
Teacher’s Resource File (TRF) Text from the textbook or reader/s or • Uses the frame correctly Words starting with g and followed by -e,
• Follows the instructions Teacher’s Resource File (TRF) • Includes list of ingredients -i or –y: start with g even though it
• Shows understanding of command • Pre-reading: predicting from title and • Includes method in correct sequence sounds like j, e.g. germ
words pictures • Uses appropriate vocabulary
• Explains what should happen (if • Uses reading strategies such as • Uses present simple tense Working with words and sentences
instructions cannot be carried out) scanning for specific detail • Spells familiar words correctly Uses adverbs of place (here, there)
• Discusses specific details of text • Uses dictionary to check spelling Begins to use adverbs of degree, e.g.
Practises Listening and Speaking • Discusses sequence of instructions • Presents work neatly using proper ‘very, really, almost, too’
(Choose one for daily practice) • Answers questions on the text form, such as headings Simple present tense
• Follows the instructions correctly Begins to use connecting words to
• Performs a short poem or rhyme show contrast (but), reason (because)
Does comprehension activity on the and purpose (so that).
• Plays a simple language game text (oral or written)
Practises reading Vocabulary in context
• Gives and follows simple • Reads aloud with appropriate Words taken from shared or
WEEK instructions/directions pronunciation, fluency, and individually read texts
expression
5–6

FORMAL ASSESSMENT TASK 4:

 Transactional writing: (10 marks)
Written before the controlled test
 GRADE 5 TERM 2
LANGUAGE STRUCTURES &
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS

Listens and retells stories (Choose Reads stories Writes a story using a frame Spelling
from contemporary realistic (Narrative/ Descriptive)
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

fiction/traditional stories/personal Text from the textbook or reader/s or Uses the dictionary to check spelling
accounts/adventure/ funny/fantasy/real Teacher’s Resource File (TRF) • Writes at least four paragraphs and meanings of words
life stories/historical fiction)
• Answers literal questions • Pre-reading: predicts from title and • Links paragraphs using connecting Breaks long words into smaller chunks,
pictures words e.g. be-cause; sen-ten-ce
• Answers more complex questions,
e.g. Why don’t they…? What would • Reads for detail and uses contextual • Uses new vocabulary and Working with words and sentences
you do…? clues to find meaning punctuation learnt
• Gives a personal response Uses different types of adjectives
• Identifies and comments on the plot • Uses techniques for creative writing, including those relating to age/
• Expresses feelings and opinions, e.g. e.g. uses comparisons temperature/ what things are made of
Why couldn’t… • Gives reasons for action
• Uses appropriate grammar, spelling, Understands and uses verbs to
WEEK • Understands the vocabulary punctuation and spaces between describe actions
Retells the story paragraphs
7 –8 • Answers questions on the story Begins to use ‘must’, ‘should’ and ‘have
• Describes events in sequence • Uses the dictionary to check spelling to’ to show obligation.
and meanings of words
• Refers to main characters Does comprehension activity on the Begins to use ‘shall’ and ‘will’ to show
text (oral or written) intention.
• Retelling of story line makes sense Records words and their meanings
Practises reading in a personal dictionary Begins to use the conditional, e.g. If ...,
• Suggests an alternative ending • Writes sentences using the words or then ...
• Reads aloud with appropriate explanations to show the meaning,
• Uses tenses introduced in previous pronunciation, fluency, and etc. Vocabulary in context
grades expression
Words taken from shared or individually
Practises Listening and Speaking read texts
(Choose one for daily practice)
 Performs a short poem or rhyme • Synonyms (words that are similar in
 Plays a simple language game meaning e.g. soft/gentle)
 Tells of own related experiences

FORMAL ASSESSMENT TASK 5: CONTROLLED TEST

RESPONSE TO TEXTS (40 MARKS)
WEEK  Question 1: Literary/Non- literary text (15 marks)
 Question 2: Visual text (10 marks)
9 – 10  Question 3: Summary writing (5 marks)
 Question 4: Language Structures and Conventions (10 marks)
 FORMATIVE ASSESSMENT ACTIVITIES

