SEKOLAH KEBANGSAAN KAMPUNG BAHARU

36300 SUNGAI SUMUN, PERAK.

YEAR 4
TRANSIT
FORMS
2021
ENGLISH LANGUAGE

CLASS: 4 EFEKTIF

TEACHER’S
PERFORMANCENAME: NUR
STANDARDS EMMI
GUIDE BINTI
FOR YEAR IRFAN SKILLS
4 LISTENING
BAKTI
PERFORMANC DESCRIPTORS FOR LISTENING SKILLS
 E LISTENING SKILLS (YEAR 4)
LEVEL
CONTENT STANDARD FOCUS LEARNING STANDARD
 Can recognise and reproduce minimal target language phonemes andafterreproduce
repeated listening
with with a lot

1
1.1.1 Recognise
1.1 Recognise and reproduce Recognise and reproduce target
of support. support a wide range
target language sounds language
 Can display minimalphonemes intelligibly
understanding of the main idea, specific information and details of longer
of target language phoneme
simple texts, short simple narratives, longer questions and classroom instructions with a lot of
support. Understand the main idea 1.2.1 Understand with support the main
 Can guess meaning of a few unfamiliar words idea
when listening to texts on with of longer
a lot of support
familiar topics simple texts

2
 Can recogniseUnderstand specific
and reproduce somedetails 1.2.2phonemes
target language Understandwithwith
a lot support specific
of support.
1.2
when listening to texts on information and
Understand meaning inCan a display some understanding of the main idea, specific information and details of longer simple
familiar
texts, narratives, longer topicsand classroom
questions details of longer
instructions withsimple
a lot oftexts
support.
variety
 Can guess meaning of some unfamiliar words with 1.2.3a Understand
lot of supportwith support short
of familiar contexts Understand narratives on
simple narratives on a range of familiar
familiar topics

3
topics
 Can recognise and reproduce a wide range of target language phonemes with support.
Understand classroom 1.2.4 Understand longer supported
 Can display understanding of the main idea, specific information and details of longer simple
texts, short simple narratives, longer questions classroom
instructions and classroominstructions
instructions with support.
Understand questions on 1.2.5 Understand
 Can guess meaning of unfamiliar words from clues provided by knowledge longer supported
of the topic
familiar topics questions
1.3 Use appropriate listening 1.3.1 Guess the meaning of unfamiliar

4
 Can Use appropriate strategies to
strategies in a variety of recognise and reproduce a wide range of target wordslanguage phonemes with occasional support.
from clues
understand meaning
contexts  Can understand the main idea, specific information and details
provided of simple texts
by knowledge of theand narratives,
topic
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 easily with occasional

5
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 easily with little or no

6
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
 YEAR 4 TRANSIT FORM FOR CLASSROOM ASSESSMENT
LISTENING SKILLS
TEACHER’S NAME: CLASS:

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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PERFORMANCE STANDARDS GUIDE FOR YEAR 4 SPEAKING SKILLS

PERFORMANC
E DESCRIPTORS FOR SPEAKING SKILLS
LEVEL
 Can communicate simple information using fixed phrases with a lot of support.

1
 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.
 2
SPEAKING
 Can communicate simpleSKILLS (YEAR
information with 4)
a lot of support.
CONTENT STANDARD FOCUS
 Can manage interaction and classroom task appropriately LEARNING with aSTANDARD
lot of support.
SPOKEN INTERACTION
 Can describe people and objects using basic statements with a lot of support.
Communicate
 Can narrate short basic simple
stories information 2.1.1 Explain and give reasons for
with a lot of support
about themselves clearly basic opinions
2.1.2 Find out about and describe

3
 Can communicate
Find out simple
simpleinformation
informationfrom
clearly.
experiences in
2.1  Can manage interaction others
and classroom task appropriately.
the past
Communicate simple  Can describe people and things using suitable statements adequately.
2.1.3 Give a longer sequence of basic
information  Can narrate short basic stories adequately.
Communicate simple information instructions or directions.
intelligibly
 Can communicate simple clearly
information clearly2.1.4 Give reasons
by providing somefor simpledetails.
relevant
predictions.
 Can manage interaction and classroom task appropriately by sustaining communication at

4
times. 2.1.5 Describe people, and objects
Describe people and things
 Can describe people and things clearly using using
clearly suitablesuitable
statements with very few relevant
details. statements
2.2.1 Keeppace
 Can narrate short basic stories clearly at an appropriate interaction going in short
exchanges by
2.2 Use appropriate Manage interaction appropriately using suitable words:
 Can communicate simple information clearly by providing a lot of relevant details.

