Transit Record

Year 1
2022/2023

TEACHER’S NAME:

CLASS:
 LISTENING SKILLS (YEAR 1)
CONTENT STANDARD FOCUS LEARNING STANDARD
1.1 Recognise and Recognise and reproduce 1.1.1 Recognise and reproduce with
reproduce target language target language phonemes support a limited range of high
sounds intelligibly frequency target language phonemes
Understand the main idea 1.2.1 Understand with support the
when listening to texts on main idea of very simple phrases
familiar topics and sentences
Understand the main idea 1.2.2 Understand with support
when listening to texts on specific information and details of
familiar topics very simple phrases and sentences
1.2 Understand meaning in a
1.2.3 Understand with a high degree
variety of familiar contexts Understand narratives on
of support very short simple
familiar topics
narratives
Understand classroom 1.2.4 Understand short basic
instructions supported classroom instructions
Understand questions on 1.2.5 Understand short supported
familiar topics questions
1.3 Use appropriate listening
Use appropriate strategies to 1.3.1 Predict words they will hear by
strategies in a variety of
understand meaning using knowledge of a topic
contexts

PERFORMANCE
DESCRIPTORS FOR LISTENING SKILLS
LEVEL

∙ Hardly recognises and reproduces limited target language phonemes.

1 ∙ Hardly understands very simple questions, instructions and main ideas of the texts even with a lot of support
from the teacher.

∙ Recognises and reproduces some limited target language phonemes with a lot of support from the teacher.
2 ∙ Understands a few very simple questions, instructions and main ideas of the texts with a lot of support from
the teacher.

∙ 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
3 from the teacher.
∙ Predicts words using knowledge of a topic with support from the teacher.

∙ 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
4 support from the teacher.
∙ Predicts words using knowledge of a topic.
 ∙ Recognises and reproduces target language phonemes appropriately.
5 ∙ 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.

∙ Recognises and reproduces target language phonemes appropriately and independently.

∙ Understands simple questions, instructions, main ideas and supporting details of the texts promptly and
6 independently.
∙ Predicts words using knowledge of a topic confidently and independently.
 YEAR 1 ASSESSMENT LISTENING SKILLS

LEARNING STANDARD
NO STUDENT’S NAME
1.1.1 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.3.1
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TYPE OF ASSESSMENT CBA CBA CBA CBA CBA CBA CBA
 OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/D
OL/DLE OL/DLE OL/DLE OL/ OL/DLE OL/DLE OL/DL
DLE

METHOD OF ASSESSMENT Written Written Written Written Written Written Writte

Oral Oral Oral Oral Oral Oral Oral
Observ. Observ. Observ. Observ. Observ. Observ. Obser
TYPE OF ASSESSMENT ACTIVITIES
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
Others (Please specify…)

YEAR 1 ASSESSMENT LISTENING SKILLS

NO 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
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CBA CBA CBA CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/D
METHOD OF ASSESSMENT OL/DLE OL/DLE OL/DLE OL/ OL/DLE OL/DLE OL/DL
 DLE
Written Written Written Written Written Written Writte
Oral Oral Oral Oral Oral Oral Oral
Observ. Observ. Observ. Observ. Observ. Observ. Obser
TYPE OF ASSESSMENT ACTIVITIES
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
Others (Please specify…)

YEAR 1 ASSESSMENT LISTENING SKILLS

LEARNING STANDARD
NO STUDENT’S NAME
1.1.1 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.3.1
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CBA CBA CBA CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/D
METHOD OF ASSESSMENT OL/DLE OL/DLE OL/DLE OL/ OL/DLE OL/DLE OL/DL
DLE
Written Written Written Written Written Written Writte
Oral Oral Oral Oral Oral Oral Oral
Observ. Observ. Observ. Observ. Observ. Observ. Obser
 TYPE OF ASSESSMENT ACTIVITIES
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
Others (Please specify…)
 SPEAKING SKILLS (YEAR 1)
CONTENT STANDARD FOCUS LEARNING STANDARD
SPOKEN INTERACTION
Communicate simple
2.1.1 Give very basic personal
information about themselves
information using fixed phrases
clearly
2.1.2 Find out about very basic
Find out simple information
personal information using fixed
from others
2.1 Communicate simple phrases
information Communicate simple 2.1.3 Express basic likes and
intelligibly information clearly dislikes
2.1.4 Greet, say goodbye, and
Communicate simple
express thanks using suitable
information clearly
fixed phrases
2.1.5 Name or describe objects
Describe people and things
using suitable words from word
clearly
sets
Manage interaction 2.2.1 No learning standard (will
appropriately be taught in subsequent years)
2.2 Use appropriate
Manage classroom tasks 2.2.2 Ask for attention or help
communication
appropriately from a teacher or classmate
using one word or a fixed phrase
SPOKEN PRODUCTION
2.3 Communicate Communicate information,
2.3.1 Introduce self to an audience
appropriately to a small events and stories clearly to an
using fixed phrases
or large group audience.