Listening and Speaking activities Reading and Viewing activities Writing and Presenting activities Language Structures and Conventions
 Variety of Listening and Speaking  Reading Process  Writing Process activities
activities  Reading aloud activities  Paragraphing  Variety of Language Structures and
 Listening and Speaking activities  Reading Comprehension activities  Transactional Texts Convention activities
that comply with the Covid-19  Literature activities based on the  Essay
conditions three prescribed genres for the  Creative Writing
semester
 GRADE 5 TERM 2

LANGUAGE STRUCTURES
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING & CONVENTIONS

GRADE 5 ENG FAL SUMMARY OF FORMAL ASSESSMENT TASKS: TERM 2

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

FORMAL ASSESSMENT TASK 1: ORAL FORMAL ASSESSMENT TASK 4: WRITING FORMAL ASSESSMENT TASK 5: RESPONSE TO TEXTS (40
 Read Aloud (20 marks) Transactional writing: (10 marks) MARKS)
This task is a continuation from Term 1. It will be Written before the controlled test  Question 1: Literary / non-literary text
completed and recorded in Term 2. comprehension (15 marks)
 Question 2: Visual text comprehension (10 marks)
 Question 3: Summary writing (5 marks)
 Question 4: Language Structures and Conventions
in context (10 marks)
 GRADE 5 TERM 3
LANGUAGE STRUCTURES
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING & CONVENTIONS

Listens to a poem Reads poem Writes a simple story including Spelling and punctuations
dialogue (Narrative/ Descriptive)
Text from the textbook or Teacher’s • Pre-reading: predicts from title and • Writes an interesting story Spells familiar words correctly, using
Resource File (TRF) pictures a personal dictionary
• Story has a beginning, a middle and
• Talks about the poem (what the • Uses reading strategies, e.g. an ending Words starting with a k sound and
poem is about) prediction, looks at pictures carefully, followed by e or i: use a k to spell
uses contextual clues • Uses an appropriate tense the word
• Relates to own experience
• Discusses topic and main idea • Co-ordinates sentences with ‘and’ Punctuates correctly: comma, colon,
• Identifies rhyme and rhythm and ‘but’ semi colon, inverted commas,
• Discusses rhyme and comparisons question mark, exclamation mark, full
• Gives personal response (likes/ (similes) • Uses a wider range of punctuation, stop
dislikes) including inverted commas
• Expresses feelings stimulated by the Working with words and sentences
Listens to and gives personal Poem • Begins to use the writing process
WEEK recounts Constructs simple sentences using
• Recalls own experiences in the right Reads a story with dialogue Uses the writing process subject, verb, object, e.g.
1-2 sequence Text from the textbook or reader/s or ‘Bongi/read/ her book’
• Answers questions about what Teacher’s Resource File (TRF) • Brainstorms ideas using, e.g. mind
happened first, second, etc. maps Begins to use connecting words to
• Understands how a plot and show condition (if, then)
characters can represent a particular • Writes first draft Develops use of direct speech.
view of the world
• Checks spelling Begins to recognise and use reported
• Answers questions about story speech.
• Writes final draft
• Identifies the moral/main message of
the story Records words and their meanings Vocabulary in context
in a personal dictionary Words taken from shared or
Does comprehension activity on the • Writes sentences using the words or individually read texts
text (oral or written) explanations to show the meaning,
etc.
 GRADE 5 TERM 3
LANGUAGE STRUCTURES
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING & CONVENTIONS

Takes part in a conversation on a Reads a play Writes a short dialogue/play script Spelling and punctuation
familiar topic using a frame Uses the dictionary to check spelling
• Asks and answers questions Text from the textbook or reader/s or • Selects appropriate characters and meanings of words
Teacher’s Resource File (TRF)
• Respects other learners by listening • Organises the dialogue and action Add –es to form plurals of words
to them • Pre-reading predicting from title logically ending in -s, -sh, -ch, or –z, e.g.
bunch, bunches; brush,
• Encourages other group members to • Uses reading strategies • Uses direct speech brushes
support fellow learners
• Identifies the story-line • Uses an informal style of writing Punctuates correctly: comma, colon,
• Code switches if necessary semi colon, inverted commas,
• Discusses characters, setting and • Uses appropriate punctuation, e.g. question mark, exclamation mark, full
• Asks and answers more complex action colon, exclamation and question stop
questions, e.g. What would you marks
do…? • Expresses feelings stimulated by the Working with words and sentences
text Uses writing process
WEEK Uses the gender forms of some nouns
Practises Listening and Speaking • Discusses the play format • Brainstorms ideas using mind maps (e.g. cow/bull)
3-4 Revises ‘a’ and ‘the’ with nouns.
(Choose one for daily practice) Does comprehension activity on the • Produces first draft Uses regular forms of the verb
text (oral or written) walk, walked
• Performs a short poem or rhyme • Revises
Uses direct and indirect speech
• Plays a simple language game Reflects on texts read • Proofreads correctly
Independently Builds on understanding and use
• Gives and follows instructions/ • Writes final draft of simple past
directions • Compares texts read
• Presents neat, legible final draft with Builds on understanding and use
• Tells own news correct spacing of simple present