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communication (i) to show understanding
 Can manage interaction and classroom task appropriately by sustaining communication
strategies (ii) to ask for clarification
most of the time.
2.2.2 Check steps needed to complete
 Can describe Manage classroom
people and tasks using suitable statements with some relevant
things clearly
short
details. appropriately
classroom tasks
 Can narrate short basic stories with clear diction and articulation.
SPOKEN PRODUCTION
2.3 Communicate Can communicate
Communicatesimple information
information, with a lot of relevant details clearly and
events
confidently. 2.3.1 Narrate short basic stories and

6
appropriately to a small and
events
or large group  Can manage interaction
stories clearlyand classroom
to an audiencetask 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
 YEAR 4 TRANSIT FORM FOR CLASSROOM ASSESSMENT
SPEAKING SKILLS
TEACHER’S NAME: CLASS:

NO STUDENT’S NAME LEARNING STANDARD

2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2.1 2.2.2 2.3.1
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PERFORMANCE STANDARDS GUIDE FOR YEAR 4 READING SKILLS

PERFORMANC
E DESCRIPTORS FOR READING SKILLS
LEVEL
  Can display minimal
READING understanding
SKILLS (YEAR of the main
4) idea, specific information and details of

1
CONTENT STANDARDsimple texts of one or two paragraphs with a lot of support.
FOCUS LEARNING STANDARD
 Can guessIdentify
meaningand of distinguish
very few unfamiliar
the letters words
of from clues provided by title and topic as
3.1.1 No learning standard
well as use a limited range the alphabet*
of dictionary skills with a lot of support.
This learning standard has
 Can read *Preliterate
A1 fiction children will needprint
or non-fiction moreand support
digital texts of interest
been covered haltingly
in Year 1 with
and a lot of
support.to achieve this Learning Standard, literate Year 2.
 Can displaychildren
somemore challenge and
understanding of less support
the main idea, specific information and details of

2
simple textsDistinguish
of one orand twoarticulate
paragraphs beginning,
with a lot of support.
3.1 3.1.2 No learning standard
medial and final sound words*
Recognise words in linear  Can guess meaning of some unfamiliar words from clues
Thisprovided
learningby title and
standard hastopic as
*Preliterate children will need more support
and non linear texts by well as use limited range of dictionary skills with a lot of support. been covered in Year 1 and
to achieve this Learning Standard, literate
 Can readchildren
A1 fiction Year 2.
using knowledge of sounds moreorchallenge
non-fictionandprint and digital texts of interest at a slower pace with a
less support
of letters lot of support.
Blend phonemes to recognise words* 3.1.3 No learning standard
 Can understand
*Preliteratethechildren
main idea, specific
will need more information
support andThis details of simple
learning texts
standard hasof one or

3
two paragraphs
to achieve bythis
responding
Learning adequately to given tasks.
Standard, literate been covered in Year 1 and
 Can guess the meaning
children of unfamiliar
more challenge and lesswords from the clues
support Yearprovided
2. by title and topic as
well as use dictionary skills adequately.
Segment words into phonemes to spell* 3.1.4 No learning standard
 Can read and understand
*Preliterate childrena will
range of A1
need more fiction
supportor non-fiction print and
This learning digitalhas
standard texts of
interest to
byachieve
responding adequately
this Learning to given
Standard, tasks.
literate been covered in Year 1 and
 Can understand
children the
more challenge
main and lessinformation
idea, specific support andYear 2. of simple texts of one or
details

4
two paragraphs by responding clearly to given tasks most ofUnderstand
3.2.1 the time. the main idea
 CanUnderstand the main of
guess the meaning idea in a variety
unfamiliar of text
words fromtypes
the clues provided by title and topic as
of simple
on familiar topics
well as use dictionary skills according to given tasks. texts of one or two paragraphs
 Can read and understand a range of A1 fiction or non-fiction print and digital
3.2.2 Understand specifictexts of
3.2
Understand
interest by respondingspecific details
clearly toingiven
a variety
tasksofmosttext of the
information
time. and
Understand a variety of
types on familiar topics details of simple texts of one
linear and non  Can understand the main idea, specific information and details of simple texts of one or

5
or two paragraphs
linear print and digital textstwo paragraphs by responding clearly to given tasks with ease.
 Can guess the meaning of unfamiliar words from the clues 3.2.3provided
Guess theby meaning
title andoftopic as
by using
Use appropriate word attack skills to understand unfamiliar words
appropriate reading well as use dictionary skills according to given tasks with ease.
specific meaning from clues provided by title
strategies  Can read and understand a range of A1 fiction or non-fiction print and digital texts of
and topic
interest by responding clearly to given tasks with ease.
3.2.4 Recognise and use with
 Can understand the main idea, specific information andlittle details
or noof simple texts of one or
Use appropriate
two paragraphs by respondingbasic dictionary
creatively skills
to given tasks.support key features of a

6
 Can guess the meaning of unfamiliar words from the clues simpleprovided by title
monolingual and topic as
dictionary
3.3 Read independently for well as use dictionary skills effectively.
information  Can read fluently
Read andandunderstand
understanda avariety
range of of A1 fiction 3.3.1 Read and enjoy
or non-fiction A1 digital
print and
texts of interest. fiction/non-fiction
and enjoyment for fiction and non-fiction texts with
print and digital texts of
information and  Can guide others in a givenand
confidence task
enjoyment
interest
enjoyment
 YEAR 4 TRANSIT FORM FOR CLASSROOM ASSESSMENT
READING SKILLS
TEACHER’S NAME: CLASS:

