SJK(C) CHUNG HUA BATU

29

YEAR 6
TRANSIT
FORMS
2025
ENGLISH LANGUAGE

CLASS: 6

TEACHER’S NAME: ADELINE WONG

PERFORMANCE STANDARDS GUIDE FOR YEAR 4 LISTENING SKILLS

aDeLine
 PERFORMAN
CE DESCRIPTORS FOR LISTENING SKILLS
LEVEL

1
 Can recognise and reproduce minimal target language phonemes after
repeated listening with a lot of support.
 Can display minimal understanding of the main idea, specific information and
details of longer simple texts, short simple narratives, longer questions and
classroom instructions with a lot of support.
 Can guess meaning of a few unfamiliar words with a lot of support

2
 Can recognise and reproduce some target language phonemes with a lot of
support.
 Can display some understanding of the main idea, specific information and
details of longer simple texts, narratives, longer questions and classroom
instructions with a lot of support.
 Can guess meaning of some unfamiliar words with a lot of support
 Can recognise and reproduce a wide range of target language phonemes with

3
support.
 Can display understanding of the main idea, specific information and details of
longer simple texts, short simple narratives, longer questions and classroom
instructions with support.
 Can guess meaning of unfamiliar words from clues provided by knowledge of
the topic
 Can recognise and reproduce a wide range of target language phonemes with

4
occasional support.
 Can understand the main idea, specific information and details of simple texts
and narratives, longer questions and classroom instructions with support by
responding to given tasks at times.
 Can guess meaning of unfamiliar words from clues provided by knowledge of
the topic
 Can recognise and reproduce a wide range of target language phonemes

5
easily with occasional support.
 Can understand the main idea, specific information and details of simple texts
and narratives, longer questions and classroom instructions with support by
responding to given tasks most of the time.
 Can guess meaning of unfamiliar words from clues provided by knowledge of
the topic.
 Can recognise and reproduce a wide range of target language phonemes

6
easily with little or no support.
 Can understand the main idea, specific information and details of simple texts
and narratives, longer questions and classroom instructions with support by
responding to given tasks easily.
 Can guess meaning of unfamiliar words from clues provided by knowledge of
the topic.
 Can guide others in a given task

aDeLine
 LISTENING SKILLS (YEAR 4)
CONTENT FOCUS LEARNING STANDARD
STANDARD
Recognise and
1.1 Recognise and 1.1.1 Recognise and reproduce
reproduce target
reproduce target with support a wide range
language phonemes
language sounds of target language phoneme
intelligibly
Understand the main 1.2.1 Understand with support
idea when listening to the main idea of longer
texts on familiar topics simple texts
Understand specific 1.2.2 Understand with support
details when listening to specific information and
1.2
texts on familiar topics details of longer simple texts
Understand meaning in
1.2.3 Understand with support
a variety Understand narratives
short simple narratives on a
of familiar contexts on familiar topics
range of familiar topics
1.2.4 Understand longer
Understand classroom
supported classroom
instructions
instructions
Understand questions on 1.2.5 Understand longer
familiar topics supported questions
1.3.1 Guess the meaning of
1.3 Use appropriate Use appropriate
unfamiliar words from clues
listening strategies in a strategies to understand
provided by knowledge of the
variety of contexts meaning
topic

YEAR 4 TRANSIT FORM FOR CLASSROOM ASSESSMENT

LISTENING SKILLS
TEACHER’S NAME: ADELINE WONG CLASS: 4

aDeLine
 N LEARNING STANDARD
STUDENT’S NAME 1.1. 1.2. 1.2. 1.2. 1.2. 1.2. 1.3.
O 1 1 2 3 4 5 1

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PERFORMANCE STANDARDS GUIDE FOR YEAR 4 SPEAKING SKILLS

PERFORMAN
CE DESCRIPTORS FOR SPEAKING SKILLS
LEVEL

aDeLine
  Can communicate simple information using fixed phrases with a lot of

1
support.
 Can manage interaction and classroom task by providing short and
simple responses with a lot of support.
 Can describe people and objects using fixed phrases with a lot of
support.
 Can narrate short basic stories with difficulty even with a lot of support.
 Can communicate simple information with a lot of support.

2
 Can manage interaction and classroom task appropriately with a lot of
support.
 Can describe people and objects using basic statements with a lot of
support.
 Can narrate short basic stories with a lot of support

3
 Can communicate simple information clearly.
 Can manage interaction and classroom task appropriately.
 Can describe people and things using suitable statements adequately.
 Can narrate short basic stories adequately.