Records words and their meanings

in a personal dictionary
• Writes sentences using the words or
explanations to show the meaning,
etc.
 GRADE 5 TERM 3

LANGUAGE STRUCTURES &

SKILLS LISTENING AND SPEAKING READING & VIEWING WRITING & PRESENTING CONVENTIONS
(ORAL)
Listens and participates in a class Reads a story Rewrites the story in own words, Spelling
discussion on project work based using a frame
on literature study (Choose from contemporary realistic (Narrative/ Descriptive) Spells familiar words correctly, using a
fiction/traditional stories/personal • Uses the simple past tense personal dictionary
• Listens to information about project accounts/adventure/funny/ fantasy/real life • Identifies the main events Words starting with g and followed by
stories/historical fiction). • Tells the events in the correct order -e, -i or –y: start with g even though it
• Respects other learners by Text from the textbook or reader/s or • Uses appropriate grammar, spelling, sounds like j, e.g. germ
listening to them Teacher’s Resource File (TRF) punctuation and spaces between Working with words and sentences
• Pre-reading: predicts from title and paragraphs
• Encourages other group pictures Understands and uses countable
members to support fellow • Understands the features of the text nouns (e.g. book – books)
learners • Uses reading strategies, e.g. uses Records words and their meanings Builds on use of personal pronouns
contextual clues to determine in a personal dictionary (e.g. I, you, it, us, them)
• Code switches if necessary meaning, makes inferences • Writes sentences using the words or
• Asks and answers questions • Expresses cause and effect in a story, explanations to show the meaning, Builds on understanding and use of
• Shares ideas and opinions e.g. What happened when…? etc. comparative adjectives
WEEK • Uses a framework to present • Answers questions about the story Builds on use of subject verb concord, e.g.
ideas/thoughts/plans: • Identifies and discusses characters There is one book/There are two books ...
5-6 -Topic Uses forms of the verb ‘to be’, e.g. be/
-Main points and supporting Does comprehension activity on the text been/ being; am/ is/ are; was/ were
ideas (oral or written) Uses exclamation marks
-Research / investigation to be Practises reading
done • Reads aloud with appropriate Vocabulary in context
pronunciation, fluency and Words taken from shared or
expression individually read texts
 Listens and talks about a Reads information texts with visuals, Draws/completes and labels simple Spelling
WEEK 7–8 familiar topic with e.g. charts/tables/ diagrams/ mind visual texts, e.g. charts/tables/
preparation maps/maps/pictures/ graphs diagrams/ maps/pictures/graphs Uses the dictionary to check spelling
• Plans and prepares important Text from the textbook or Teacher’s and meanings of words
points Text from the textbook or reader/s or Resource File (TRF)
Teacher’s Resource File (TRF) Words starting with c and followed by -
• Says at least 5 sentences on the • Uses information from a visual or e, -i or –y: pronounce as s, e.g. centre,
topic • Pre-reading: scans for important written text city
details
• Answers questions • Organises information neatly Working with words and sentences
• Discusses main information given
Practises Listening and Speaking and the specific details • Conveys information correctly Uses the simple present to describe
universal truths e.g. The sun sets in the
(Choose one for daily practice) • Selects relevant details to answer • Uses appropriate symbols/diagrams west.
questions
• Performs a short poem or rhyme Makes a mind map summary of a Begins to use determiners such as
Does comprehension activity on the text short text one, two, etc. and first, second, last.
• Plays a simple language game (oral or written) • Identifies at least three main points
Begins to use possessive pronouns (e.g.
• Gives and follows Practises reading • Uses the correct structure mine, yours, his, hers, ours, theirs)
simple
instructions/directions Records words and their meanings Uses different types of adjectives
• Reads aloud with appropriate in a personal dictionary including those relating age/
• Tells own news pronunciation, fluency and expression • Writes sentences using the words or temperature/what things are made of
explanations to show the meaning,
etc. Vocabulary in context