PERFORMANCE
DESCRIPTORS FOR SPEAKING SKILLS
LEVEL

∙ Hardly produces meaningful words and fixed phrases even with a lot of support from the teacher.
1 ∙ Hardly asks and answers straightforward questions using one word or a fixed phrase even with a lot of
support from the teacher.

∙ Produces a few meaningful words and fixed phrases with a lot of support from the teacher.
2 ∙ Asks and answers a few straightforward questions using one word or a fixed phrase with a lot of support
from the teacher.

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.

∙ 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
4 teacher.
∙ Expresses self, describes objects and participates in simple conversations on familiar topics using fixed
phrases.

∙ 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
5 self-reliance.
∙ Expresses self, describes objects and participates in conversations on familiar topics using fixed phrases with
an increasing display of confidence.

∙ 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.
6 ∙ Initiates, expresses self, describes objects and participates in conversations on familiar topics using fixed
phrases independently.
∙ Displays exemplary model of language use to others.
 YEAR 1 ASSESSMENT SPEAKING SKILLS

LEARNING STANDARD
NO STUDENT’S NAME
2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2.1 2.2.2 2.3.1
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CBA CBA CBA CBA CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL
 OL/DLE OL/ OL/DLE OL/DLE OL/DLE OL/ OL/DLE OL/DLE
DLE DLE

METHOD OF ASSESSMENT Written Written Written Written Written Written Written Written
Oral Oral Oral Oral Oral Oral Oral Oral
Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ.
TYPE OF ASSESSMENT ACTIVITIES
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
Others (Please specify…)

YEAR 1 ASSESSMENT SPEAKING SKILLS

LEARNING STANDARD
NO STUDENT’S NAME
2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2.1 2.2.2 2.3.1
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CBA CBA CBA CBA CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL
OL/DLE OL/ OL/DLE OL/DLE OL/DLE OL/ OL/DLE OL/DLE
DLE DLE

METHOD OF ASSESSMENT Written Written Written Written Written Written Written Written
Oral Oral Oral Oral Oral Oral Oral Oral
Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ.
TYPE OF ASSESSMENT ACTIVITIES
 Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
Others (Please specify…)

YEAR 1 ASSESSMENT SPEAKING SKILLS

LEARNING STANDARD
NO STUDENT’S NAME
2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2.1 2.2.2 2.3.1
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CBA CBA CBA CBA CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL
OL/DLE OL/ OL/DLE OL/DLE OL/DLE OL/ OL/DLE OL/DLE
DLE DLE

METHOD OF ASSESSMENT Written Written Written Written Written Written Written Written
Oral Oral Oral Oral Oral Oral Oral Oral
Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ.
TYPE OF ASSESSMENT ACTIVITIES
Story Telling
Games
Role Playing
Project Work
Quiz
 Group Work
Assignment
Others (Please specify…)
 READING SKILLS (YEAR 1)

CONTENT STANDARD FOCUS LEARNING STANDARD

Identify and distinguish the letters of the alphabet*

*Preliterate children will need more support to achieve 3.1.1 Identify and recognise the shapes of
this Learning Standard, literate children more challenge the letters in the alphabet
and less support

Distinguish and articulate beginning, medial and final

sound words* 3.1.2 Recognise and sound out with support
3.1 Recognise words in *Preliterate children will need more support to achieve beginning, medial and final sounds in a
linear and non linear texts by this Learning Standard, literate children more challenge word
using knowledge of sounds and less support
of letters
Blend phonemes to recognise words*

*Preliterate children will need more support to achieve 3.1.3 Blend phonemes (CVC, CCVC)
this Learning Standard, literate children more challenge
and less support

Segment words into phonemes to spell*

*Preliterate children will need more support to achieve 3.1.4 Segment phonemes (CVC, CCVC)
this Learning Standard, literate children more challenge
and less support

Understand the main idea in a variety of text types on 3.2.1 Understand the main idea of very
familiar topics simple phrases and sentences

Understand specific details in a variety of text types on 3.2.2 Understand specific information and
3.2 Understand a variety of
familiar topics details of very simple phrases and sentences
linear and non
linear print and digital texts 3.2.3
by using i) Use visuals on the page to help understand
appropriate reading Use appropriate word attack skills to understand
a word or phrase
strategies specific meaning
ii) Identify and remember high frequency
sound and letter patterns

3.2.4 Use with support a simple picture

Use appropriate basic dictionary skills dictionary to find, list and categorise words
from Year 1 topics and themes

3.3.1
3.3 Read independently for
Read and understand a variety of fiction and non- Read and enjoy simple print and digital
information and
fiction texts with confidence and enjoyment games at
enjoyment
word level

PERFORMANCE
DESCRIPTORS FOR READING SKILLS
LEVEL

∙ Hardly identifies and recognises shapes of the letters in the alphabet even with a lot of support from the
1 teacher.
∙ Hardly blends and segments phonemes (CVC, CCVC) even with a lot of support from the teacher.