 Can communicate simple information clearly by providing some

4
relevant details.
 Can manage interaction and classroom task appropriately by sustaining
communication at times.
 Can describe people and things clearly using suitable statements with
very few relevant details.
 Can narrate short basic stories clearly at an appropriate pace

 Can communicate simple information clearly by providing a lot of

5
relevant details.
 Can manage interaction and classroom task appropriately by sustaining
communication most of the time.
 Can describe people and things clearly using suitable statements with
some relevant details.
 Can narrate short basic stories with clear diction and articulation.
 Can communicate simple information with a lot of relevant details
clearly and confidently.

6
 Can manage interaction and classroom task appropriately by sustaining
communication naturally.
 Can describe people and things creatively using suitable statements.
 Can narrate short basic stories creatively with clear diction and
articulation.
 Can display exemplary model of language use and guide others

aDeLine
 SPEAKING SKILLS (YEAR 4)
CONTENT STANDARD FOCUS LEARNING STANDARD
SPOKEN INTERACTION
Communicate simple
2.1.1 Explain and give
information about
reasons for basic opinions
themselves clearly
2.1.2 Find out about and
Find out simple
describe experiences in
2.1 information from others
the past
Communicate simple
2.1.3 Give a longer sequence
information
Communicate simple of basic instructions or
intelligibly
information directions.
clearly 2.1.4 Give reasons for simple
predictions.
2.1.5 Describe people, and
Describe people and things
objects using suitable
clearly
statements
2.2.1 Keep interaction going
in short exchanges by
Manage interaction
2.2 Use appropriate using suitable words:
appropriately
communication (i) to show understanding
strategies (ii) to ask for clarification
2.2.2 Check steps needed to
Manage classroom tasks
complete short
appropriately
classroom tasks
SPOKEN PRODUCTION
Communicate information,
2.3 Communicate
events and 2.3.1 Narrate short basic
appropriately to a small
stories clearly to an stories and events
or large group
audience

aDeLine
 YEAR 4 TRANSIT FORM FOR CLASSROOM ASSESSMENT
SPEAKING SKILLS
TEACHER’S NAME: CLASS:

N LEARNING STANDARD
STUDENT’S NAME 2.1. 2.1. 2.1. 2.1. 2.1. 2.2. 2.2. 2.3.
O 1 2 3 4 5 1 2 1
1 THEN SHI YI
2 DARRIUS ALDWIN ANAK HERALD
3 COLLEEN CHIN ROU EN
4 BONG SHI XIAN
5 MILNICKSON MATIUS ANAK
MARADONA
6 QHRISTELLE BREE ANAK TIMOSSDY
7
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 37
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PERFORMANCE STANDARDS GUIDE FOR YEAR 4 READING SKILLS

PERFORMAN
CE DESCRIPTORS FOR READING SKILLS
LEVEL
 Can display minimal understanding of the main idea, specific
information and details of simple texts of one or two paragraphs with a

1
lot of support.
 Can guess meaning of very few unfamiliar words from clues provided
by title and topic as well as use a limited range of dictionary skills with
a lot of support.
 Can read A1 fiction or non-fiction print and digital texts of interest
haltingly with a lot of support.
 Can display some understanding of the main idea, specific information
and details of simple texts of one or two paragraphs with a lot of

2
support.
 Can guess meaning of some unfamiliar words from clues provided by
title and topic as well as use limited range of dictionary skills with a lot
of support.
 Can read A1 fiction or non-fiction print and digital texts of interest at a
slower pace with a lot of support.
 Can understand the main idea, specific information and details of

3
simple texts of one or two paragraphs by responding adequately to
given tasks.
 Can guess the meaning of unfamiliar words from the clues provided by
title and topic as well as use dictionary skills adequately.
 Can read and understand a range of A1 fiction or non-fiction print and
digital texts of interest by responding adequately to given tasks.
 Can understand the main idea, specific information and details of
simple texts of one or two paragraphs by responding clearly to given

4
tasks most of the time.
 Can guess the meaning of unfamiliar words from the clues provided by
title and topic as well as use dictionary skills according to given tasks.
 Can read and understand a range of A1 fiction or non-fiction print and
digital texts of interest by responding clearly to given tasks most of the
time.
 Can understand the main idea, specific information and details of

5
simple texts of one or two paragraphs by responding clearly to given
tasks with ease.
 Can guess the meaning of unfamiliar words from the clues provided by
title and topic as well as use dictionary skills according to given tasks
with ease.

aDeLine
  Can read and understand a range of A1 fiction or non-fiction print and
digital texts of interest by responding clearly to given tasks with ease.
 Can understand the main idea, specific information and details of
simple texts of one or two paragraphs by responding creatively to given