Words taken from shared or

individually read text
 GRADE 5 TERM 3
LANGUAGE STRUCTURES &
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS

WEEK 4-8 Project based on any ONE of the literature genres studied: poems / folktales / short stories / drama / novel. Note: There must be a variation of genres across the
grades.
Planning / Preparation/ Research/ Investigation of oral presentation and creative writing of project.
FORMAL ASSESSMENT TASK 6: CREATIVE WRITING PROJECT (40 MARKS) FORMAL ASSESSMENT TASK 7: CREATIVE WRITING PROJECT (20 MARKS)

Stage 1: Research (Learners do research on their project) Stage 3: Oral presentation (Learners do the Oral presentation of their project)
(10 marks) (20 marks)
Week 4 - 5 Oral presentation:
 Uses appropriate structure: introduction, body and conclusion
Stage 2: Writing (Learners engage in the write-up of their project)  Presents central idea and supporting details
(30 marks)  Shows evidence of research/ investigation
 Planning/pre-writing of the creative writing project  Uses appropriate body language and presentation skills, e.g. makes eye
 Drafting contact, volume
 Revising  Participates in a discussion
 Editing  Gives constructive feedback
 Proofreading  Maintains discussion
 Presenting  Shows sensitivity to the rights and feelings of others
Week 6
Commence with the oral task in term 3 and conclude in term 4 when the mark
will be recorded.
 GRADE 5 TERM 3
LANGUAGE STRUCTURES &
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS

Plays language game/s Reads information texts from across the Writes information text, e.g. texts used in Spelling
• Follows instructions correctly curriculum, e.g. a short other subjects Spells familiar words correctly, using a
• Uses a range of vocabulary report, description or explanation from • Writes two to three paragraphs personal dictionary
• Takes turns, giving others a chance another subject • Organizes information logically Words starting with a k sound and
to speak • Pre-reading: predicting from title and • Uses formal language followed by a, u or o: use a c to spell
headings and pictures/visuals • Includes specific details the word, e.g. can, cot, cut
Practices Listening and Speaking • Uses reading strategies, e.g. • Uses passive voice appropriately
(Choose one for daily practice) skimming • Uses the dictionary to check spelling Working with words and sentences
• Performs a short poem or rhyme • Discusses main ideas and specific and meanings of words Develops understanding and use of
• Plays a simple language game details • Uses the writing process connecting words showing addition,
• Gives and follows instructions / • Interprets and discusses visuals Uses the writing process sequence and contrast.
directions • Brainstorms ideas using, e.g. mind Uses prepositions that show position
• Tells own news Does comprehension activity maps and direction
• Writes first draft Understands and uses reported
Practices reading • Checks spelling speech.
• Reads aloud with appropriate • Writes final draft Understands and uses negative forms
WEEK pronunciation, fluency and Uses the passive voice
expression Records words and their meanings
9 - 10 in a personal dictionary Vocabulary in context
• Writes sentences using the words or Words taken from shared or
explanations to show the meaning, individually read texts
etc.
Joining prefixes or suffixes to abase
word
 FORMATIVE ASSESSMENT ACTIVITIES

Listening and Speaking activities Reading and Viewing activities Writing and Presenting activities Language Structures and Conventions
 Variety of Listening and Speaking activities  Reading Process  Writing Process activities
 Listening and Speaking activities that comply with  Reading aloud activities  Paragraphing  Variety of Language Structures and
the Covid-19 conditions  Reading Comprehension activities  Transactional Texts Convention activities
 Literature activities based on the  Essay
three prescribed genres for the  Creative Writing
semester

GRADE 5 ENG FAL SUMMARY OF FORMAL ASSESSMENT TASKS: TERM 3

FORMAL ASSESSMENT TASK 6 FORMAL ASSESSMENT TASK 7 Oral

 Creative Writing (10+30=40 marks)  Oral presentation of project (20 marks)
Project based on any ONE of the literature genres studied: poems / folktales / short
stories / drama / novel. Commence with the oral task in term 3 and conclude in term 4 when the mark will be
recorded

Note: There must be a variation of genres across the grades.

