1 OPTIMAL LEARNING GUIDELINES: PRIMARY. + 2021 MINISTRY OF EDUCATION DIVISION OF CURRICULUM PLANNING AND DEVELOPMENT 2 CONTENTS INTRODUCTION ......................................................................................................................................................................................................... 4 LEARNING LOSS. ................................................................................................................................................................................................... 4 REMEDIATION and INTERVENTION ............................................................................................................................................................................ 6 ACCELERATED LEARNING ........................................................................................................................................................................................... 9 DIAGNOSIS ................................................................................................................................................................................................................... 13 GENERAL GUIDELINES FOR DIAGNOSIS ................................................................................................................................................................... 14 DIAGNOSIS: SCHOOL- BASED ................................................................................................................................................................................... 21 CLASS: Infant ONE ............................................................................................................................................................................................ 21 CLASS: Infant TWO ........................................................................................................................................................................................... 34 CLASS: Standard ONE ........................................................................................................................................................................................ 50 CLASS: Standard TWO ...................................................................................................................................................................................... 70 CLASS: Standard THREE ................................................................................................................................................................................... 90 CLASS: Standard FOUR ................................................................................................................................................................................... 114 CLASS: Standard FIVE ..................................................................................................................................................................................... 143 CURRICULUM ADAPTATION .............................................................................................................................................................................. 156 Agricultural Science................................................................................................................................................................................................ 157 English Language Arts ............................................................................................................................................................................................ 163 Mathematics .......................................................................................................................................................................................................... 208 Physical Education ................................................................................................................................................................................................. 283 Social Studies ......................................................................................................................................................................................................... 293 Science ................................................................................................................................................................................................................... 307 3 Spanish ................................................................................................................................................................................................................... 318 Visual and Performing Arts .................................................................................................................................................................................... 328 Values Character and Citizenship Education ......................................................................................................................................................... 346 9 BROCHURES on Online Tools .............................................................................................................................................................................. 354 APPENDICES ........................................................................................................................................................................................................... 376 Appendix A - English Language Arts Classroom Reading Intervention Plan .......................................................................................................... 377 Appendix B - Sample Lesson Plan –Agricultural Science ........................................................................................................................................ 392 Appendix C - Drama Checklist ............................................................................................................................................................................... 396 English Language Arts Rubric to diagnose writing ................................................................................................................................................. 412 English Language Arts Oral Reading Checklist ....................................................................................................................................................... 414 References ............................................................................................................................................................................................................. 415 4 INTRODUCTION LEARNING LOSS. The term learning loss refers to any specific or general loss of knowledge and skills or to reversals in academic progress, most commonly due to extended gaps or discontinuities in a student’s education. While learning loss can manifest in a wide variety of ways for a range of reasons, the following are a few representative examples of widely recognized forms of learning loss: • Significant vacation break • Interrupted formal education • Returning dropouts • School absence • Ineffective teaching https://www.edglossary.org/learning-loss/ For the last two academic years Learning Loss has progressively taken place as more than two thirds of total enrolled learners worldwide have experienced disrupted learning directly and indirectly due to the Covid-19 pandemic. The existing data reveals three possible ways in which learning loss due to this crisis can occur: 1. Reduction in the level of learning Some researchers and practitioners have agreed that missing school impedes skill improvement, augments the disparity in learning, and therefore leads to the reduction in the learning levels of students This phenomenon is not new and researchers argue that students’ “growth trajectories” would either follow a “melt” path (wherein students “basically gained no ground during the school closures”) or a “slide” path (wherein students “lost ground academically during the closures at rates similar to those seen over the long summer break”). Although this observation can be applied to the COVID-19 crisis, the effects from this situation may leave a more negative impact on many parents, who struggle to be breadwinners and teachers for their children while ensuring that they can cope with potential mental and health issues. 2. Unequal levels of learning and exposure to learning opportunities Even if learning continued through distance modalities, learning loss is still inevitable as several national examinations have been postponed or rescheduled, thereby creating delays or information gaps on student learning advancement without recognising their efforts. This may lead to misinformed or biased decisions on learners’ educational progression. Some learners can still obtain the certification or qualification, but their actual knowledge and skills level might not be equal to those of the previous cohorts during the pre-COVID- 19 era, or those of the same cohorts who could access online learning facilities and resources. https://en.unesco.org/covid19/educationresponse https://en.unesco.org/covid19/educationresponse https://en.unesco.org/covid19/educationresponse https://www.cgdev.org/blog/equity-focused-approaches-learning-loss-during-covid-19 https://www.gse.harvard.edu/news/20/03/harvard-edcast-learning-loss-and-coronavirus https://www.gse.harvard.edu/news/20/03/harvard-edcast-learning-loss-and-coronavirus https://en.unesco.org/events/managing-high-stakes-exams-and-assessments-during-pandemic-covid-19-education-webinar-4 https://en.unesco.org/events/managing-high-stakes-exams-and-assessments-during-pandemic-covid-19-education-webinar-4 5 3. Dropouts Non-attendance during, and dropouts after, the school closures may cause further learning loss. This is worrying, particularly for the most marginalised or at-risk students, whose learning path is discontinued, leading to limited choices of work options. Even if some students manage to reintegrate into schooling and eventually graduate, they will expectantly plunge into underemployment and unemployment as they graduate into the pandemic. https://www.ukfiet.org/2020/the-covid-19-induced-learning-loss-what-is-it-and-how-it-can-be-mitigated/ During the pandemic, face-to-face school in Trinidad and Tobago was closed in March 2020. Although some teachers continued teaching via online media, this did not become standardised practice until September 2020. Therefore, students would have lost approximately twelve (12) weeks of teaching time in 2020. In September 2020, remote learning was the prescribed mode of schooling with teachers using a combination of online teaching and preparing printed packages. At this time some students did not have access to devices and/or internet so they may have lost some teaching time due to these issues. Other factors may also be associated with a loss of learning time. Factors Associated with Loss of Learning • Students confined to their homes may spend less time in learning than when at school physically • Students confined to their homes may be stressed and anxious and this may negatively affect their ability to concentrate on schoolwork • Lack of in-person contact may cause students to be less externally motivated to engage in learning • Switching to online learning may negatively affect students who have difficulty adapting to this new learning environment • Switching to remote learning may exacerbate existing educational inequalities due to lack of access to adequate resources, unsuitable • home environment and parental support • Isolation from friends and teachers may result in unequal distribution of behavioural and psychological problems https://voxeu.org/article/impact-covid-19-education https://www.ilo.org/global/topics/coronavirus/impacts-and-responses/WCMS_739047/lang--en/index.htm https://www.brookings.edu/opinions/youre-graduating-in-a-pandemic-whats-next/ https://www.ukfiet.org/2020/the-covid-19-induced-learning-loss-what-is-it-and-how-it-can-be-mitigated/ 6 REMEDIATION and INTERVENTION Intervention and remediation (also commonly referred to as reteaching) have the same fundamental goal: supporting struggling students with focused learning opportunities to achieve academic success. But still, the differences between these two types of instruction are critical to determining what sort of environment, time, and approach might be required to best serve students. Intervention Intervention is often identified as a formal process for helping students who are struggling, where research-based instructional approaches are implemented around very specific skill deficits and where progress is regularly tracked. In practice, most schools use intervention to prevent learning gaps from widening in later grades and to identify students for special education referral. Intervention frameworks are often divided into three sections, where about 80 percent of students are considered Tier 1 and receive core instruction and necessary remediation or reteaching. Tier 2 (5 to 15 percent of students) and Tier 3 (less than 5 percent of students) are then most directly involved in regular small-group or 1:1 interventions. To determine which students, require intervention services, a formalised diagnostic assessment process is often used, during which specific strengths and needs are identified, growth targets are set, and a regimented plan for delivery and progress monitoring is outlined. Remediation At a basic level, remediation (or reteaching) means “teaching again” content that students previously failed to learn using a different strategy or resources from before. As a teacher recognises misconceptions or errors in understanding, he or she may quickly redirect students through explicit remediation of that concept. This is done early on and for the benefit of all learners during core instruction in the hope of preventing the majority of students from requiring more targeted, intensive interventions. Many teachers engage in remediation regularly as a natural part of instruction, without using a formal process or even explicitly recognising their actions as intentional reteaching. Remediation is also often guided by some sort of formative assessment, whether formal or informal, in order to gather enough insight to recognise the large breakdown in knowledge that students are experiencing. For this approach to be impactful, teachers must use a different method to the one initially used—one that builds on previous learning and focuses on the specific omissions in student thinking experienced the first time around. Ideally, remediation or reteaching is done early in the learning process, before additional skills are layered in or more formal mastery tests or summative exams are administered. When to Employ Each Approach The best educators recognise both intervention and remediation