NO STUDENT’S NAME LEARNING STANDARD

3.2.1 3.2.2 3.2.3 3.2.4 3.3.1
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PERFORMANCE STANDARDS GUIDE FOR YEAR 4 WRITING SKILLS

PERFORMANC
E DESCRIPTORS FOR WRITING SKILLS
LEVEL
  Can display minimal
WRITING SKILLS
ability (YEARwriting
to use cursive 4) with a lot of support.
 Can communicate

1
CONTENT FOCUS basic and personal informationLEARNING
as well asSTANDARD
describe people and objects
STANDARD using fixed phrases with a lot of support.
 Can display minimal ability to spell words
4.1.1 and use punctuations
No learning standard in guided writing as well
Develop prewriting skills*
as connect sentences into a paragraph Thiswith a lotstandard
learning of support.has been covered in Year 1
4.1 Form letters and  Can *Preliterate children only
display minimal ability to produceand Year
and 2.
modify a plan or draft of a paragraph in
words in neat legible response to feedback.
print using cursive writing
 Can display
Developability
earlytowriting
use cursive 4.1.2
writing withtoa use
Begin lot of support.
cursive handwriting in a limited
 Can communicate

2
skills* range
basic and personal of written as
information work*
well as describe people and objects
using basic*all childrenwith a lot of
statements *all children
support.
 Can spell words and use punctuations in guided writing as well as connect sentences into
a paragraph with a lot of support. 4.2.1 Explain and give reasons for simple opinions
Communicate
 Can produce and modify basic
a plan or4.2.2
draftMake
of a paragraph in response
and respond to simpletooffers
feedback
and with a lot
of personal
support. information
4.2 Communicate basic invitations
clearly ability to use cursive writing.
information intelligibly Can display adequate 4.2.3 Describe basic everyday routines

3
for a range of purposesinCanDescribe
communicate
peoplebasic
and and personal
things 4.2.4information as welland
Describe people as objects
describeusing
people and objects
print and digital media using suitableclearly
statements adequately.statements
 Can spell words accurately and use punctuations
4.2.5 in guidedinto
Connect sentences writing as wellparagraph
a coherent as connect
Organise basic information
sentences into a coherent paragraph. using basic coordinating conjunctions and
 Can produceappropriately
and modify a plan orreference
draft of apronouns
paragraph in response to feedback.
 Can display ability to use cursive 4.3.1
writing.
Use capital letters, full stops, question marks
4.3 Punctuate texts
 Can communicate basic and personal

4
and information
commas in lists appropriately
as well as describeinpeople
guidedand objects
Communicate with appropriately
using suitable statements with very writing at discourse
few relevant level
details.
appropriate language form
 CanSpell
spellhigh
wordsfrequency words
accurately and use4.3.2 Spell most
punctuations inhigh
guidedfrequency
writing words
as wellaccurately
as connect
and style for a range of
accurately in guided writing
sentences into a coherent paragraph with very few relevant details.
purposes in print and
digital media  Plan, draft
Can produce andand edit work
modify a plan or4.3.3
draft Produce a plan in
of a paragraph or response
draft of one paragraphwith
to feedback for very
appropriately
few relevant details.on familiar a familiar topic and modify this appropriately in
topicsto use cursive response
 Can display ability to feedback
writing legibly.
 Can communicate basic and personal information as well as describe people and objects

5
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
 Can display ability to use cursive writing legibly and neatly.
 Can communicate basic and personal information as well as describe people and objects

6
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.
 YEAR 4 TRANSIT FORM FOR CLASSROOM ASSESSMENT
WRITING SKILLS

TEACHER’S NAME: CLASS:

 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
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*PERFORMANCE STANDARDS GUIDE FOR YEAR 4 LANGUAGE ARTS IS NOT
PROVIDED IN THE YEAR 4 DSKP
 LANGUAGE ARTS (YEAR 4)
CONTENT FOCUS LEARNING STANDARD
STANDARD
5.1.1 No learning standard
Demonstrate appreciation through non
This learning standard has been
5.1 Enjoy and appreciate verbal responses to:
covered in Year 1, Year 2 and Year 3
rhymes, poems
5.1.2 No learning standard
and songs Say the words in simple texts, and sing
This learning standard has been
simple songs with intelligible
covered in
pronunciation, rhythm and intonation
Year 1, Year 2 and Year 3
5.2 Express personal 5.2.1 Say in simple words and phrases
Identify, analyse and respond to
responses to literary how a text
elements in texts
texts makes them feel
5.3.1 Respond imaginatively and
intelligibly through creating simple
5.3 Express an
Plan, prepare and produce creative picture stories, simple poems and
imaginative response to
work with a focus on language use cartoon stories
literary texts
Other imaginative responses as
appropriate

YEAR4 TRANSIT FORM FOR CLASSROOM ASSESSMENT

LANGUAGE ARTS
TEACHER’S NAME: CLASS:
NO STUDENT’S NAME LEARNING STANDARD
5.2.1 5.3.1
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