6
tasks.
 Can guess the meaning of unfamiliar words from the clues provided by
title and topic as well as use dictionary skills effectively.
 Can read fluently and understand a range of A1 fiction or non-fiction
print and digital texts of interest.
 Can guide others in a given task

aDeLine
 READING SKILLS (YEAR 4)
CONTENT FOCUS LEARNING STANDARD
STANDARD
Identify and distinguish the letters of
the alphabet*
3.1.1 No learning
*Preliterate children will need more
standard
support
This learning standard
to achieve this Learning Standard,
has been covered in
literate
Year 1 and Year 2.
children more challenge and less
support
Distinguish and articulate beginning,
medial and final sound words*
3.1.2 No learning
*Preliterate children will need more
standard
support
3.1 This learning standard
to achieve this Learning Standard,
Recognise words in has been covered in
literate
linear and non linear Year 1 and Year 2.
children more challenge and less
texts by using
support
knowledge of sounds
Blend phonemes to recognise words*
of letters
*Preliterate children will need more 3.1.3 No learning
support standard
to achieve this Learning Standard, This learning standard
literate has been covered in
children more challenge and less Year 1 and Year 2.
support
Segment words into phonemes to spell*
*Preliterate children will need more 3.1.4 No learning
support standard
to achieve this Learning Standard, This learning standard
literate has been covered in
children more challenge and less Year 1 and Year 2.
support
3.2.1 Understand the
Understand the main idea in a variety of main idea of simple
text types on familiar topics texts of one or two
paragraphs
3.2.2 Understand
3.2 Understand specific details in a variety specific information and
Understand a variety of text types on familiar topics details of simple texts of
of linear and non one or two paragraphs
linear print and digital 3.2.3 Guess the
texts by using meaning of unfamiliar
Use appropriate word attack skills to
appropriate reading words
understand specific meaning
strategies from clues provided by
title and topic
3.2.4 Recognise and use
with little or no
Use appropriate basic dictionary skills support key features of
a simple monolingual
dictionary
3.3 Read
independently for 3.3.1 Read and enjoy A1
Read and understand a variety of
information fiction/non-fiction
fiction and non-fiction texts with
and enjoyment for print and digital texts of
confidence and enjoyment
information and interest
enjoyment

aDeLine
 YEAR 4 TRANSIT FORM FOR CLASSROOM ASSESSMENT
READING SKILLS
TEACHER’S NAME: ADELINE WONG CLASS: 4

N LEARNING STANDARD
STUDENT’S NAME
O 3.2.1 3.2.2 3.2.3 3.2.4 3.3.1
1 THEN SHI YI
2 DARRIUS ALDWIN ANAK HERALD
3 COLLEEN CHIN ROU EN
4 BONG SHI XIAN
5 MILNICKSON MATIUS ANAK MARADONA
6 QHRISTELLE BREE ANAK TIMOSSDY
7
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11
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aDeLine
 PERFORMANCE STANDARDS GUIDE FOR YEAR 4 WRITING SKILLS

PERFORMAN
CE DESCRIPTORS FOR WRITING SKILLS
LEVEL
 Can display minimal ability to use cursive writing with a lot of support.
 Can communicate basic and personal information as well as describe

1
people and objects using fixed phrases with a lot of support.
 Can display minimal ability to spell words and use punctuations in
guided writing as well as connect sentences into a paragraph with a lot
of support.
 Can display minimal ability to produce and modify a plan or draft of a
paragraph in response to feedback.
 Can display ability to use cursive writing with a lot of support.

2
 Can communicate basic and personal information as well as describe
people and objects using basic statements with a lot of support.
 Can spell words and use punctuations in guided writing as well as
connect sentences into a paragraph with a lot of support.
 Can produce and modify a plan or draft of a paragraph in response to
feedback with a lot of support.
 Can display adequate ability to use cursive writing.