as central to their day-to-day instructional practices. In between delivering core instruction for a specific standard aligned to their explicit scope and sequence, these educators are constantly pausing to 7 reflect and reteach, while similarly banking in intentional intervention time for those who might be struggling with underlying skills or concepts. This balancing act can often feel like navigating a decision tree but for instruction. Look at the following graphic for one such example. When you understand the key differences of these instructional approaches and, better yet, the value each one holds, your practices as an educator can become even more intentional. For example, don’t spin your wheels organising all students into small groups for an intervention block when only 10 percent of them require this level of focused engagement. Also, don’t stop to remediate a concept to the whole class when just a subset of learners would really benefit from a hands-on alternative instructional method to achieve understanding. Knowing what your students need and how to best meet student needs will make for a more balanced learning ecosystem where everyone is receiving the level of services they require at just the right time. Summary: • Diagnose to determine deficiencies or gaps in planned learning outcomes • Quantifying the significance of learning loss in terms of participation levels in each performance band: (suggest: less than 30%, between 31% – 60%, 61% and over. • Determine approach required for each concept OR each student (significant challenge overall e.g. dropout, disabilities etc.): plenary and/or group sessions. Consider arrangements for intervention where needed. • Plan for alternative instructional approaches: Review SOW with alternatives, infuse formative assessments, incorporate self-directed learning (use SLMS, repository, online self-directed programs) 8 9 ACCELERATED LEARNING Accelerated learning is a multidimensional approach to learning that facilitates the learning of content in a shorter than conventional time taking into account the desired pace of the student. The purpose of this approach is to awaken learners to their full learning ability (Meyer, 2000). Although originally designed to nurture the talents of gifted students by focusing on instructional needs rather than age (Kulik & Kulik, 1984) this approach can be applied to any learner. In this brief acceleration refers to a wide variety of educational and instructional strategies used by educators to advance the learning progress of students who are struggling academically or who have fallen behind (The Glossary of Education Reform, 2013). It is being considered as an alternative approach to remediation for addressing learning gaps and helping students to perform at the expected level for their age and/or class. Accelerating students as a method of boosting academic achievement is as much a shift in mind-set as it is in instruction. The goal is to review just the critical skills and concepts students need to be successful on learning new concepts. The acceleration approach increases the learning rate by using techniques and practices which seek to enhance the self-esteem of the learner, stimulate intrinsic motivation, and attaches meaning to the content to be learned (Boyes, Reid, Brain & Wilson, 2004). Acceleration Model A crucial aspect of the acceleration model is putting key prior knowledge into place so that students have something to connect with new information. Rather than focusing on everything students don't know about the concept, the acceleration model revisits basic skills which can be applied right away with the new content. To prepare for a new concept or lesson, students in an acceleration program receive: (1) instruction in prior knowledge and (2) remediation of prerequisite skills that, if missing, may create barriers to the learning process. This enriching experience includes the following steps: Step 1: Generate Thinking, Purpose, Real-World Relevance, and Curiosity One or two days before the regular class begins the concept, acceleration begins with a thought-provoking, hands-on activity that encompasses the big idea of the new topic. Working in small groups or pairs, students explore the new concept by generating their own formulas, developing ideas, discovering patterns, discussing observations, or examining the content's real-world relevance. These activities create value, relevance, and interest and foster both motivation and long-term retention of content. Step 2: Clearly Articulate the Learning Goal and Expectations, Visualise Big Picture Students are provided with the concept to be taught and the objectives to be achieved. This helps to clarify for students the progression of learning and how each objective contributes to understanding the big picture of a concept. Providing these patterns for learning allows students to build connections with other learning which leads to improved long-term memory and retrieval. 10 Step 3: Scaffold and Practice Essential Prerequisite Skills Moving forward with students in an acceleration model requires teachers to carefully lay out the pieces of exactly what students need to know to learn the new concept at the desired pace. In this step start filling in the high-priority gaps identified by creating scaffolding devices (cheat sheets with examples, rule cards with pictures) to reinforce concepts and providing guided practice to assist students in learning the skills. It's just as important not to provide too much scaffolding, however; keep tabs on each student's progress to get an idea of when you need to reduce or withdraw support. Scaffolding prerequisite skills in context allows students to realise success on new content. Step 4: Introduce New Vocabulary and Review Prior Vocabulary Vocabulary is developed over the course of time and is a key component of prior knowledge. Acceleration students benefit from rich vocabulary experiences which are memorable, hands-on and interactive. An effective strategy for learning vocabulary is to create a growing anchor wall chart that includes vocabulary terms, information on those terms, and pictures of the terms. The chart should start with prerequisite vocabulary and add words as they are introduced. This provides a constant reference point for students. Acceleration gives students a head start on the acquisition of vocabulary before the new concept is introduced. Step 5: Introduction to the New Concept Activities pertaining to the new concept are used with the acceleration class so students know something about the topic before it is introduced to the class. These activities will not be duplicated in the regular class because they would lead to boredom for the students from the accelerated class. Step 6: Conduct Formative Assessment Frequently The goal of acceleration is to help students learn content in their regular class the first time. It is therefore essential to collect ongoing data of student progress. There should be a continual flow of formative assessment information between the class teacher and the acceleration teacher. Instructional adjustments in acceleration classes are immediate and ongoing based on student data. Students targeted for acceleration have an urgent need for real success right now and as such feedback must be timely and detailed. For that to occur, teachers must use primarily "soft" formative assessment to provide immediate descriptive feedback. Benefits of Acceleration Approach • Increased student confidence- students have grasp core concepts and have attained success in classroom activities so they become more confident in their knowledge 11 • Increased class participation- student have the core concepts and therefore the odds of knowing the correct response to questions has increased so it is safer for them to raise their hands • Increased interest in learning- student is now learning same materials as peers so they are curious about the new content Considerations when Designing an Acceleration Program There are a few logistics to address when implementing an acceleration program. • Selecting a system for identifying students who would be good candidates for acceleration. Typically, this involves reviewing standardised test data and selecting students who have fallen behind peers in concepts considered to be important for achieving success at the next class-level. • Deciding who teaches the acceleration classes. The teachers of acceleration classes may be either students' regular subject-area or class-level teachers or separate teachers. When students attend acceleration classes with their regular class teacher, this teacher can make the instructional moves during acceleration to facilitate student success in the regular class. When a separate teacher attends to the acceleration class then there must be continuous communication between the acceleration and class teacher to ensure that instructional moves are aligned with class instruction and the essential prerequisite skills identified. • Allocating time for acceleration classes. Three options for scheduling acceleration classes: - scheduling a short time (around 45 minutes) at the beginning of each day in which all students receive acceleration or enrichment instruction - incorporating acceleration into electives, specials, or pullouts where students receive extra instruction in subjects they are experiencing problems - self-paced worksheets or online activities and guided practise • Identifying the most important knowledge and skills students need to achieve class-level proficiency. This involves reviewing the curriculum to identify and prioritise key competencies and concepts that are required at different levels and in a variety of subject areas. To support schools in addressing the various approaches to addressing Learning Loss as described, details on the following will be provided: • GENERAL GUIDELINES FOR DIAGNOSIS: These guidelines provide an overview of how diagnosis may be conducted with specific reference to the core subjects taught at the primary level. 12 • SCHOOL-BASED DIAGNOSIS: CHECKLISTS (ALL SUBJECTS, ALL LEVELS) AND STRATEGIES: Guidance is provided in the form of checklists, identifying for each core subject, the minimum outcomes students should have acquired in order to proceed to the next learning level. Along with the checklists, suggestions are provided on strategies that can be employed, specific to the subject at each learning level, by teachers in developing the diagnostics. Based on the data derived from the school-developed diagnostics, teachers can then identify gaps or deficiencies, observed for individual students or the entire class and plan accordingly for remediation or intervention, as is relevant. • CONDUCT OF DIAGNOSIS AT A NATIONAL LEVEL IN SELECTED SUBJECTS: National, standardised diagnostics will be developed by the CPDD for English Language Arts and Mathematics but administered and scored by teachers. For primary, these diagnostics will be administered to infants two to standard five (new). The focus for ELA will be oral reading fluency and reading comprehension. • EXEMPLARS OF CURRICULUM ADAPTATION: Having identified the minimum learning outcomes that needs to be developed for students to move to the next learning level, the CPDD will provide an exemplar document which will guide how the curriculum may be adapted for each of the primary levels. Thus, consistent with the minimum outcomes checklist, for each core subject at each learning level (class), guidance will be provided on adaptation of the curriculum, for students to be taught and assessed on, so they are prepared for the next learning level. The adaptations will focus on the minimum competencies for progress from one academic to the next academic year but does not limit the scope of what may be taught. Each teacher, armed with the knowledge of the competencies of the incoming cohort of students, can refer to the adaptations recommended for the current learning level, to prepare their workplans. They can confidently, amend their workplans to respond to the needs of their students and be assured that in the process, as they plan to ultimately have students cover the entire curriculum in readiness for exit examinations, they do so in a systematic and data-informed manner, realistic to their varying contexts but continuing to set high expectations for their students on a foundation of fundamental competencies. 13 DIAGNOSIS • Exemplars of adapted curricula is provided for each subject from infant one to standard five, based on minimum learning outcomes to be covered during each academic year • The utility of the exemplars will depend on the data collected from the diagnostic assessments conducted for each subject. • The data collected would then guide teachers on how to adapt their workplans/scheme of work accordingly, with guidance provided in the exemplar of form 1 adapted curricula. • In the case of INCOMING students of infant two to standard five, the preparation of the diagnostic, will be guided by the checklist of content of the previous learning level eg. infant 2 students will be diagnosed according to the subject checklist for infant 1. • As the year of instruction proceeds, teachers may then use the year level checklist to conduct ongoing diagnosis to inform remediation or intervention to ensure students are on track with their learning. Thus, for instance, during the year, the infant 1 checklists may then be used to track the current infant 1 students’ (who came from ECCE) progress. • Apart from the data collected from school-based diagnosis, which will be developed to match each school’s learning experiences, NATIONAL DIANGNOSIS will be prepared by the Ministry of Education. • National Diagnosis are planned for English Language Arts and Mathematics and are to be administered to students who have been promoted to infant 2 to standard 5 in September 2021. 