Grade Strand Sub-strands Learning objectives

1.1a Students will listen to and follow simple, single-step instructions (e.g., “Open your book,” “Stand up”) and gradually progress to understanding multi-step
Comprehension of Simple Instructions
instructions related to classroom activities (e.g., “Take out your book and turn to page 5”).
1.1b Students will listen to short, familiar stories or dialogues and be able to answer basic questions about them, such as identifying characters, objects, or actions
Listening and (e.g., “Who is in the story?” “What is the boy doing?”).
Basic Story and Event Comprehension
Understanding
1.1c Students will demonstrate understanding by pointing to pictures or objects related to what they have heard.
Recognition of Simple Questions and 1.1d Students will understand and appropriately respond to basic questions (e.g., “What is your name?” “How are you?”) and will show comprehension by providing
Responses short, accurate answers.
1.2a Students will use simple, familiar words and phrases to describe objects, people, and actions in their immediate environment (e.g., “This is a cat,” “I like
Basic Vocabulary Usage
apples”).
1.2b Students will form basic sentences using common structures, such as subject-verb-object (e.g., “I see a dog,” “The book is red”), and be able to ask and
Simple Sentence Formation
answer yes/no questions (e.g., “Is this a pen?” “Yes, it is”).
Speaking
1.2c Students will express basic needs and emotions using short sentences (e.g., “I am hungry,” “I want to play”), showing an understanding of common
Expressing Basic Needs and Feelings
expressions related to their everyday experiences.
1.2d Students will engage in brief, back-and-forth conversations with peers and teachers, using learned vocabulary and phrases (e.g., “Hello, how are you?” “I am
Participation in Simple Conversations
fine, thank you”), and will be able to ask simple questions and provide responses.

1 Recognition and Blending of Basic Sounds

1.3a Students will recognize and correctly identify the sounds of individual letters and simple blends (e.g., “c,” “a,” “m,” “cat”) and will be able to blend sounds to
form basic CVC words.
1.3b Students will read common sight words (e.g., “the,” “is,” “a”) and simple sentences (e.g., “The cat is big.”), demonstrating the ability to connect written text with
Reading Simple Words and Phrases
meaning.
Reading 1.3c Students will read short, familiar texts aloud with guidance and will be able to identify the main idea or characters (e.g., pointing to the main character or
Basic Comprehension of Texts answering “What is this story about?”).
1.3d Students will match pictures with corresponding words or short phrases to show understanding of the text.
1.3e Students will show interest in reading by choosing books with simple text and illustrations, and they will participate in reading activities by discussing what they
Engagement with Books
see and hear (e.g., “I see a dog,” “The boy is happy”).
1.4a Students will write all uppercase and lowercase letters correctly, following proper stroke order and spacing, and will be able to write their name and simple
Basic Letter Formation
words.
1.4b Students will spell and write basic CVC words (e.g., “cat,” “dog,” “sun”) using phonetic patterns they have learned, and will begin to write common sight words
Spelling and Writing Simple Words
from memory.
Writing
1.4c Students will write short, simple sentences that describe a picture or answer a prompt (e.g., “This is a dog,” “I see a cat”), ensuring basic punctuation (capital
Writing Simple Sentences
letters and periods) is used.
1.4d Students will engage in simple creative writing tasks, such as completing a sentence starter (e.g., “I like…” or “I see…”), and will participate in guided group
Basic Creative Writing
writing activities, contributing words or short sentences.
2.1a Students will be able to tell who is speaking in simple conversations.
Decoding Spoken Text
2.1b Students will understand basic unknown words by listening to the conversation around them.
Decoding Pronunciation 2.1c Students will recognize familiar sounds and simple pronunciation patterns in words they know.
2.1d Students will guess what might happen next by listening to short stories or conversations.
Listening Applying Listening Strategies (Previewing
2.1e Student will be able to use very simple set phrases to express lack of understanding or to ask for repetition.
and Prediction)
2.1f Student will be able to use visual clues to aid understanding.
Applying Listening Strategies (Scanning and
2.1g Students will listen to short conversations or stories and pick out the main points.
Skimming)
Understanding Main Information and Details 2.1h Students will be able to pick out the most important details in short conversations or instructions.
Identifying Ideas to Express 2.2a Students will be able to recall and produce learned grammatical forms and basic vocabulary, combining short chunks of language
Turning Ideas into Language 2.2b Students will be able to turn their ideas into short, clear sentences.
Producing Utterances at Word, Sentence,
2.2c Students will be able to produce vowel and consonant sounds, simple consonant clusters, correct word stress and common contractions
and Text Level
Speaking
 Speaking
2.2d Students will be able to answer simple questions which are familiar and relevant to their experience with words or simple sentences.
Using Strategies While Speaking