∙ Identifies and recognises most shapes of the letters in the alphabet with a lot of support from the
teacher.
2 ∙ 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.
 ∙ Identifies and recognises all shapes of the letters in the alphabet.
∙ Blends and segments phonemes (CVC, CCVC) with support from the teacher.
3
∙ Understands main ideas, specific information and details of very simple phrases and sentences.
∙ Uses picture dictionary to categorise words with support from the teacher.

∙ Blends and segments phonemes (CVC, CCVC) without hesitation.

∙ Understands main ideas, specific information and details of very simple phrases and sentences
4 appropriately.
∙ Uses picture dictionary to categorise words with minimal support from the teacher.

∙ Uses phonics to read words and identify word families confidently.

∙ Understands main ideas, specific information and details of very simple phrases and sentences
5 confidently.
∙ Uses picture dictionary to categorise words confidently.

∙ Uses phonics to read words and identify word families independently.

6 ∙ Understands main ideas, specific information and details of simple sentences independently.
∙ Uses picture dictionary to categorise words independently.
 YEAR 1 ASSESSMENT READING SKILLS

LEARNING STANDARD
NO STUDENT’S NAME
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
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15
CBA CBA CBA CBA CBA CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL
 OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE
Written Written Written Written Written Written Written Written Written
METHOD OF ASSESSMENT
Oral Oral Oral Oral Oral Oral Oral Oral Oral
Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ.
TYPE OF ASSESSMENT ACTIVITIES
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
Others (Please specify…)

YEAR 1 ASSESSMENT READING SKILLS

LEARNING STANDARD
NO STUDENT’S NAME
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
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CBA CBA CBA CBA CBA CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL
OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE
Written Written Written Written Written Written Written Written Written
METHOD OF ASSESSMENT
Oral Oral Oral Oral Oral Oral Oral Oral Oral
Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ.
TYPE OF ASSESSMENT ACTIVITIES
Story Telling
 Games
Role Playing
Project Work
Quiz
Group Work
Assignment
Others (Please specify…)

YEAR 1 ASSESSMENT READING SKILLS

LEARNING STANDARD
NO STUDENT’S NAME
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
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CBA CBA CBA CBA CBA CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL
OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE
Written Written Written Written Written Written Written Written Written
METHOD OF ASSESSMENT
Oral Oral Oral Oral Oral Oral Oral Oral Oral
Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ.
TYPE OF ASSESSMENT ACTIVITIES
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
Others (Please specify…)
 WRITING SKILLS (YEAR 1)

CONTENT FOCUS LEARNING STANDARD

STANDARD
4.1.1
Develop prewriting i) Demonstrate fine motor control of hands and
skills fingers by using pen or pencil correctly
**Preliterate children ii) Demonstrate correct posture and pen hold grip
only iii) Develop hand-eye coordination through drawing
lines and patterns
4.1
Form letters and words in 4.1.2
neat legible i) Form upper and lower case letters of regular size
print using cursive writing and shape**
**preliterate children only
Develop early writing
ii) write letters and words in a straight line from left
skills*
to right with regular spaces between words and spaces*
*all children
*all children
iii) copy letters and familiar high frequency words
and phrases correctly*
*all children

Communicate basic
4.2.1 Give very basic personal information using fixed
personal
phrases
information clearly

4.2 Communicate basic 4.2.2 Greet, say goodbye, and express thanks using
Communicate basic information clearly suitable fixed phrases
information
intelligibly for a range of Communicate basic
4.2.3 Express basic likes and dislikes
purposes in information clearly
print and digital media
Describe people and
4.2.4 Name or describe objects using suitable words from word sets
things clearly

Organise basic
information 4.2.5 Connect words and proper names using ‘and’
appropriately

Punctuate texts
4.3 4.3.1 Use capital letters appropriately in personal and place names
appropriately
Communicate with
appropriate Spell high frequency
4.3.2 Spell familiar high frequency words accurately
language form and style for words accurately
a range of
purposes in print and digital Plan, draft and edit
media work appropriately 4.3.3 Plan, and write words and phrases
on familiar topics

PERFORMANCE
DESCRIPTORS FOR WRITING SKILLS
LEVEL

∙ Hardly displays early writing skills to form letters as demonstrated by the teacher.
1 ∙ Hardly uses fixed phrases to communicate with appropriate language form and style even with a lot of
support from the teacher.