14 GENERAL GUIDELINES FOR DIAGNOSIS Determining Skills Gaps in Student Learning: Conduct diagnostic testing - this is to be done for each subject. Some examples listed below of each subject area, all of which can be done via any of the online platforms approved by the MOE. Subject Diagnostic Strategies Agricultural Science • Use of Data Driven Decision Making: Perusal of previous test scores, topics covered, projects completed in Agricultural Science to identify gaps, best practices and curricular coverage. This will facilitate more tailored intervention strategies. • Use of KWL (What I Know, What I Want to Know, What I Learned) Activity with students on Agricultural topics of interest, guided by the Curriculum Guide for each level: o Place students in cooperative learning groups to discuss various topics in Agricultural Science. o Brainstorm aloud with students and produce a simple concept map. o Identify what students know about the agricultural topic. Each group may be given a separate agricultural topic to explore. o Ask students to draw the KWL Chart in their notebook. o Under column K, tell students to write their responses. o Record and sort students’ responses. o Teach the agricultural topics that students need to know using a blended approach. • Engage students in classroom discussions focusing on their gardening experiences during the lockdown period. Use these experiences to inform planning practical activities at school and at home. Some general examples of topics that may be discussed with students that can be established or elaborated at home include: o Container gardening using recycled containers o Composting our kitchen scraps o Planting seedlings in containers or in the soil o Planting seeds in containers or in the soil o Germination using seeds found in the kitchen. o People in Agriculture in my community o Food preservation at home o Rearing fishes 15 Subject Diagnostic Strategies o Plants used by our ancestors for traditional medicine • Use agricultural topics to reinforce literacy and numeracy skills. A thematic approach can be used to reinforce topics in Mathematics, ELA and other subject areas using a garden-based learning approach. English Language Arts/Reading • Step One- Meet with the previous teacher of your class. Collect any information he/she may have on your new students’ performance in literacy areas (end of term test results, other literacy assessment information, etc.). Collect and review past examination papers to evaluate what skills were tested. Examine students writing pieces from the previous class. • Step Two- Assess students’ reading and writing strengths and needs with literacy assessment instruments (see link below). More than one assessment may be needed. It is recommended that a quick screening test be done first, followed by the use of diagnostic assessments. Observe students carefully during all assessment sessions. Make records of students’ mistakes. • Step Three (Reading) - Use the results (baseline data) to group students based on reading levels, common mistakes recorded, or missing skills observed. (Suggested Groupings: Independent level, instructional and frustrated level). Research has shown that teacher consistency is a key factor in helping weak readers to improve. o Independent level- the level at which a child can read and understand a text on his/her own with ease and confidence. o Instructional level- the level at which a child needs the support of a teacher. This is the level where the student is introduced to a lot of new vocabulary. o Frustrated level-the level at which the child is unable to read without adequate word recognition and comprehension. The material is too hard for the reader! • Step Four (Writing) – Identify the common mistakes or missing skills observed. Engage students in the use of the writing process and use teacher modelling, guided writing, and independent writing to improve student writing skills. Use strategies to assist students during the various stages of the writing process. Appendix A - Classroom Reading Intervention Plan 16 Subject Diagnostic Strategies Health and Family Life Education • KWL (What I Know, What I Want to Know, What I Learned) Chart Guidelines o Place students in cooperative groups o Brainstorm aloud with students o Identify what they know about the topic o Ask students to draw the KWL Chart in their notebook o Under column K, tell students to write their responses o Record and sort students’ responses o Teach the topics that students need to know • Scenarios Guidelines o Create and read a scenario o Ask students questions about the scenario o Record students’ responses o Teach the topics that students need to know • Circle Time Guidelines o Create questions o Place students in a circle o Set rules before the start of the activity o Start the lesson with a song, scenario, poem, video, or a statement related to the objectives of the lesson o Ask questions o Record results o Teach the topics that students need to know • Quiz Guidelines o Identify the objectives of the lesson you intend to test o Construct questions for the quiz o Administer the quiz to students o Record results o Identify students’ weak areas o Teach the topics that students need to know Mathematics • Conduct a survey test. A survey test can be an end of year test, term test or weekly test that spans the content/skills/outcomes that were addressed during instruction. A survey test can be conducted formally 17 Subject Diagnostic Strategies using a pencil or paper test or informally by observation of students’ work during Mathematics instruction. • Use the results of the survey test to develop a diagnostic test to determine further, the specific content area and skills in which students’ misconceptions are recurring. The content area or skills will be aligned to specific outcomes so these can be noted for each student. • Develop more than one items (2 or 3) for each outcome that will address the hierarchy of skills pertaining to each outcome. • Conduct item analysis and error analysis at each stage of assessment to provide specific details on content/skills in which remediation is required. Error analysis involves the search for patterns among the errors that allows the teacher to further diagnose and determine the skill/s that should be remediated. • Use the data analysis to plan remediation interventions. Physical Education • Diagnostic strategies may be applied for the Practical and Theoretical Components as follows: Engagement in physical activities in safe spaces for: o Observation of performance of fundamental motor skills (jogging on spot/running, jumping, throwing, catching and striking) o Observation of performance of basic movement patterns (e.g making shapes, transference of weight, moving at different levels, directions and pathways) o Use of physical activity logs- (teachers provide students with an activity log for them to record their data of physical activities performed) o Checklists- (including skills that students should be able to perform from the previous level) For E.g. Content: Manipulative Skill-Infants: Catching (Basic) using skill ball or beanbag- o Eyes focussed on object o Arms extended to receive object o Hands wide open (like a fruit bowl or basket) o Hands positioned under object to catch o Arms brought to body to cushion impact of catch Note to teachers when engaging students in Practical activities: Ensure that students are advised of safety guidelines and are within viewing range while performing activities. 18 Subject Diagnostic Strategies Guidelines for participating in practical activities • Teachers should: o Encourage parents to guide children in the activities o Ensure that the area the student is working in is safe and has adequate space to perform physical activity o Encourage the student to work at low to medium intensity levels only. o If the student feels tired/fatigued during the activity, he/she should be encouraged to take a break and continue after. o Ensure that students drink water when needed o Advise that students do not eat immediately before or after participating in the activities o Ensure that students warm up before beginning activities and cool down on completion • Strategies for determining gaps in content topics- Healthy Habits and Safe Practices: o Oral questioning o Quizzes o Journaling- keep record of activities done, e.g., Water intake, nutritional intake, hygiene practices o YouTube videos o Class Discussion - safe places to play, specific attire for participating in practical Physical Education and physical activities o Use of SLMS material Science • Strategies for determination of gaps (where applicable to appropriate level): o Use of test/quiz question types: o Multiple choice, short answer, true-false, matching, fill-in-the-blanks etcetera. o For each type of test/quiz, suitable rubrics must be designed and used to determine gaps in understanding of concepts. o Have student create a drawing or diagram to illustrate scientific representations. o Provide unlabelled drawings/ diagrams and ask student to label o Through teacher’s demonstrations ascertain students’ knowledge of skills via questioning o Use of YouTube videos to ascertain students’ knowledge of skills o Use of YouTube videos to ascertain students’ knowledge of skills (Have students report on experiments: Presenting findings, interpreting data, making inferences, and drawing conclusions.) 19 Subject Diagnostic Strategies • Determination of gaps in required experimental skills: This can also be ascertained by having students participate in simple practical activities (appropriate to the level) to assess core skills: o Allowing students to participate in simple practical activities (appropriate to the level) to assess core skills. o Conducting experiments: selecting observations relevant to the experimental aims, manipulate instruments properly to measure quantities effectively. o Reporting on experiments: Presenting findings, interpreting data, making inferences, and drawing conclusions. o Use samples of scientific information, for example provide student with samples of graphs or tables and elicit responses based on guided questions. o Planning experiments: Identifying the problem, proposing workable methods, implementing a selected method, discussing findings. Social Studies & Values, Character and Citizenship Education • Conversations with previous class teacher to determine the content covered and specific student needs. • Students list all the key words on topics learnt before • Expose students to real life issues/scenarios and question them on possible course of actions • Use of Word Sorts where words and phrases from content covered previously are placed together • Create a mind map of previous knowledge • Use of a teacher developed quiz Spanish • Conversation with previous teacher to determine content areas and skills not adequately covered; • Informal Oral/aural assessment activities with students based on areas covered to determine gaps; • Oral quizzes on material covered in Q and A format. • Viewing of videos/ LMS Primary Spanish activities on topics covered and class observation and questioning to determine further learning needs. Visual and Performing Arts (VAPA) • MUSIC o Aural - Quizzes - Aural questioning - Listening and responding - Discussion o Paper and pencil - Fill-in-the-blanks 20 Subject Diagnostic Strategies - Worksheets - Multiple choice - Games - Journal o Practical / Performance - Imitate - Create / compose - Games / movement / physical activities - Sing, play instruments 21 DIAGNOSIS: SCHOOL- BASED CLASS: Infant ONE Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Agricultural Science ❑ Selects agricultural plants from a given collection - real or virtual based on being edible and value to sustaining life on earth. ❑ Names objects used in agriculture and identifies the importance of selected objects selected in Agriculture. These include: • Types of tools –garden fork, spade, garden hoe, safety wear (garden gloves, garden boots, coveralls) • Types of equipment- Wheelbarrow, Tractor, Mechanical brush cutter ❑ Depicts occupations of people who produce and sell food. ❑ Some of these occupations include, but are not limited to: • Farmer, Farm Labourer, Tractor driver, Market vendor, Wholesaler, Supermarket owner, Food vendor. Matching/drag and drop activity as a tool to express understanding of: • Edible and non-edible plants. • Farm objects Create drawings/diagrams as a tool to express understanding illustrating: • Favorite edible plants • Different farm objects Ascertain students’ knowledge of edible plants via discussions and oral questioning Use of written reflections and journals for self-reflection showing respect for the garden. Students’ use of virtual interviews of persons who produce and sell food to develop an appreciation of these occupations. ❑ Use of the following online resources to ascertain students’ knowledge related to topics covered: o Plant Parts We Eat https://www.youtube.com/watch?v=NeWemluBxVw o Edible Plant Parts https://www.youtube.com/watch?v=GAtj0VvuOeA o Farm Tools and Equipment https://www.youtube.com/watch?v=3amZhrKlCcs o Tools used on the farm https://www.youtube.com/watch?v=DgkkTlZheHc https://www.youtube.com/watch?v=NeWemluBxVw https://www.youtube.com/watch?v=GAtj0VvuOeA https://www.youtube.com/watch?v=3amZhrKlCcs https://www.youtube.com/watch?v=DgkkTlZheHc 22 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing o How Do We Get Our Food? https://www.youtube.com/watch?v=v7HNTGXwQd0&t=223s o I Want to Be a Farmer - Kids Dream Job - Can You Imagine That? https://www.youtube.com/watch?v=WtH7hNKyOD8&t=239s ELA ❑ Grammar and Creative Writing • Apply Language Structure – The verbs ‘to be and ‘to have’ (past and present tense, singular and plural forms) • Identify and use sentence components: capitalization, end punctuation marks and sentence structure sense • Arrange- -letters of the English alphabet in sequence, -words in alphabetical order using the first letter. • Differentiate between statements and questions • Sequence a story ❑ Phonemic Awareness • Identify spoken words that rhyme. • Isolate and pronounce two and three phoneme spoken words • Blend 1. phonemes 2. onset and rimes to pronounce words • Segment spoken words containing 2 and 3 phonemes • Add and substitute phonemes in one syllable spoken words ❑ Grammar and Creative Writing o Skills and Application Worksheets o Complete 3-5 sentence frames o Sentence creation activity o End punctuation activity o Dictation to assess use of capital letters ❑ Phonemic Awareness o Elkonin boxes o Find your buddy game o Blending and Segmenting activities o Phoneme addition and substitution activities ❑ Phonics o Alphabet knowledge worksheets o Dictation of letters taught o Letter substitution, deletion and addition activities o Dictation of CVC words and Word Families ❑ Vocabulary o Picture word match o Circle high frequency/target word activities o Context clues worksheet ❑ Fluency o Oral reading of words, captions, phrases and level appropriate reader ❑ Comprehension o Skill and application worksheets o Picture Comprehension worksheet https://www.youtube.com/watch?v=v7HNTGXwQd0&t=223s https://www.youtube.com/watch?v=WtH7hNKyOD8&t=239s 23 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Identify and blend syllables in spoken words ❑ Phonics • State and write letter sequence • Blend 2- 5 letter words • Substitute, delete and add letters to words to create new words. • Read and use word families ❑ Vocabulary • Read decodable words/words from reader/ tricky words/ high frequency words / familiar and subject- specific vocabulary • Apply context clues knowledge: Background/Familiar, Prior Knowledge ❑ Fluency • Read with accuracy and automaticity letters of the alphabet, words/captions/phrases/ rhymes and level appropriate readers ❑ Comprehension • Identify story elements • Follow oral and written directions • Explicit Main Idea-Picture and illustrations (Fiction and Non- Fiction) • Predict Outcomes based on titles and pictures (what will happen next in a series of images) o Listening and reading comprehension passages (target skills) o Sequencing activity o Text feature activity ❑ Penmanship o Tracing worksheets o Dictation (letter, word and sentence writing) 24 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Compare and contrast characters- Fiction • Answer literal and inferential questions orally (stories, poems, non-fiction) • Re-tell events sequentially • Orally state lessons learnt from stories and poems • Use text features: pictures, illustrations, title and author • Interpret information in a variety of media • Make judgments and form opinions ❑ Penmanship • Trace lines, patterns, letters, words (names) • Sentences • Line awareness • Directionality Math ❑ Number • Classify objects into groups and subgroups using different criteria. • Use one-to-one correspondence to match objects in sets to determine more than, less than or equal to. • Rote count to 20 in ascending and descending order. • Count objects to demonstrate one- to-one correspondence up to 10. • Observation of students as they perform various activities such as classifying objects, matching objects to determine groups of objects with more, less or equal number of objects, rote counting, forming groups of objects to represent numbers, showing equivalence of money, solving addition and subtraction problems using concrete materials, and recording performance on a checklist. • E.g. The student is able to: o Classify objects o Compare groups to determine more, less and same o Rote count to 20 25 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Connect number names and numerals to quantities up to 10. • Read, write and sequence number names and numerals. • Compare groups of objects and order numbers. • Order objects to describe position (first, second, third and last). • State the equivalence of coins and bills up to 10 cents and 10 dollars. ❑ Addition and Subtraction • Solve one step real-life problems involving addition (concrete and pictorial modes only, no symbol). • Solve one step real-life problems involving subtraction (concrete and pictorial modes only, no symbol). ❑ Geometry • Identify solids using informal names. • Identify plane shapes using formal names. • Describe solids and plane shapes using appropriate vocabulary related to geometric attributes (colour, size, shape, position). Measurement ❑ Length o Represent numbers using counters and pictures • Student demonstrations involving the use of manipulatives and explanations using appropriate mathematical vocabulary such as showing how objects are counted, equivalence of coins and bills and how problems are solved. • E.g. After solving problems in different ways students are encouraged to share their strategies. • Analysis (item and error) of written responses on survey and diagnostic tests to determine mastery and areas of weaknesses and errors. Survey tests can include items such as inserting missing numbers in a sequence of numbers, drawing objects to represent a stated number, writing numbers for groups of objects, matching word names and numerals, labelling the position of objects or persons in a line, circling tall objects. Diagnostic tests are developed via the use of hierarchies. • Analysis of responses to oral questioning noting students’ errors such as after viewing a video or performing an activity or interpreting object charts or solving problems. • Analysis of responses in paper and pencil tasks or graded worksheets for example those with problems on addition and subtraction or matching plane shapes with their names or colouring solids. • Interviewing students, for example, to describe the plane shapes and solids that were used to create a model including their positions, to determine their competence in interpreting object charts and to elicit problem solving process and reasoning as students use manipulatives to solve problems, to determine flaws or errors in thinking. Make records of students’ mistakes or errors. • E.g. The student is able to answer questions based on object charts: o How many oranges are there? o How many more oranges are there than plums? 26 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Explore concrete materials and describe them using the language associated with length (e.g., long/short, thin/fat, wide/narrow) so as to develop the concept of length. • Compare the lengths of two objects using direct comparison (placing side by side and aligning one end) and explain reasoning, using appropriate vocabulary e.g., longer/shorter. ❑ Mass/Weight • Explore and describe objects using the language associated with mass/weight (e.g., heavy/light) so as to develop the concept of mass/weight. • Compare the mass/weight of two objects (including small heavy objects and big light objects) by hefting, pushing, pulling and explain reasoning using appropriate vocabulary e.g., heavier/lighter. ❑ Time • Describe times of the day (e.g., night-time, daytime, lunchtime) and related activities (e.g., eating o Which two fruits are the same in number? o How many fruits are there altogether? o Analysis of students’ oral explanations or “think alouds” such as how they solved problems through the use of mental strategies or how they completed activities e.g. which objects are light. • Evaluation of oral presentations or “show and tell” activities such as name and describe shapes to ascertain students’ knowledge via the use of checklists. • E.g. The student is able to: o Name daytime activities o Name nighttime activities o Name activities that take a long time o Name activities that take a short time • Analysing journal entries such as “things I do in the morning.” • Analysing performance in quizzes such as number before and after. • Create a scrap book with cut out pictures of shapes or drawings of shapes with appropriate labels related to name. • Create a story or riddle or song about a shape or a heavy object. • Create a portfolio with “Problems I like to Solve” and explain reasons for selections. • Recording areas of strengths and weaknesses identified by students as they self-monitor. • Analysing performance using online tools such as games, activities and quizzes and videos with questions (e.g., matching games, drag and drop activities) • Observation of students engaged in performance tasks or practical activities and recording knowledge and skills via the use of a rubric or checklist such as comparing the lengths of objects. 27 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing breakfast, going to sleep) using appropriate vocabulary. • Describe events/activities that take a long time or a short time. ❑ Statistics • Classify objects into groups and sub-groups using different criteria. • Construct and interpret object chart based on real-life problems or situations. • Make informed decisions based on data analyzed. Physical Education • Demonstrate movement skills and concepts- weight-bearing and transference. • Perform basic gymnastic skills- V- sit and log roll • Demonstrate basic locomotor skills-walking and running techniques (on the spot). • Demonstrate basic manipulative skills- throwing, catching and striking • Practice healthy habits - drinking water, eating breakfast regularly and washing hands and face after physical activities. • Choose safe playing areas when engaging in physical activities. Note to teachers: Ensure that students are advised of safety guidelines and are within viewing range while performing activity ❑ Observation of performance of Movement Skills and Concepts (Personal and General Space) o Present scenarios of different places (e.g. garage, living room, front or back yard) that are familiar to the students and ask them which space(s) allows for safe performance of movements: o Example: Jump, run, roll, walk, sit stand, lying down. o Levels- Low and Medium o Pathways- straight, curved and zig zag https://www.youtube.com/watch?v=VbgqzbC9ts&t=27s&ab_channel=Jes sicaParker ❑ Checklist for Manipulative Skill: Two handed Underhand Throw: o Bean bag or skill ball held with both hands o Elbows slightly bent o Body leaning forward and hands pulled backwards o Back straight with head lifted and arms swinging towards target o Ball rolls out of fingers https://www.youtube.com/watch?v=FgJIKwq9gjY&ab_channel=ShaneNewallo https://www.youtube.com/watch?v=VbgqzbC9ts&t=27s&ab_channel=JessicaParker https://www.youtube.com/watch?v=VbgqzbC9ts&t=27s&ab_channel=JessicaParker https://www.youtube.com/watch?v=FgJIKwq9gjY&ab_channel=ShaneNewallo 28 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Know that there is a specific attire for participating in Physical Education class and physical activities. ❑ Strategies for determination of gaps - Healthy Habits and Safe Practices: Discussions: o State different items eaten at breakfast time o Count how many glasses of water is consumed each day o Explain appropriate time for washing hands and face. o Identify places at home where it is safe to play. o Choose pictures of clothing that is best for physical activities and state o why they were chosen Science Knows and understands scientific terms, facts, concepts and methods related to Learning Outcomes ❑ Individuals and Groups: • Observable parts of the body • Food as a source of energy for survival • Personal hygiene as a means of achieving/ maintaining good health. ❑ Form and Function: • Functions of everyday structures. • Objects that can be used as simple machines ❑ Systems and Interactions: • Habitats. • Forces as either push or pull ❑ Conservation and Sustainability: • Some examples of the use of different strategies to diagnose learning loss: o Objective 7.1.1 Distinguish between types of forces as either push or pull- Using a worksheet with appropriate pictures students can: Draw an arrow on each picture in the appropriate direction to show whether the force is a push or a pull o Circle the correct word in each picture (push/pull) in each picture Objective: 1.1.1 Assess the importance of the observable parts of the body o Using an unlabeled diagram of a human body appropriate to the level, students can: • Match names of parts of the body to the label lines on the diagram. This can also be done digitally using the drag and drop feature • Objective 5.1.1 Discriminate among objects, those that can be used as simple machines • Using appropriate pictures of simple machines and uses, the student can tick the best machine for each use listed. Useful learning activities to assist with diagnosing learning gaps can be found on: https://learn.moe.gov.tt/course/view.php?id=373 https://learn.moe.gov.tt/course/view.php?id=373 29 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Energy as light, sound or heat for domestic purposes. • Types of litter as plastic, paper, cans, and glass. ❑ Communicates scientific information • In tables: e.g. Group parts of the body using one or more observed properties • Drawings/ diagrams e.g. the effect of either a push or a pull. ❑ Engages in developing solutions for simple problems • Disposal of litter, • Conservation habits ❑ Conduct simple experiments using appropriate apparatus • Simple experiment to demonstrate the effects of pushes and pulls using blocks/strings and fingers • Exhibits safe practices with regard to self and others: during the conduct of practical activities Social Studies ❑ Follow guidelines and instructions- For example, students are able to demonstrate safe practices at home and in the online environment. ❑ Valuing the diverse aspects of our society-knowing and celebrating ❑ Diagnostic assessment to identify gaps re: o Skills o Knowledge including concepts o Values & Attitudes o Utilise worksheets, videos with probing questions and learning activities. 30 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing festivals and celebrations and national days ❑ Interpretation of age-appropriate maps and Graphs -drawing of family tree ❑ Demonstrate appropriate behaviours-good hygiene, basic courtesies. ❑ Appreciate aspect of self-e.g. physical appearance, skills and talents for example use appropriate colours, reading and presenting information. o Use of activities and resources on the Infants SLMS (the general link: Course: Infants Levels 1 and 2 : Curriculum Planning and Development Division - Social Studies (moe.gov.tt) For example: o Celebrations: Independence Day o https://learn.moe.gov.tt/mod/resource/view.php?id=8444 o Relationship among family members https://learn.moe.gov.tt/mod/resource/view.php?id=8376 o Use of issues of the Infant Activity Pack (Newspaper Pullout) available at Infants Activity Pack • Ministry of Education (moe.gov.tt) o Activity: Create a family tree to show three generations of your family. o Use the following family tree checklist: o My family tree has photos or drawings of all family members. o The relationship is presented for all family members, for example, mummy, daddy, grandfather, sister/brother. o My family tree is colourful Spanish ❑ Listens and responds appropriately to the target language ❑ Orally expresses words and phrases in the target language ❑ Displays knowledge of own and other cultures at an appropriate level ❑ Target Language Topics: • Say hello and goodbye in Spanish • Introducing yourself to others • Family members • Identifying self as boy or girl • Good morning, good afternoon ❑ Oral questioning: o Students respond orally to teacher cues e.g. (Lets count from 1- 10, Your Spanish friend comes to visit, how do we say Hello in Spanish?) ❑ Aural comprehension: • Students select pictures/ items (boy, girl, objects in classroom) eg flash cards that correspond to spoken vocabulary or phrases • Students view short videos on specific topics and answer targeted questions: E.g. Say Hello and Goodbye: https://learn.moe.gov.tt/mod/resource/view.php?id=10920 • Students draw images to correspond to spoken vocabulary or phrases E.g. Classroom objects https://learn.moe.gov.tt/course/view.php?id=197 https://learn.moe.gov.tt/course/view.php?id=197 https://learn.moe.gov.tt/mod/resource/view.php?id=8444 https://learn.moe.gov.tt/mod/resource/view.php?id=8376 https://www.moe.gov.tt/infants-activity-packs/ https://learn.moe.gov.tt/mod/resource/view.php?id=10920 31 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Classroom objects • Counting from 1-10 • Basic courtesies • Yes and No • Giving birthday greetings • Age • Enquiring about the wellbeing of others (in Spanish) • Responding in Spanish to Questions about their wellbeing • Parts of the body in Spanish • Oral presentations: e.g Family members • Students use the language to in teacher guided dramatizations E.g. Using courtesies. VAPA-Art ❑ Fine Motor Skills ability and key art concepts: • Draw lines and irregular shapes using large crayons to ascertain fine motor skills ability • Identify three (3) primary colours • Take a line for 5sec walk • Drawing 3 – 4 favorite fruits • Colouring favourite fruits in primary colours VAPA - Dance ❑ Explore locomotor movements • Marching • Hopping • Rolling • Crawling • Jumping ❑ Learn to move in space while becoming aware of: • Personal safety • Locomotor Movements o Movements take students from one place to another o Body is upright, spine is stretched for movements like marching, hopping, jumping