 GRADE 5 TERM 4
LANGUAGE STRUCTURES &
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS

Listens to oral description of Reads a story Writes a simple story (Narrative or Spelling
places/people Text from the textbook or reader/s or Descriptive) Spells familiar words correctly, using a
• Text from the textbook or reader/s Teacher’s Resource File (TRF) personal dictionary
or Teacher’s Resource File (TRF) • Uses story structure Words ending in -l : double the l when
Identifies places/people • Pre-reading: predicts from the title • Uses language imaginatively you add a suffix, e.g. travel, travelling
• Notes relevant information from a and pictures especially a variety of vocabulary
story, e.g. on a chart/table • Uses reading strategies, e.g. uses • Links sentences into a coherent Working with words and sentences
• Identifies similarities and differences contextual clues to find the meaning paragraph using pronouns,
of new words connecting words and correct Understands and uses uncountable
• Answers literal questions • Discusses main idea and other punctuation nouns (e.g. chalk)
details. • Uses correct tense consistently
• Asks relevant questions and • Identifies the sequence of events • Uses the dictionary to check spelling Begins to understand there is no article
responds to questions • Identifies the setting and characters and meanings of words with uncountable nouns (e.g. I like
• Answers and begins to ask some fish.)
• Answers and begins to ask some more complex questions, e.g. Why Writing process
more complex questions, e.g. Why couldn’t? What…? How do you Builds on use of personal pronouns
WEEK couldn’t? What…? How do you think …? • Brainstorms ideas using, e.g. mind (e.g. I, you, it, us, them)
think …? • Discusses ethical, social and critical maps
1-2 issues in a story, code switching if • Writes first draft Uses different types of adjectives
• Discusses ethical, social and critical necessary • Rewrites after feedback including age/temperature/ what things
issues in a story, code switching if are made of, e.g. woollen
necessary Does comprehension activity on the Records words and their meanings
text (oral or written) in a personal dictionary Builds on use of subject verb concord,
Reads and solves a word puzzle e.g. There is one book/There are two
• Uses relevant vocabulary • Writes sentences using the words or books ...
• Spells words correctly explanations to show the meaning,
• Explains meanings of words/uses etc. Vocabulary in context
them in a sentence
Words taken from shared or
individually read texts

FORMAL ASSESSMENT TASK 7: ORAL

 Oral Presentation (20 marks)
This task is a continuation from Term 3. It will be completed and recorded in Term 4.
 GRADE 5 TERM 4
LANGUAGE STRUCTURES &
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS

Participates in class discussion Reads media text, e.g. a magazine Writes information text using a Spelling
article or news report. Text from the frame
• Discusses familiar topics including textbook or reader/s or Teacher’s • Selects a relevant topic Uses the dictionary to check spelling
from other subjects Resource File (TRF) and meanings of words
• Pre-reading: predicts what text is • Includes relevant information Words with long vowel sounds: add the
• Uses higher level thinking skills, about by previewing it silent –e at the end, e.g. cake, pole,
e.g. discusses advantages and • Includes information about mine, tune
disadvantages, gives opinions • Uses a range of reading strategies, advantages and disadvantages
e.g. skimming, scanning Working with words and sentences
• Uses concepts and vocabulary from • Organise advantages and
other subjects • Answers questions disadvantages into a table Uses nouns that have only plurals, e.g.
scissors and trousers
• Takes turns, shows respect for • Discusses main ideas and specific Uses the following writing process
others, respects others opinions details Builds on use of demonstrative
• Brainstorms ideas using, e.g. mind pronouns (e.g. this, that, those, these)
Practises Listening and Speaking • Understands the layout and design maps
WEEK of media texts • Writes first draft Builds on use of adjectives (before
(Choose one for daily practice) • Rewrites after feedback nouns), e.g. The small dog
3-4 Does comprehension activity on the Uses different types of adjectives
· Performs a short poem or rhyme text (oral or written) Designs a poster including those relating to age/
temperature/ what things are made
· Plays a simple language game Practises reading • Includes relevant information of
• Reads aloud with appropriate Begins to use irregular forms of some
· Gives and follows simple pronunciation, fluency and expression • Includes a picture verbs, e.g. run, ran
instructions/directions
• Uses print sizes effectively
· Tells own news
• Presents neat, legible, final draft