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.

∙ Displays early writing skills appropriately.

∙ Writes comprehensible words and phrases with correct punctuation and spelling supported by the teacher.
3
∙ Organises words by using ‘and’ to communicate with appropriate language form and style with some support
from the teacher.

∙ Writes comprehensible words and phrases with correct punctuation and spelling with minimal support by the
teacher.
4
∙ Organises words by using ‘and’ to communicate with appropriate language form and style with minimal
support from the teacher.

∙ Writes comprehensible words and phrases with correct punctuation and spelling confidently.
5
∙ Organises words by using ‘and’ to communicate with appropriate language form and style without hesitation.

∙ Writes comprehensible words and phrases with correct punctuation and spelling independently.
6 ∙ Organises words by using ‘and’ to communicate with appropriate language form and style independently.
∙ Displays exemplary model of language use to others.
 YEAR 1 ASSESSMENT WRITING SKILLS

LEARNING STANDARD
NO STUDENT’S NAME
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
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CBA CBA CBA CBA CBA CBA CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL
 OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE

Written Written Written Written Written Written Written Written Written Written
METHOD OF ASSESSMENT
Oral Oral Oral Oral Oral Oral Oral Oral Oral Oral

Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ.

TYPE OF ASSESSMENT ACTIVITIES

Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
Others (Please specify…)

YEAR 1 ASSESSMENT WRITING SKILLS

LEARNING STANDARD
NO STUDENT’S NAME
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
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CBA CBA CBA CBA CBA CBA CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL

OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE

Written Written Written Written Written Written Written Written Written Written
METHOD OF ASSESSMENT
Oral Oral Oral Oral Oral Oral Oral Oral Oral Oral

Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ.

TYPE OF ASSESSMENT ACTIVITIES

Story Telling
Games
 Role Playing
Project Work
Quiz
Group Work
Assignment
Others (Please specify…)

YEAR 1 ASSESSMENT WRITING SKILLS

LEARNING STANDARD
NO STUDENT’S NAME
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
31
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CBA CBA CBA CBA CBA CBA CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL

OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE

Written Written Written Written Written Written Written Written Written Written
METHOD OF ASSESSMENT
Oral Oral Oral Oral Oral Oral Oral Oral Oral Oral

Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ.

TYPE OF ASSESSMENT ACTIVITIES

Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
Others (Please specify…)
 LANGUAGE ARTS (YEAR 1)
CONTENT FOCUS LEARNING STANDARD
STANDARD
5.1.1
Demonstrate appreciation through i) simple chants and raps
5.1 Enjoy and
non verbal responses to: ii) simple rhymes
appreciate rhymes,
iii) simple action songs
poems
and songs 5.1.2
Say the words in simple texts, and
i) simple chants and raps
sing simple songs with intelligible
ii) simple rhymes
pronunciation, rhythm and intonation
iii) simple action songs
5.2 Express personal 5.2.1 Name people, things or places of
Identify, analyse and respond to
responses to literary interest in
elements in texts
texts illustrations accompanying texts

5.3.1 Respond imaginatively and intelligibly

5.3 Express an through creating simple art and craft products
Plan, prepare and produce creative
imaginative response to
work with a focus on language use
literary texts
Other imaginative responses as appropriate
 YEAR 1 ASSESSMENT LANGUAGE ARTS SKILLS

LEARNING STANDARD
NO STUDENT’S NAME
5.1.1 5.1.2 5.2.1 5.3.1
1
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CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL
 OL/DLE OL/DLE OL/DLE OL/DLE
Written Written Written Written
METHOD OF ASSESSMENT
Oral Oral Oral Oral
Observ. Observ. Observ. Observ.
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
Others (Please specify…)
 YEAR 1 ASSESSMENT LANGUAGE ARTS SKILLS

LEARNING STANDARD
NO STUDENT’S NAME
5.1.1 5.1.2 5.2.1 5.3.1
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CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL
OL/DLE OL/DLE OL/DLE OL/DLE
Written Written Written Written
METHOD OF ASSESSMENT
Oral Oral Oral Oral
Observ. Observ. Observ. Observ.
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
 Assignment
Others (Please specify…)
 YEAR 1 ASSESSMENT LANGUAGE ARTS SKILLS

LEARNING STANDARD
NO STUDENT’S NAME
5.1.1 5.1.2 5.2.1 5.3.1
31
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33
34
35
36
37
38
39
40
41
42
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44
45
CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL
METHOD OF ASSESSMENT OL/DLE OL/DLE OL/DLE OL/DLE
 Written Written Written Written
Oral Oral Oral Oral
Observ. Observ. Observ. Observ.
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
Others (Please specify…)