o Students move on a low level when crawling and rolling • Safely perform locomotor movements in general space being mindful of o Showing the difference between general space and personal space o Other students 32 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Safety of others • Objects in the space o Objects in the space o Practicing social distancing VAPA - Drama ❑ Student is able to creatively self-express using action and voice levels • Body language • Hands & Voice • Soundscape • Ring games • Role-play • Move efficiently through personal space keeping their bodies stretched as high as they can, as low to the ground and at their natural moving level. • Create sounds using their voice to represent sounds heard in their environment e.g., birds, cars/ traffic, wind, rain and frogs. • Combine and perform sounds to create a given location eg. • Perform simple body actions responding to stimuli such as melting ice, jello in a bowl, plant that needs water, tree in the wind and marbles in the floor. • Role-play healthy habits by presenting simple scenarios using appropriate posture, voice and hand gestures. VAPA-Music ❑ Using body percussion ❑ Minor percussion instruments ❑ Singing ❑ Movement • Demonstrate rhythm and rhythmic patterns by clapping, tapping, snapping, stomping. • Create and play different rhythms on minor percussion instruments such as triangle, tambourine, dholak, maracas • Sing phrases, verses, chorus of nursery rhymes, national songs, folk songs and other genres focusing on accuracy of pitch and pleasing tones • Move to the beat (walk, jump, hop) • Use hand and body movement to demonstrate high and low pitches and melodic contour VCCE ❑ Trustworthy behavior (honest and dependable in the classroom and at play). ❑ Demonstrates responsible behavior (appreciates the benefits of responsible behavior). • Diagnostic assessment to identify gaps re: o Skills o Knowledge including concepts o Values & Attitudes o Utilise resources e.g. videos, SLMS (Infant 1) 33 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing ❑ Respect for self and others (is considerate to others, values self and resolves conflicts amicably). ❑ Care for self and others (engages in safe and healthy practices). ❑ Fairness to all persons (includes others while at work or play). ❑ Good citizenship (knows the national emblems und and understands that he/she is a citizen of T&T). o Use of activities and resources on the Infants SLMS (the general link, for example: o Fairness https://learn.moe.gov.tt/mod/resource/view.php?id=8454 o Respect https://learn.moe.gov.tt/mod/resource/view.php?id=12370 o Use of issues of the Infant Activity Pack (Newspaper Pullout) available at Infants Activity Pack • Ministry of Education (moe.gov.tt) o For example o Fairness: https://www.moe.gov.tt/wpcontent/uploads/2020/10/Infants.pdf o Citizenship: https://www.moe.gov.tt/wp- content/uploads/2021/01/Infants-Activity-Pack-Week-2-Term-2.pdf • Examples of Behaviours to be observed: o Value: Respect o Behaviour: Using the raise hand and mute buttons appropriately o Rating: Rarely, Sometimes, Consistently o Value: Good citizenship o Behaviour: Respond appropriately to the National Anthem and school/class prayer o Rating: Rarely, Sometimes, Consistently https://learn.moe.gov.tt/mod/resource/view.php?id=8454 https://learn.moe.gov.tt/mod/resource/view.php?id=12370 https://www.moe.gov.tt/infants-activity-packs/ https://www.moe.gov.tt/wp-content/uploads/2020/10/Infants.pdf https://www.moe.gov.tt/wp-content/uploads/2021/01/Infants-Activity-Pack-Week-2-Term-2.pdf https://www.moe.gov.tt/wp-content/uploads/2021/01/Infants-Activity-Pack-Week-2-Term-2.pdf 34 CLASS: Infant TWO Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Agricultural Science ❑ Identifies the main steps in cultivating plants and cultivates a plant from a seed or a seedling using an appropriate potting medium. ❑ Demonstrates the safe and proper handling and preparation of plant produce. ❑ Explains various modes of transportation used to transport food locally and internationally, from farm to table. • Through student demonstrations of practical activities ascertain students’ knowledge of the main steps in cultivating plants and cultivating a plant from a seed or a seedling using an appropriate potting medium. • Use teacher guided activity for students to creates a plant diary to monitor the growth and development of plants • Through teacher’s demonstrations and discussions, ascertain students’ knowledge of the safe and proper handling and preparation of plant produce via questioning. • Use teacher guided activity for students to produce a list of rules for the safe and proper handling and preparation of plant produce to ascertain students’ knowledge. • Matching/drag and drop different modes of transportation used to transport food, as a tool to express understanding. • Use of diagrams/pictures or drawings to help with the skill of distinguishing various modes of transportation used to transport food, as a tool to express understanding. • Use of the following online resources to ascertain students’ knowledge related to topics covered: • How does a Seed Become a Plant? https://www.youtube.com/watch?v=tkFPyue5X3Q • Gardening for Beginners: 10 Easy Steps to Sowing Seeds https://dengarden.com/gardening/How-to-Sow-Seeds • Roots, Stem, Leaves, Flower | Parts of a Plant Song https://www.youtube.com/watch?v=9bFU_wJgvBI • Harvesting & Handling Vegetables from a Garden https://agrilifeextension.tamu.edu/library/gardening/harvesting[1]handling- vegetables-garden https://www.youtube.com/watch?v=tkFPyue5X3Q https://dengarden.com/gardening/How-to-Sow-Seeds https://www.youtube.com/watch?v=9bFU_wJgvBI https://agrilifeextension.tamu.edu/library/gardening/harvesting%5b1%5dhandling-vegetables-garden https://agrilifeextension.tamu.edu/library/gardening/harvesting%5b1%5dhandling-vegetables-garden 35 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • How Groceries Are Flown Around The World https://www.youtube.com/watch?v=KPbaC8di43I • How Do Bananas Grow and End Up in the Store? https://www.youtube.com/watch?v=SgFKfVfghpg ELA ❑ Grammar and Creative Writing • Apply Language Structure – -the verbs ‘to be, ‘to have’ and ’to do’ (past and present tense, singular and plural forms and negatives) - present Habitual tense (singular and plural) and Future tense • Identify and use parts of speech – Nouns (singular and plural), Pronouns, Action Verbs, Adjectives • Identify and use sentence components: • capitalization, end punctuation marks and sentence structure sense • Arrange -letters of the English alphabet in sequence -words in alphabetical order using the first letter. • Differentiate between statements and questions • Sequence events in a story and three step directions /instructions Students’ ELA core competencies can be assessed through use of the following activities: • Grammar and Creative Writing o Skills and application Worksheets o Complete sentence frames o Sentence creation activity o End punctuation activity o Fill in the blanks - Parts of speech o Dictation to assess use of capital letters and o Punctuation • Phonemic Awareness o Elkonin boxes o Find Your Buddy game o Blending and Segmenting activities o Phoneme addition and substitution activities o Syllabication dominoes game • Phonics o Alphabet knowledge worksheets o Dictation of letters/blends taught o Letter substitution, deletion and addition o activities o Dictation of target words and word families o Games-e.g. Consonant and Vowel Digraph o Snake and Ladders • Vocabulary o Skill and application worksheets https://www.youtube.com/watch?v=KPbaC8di43I https://www.youtube.com/watch?v=SgFKfVfghpg 36 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Write (2-3 sentences) use of pictures, statements and questions ❑ Phonemic Awareness • Identify and produce spoken words that rhyme • Discriminate between spoken words that differ in one sound • Isolate and pronounce three and four phoneme spoken words • Blend - 1. phonemes 2. onset and rimes to pronounce one and two syllable words • Segment spoken words - containing 3 and 4 phonemes - one syllable words into onset and rimes • Add and substitute phonemes in one and two syllable spoken words • Identify and blend syllables in spoken words ❑ Phonics • Identify, produce and use: long and short sounds of vowels, consonant sounds, consonant digraphs, vowel digraphs • Syllabicate : compound words, words with prefixes • Read and use: word families, contractions – I’m, inflectional endings – s , –es , -ing and -ed • Blend 2- 5 letter words o Circle target words activity o Context clues worksheet o Cloze passages (use target words) • Fluency o Oral reading of words, captions, phrases and level appropriate reader • Comprehension o Skill and application worksheets o Picture Comprehension worksheet o Listening and reading comprehension o passages (target skills) o Sequencing activities o Text feature activities o Cloze passage for target story elements • Penmanship o Dictation to practise writing -letter, word and sentence writing 37 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Substitute, delete and add letters to words to create new words. ❑ Vocabulary • Read decodable words/words from reader/ tricky words/ high frequency words / familiar and subject- specific vocabulary • Apply context clues knowledge: picture, definition clues, word structure clues, background /familiar, prior knowledge, synonyms • Infer the contextual meanings of words or texts from figurative language and factual texts • Identify and use synonyms, root words and antonyms • Read and use homophones and homographs ❑ Fluency • Read with accuracy and automaticity letters of the alphabet, words/captions/phrases/ rhymes and level appropriate readers ❑ Comprehension • Identify story elements: character and setting • Follow oral/ written directions and instructions orally • Answer literal (5Ws and 1 H) and inferential questions (use of 38 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing pictures and short text (stories, poems; non-fiction) • Identify explicit main idea- pictures and illustrations (fiction and non-fiction) • Sequence details fiction and non- fiction (retell events sequentially • Text features - Headings and Sub- headings, Title page, Table of Contents, Captions and Illustrations • Predict Outcomes based on titles and pictures and what will happen next in a series of images • Compare and contrast Characters- Fiction and poems • State lessons learnt from stories and poems • Use Text features: Pictures, illustrations, title and author • Make judgments and form opinions • Interpret pictographs ❑ Penmanship • Write sentences • Legibility and neat presentation • Appropriate letter formation • Demonstrating correct strokes Math ❑ Number • Observation of students as they perform various activities such as classifying objects (e.g. solids)/pictures/data, matching objects to 39 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Count objects to demonstrate one- to-one correspondence up to 20. • Read and write number names and numerals. • Sequence number names and numerals. • Compare groups of objects and order numbers. • Order objects and use appropriate language to describe position up to tenths. • State the equivalence of coins and bills up to 20 cents and 20 dollars. • Explore patterns using repetition of 2 to 4 elements. ❑ Addition and Subtraction • Solve real-life problems involving addition and subtraction (concrete, pictorial and symbolic modes). • Solve problems presented in horizontal and vertical arrangements. ❑ Mental Mathematics • Solve problems using mental strategies such as: addition and subtraction facts, add one and subtract one as it relates to forward and backward counting, add zero and subtract zero, count on/back ❑ Geometry determine groups of objects with more, less or equal number of objects, forming groups of objects to represent numbers, showing equivalence of money; and recording performance on a checklist. • Student demonstrations involving the use of manipulatives and explanations using appropriate mathematical vocabulary such as showing how objects are counted, equivalence of coins and bills and how problems are solved. • Analysis (item and error) of written responses on survey and diagnostic tests to determine mastery and areas of weaknesses and errors. Survey tests can include items such as inserting missing numbers in a sequence of numbers, drawing objects to represent a stated number, writing numbers for groups of objects, matching word names and numerals, labelling the position of objects or persons in a line, ordering objects according to length, matching pictures of solids to their names and interpretation of calendars. Diagnostic tests are developed via the use of hierarchies. • Analysis of responses to oral questioning noting students’ errors such as after viewing a video or performing an activity or interpreting calendars and picture charts. • Analysis of responses in graded worksheets for example those with problems on addition and subtraction. • Interviewing students to elicit problem solving process and reasoning to determine flaws or errors in thinking. Make records of students’ mistakes or errors. • Analysis of students’ oral explanations or “think alouds” such as how they solved problems through the use of mental strategies or how they completed activities e.g. which objects are light. • Evaluation of oral presentations or “show and tell” activities such as name and describe shapes to ascertain students’ knowledge via the use of checklists. • Analyzing journal entries such as “things I did last month.” 40 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Describe solids and plane shapes using appropriate vocabulary related to geometric attributes (size, shape, position, colour, ability to roll, stack and stand). • Identify solids using formal names. • Construct models using solids and plane shapes and describe composition of the model. • Recognize and name solids/plane shapes from pictorial representations. • Classify solids and plane shapes and give reasons for classification. • Compare solids and plane shapes by stating similarities and differences. • Explore and create patterns using solids and plane shapes (repeating 2 to 4 elements). Measurement ❑ Length • Compare and order the lengths of three or more objects using direct comparison, and explain reasoning using appropriate vocabulary e.g., longer/shorter. • Measure lengths and distances using arbitrary/non-arbitrary units. • Order objects and distances according to length. • Analyzing performance in quizzes such as number before and after. • Create a scrap book with cut out pictures of shapes or drawings of shapes with appropriate labels related to name. • Create a story or riddle or song about a shape or a heavy object. • Create a portfolio with problems I like to solve. Recording areas of strengths and weaknesses identified by students as they self-monitor. • Analyzing performance on online tools such as games, activities and quizzes and videos with questions (e.g., matching games, drag and drop activities). • Observation of students engaged in performance tasks or practical activities and recording knowledge and skills via the use of a rubric or checklist such as comparing the lengths of objects and using arbitrary units. 