Records words and their meanings

in a personal dictionary
• Writes sentences using the words or
explanations to show the meaning
 GRADE 5 TERM 4
LANGUAGE STRUCTURES &
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS

Takes part in a class discussion Reads information text from across Designs a poster Spelling
• Asks and answers questions the curriculum, e.g. a short report, • Includes relevant information Uses the dictionary to check spelling
• Respects other learners description or explanation from another • Includes a picture and meanings of words
• Listens to them and encourages subject • Uses print sizes effectively Singular and plural forms of nouns
them to speak Text from the textbook or Teacher’s • Presents neat, legible, final draft
• Code switches if necessary Resource File (TRF) Working with words and sentences
Participates in discussion on less • Pre-reading: reads and discusses Writes information text using a frame Develops use of connecting words
familiar topics, e.g. imagines and headings and pictures • Selects appropriate information showing reason and purpose.
describes possibilities regarding the • Uses reading strategies, e.g. scans for • Includes a chart, graph or diagram if Uses adverbs of manner (e.g. quickly,
imaginary situation, such as what they information appropriate slowly)
would do with R100 • Notices the role that pictures and • Writes two to three paragraphs Future tense: uses ‘will’ to indicate
• Chooses relevant content photographs play in constructing • Uses correct facts and organises something that will happen, e.g. There
• Uses the conditional form meaning facts properly will be a storm today
• Answers questions about the text • Uses correct spelling and Begins to use adverbs of degree, e.g.
• Summarises a paragraph with support punctuation ‘very, really, almost, too’
• Uses connecting words Present progressive tense (e.g. ‘He is
WEEK Does comprehension activity on the reading.’)
text (oral or written) Uses the writing process Uses the passive voice.
5- 6 Reads and understands a poster • Writes first draft
• Pre-reading: discusses pictures • Revises Vocabulary in context
• Interprets the information • Proofreads Words taken from shared or
• Discusses the purpose of the text • Writes final draft individually read texts
• Discusses some of the language use • Presents neat, legible final draft
• Identifies and discusses design
features such as colour and different
sizes or kinds of print (font)
• Discusses the layout.

FORMAL ASSESSMENT TASK 8:

 Transactional writing: (10 marks)
Written before the controlled test
 GRADE 5 TERM 4
LANGUAGE STRUCTURES &
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS

WEEK 7 - 8 - Revision - Revision

WEEK FORMAL ASSESSMENT TASK 9: CONTROLLED TEST

RESPONSE TO TEXTS (40 marks)
9- 10  Question 1: Literary/Non- literary text (15 marks)
 Question 2: Visual text (10 marks)
 Question 3: Summary writing (5 marks)
 Question 4: Language Structures and Conventions (10 marks)

FORMATIVE ASSESSMENT ACTIVITIES

Listening and Speaking activities Reading and Viewing activities Writing and Presenting activities Language Structures and Conventions
 Variety of Listening and Speaking  Reading Process  Writing Process activities
activities  Reading aloud activities  Paragraphing  Variety of Language
 Listening and Speaking activities  Reading Comprehension activities  Transactional Texts Structures and
that comply with the Covid-19  Literature activities based on the  Essay Convention activities
conditions three prescribed genres for the  Creative Writing
semester
GRADE 5 ENGLISH FAL SUMMARY OF FORMAL ASSESSMENT TASKS: TERM 4
FORMAL ASSESSMENT TASK 7: FORMAL ASSESSMENT TASK 8: FORMAL ASSESSMENT TASK 9: CONTROLLED TEST
ORAL  Transactional writing: RESPONSE TO TEXTS (40 MARKS)
 Oral Presentation (20 marks) (10 marks)  Question 1: Literary/Non- literary text (15 marks)
This task is a continuation from Term Written before the controlled test  Question 2: Visual text (10 marks)
3. It will be completed and recorded in  Question 3: Summary writing (5 marks)
Term 4.  Question 4: Language Structures and Conventions (10 marks)