3
 Can communicate basic and personal information as well as describe
people and objects using suitable statements adequately.
 Can spell words accurately and use punctuations in guided writing as
well as connect sentences into a coherent paragraph.
 Can produce and modify a plan or draft of a paragraph in response to
feedback.
 Can display ability to use cursive writing.
 Can communicate basic and personal information as well as describe

4
people and objects using suitable statements with very few relevant
details.
 Can spell words accurately and use punctuations in guided writing as
well as connect sentences into a coherent paragraph with very few
relevant details.
 Can produce and modify a plan or draft of a paragraph in response to
feedback with very few relevant details.
 Can display ability to use cursive writing legibly.
 Can communicate basic and personal information as well as describe

5
people and objects using suitable statements with some relevant
details.
 Can spell words accurately and use punctuations in guided writing as
well as connect sentences into a coherent paragraph with some
relevant details.
 Can produce and modify a plan or draft of a paragraph in response to
feedback with some relevant details

aDeLine
 WRITING SKILLS (YEAR 4)
CONTENT FOCUS LEARNING STANDARD
STANDARD
Develop prewriting
4.1.1 No learning standard
skills*
This learning standard has been
4.1 Form letters and *Preliterate children
covered in Year 1 and Year 2.
words in neat legible only
print using cursive
writing Develop early writing 4.1.2 Begin to use cursive handwriting
skills* in a limited range of written work*
*all children *all children

4.2.1 Explain and give reasons for

Communicate basic simple opinions
4.2 Communicate personal information 4.2.2 Make and respond to simple offers
basic information clearly and invitations
intelligibly for a 4.2.3 Describe basic everyday routines
range of purposes in Describe people and 4.2.4 Describe people and objects using
print and digital things clearly statements
media 4.2.5 Connect sentences into a
Organise basic
coherent paragraph using basic
information
coordinating conjunctions and reference
appropriately
pronouns
4.3.1 Use capital letters, full stops,
4.3 Punctuate texts question marks and commas in lists
Communicate with appropriately appropriately in guided writing at
appropriate discourse level
language form and Spell high frequency 4.3.2 Spell most high frequency words
style for a range of words accurately accurately in guided writing
purposes in print 4.3.3 Produce a plan or draft of one
and digital media Plan, draft and edit
paragraph for a familiar topic and
work appropriately on
modify this appropriately in response to
familiar topics
feedback
 Can display ability to use cursive writing legibly and neatly.
 Can communicate basic and personal information as well as describe

6
people and objects with a variety of relevant details.
 Can spell words accurately and use punctuations in guided writing as
well as connect sentences into a coherent paragraph creatively.
 Can produce and modify a plan or draft of a paragraph in response to
feedback with a variety of relevant details.
 Can display exemplary model of language use and guide others.

aDeLine
 YEAR 4 TRANSIT FORM FOR CLASSROOM ASSESSMENT
WRITING SKILLS

TEACHER’S NAME: ADELINE WONG CLASS: 4

aDeLine
 NO STUDENT’S NAME LEARNING STANDARD
4.1.2 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.3.1 4.3.2 4.3.3
1 THEN SHI YI
2 DARRIUS ALDWIN
ANAK HERALD
3 COLLEEN CHIN ROU
EN
4 BONG SHI XIAN
5 MILNICKSON MATIUS
ANAK MARADONA
6 QHRISTELLE BREE
ANAK TIMOSSDY
7
8
9
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11
12
13
14
15
16
17
18
19
20
21
22
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*PERFORMANCE STANDARDS GUIDE FOR YEAR 4 LANGUAGE ARTS
IS NOT PROVIDED IN THE YEAR 4 DSKP

aDeLine
 LANGUAGE ARTS (YEAR 4)
CONTENT FOCUS LEARNING STANDARD
STANDARD
5.1.1 No learning standard
Demonstrate appreciation
This learning standard has
5.1 Enjoy and through non verbal responses
been covered in Year 1, Year 2
appreciate rhymes, to:
and Year 3
poems
Say the words in simple texts, 5.1.2 No learning standard
and songs
and sing simple songs with This learning standard has
intelligible pronunciation, been covered in
rhythm and intonation Year 1, Year 2 and Year 3
5.2 Express personal Identify, analyse and respond 5.2.1 Say in simple words and
responses to literary to phrases how a text
texts elements in texts makes them feel
5.3.1 Respond imaginatively
and intelligibly through
5.3 Express an Plan, prepare and produce
creating simple picture stories,
imaginative creative
simple poems and cartoon
response to work with a focus on language
stories
literary texts use
Other imaginative responses
as appropriate

YEAR 4 TRANSIT FORM FOR CLASSROOM ASSESSMENT

LANGUAGE ARTS
TEACHER’S NAME: ADELINE WONG CLASS: 4

aDeLine
 LEARNING
NO STUDENT’S NAME STANDARD
5.2.1 5.3.1

aDeLine
 1 THEN SHI YI
2 DARRIUS ALDWIN ANAK HERALD
3 COLLEEN CHIN ROU EN
4 BONG SHI XIAN
5 MILNICKSON MATIUS ANAK MARADONA
6 QHRISTELLE BREE ANAK TIMOSSDY
7
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9
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11
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aDeLine