41 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing ❑ Mass/Weight • Compare objects according to mass/weight using an equal arm balance and appropriate vocabulary. • Use pictorial representations of equal arm balances to determine which object is heavy or light. ❑ Time • Sequence activities or events according to time of occurrence. • Interpret calendars. ❑ Statistics • Collect and classify data to make decisions based on a real-life situation or problem. • Construct picture charts (with and without grid, vertical and horizontal arrangements) based on real-life problems or situations. • Interpret picture charts based on a real-life problem or situation. Physical Education ❑ Demonstrate movement skills and concepts- weight-bearing and transference, shapes ❑ Perform basic gymnastic skills- stork stand and side roll ❑ Demonstrate basic loco motor skills- running and jumping with improved techniques Note to teachers: Ensure that students are advised of safety guidelines and are within viewing range while performing activity • Practical component: Observation of performance of Movement Skills and Concepts-Shapes o Discriminate among the following types of shapes using their bodies: -Wide and narrow shapes- pencil and couch -Short and tall shapes -pet and building -Big and small- from a seed to a plant 42 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing ❑ Demonstrate basic manipulative skills- two-handed throw and catch, striking ❑ Practice the healthy habits of drinking water, eating breakfast regularly and washing hands and face after physical activities. ❑ Choose safe playing areas when engaging in Physical activities. ❑ Know that there is a specific attire for participating in Physical Education class and physical activities. o Use objects and images in the environment to help them make association. o Students should be encouraged to hold the shape for 2-3 seconds and understand how the body can bear weight. o When they move/transit into another shape, connection should be made with the concept of weight transference. • Checklist for Gymnastic Skills: Stork Stand o Balance on one foot at a time (alternate foot) with hands on hips o Head and chest upright o Weight balanced on one foot o Sole of the foot placed on the inner side of knee (on leg that is bearing weight) https://www.youtube.com/watch?v=KIkW- IM6RoE&ab_channel=OpheaCanada Note: This is the level the Infant One is required to reach. https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.brianmac.co.uk%2Fstorktst.htm&psig=AOvV aw1lJt2zpNh2upum- S8mX_9h&ust=1626990221809000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLif3aiR9fECFQAAAAAdA AAAABAI https://www.youtube.com/watch?v=KIkW-IM6RoE&ab_channel=OpheaCanada https://www.youtube.com/watch?v=KIkW-IM6RoE&ab_channel=OpheaCanada https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.brianmac.co.uk%2Fstorktst.htm&psig=AOvVaw1lJt2zpNh2upum-S8mX_9h&ust=1626990221809000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLif3aiR9fECFQAAAAAdAAAAABAI https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.brianmac.co.uk%2Fstorktst.htm&psig=AOvVaw1lJt2zpNh2upum-S8mX_9h&ust=1626990221809000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLif3aiR9fECFQAAAAAdAAAAABAI https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.brianmac.co.uk%2Fstorktst.htm&psig=AOvVaw1lJt2zpNh2upum-S8mX_9h&ust=1626990221809000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLif3aiR9fECFQAAAAAdAAAAABAI https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.brianmac.co.uk%2Fstorktst.htm&psig=AOvVaw1lJt2zpNh2upum-S8mX_9h&ust=1626990221809000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLif3aiR9fECFQAAAAAdAAAAABAI 43 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Strategies for determination of gaps - Healthy Habits and Safe Practices: o Discussions o State different items eaten at breakfast time o Count how many glasses of water is consumed each day o Explain appropriate time for washing hands and face o Identify spaces at home where it is safe to play o Choose pictures of clothing that is best for physical activities and state why they were chosen Science ❑ Knows and understands scientific terms, facts, concepts and methods related to Learning Outcomes ❑ Individual and Groups: • Living and non-living things. • Observable characteristics of animals • Changes in growth of a seedling. • Healthy foods from non-healthy foods based on Caribbean Food Groups. • Consequences of eating unhealthy foods. ❑ Form and Function: • Solids based on physical properties. ❑ Systems and Interaction: • The effects of forces that cause objects to: move, come to rest, move faster, change direction. • Useful learning activities to assist with diagnosing learning gaps can be found on: https://learn.moe.gov.tt/course/view.php?id=185: • Some examples of the use of different strategies to diagnose learning loss: o Objective 1.1.1 Distinguish between living and non-living things. Using appropriate pictures of living and non-living things the student can put ‘L’ by the living things and ‘NL’ by non-living things. o Objective 5.1.1 Distinguish among solids based on physical properties. Using appropriate pictures, the students can circle the solids from the pictures o Objective 6.1.1 Demonstrate the effects of forces that cause objects to: move, come to rest, move faster, change direction. Using sentences in a paragraph, the student can underline the correct word to state the effect of the force e.g., faster/slower; slow down/stop etc. https://learn.moe.gov.tt/course/view.php?id=185 44 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Aquatic and terrestrial habitats based on their components. ❑ Conservation and Sustainability: • Conservation and conversion of energy into other form(s) in devices. • The importance of scientists. ❑ Communicates scientific information • In tables e.g., Characteristic features of aquatic and terrestrial habitats; Growth chart of a seedling. • Drawings/ diagrams e.g., Construct information using simple flow charts about the conversion of energy in devices; • Create a model or picture of an aquatic and terrestrial habitat; Construct a chart to illustrate the growth of a seedling. ❑ Engages in developing solutions for simple problems • Apply forces to an object to alter speed and/or direction; • Explain some of the consequences of eating unhealthy foods. ❑ Conduct simple experiments using appropriate apparatus 45 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Measure height of seedlings as they grow: plastic beaker/jar, ruler; • Apply forces to an object: plastic blocks, ball, cone ❑ Exhibits safe practices with regard to self and others: • During the conduct of practical activities Social Studies ❑ Classifying information for example types of transportation ❑ Report (orally) on assigned activities/projects, for example choosing a career and national days (Independence) ❑ Follow guidelines and instructions, for example following and giving directions using cardinal points; how to respond during an earthquake and fires. ❑ Construct and interpret maps illustrating their immediate surroundings using landmarks. • Demonstrate appropriate behaviours e.g. recognising and showing respect for National Emblems and Symbols • Participate in classroom discussion and activities • Diagnostic assessment to identify gaps re: o Skills o Knowledge including concepts o Values & Attitudes o Utilize strategies that can condense the above using appropriate resources e.g. videos, SLMS (Infants 1 and 2) and worksheets. for example: o Using the Four Cardinal Points to give direction https://learn.moe.gov.tt/pluginfile.php/405187/mod_resource/content/0/Primary %20Infant%202%20Social%20Studies%20Mapping%20Your%20Immediate% 20World-%20Lesson%201- The%20Four%20Cardinal%20Points%20%281%29.pdf o Activity: Create a simple map of your school and the surrounding streets and buildings o Use of the following map rubric (Total Maximum Score= 12 marks) • Criteria 1: The map is neat and tidy o The map is neat and tidy and does not contain any errors (3 marks) o The map is clear and generally neat and contains one error (2 marks) https://learn.moe.gov.tt/pluginfile.php/405187/mod_resource/content/0/Primary%20Infant%202%20Social%20Studies%20Mapping%20Your%20Immediate%20World-%20Lesson%201-The%20Four%20Cardinal%20Points%20%281%29.pdf https://learn.moe.gov.tt/pluginfile.php/405187/mod_resource/content/0/Primary%20Infant%202%20Social%20Studies%20Mapping%20Your%20Immediate%20World-%20Lesson%201-The%20Four%20Cardinal%20Points%20%281%29.pdf https://learn.moe.gov.tt/pluginfile.php/405187/mod_resource/content/0/Primary%20Infant%202%20Social%20Studies%20Mapping%20Your%20Immediate%20World-%20Lesson%201-The%20Four%20Cardinal%20Points%20%281%29.pdf https://learn.moe.gov.tt/pluginfile.php/405187/mod_resource/content/0/Primary%20Infant%202%20Social%20Studies%20Mapping%20Your%20Immediate%20World-%20Lesson%201-The%20Four%20Cardinal%20Points%20%281%29.pdf 46 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing o The map does not have a neat and tidy appearance and has more than one error (1 mark) • Criteria 2: The map has a border and an appropriate title o The map contains a border and an appropriate title (3 marks) o The map contains a border or an appropriate title but not both (2 marks) o The map does not contain a border and has a title that is inappropriate or absent (1 mark) • Criteria 3: The map contains a simple compass rose to show the four cardinal points o The map contains a simple compass rose that is clearly and accurately drawn in one corner of the map (3 marks) o The map contains a simple compass rose that is not fully accurate but appropriately drawn in one corner of the map (2 marks) o The map contains a simple compass rose that is inaccurately and inappropriately drawn (1 mark) • Criteria 4: The map accurately shows the location of places in relation to each other o The map accurately shows the location of all places in relation to each other (3 marks) o The map inaccurately shows the location of one place in relation to another place (2 marks) o The map inaccurately shows the location of more than one place in relation to another place (1 mark) Spanish ❑ Listens and responds appropriately to the target language ❑ Orally expresses words and phrases in the target language ❑ Displays knowledge of own and other cultures at an appropriate level ❑ Target Language Topics: • Oral questioning: o Students respond orally to question cues • Aural comprehension: o Students select pictures eg modes of transport that correspond to spoken vocabulary or phrases o Students view short videos on specific topics and answer targeted questions: 47 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • My address in Spanish • Modes of transport in Spanish • Name of my school in Spanish • Selected areas of the school compound in Spanish • Identifying friends in Spanish • Names of key persons in the school in Spanish • Selected fruits in Spanish • Selected colours in Spanish • Greeting others in Spanish on special occasions o E.g. My address; o https://www.youtube.com/watch?v=EE_a68V1C2k o Students draw images and color to correspond to spoken vocabulary or phrases e.g. modes of transport, fruit o Oral presentations: e.g. Students identify key persons in the school/ friends in Spanish (el maestro/la maestra, el limpiador/la limpiadora, es mi amigo Juan etc.) VAPA-Art ❑ Fine motors skills using art concepts and materials • Create a hand puppet using a sock • Identify texture in a variety of Materials • Use lines to create shapes • Create a simple pattern using lines and colour using crayons • Identify and discuss placement of facial features in sock puppet • Use a texture board to identify texture types • Draw 2 different shapes and create a simple pattern, then recreate another pattern adding colour VAPA - Dance ❑ Student is aware of the range of body movements through moving the whole body and parts of the body • Self-awareness • Entire body • Upper limbs • Lower limbs • Torso With verbal cues given by the teacher the student can • Demonstrate his/her ability to move the whole body or parts of the body • Use the whole body when instructed • Students should isolate one body part when called upon to do so • rotate the wrists, open and close hands one finger at a time, without moving the whole arm • Bend the torso at the hip and return to an upright position VAPA - Drama ❑ Student is able to: • Move efficiently through personal space using 2-3 different levels (high, medium, low) https://www.youtube.com/watch?v=EE_a68V1C2k 48 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Creatively self-express using action and voice. • Levels • Body language • Hands & Voice • Soundscape • Ring games • Role play • Create and perform a simple one-minute soundscape using voice and untuned percussive instruments. • Perform 2-3 simple body actions while engaging in ring games. • Play healthy habits by presenting simple scenarios using appropriate posture, voice and hand gestures. VAPA-Music ❑ Demonstrate an understanding of rhythm. ❑ Recognize instruments and their sounds. ❑ Recognize the importance of pitch accuracy and a pleasing tone when singing. ❑ Develop composition skills. Recognize contour in music ❑ Understand the musical concepts of duration (time) and tempo (speed). ❑ Develop an understanding of invented notation • Clap, stomp, walk to the beat • Listen to instrument sound and select picture of matching instrument • Sing single pitches, phrases or simple songs with accurate pitch and pleasing tone • Create and perform a simple rhythm • Use hand/ body movement to indicate high and low pitches • Describe an animal sound as long or short. Dance/move to slow and fast music. • Draw a star for high pitches and a fish for low pitches/ sound VCCE ❑ Teachers can select the value(s) which was/were implemented and develop a checklist (see example) • Trustworthy behavior (is truthful and honest) • Demonstrates responsible behavior (shows self- discipline and resourcefulness, acts responsibly) • Diagnostic assessment to identify gaps re: o Skills o Knowledge including concepts o Values & Attitudes o Utilise teaching/learning strategies that can condense the above using appropriate resources e.g. videos, SLMS (Infant 1 and 2) o Use of activities and resources on the Infants SLMS (the general link, for example: o Fairness https://learn.moe.gov.tt/mod/resource/view.php?id=8454 https://learn.moe.gov.tt/mod/resource/view.php?id=8454 49 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Respect for self, others and the environment (respects the personal space of others, behaves respectfully and resolves conflicts amicably) • Care for others and the environment (kind and considerate to others and shows concern for the environment) • Fairness