2 Managing Interactions
2.2e Students will be able to use very simple fixed phrases or gestures to show lack of understanding
2.2f Students will be able to manage short conversations by asking and answering simple questions.
2.2g Students will begin to self-correct when prompted
Decoding the Written Text 2.3a Students will be able to read simple, familiar words in stories or classroom materials.
2.3b Students will be able to recognize very common collocations and phrases, very simple grammar forms and usage.
Understanding at Word and Sentence Levels
2.3c Students will read and understand short sentences.
Reading strategies (previewing and 2.3d Students will look at pictures and predict what a story or text might be about.
Reading predicting, skimming for gist, scanning and
search reading, using text structure) 2.3e Students will look through short texts to find specific information, like names or numbers.
Understanding meaning and discourse
(genre, audience and purpose; main 2.3f Students will understand the main idea and basic details of short stories or texts.
information; attitude and point of view)
2.4a Students will plan what to write by thinking about the topic and what they want to say.
Planning the Text 2.4b Students will spell and write basic CVC words (e.g., “cat,” “dog,” “sun”) using phonetic patterns they have learned, and will begin to write common sight words
from memory.
Writing
Turning Ideas into Text 2.4c Students will write simple sentences about familiar topics, such as their family or school.

Checking and Editing 2.4d Students will check their writing for simple mistakes, like spelling and punctuation.

3.1a Students can recognize familiar, everyday words, phrases, simple clauses and very high-frequency functions in slow, clear speech and conversations
Decoding Spoken Text
3.1b Students can recognize who is speaking in a conversation based on context and voice.
Decoding Pronunciation 3.1c Students can identify familiar sounds and pronunciation patterns in words they know.
Applying Listening Strategies (Previewing
Listening 3.1d Students can use visuals or context clues to predict the content of short spoken texts including descriptions, factual monologues and simple dialogues.
and Prediction)
Applying Listening Strategies (Scanning and 3.1e Students can recognize key words, including numbers, proper nouns and other concrete information, to identify topic in simple listening texts
Skimming) 3.1f Students can listen to short spoken texts to pick out the main idea and key details.
Understanding Main Information and Details 3.1g Students can identify the main points, speaker’s attitude, and purpose in simple spoken stories or conversations.
Identifying Ideas to Express 3.2a Students will be able to use visual or audio cues and world knowledge of very familiar situations to plan short, formulaic utterances
Turning Ideas into Language 3.2b Students will be able to recall and produce learned grammatical forms and vocabulary, combining set phrases and chunks of language
Producing Utterances at Word, Sentence, 3.2c Students will be able to produce vowel and consonant sounds, simple consonant clusters, correct word stress, common contractions and basic sentence stress
Speaking and Text Level patterns, including intonation patterns in simple questions