to all persons (speaks out against unfair acts) • Good citizenship (understands that children have rights, shows care for country and aware of the persons who represent his/her community) o Respect https://learn.moe.gov.tt/mod/resource/view.php?id=12370 o Use of issues of the Infant Activity Pack (Newspaper Pullout) available at Infants Activity Pack • Ministry of Education (moe.gov.tt) For example Being responsible students https://www.moe.gov.tt/wpcontent/uploads/2020/10/Infants.pdf • Examples of Behaviours to be observed: o Value: Respect o Behaviour: Using the raise hand and mute buttons appropriately o Rating: Rarely, Sometimes, Consistently o Value: Responsibility o Behaviour: hands in assignments on time o Rating: Rarely, Sometimes, Consistently https://learn.moe.gov.tt/mod/resource/view.php?id=12370 https://www.moe.gov.tt/infants-activity-packs/ https://www.moe.gov.tt/wp-content/uploads/2020/10/Infants.pdf 50 CLASS: Standard ONE Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Agricultural Science ❑ Identifies the important contributions our ancestors made in agriculture. ❑ Identifies and states the purpose of different plants used by our ancestors. ❑ Identifies animals used by our ancestors for: food, transportation, pets and religious purposes. ❑ Explores various agricultural folklore practices of our ancestors. ❑ Identifies the components of farms from the era of our ancestors. • Role-play and oral presentations as a tool to express understanding of: o The important contributions our ancestors made in agriculture. o The various agricultural folklore practices of our ancestors. o Various components of farms from the era of our ancestors. • Matching/drag and drop activity as a tool to express understanding of: o Different plants used by our ancestors. o Different animals used by our ancestors • Use of diagrams/pictures or drawings to help with the skill of distinguishing: o Different plants used by our ancestors o Different animals used by our ancestors o Various components of farms from the era of our ancestors. • Use student virtual interviews of older persons in the home or community to acquire information on o The various agricultural folklore practices of our ancestors o The important contributions our ancestors made in agriculture. o Through teacher’s demonstrations and discussions, ascertain students’ knowledge of various components of farms from the era of our ancestors via questioning. o Use of the following online resources to ascertain students’ knowledge related to topics covered: o Caribbean Agriculture: http://lifeofplant.blogspot.com/2011/10/caribbean-agriculture.html o History Of Domestication https://www.youtube.com/watch?v=yfDHcXxG4tU • Common garden superstitions from around the world: https://gardentherapy.ca/garden-superstitions/ • Planting for Corpus Christi: https://www.youtube.com/watch?v=eAbAlZrlCnl http://lifeofplant.blogspot.com/2011/10/caribbean-agriculture.html https://www.youtube.com/watch?v=yfDHcXxG4tU https://gardentherapy.ca/garden-superstitions/ https://www.youtube.com/watch?v=eAbAlZrlCnl 51 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing ELA ❑ Grammar and Creative Writing ❑ Apply Language Structure – • Telling (Verb “to be”: am, is, are, was, and were). • Action Verbs (sing, go, do, buy, etc.) • Verb can be made up of one or more words. • Helping verbs: am, is, are, was, were, will, shall, etc. • Main Verbs: buy, eat, drink, dig, etc. • Present and Future Tense (Contraction to be used as well) • Subject and verb agreement (Concept) ❑ Identify and use parts of speech – • Types of nouns • Proper and Common nouns. • Collective nouns • Possessive Nouns (Singular) • Singular Nouns ending without an “s” at the end, add ‘s e.g. Girl’s • Singular nouns with an “s” at the end, add (‘) alone. E.g. Thomas’ • Adjectives (what kind, size, colour, taste, texture, etc.) and comparing adjectives Students’ ELA core competencies can be assessed through use of the following activities: • Grammar and Creative Writing o Skills and application Worksheets o Complete sentence frames o Sentence creation activity o Paragraph creation activity o Punctuation activity o Fill in the blanks - Parts of speech o Dictation of capital letters and punctuation marks • Phonemic Awareness o Elkonin boxes o Find Your Buddy game o Blending and Segmenting activities o Phoneme addition and substitution activities o Syllabication activity • Phonics o Alphabet knowledge worksheets o Dictation of letters/blends taught o Letter substitution, deletion and addition activities o Dictation of target words and word families o Consonant and Vowel Digraph activity • Vocabulary o Skill and application worksheets o Circle target words activity o Context clues worksheet o Cloze passages (use target words) o Games-e.g., Sight word BINGO • Fluency 52 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Pronouns and types of pronouns and their contractions. • Application of elements of a paragraph (Analysis) ❑ Main Sentence, Supporting Details/sentences, Concluding Sentence • Identify and use: • Capitalization rules: punctuation marks: use of commas in sentences-words in a series • Arrange words in alphabetical order using the first and second letters • Sequence • Events in a story • Three step directions /instructions • Write paragraphs including prompts • Narrative and Factual Paragraphs • Simple Instructions and Directions Paragraphs ❑ Phonemic Awareness • Identify and produce spoken words that rhyme • Isolate and pronounce individual sounds in three and four phoneme spoken words o Oral reading of words, captions, phrases and level appropriate reader • Comprehension o Skill and application worksheets o Picture Comprehension worksheet o Listening and reading comprehension o passages (target skills) o Sequencing activity o Text feature activity o Cloze passage to target story elements • Penmanship o Dictation to practise writing o Letter, word and sentence writing 53 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Blend- 1. phonemes 2. onset and rimes to pronounce one and two syllable words • Segment spoken words - containing 3 and 4 phonemes - one syllable and two words into onset and rimes • Add and substitute phonemes in one and two syllable spoken words • Identify and blend syllables in spoken words ❑ Phonics • Identify, produce and use: all long and short sounds of vowels and silent e, consonant digraphs, vowel digraphs, consonant blends (beginning and ending), different pronunciations of y, diphthongs, had and soft and hard and soft , alternative spellings of vowels, ‘r’ , ‘l’ and ‘w’ controlled vowels, different sounds of ,and < s > • Read and use Contractions – I’m, -‘s’, - n’t • Syllabicate -consonant digraphs, prefixes, multisyllabic words, silent letters (consonants), VCCV, VCV, 54 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing diphthongs, consonants followed by ‘le’ and suffixes, • Read and use -word families -contractions – I’m -inflectional endings – s, –es, -ing and -ed • Blend 2- 5 letter words • Substitute, delete and add letters to words to create new words. ❑ Vocabulary • Read decodable words/words from reader/ tricky words/ high frequency words / familiar and subject- specific vocabulary • Apply context clues knowledge • Infer meaning of figurative language- Similes and personification • Identify and use multiple meaning words • Use prefixes and suffixes to create words • Identify and use synonyms, root words and antonyms • Read and use homophones and homographs ❑ Fluency • Read with accuracy and automaticity 55 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • letters of the alphabet, words/captions/phrases/ rhymes and level appropriate readers ❑ Comprehension • Follow oral/ written directions and instructions • Answer literal (5Ws and 1 H) and inferential questions (- use of pictures and short text (stories, poems; non-fiction) • Identify explicit main idea • -pictures and illustrations, short texts • Sequence details fiction and non- fiction • Use story elements-Characters and Setting • Text features - Headings and Sub- headings, Title page, Table of Contents, Captions and Illustrations • Predict Outcomes based on titles and pictures and what will happen next in a series of images • Compare and contrast Characters- Fiction and poems • State lessons learnt from stories and poems • Use Text features: Pictures, illustrations, title and author 56 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Interpret information in a variety of media • Make judgments and form opinions- fiction, poems and non- fiction • Draw conclusions (fiction and poems) ❑ Penmanship • Write sentences -legibility and neat presentation - appropriate letter formation demonstrating correct stroke Math ❑ Number • Count objects up to 100. • Read and write number names and numerals to 100. • Sequence number names and numerals. • Insert missing numbers on a number line, number chart and number sequence. • Skip count in ascending and descending order in 2s, 5s and 10s. • Describe the order or relative position of objects using ordinal numbers up to 10. • Explore the value of coins and bills/notes (up to $100) and their • Observation of students as they perform various activities such as classifying objects (e.g. solids)/data, forming groups of objects to represent numbers, showing equivalence of money, solving addition and subtraction problems using concrete materials, constructing plane shapes and using arbitrary units; and recording performance on a checklist. • E.g. The student is able to: o Represent numbers using base ten materials o Create solids using plane shapes o Measure lengths of objects using non-standard units o Create repeating/increasing patterns • Student demonstrations involving the use of manipulatives and explanations using appropriate mathematical vocabulary such as showing equivalence of coins and bills, equality via balance activities and how problems are solved and how patterns are created. • E.g. The student is able to: 57 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing equivalence (practical situations). • Use money notation for dollars and cents. ❑ Place Value • Develop an understanding of place value up to 99 (concretely, pictorially and symbolically). • Write numbers using expanded notation. • Compare and order numerals up to 99. ❑ Number Patterns and Relationships • Explore patterns using repetitions of 3-5 elements. • Explore increasing patterns up to 100. • Use balance activities to demonstrate equality and inequality. • Count objects in sets to demonstrate equality and inequality. • Use the equal sign to record equivalent number relationships. ❑ Addition and Subtraction • Solve real-life problems (concrete, pictorial and symbolic o Use manipulatives (including counters, the hundred chart and number line) and cut-outs of numbers to show increasing patterns o Describe increasing patterns by stating the pattern rule o Extend increasing patterns o Identify missing elements in patterns o Explain observed errors in patterns • Analysis (item and error) of written responses on survey and diagnostic tests to determine mastery and areas of weaknesses and errors. Survey tests can include items such as inserting missing numbers in a sequence of numbers, drawing objects to represent a stated number, writing numbers for groups of objects, matching word names and numerals, labelling the position of objects or persons in a line, ordering objects according to length or mass/weight, matching pictures of solids to their names and interpretation of calendars. Diagnostic tests are developed via the use of hierarchies. • Analysis of responses to oral questioning noting students’ errors such as after viewing a video or performing an activity or interpreting calendars and pictographs and solving problems. • E.g. After solving problems in different ways students are encouraged to share their strategies and explain each step in the process. • Analysis of responses in paper and pencil tasks and graded worksheets for example those with problems on addition and subtraction and multiplication and division and incomplete patterns. • Interviewing of students for example, to describe and compare plane shapes and solids, to determine their competence in interpreting pictographs and to elicit problem solving process and reasoning as students use manipulatives to solve problems, to determine flaws or errors in thinking and to determine understanding of value and place value (Teacher can present a 2-digit number, such as 46 and have students explain the value and place value of each digit using base ten 58 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing modes) involving addition and subtraction. • Explain or demonstrate how an answer was obtained when solving problems. ❑ Multiplication and Division • Solve real-world problems involving repeated addition (multiplication) and repeated subtraction (division). • Solve problems involving repeated addition (concept of multiplication, no symbol, up to 10 addends). • Solve problems involving sharing and grouping (concept of division, no symbol). • Explain or demonstrate how answers were obtained when solving problems. ❑ Mental Mathematics • Use a variety of mental math strategies to solve problems involving addition and subtraction, e.g., add 2/subtract 2, ten facts, related addition and subtraction facts, count on and back, skip counting. ❑ Geometry materials inclusive of place value mats, to support their explanations). Make records of students’ mistakes or errors as well as what they have mastered. • E.g. The student is able to: o Use materials to represent a number o Explain the value and place value of the ones digit o Explain the value and place value of the tens digit o E.g. The student is able to answer questions based on pictographs: o How many students liked vanilla ice-cream? o How many more students preferred strawberry than coconut ice- cream o Which two flavours were liked by the same number of students? o How many students are there altogether? • Analysis of students’ oral explanations or “think alouds” such as how they solved problems through the use of mental strategies or how they completed activities e.g. which objects are light. • Evaluation of oral presentations or “show and tell” activities such as name and describe shapes to ascertain students’ knowledge via the use of checklists. • E.g. The student is able to: o Name solids and plane shapes o Describe solids and plane shapes o Compare solids and plane shapes • Analysing journal entries such as “my patterns.” • Analysing performance in quizzes such as number before and after and mental maths. • Create a scrap book with cut out pictures of shapes or drawings of shapes with appropriate labels related to name. • Create a story or riddle or song about a shape. 