3 Using Strategies While Speaking

3.2d Students can use strategies like asking for repetition or clarification during conversations to ensure understanding.
3.2e Students can manage short, structured conversations by taking turns and responding to questions.
Managing Interactions 3.2f Students can monitor their speech and make simple corrections to pronunciation or grammar when needed.
Decoding the Written Text 3.3a Students can read familiar words and short sentences related to classroom or everyday contexts.
Understanding at Word and Sentence Levels 3.3b Students can comprehend the meaning of individual words and short sentences in simple texts.
Reading strategies (previewing and 3.3c Students can preview a text using visuals and predict what it might be about.
Reading predicting, skimming for gist, scanning and
search reading, using text structure) 3.3d Students can skim and scan short texts to identify main ideas and important details.
Understanding meaning and discourse
(genre, audience and purpose; main 3.3e Students can identify the genre and purpose of simple written texts and understand the speaker’s attitude or point of view.
information; attitude and point of view)
Generating ideas 3.4a Students can use visual input and very simple texts to generate ideas for simple descriptions and messages such as descriptions of people, places, or objects.
Planning the Text 3.4b Students can organize their ideas into a coherent structure before writing, considering the purpose and audience.
Writing
Turning Ideas into Text 3.4c Students can write simple sentences and short paragraphs using familiar vocabulary and structures.
Checking and Editing 3.4d Students can check their writing for basic mistakes in spelling, punctuation, and grammar, making corrections where necessary.
Decoding the text (decoding, distinguishing 6.1.a Accurately identify key phrases and a wider range of common communicative functions (e.g., giving instructions, making requests, giving advice) in slow, clear
between speakers, dealing with unknown speech and conversations.
 p g
words, communicative functions) 6.1.b Distinguish between different speakers based on voice, accent, or speech patterns.
6.1.c Listen for and identify various sounds and linking in high-frequency phrases in different short and simple sentences.
Decoding the text (decoding pronunciation)
6.1.d Begin to use intonation patterns and sentence rhythm to differentiate questions, statements, and emotions with increasing confidence.
6.1.e Use titles, visuals, and introductory remarks to predict the general content and language of factual monologues, news reports, announcements, instructions,
Applying listening strategies (previewing and advice, and dialogues.
prediction)
Listening 6.1.f Anticipate how a clause or sentence in listening texts may finish based on familiar structures and vocabulary.
6.1.g Recognize and extract a variety of information such as dates, times, prices, key details; clearly stated advantages and disadvantages; general main ideas and
Applying listening strategies (scanning, moderately detailed content in slow, well-structured and clearly delivered monologues or conversations of moderate length (80-100 words) on curriculum-related
skimming for gist, using text structure, topics.
compensatory strategies)
6.1.h Recognize a wider range of linking, sequencing, and referencing words and clear paraphrasing in listening texts.
Understanding in detail (main information; 6.1.i Understand a wider range of formal, neutral, and informal language in listening texts.
details; genre, audience, and purpose; 6.1.k Identify main steps in processes or narratives; and speakers' opinions and feelings from tone of voice.
attitude and point of view) 6.1.l Begin to identify the intended audience and purpose of simple listening texts.
Identifying an idea or group of ideas to 6.2.a Use prompts, cues, and personal experiences on familiar topics to plan spoken messages; make brief notes or outlines to prepare for longer monologues,
express presentations, or exchanges.
6.2.b Recall and produce learned grammatical forms and patterns, vocabulary, and functional expressions, with some errors, to talk about concrete, everyday
Turning ideas into language
topics.
6.2.c Pronounce words and sentences with reasonable accuracy and intelligibility; with developing awareness of how to articulate various sounds, stress patterns,
Formulation/Producing the utterance at word, intonation, and rhythm in various short and simple sentences.
Speaking sentence, and/or text level
6.2.d Deliver short, prepared presentations (3-5 minutes) with prompts on curriculum topics.
Using strategies while making an utterance 6.2.e Develop a repertoire of expressions to ask for help from the interlocutor (e.g., "Could you please repeat that?").
6 Managing interactions
6.2.f Take turns appropriately in short spontaneous conversations or longer structured dialogues.
6.2.g Produce and respond to common communicative functions like giving directions, making suggestions, expressing preferences, asking for opinions; asking and
responding to brief questions on curriculum-related topics.
Monitoring and correction 6.2.h Develop the ability to evaluate their own and peers' performance using a growing range of success criteria and reflective activities.
6.3.a Differentiate between a growing range of homophones (e.g., "pair" vs. "pear") and minimally different words (e.g., "cat" vs. "cut") to enhance comprehension.
Decoding the written text
6.3.b Begin to recognize different related word forms within a text.
6.3.c Recognize a growing range of collocations, phrases, and grammar forms.
Understanding at word and sentence levels
6.3.d Use strategies to work out the meaning of unknown words, including deciding if an unknown word is necessary for general understanding.
Reading 6.3.e Use visual cues like pictures or bullet points, or textual cues like headings or other contextual content, to predict content.
Reading strategies (previewing and
predicting, skimming for gist, scanning and 6.3.f Anticipate how a clause or sentence in reading text may finish based on familiar structures and vocabulary.
search reading, using text structure) 6.3.g Understand the function of paragraphs, clear paraphrasing, linking, sequencing, function, and referencing words.
6.3.h Identify key information and main points in personal letters, announcements, dialogues, and monologues, and short paragraphs (100–120 words) on familiar
Understanding meaning and discourse
subjects, even with some new vocabulary and structures.
6.4.a Use a range of inputs, including simple audiovisual materials and expanding world knowledge, to generate ideas for simple texts, including descriptions,
Generating ideas
personal experiences, stories, text messages, emails, short letters, and descriptive online posts or comments related to curriculum topics.
Planning the text (considering genre,
audience, and purpose; planning content in 6.4.b Use features of short texts to organize ideas and order relevant points to create an outline linking ideas into a series of short paragraphs.
more detail; organizing content into a 6.4.c Begin to expand on ideas by adding examples, descriptions, explanations, and expressing simple opinions.
h t t t )
6.4.d With guidance, recall and produce learned grammatical forms and patterns, vocabulary, and functional expressions using common collocations in short and
Writing Turning ideas into text (vocabulary, clauses, simple paragraphs (80-100 words) on curriculum topics, or in brief and straightforward personal letters, postcards, messages, or notes addressing daily
and sentences, recycling language from communication needs within curriculum topics.
input texts, turning ideas into words, turning
6.4.e Make appropriate language choices to make texts more interesting, including avoiding repetition and adapting useful language from input texts.
the language into words on the page)
6.4.f Begin to use appropriate punctuation, capitalization, and spelling conventions.
Checking and editing 6.4.g Check for accurate spelling, punctuation, and language use; begin to verify that activity requirements have been met.
Decoding the text (decoding, distinguishing 7.1.a Accurately identify a range of key phrases and common communicative functions (e.g., giving instructions, making requests, giving advice), including a limited
between speakers, dealing with unknown range of high-frequency phrasal verbs in clear speech delivered at reasonable speed.
words, communicative functions) 7.1.b Develop ability to identify the approximate meaning of unknown words using different strategies.