59 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Classify, describe, compare and name solids and give reasons for classification (cube, cuboid, cylinder, cone, sphere and pyramid – with a focus on naming the different types of pyramids). • Describe and compare plane shapes. • Use plane shapes to create solids and state the relationship between solids and plane shapes. • Construct plane shapes and compare and describe their sides and corners and deduce the relationship between the number of sides and corners of plane shapes (not limited to triangles, squares and rectangles). ❑ Geometrical Patterns • Recognize, complete and create patterns using solids or plane shapes (repeating – 3 to 5 elements, growing or increasing and decreasing patterns). Measurement ❑ Linear • Measure, record, compare and order length using non-standard units. • Create a portfolio with “Problems I like to Solve” and explain reasons for selections. • Recording areas of strengths and weaknesses identified by students as they self-monitor. • Analysing performance using online tools such as games, activities and quizzes and videos with questions (e.g., matching games, drag and drop activities). • Observation of students engaged in performance tasks or practical activities and recording knowledge and skills via the use of a rubric or checklist such as comparing the lengths of objects and using arbitrary units. • E.g. The student is able to: o Use arbitrary units without leaving gaps or overlapping o Measure the length of objects • Compare and order objects according to length 60 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Compare and order objects and distances according to length (ascending and descending order). • Solve practical problems involving length. ❑ Mass/Weight • Measure, record, compare and order mass/weight, using non- standard units and an equal arm balance (ascending and descending order). • Solve practical problems involving mass/weight. ❑ Time • Measure, record, compare and order duration of activities (time) using non-standard and standard units. • Identify the features of the analog clock and the function of its parts. • Measure the duration of events in minutes and seconds. • Solve practical problems involving time including the interpretation of calendars. ❑ Capacity 61 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Classify objects into groups of given criteria associated with capacity. • Use comparison vocabulary to compare the capacity of two objects (direct comparison). • Measure, record, compare and order capacity using non- standard units. • Solve practical problems involving capacity. ❑ Statistics ❑ Tally Charts and Pictographs • Collect data (using observation and frequency counts) and classify data through investigation of a problem/question based on a real-life situation. • Construct tally charts and pictographs using appropriate symbolic representations. • Identify features of tally charts and pictographs (e.g., using one stroke/tally mark or picture to represent one person, grouping of strokes/tally marks in fives, baseline/start line, labels (of sets) on baseline, same-sized 62 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing symbols/pictures, equal spacing and title). • Make decisions based on interpretation of data. Physical Education ❑ Demonstrate movement skills and concepts- create a sequence of movement activities ❑ Perform basic gymnastic skills- scale stand (front and back scale) ❑ Demonstrate basic locomotor skills- jumping, running with improved technique, landing technique ❑ Demonstrate basic manipulative skills-striking using hand/feet/equipment, throwing, catching with improved proficiency, underhand throw ❑ Understand simple changes that occur in the body during physical activities. ❑ Know the benefits of drinking adequate water, making healthy food choices, and washing hands and face after physical activities. ❑ Know that there is a specific attire for participating in Physical Education class and physical activities. Note to teachers: Ensure that students are advised of safety guidelines and are within viewing range while performing activity • Checklist for Manipulative Skills- Horizontal Jump o Knees bent and arms swing backward o Eyes focused forward throughout jump o Pushes off on the balls of feet and jump forward bringing the arms to the front o Lands on the balls of both feet, knees bent and arms out for balance o Landing controlled without losing balance Note: • Students can locate a pattern on the floor and use jumps to move along the pattern. • Emphasis should be placed on doing activity at a low level only in a safe environment with safe landing to prevent injuries (soft landing). • A soft landing is achieved by bending knees and landing on the balls (just behind the toes) of the feet. https://www.youtube.com/watch?v=Byl0jYE49no&t=27s&ab_channel=PositiveI mpact https://www.youtube.com/watch?v=Byl0jYE49no&t=27s&ab_channel=PositiveImpact https://www.youtube.com/watch?v=Byl0jYE49no&t=27s&ab_channel=PositiveImpact 63 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing https://www.google.com/imgres?imgurl=https%3A%2F%2Fassets1.sportsnet.ca%2Fwp- content%2Fuploads%2F2016%2F05%2Flongjumpfinal.jpg&imgrefurl=https%3A%2F%2Fwww.sportsnet.ca%2Fh ockey%2Fnhl%2F2019-nhl-combine-results-top-10-drill%2F&tbnid=LAXD3aGS7dCimM&vet=12ahUKEwjyh- aMlfXxAhUKBlMKHevTCFcQMyhYegUIARCKAQ..i&docid=ek2Y6dgXoweYtM&w=2382&h=1228&q=horizontal% 20jump%20for%20grade%201&ved=2ahUKEwjyh-aMlfXxAhUKBlMKHevTCFcQMyhYegUIARCKAQ • Strategies for determination of gaps - Healthy Habits and Safe Practices: o Discuss changes that occur in the body during physical activity o Explain the benefits of eating breakfast o Sequence steps in handwashing using either statements or pictures o Matching/drag and drop of pictures of activity with attire Science ❑ Knows and understands scientific terms, facts, concepts and methods related to Learning Outcomes ❑ Individual and Groups: • Vertebrates and invertebrates. • The importance of the work of local scientists. ❑ Form and Function: • Traditional methods such as sieving and handpicking to separate mixtures of solids. • Useful learning activities to assist with diagnosing learning gaps can be found on: https://learn.moe.gov.tt/course/view.php?id=372 • Some examples of the use of different strategies to diagnose learning loss: o Objective 1.1.1 Distinguish between vertebrates and invertebrates. Students can read a comprehension passage on vertebrates and non-vertebrates and answer questions that follow based on the passage o Objective 5.1.1 Differentiate among various types of simple machines as levers, pulleys, wheel and axle. https://www.google.com/imgres?imgurl=https%3A%2F%2Fassets1.sportsnet.ca%2Fwp-content%2Fuploads%2F2016%2F05%2Flongjumpfinal.jpg&imgrefurl=https%3A%2F%2Fwww.sportsnet.ca%2Fhockey%2Fnhl%2F2019-nhl-combine-results-top-10-drill%2F&tbnid=LAXD3aGS7dCimM&vet=12ahUKEwjyh-aMlfXxAhUKBlMKHevTCFcQMyhYegUIARCKAQ..i&docid=ek2Y6dgXoweYtM&w=2382&h=1228&q=horizontal%20jump%20for%20grade%201&ved=2ahUKEwjyh-aMlfXxAhUKBlMKHevTCFcQMyhYegUIARCKAQ https://www.google.com/imgres?imgurl=https%3A%2F%2Fassets1.sportsnet.ca%2Fwp-content%2Fuploads%2F2016%2F05%2Flongjumpfinal.jpg&imgrefurl=https%3A%2F%2Fwww.sportsnet.ca%2Fhockey%2Fnhl%2F2019-nhl-combine-results-top-10-drill%2F&tbnid=LAXD3aGS7dCimM&vet=12ahUKEwjyh-aMlfXxAhUKBlMKHevTCFcQMyhYegUIARCKAQ..i&docid=ek2Y6dgXoweYtM&w=2382&h=1228&q=horizontal%20jump%20for%20grade%201&ved=2ahUKEwjyh-aMlfXxAhUKBlMKHevTCFcQMyhYegUIARCKAQ https://www.google.com/imgres?imgurl=https%3A%2F%2Fassets1.sportsnet.ca%2Fwp-content%2Fuploads%2F2016%2F05%2Flongjumpfinal.jpg&imgrefurl=https%3A%2F%2Fwww.sportsnet.ca%2Fhockey%2Fnhl%2F2019-nhl-combine-results-top-10-drill%2F&tbnid=LAXD3aGS7dCimM&vet=12ahUKEwjyh-aMlfXxAhUKBlMKHevTCFcQMyhYegUIARCKAQ..i&docid=ek2Y6dgXoweYtM&w=2382&h=1228&q=horizontal%20jump%20for%20grade%201&ved=2ahUKEwjyh-aMlfXxAhUKBlMKHevTCFcQMyhYegUIARCKAQ https://www.google.com/imgres?imgurl=https%3A%2F%2Fassets1.sportsnet.ca%2Fwp-content%2Fuploads%2F2016%2F05%2Flongjumpfinal.jpg&imgrefurl=https%3A%2F%2Fwww.sportsnet.ca%2Fhockey%2Fnhl%2F2019-nhl-combine-results-top-10-drill%2F&tbnid=LAXD3aGS7dCimM&vet=12ahUKEwjyh-aMlfXxAhUKBlMKHevTCFcQMyhYegUIARCKAQ..i&docid=ek2Y6dgXoweYtM&w=2382&h=1228&q=horizontal%20jump%20for%20grade%201&ved=2ahUKEwjyh-aMlfXxAhUKBlMKHevTCFcQMyhYegUIARCKAQ https://www.google.com/imgres?imgurl=https%3A%2F%2Fassets1.sportsnet.ca%2Fwp-content%2Fuploads%2F2016%2F05%2Flongjumpfinal.jpg&imgrefurl=https%3A%2F%2Fwww.sportsnet.ca%2Fhockey%2Fnhl%2F2019-nhl-combine-results-top-10-drill%2F&tbnid=LAXD3aGS7dCimM&vet=12ahUKEwjyh-aMlfXxAhUKBlMKHevTCFcQMyhYegUIARCKAQ..i&docid=ek2Y6dgXoweYtM&w=2382&h=1228&q=horizontal%20jump%20for%20grade%201&ved=2ahUKEwjyh-aMlfXxAhUKBlMKHevTCFcQMyhYegUIARCKAQ https://learn.moe.gov.tt/course/view.php?id=372 64 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Usefulness of objects/structures based on the materials used to make them. • Types of simple machines e.g. levers, pulleys, wheel and axle. ❑ Systems and Interaction: • Forces including twists and turns. • Relationships that exist within ecosystems. • Importance of the daily cycle. • Wet and dry seasons based on activities that take place in each. ❑ Conservation and Sustainability: • Wind as a source of energy. • Models of traditional devices that use wind. ❑ Communicates scientific information • In tables e.g., tabulate list of animals into vertebrates and invertebrates • Drawings/ diagrams e.g., food chains (flow diagrams to illustrate energy relationships amongst organisms in common ecosystems ❑ Engages in developing solutions for simple problems Students can respond to statements of common actions state whether each action is a ‘twist’ or a ‘turn’ E.g., Move the doorknob, Move the steering of a car, moving merry-go-around, closing a tap, braiding hair, wringing a towel o Objective 2.1.1 Discuss the importance of the work of local scientists. Students are presented with a table with the following headings: names and pictures of five local scientists; their contribution to science; and why the work of each was important. Students enter information that has been left out in certain areas for each scientist named and pictured. o Objective 3.1.1 Investigate traditional methods such as sieving and handpicking to separate mixtures of solids. Students can be presented with pictures of examples of sieving and handpicking. Using a table students enter which pictures illustrate sieving and which illustrate handpicking. Objective 4.1.1 Evaluate the usefulness of objects/structures based on the materials used to make them.Students can be given a list of objects (chair, table, fork, hammer, copybook). Students can be asked to: - List the purpose of each object. - Choose the most suitable material to producing that object. o Objective 7.1.1 Investigate relationships that exists within ecosystems. Students can be given a list of organisms in an existing ecosystem and asked to create a simple flow diagram (food chain) to show the energy relationships among the named organisms in the ecosystem. o Objective 8.1.1Assess the importance of the daily cycle. Students can be provided with a table divided into three columns, labelled activity, day and night. Pictures of a list of activities are 65 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Evaluate models of wind devices proposing modifications to enhance their operations ❑ Conduct simple experiments using appropriate apparatus • Separation of solid mixtures using handpicking and sieving. ❑ Exhibits safe practices regarding self and others • Following safety rules provided by teacher presented in the activity column. Students can be asked to tick in the appropriate column whether the activity is a day or night or both a day and night activity. o Objective 9.1.1Compare the wet and dry seasons based on activities that take place in each. Students can read a comprehension passage on activities associated with wet and dry season and answer questions that follow based on the passage. Social Studies ❑ State the contribution of the indigenous people of Trinidad and Tobago for example name some places where the indigenous people settled and the foods associated with this group of people ❑ Recall and understands fact and concepts relating to the history and our National Emblems and symbols. for example: ❑ Name and identify our National Emblems (namely the Coat of Arms, National Watchwords, the National Anthem, the National Flag and the National Birds) ❑ Complete fill in the blank statements on the facts and concepts • Diagnostic assessment to identify gaps re: o Skills o Knowledge including concepts o Values & Attitudes o Use of activities and resources on the Standard One Social Studies SLMS (the general link: https://learn.moe.gov.tt/course/view.php?id=420) For example: o Circle the months of the Dry Season (https://learn.moe.gov.tt/pluginfile.php/325700/mod_resource/content/1/ Social%20Studies%20Standard%201%20- The%20Dry%20and%20%20Wet%20Season%20and%20Weather%2027 -4-2020.pdf) o Complete matching exercises to ascertain students’ knowledge about the seasons and how it can impact our daily lives For example: Present a table with two columns. The left column with images of different weather conditions and the right with statements of activities one can engage in during these conditions https://learn.moe.gov.tt/course/view.php?id=420 https://learn.moe.gov.tt/pluginfile.php/325700/mod_resource/content/1/Social%20Studies%20Standard%201%20-The%20Dry%20and%20%20Wet%20Season%20and%20Weather%2027-4-2020.pdf https://learn.moe.gov.tt/pluginfile.php/325700/mod_resource/content/1/Social%20Studies%20Standard%201%20-The%20Dry%20and%20%20Wet%20Season%20and%20Weather%2027-4-2020.pdf https://learn.moe.gov.tt/pluginfile.php/325700/mod_resource/content/1/Social%20Studies%20Standard%201%20-The%20Dry%20and%20%20Wet%20Season%20and%20Weather%2027-4-2020.pdf https://learn.moe.gov.tt/pluginfile.php/325700/mod_resource/content/1/Social%20Studies%20Standard%201%20-The%20Dry%20and%20%20Wet%20Season%20and%20Weather%2027-4-2020.pdf 66 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing relating to our National Emblems and Symbols ❑ Draw an accurate image of the National Flag ❑ Describe the season in Trinidad and Tobago and know how it impacts our daily lives for example give details on the seasons experienced in Trinidad and Tobago and explain how it impacts our daily lives by naming two activities we engage in during the different seasons ❑ Exhibits safe practices during natural disasters for example, name two Natural Disasters and discuss safe practices to be adopted before and during natural disasters by describing the safety procedure to be adopted before a hurricane ❑ Follow guidelines and instructions for example, when completing tasks given in the online setting or assignments via printed worksheets ❑ Participate in classroom discussion and activities for example actively sharing pre knowledge and experiences related to the content discussed in class 67 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Spanish ❑ Listens and responds appropriately to the target language ❑ Orally expresses words and phrases in the target language ❑ Displays knowledge of own and other cultures at an appropriate level ❑ Target Language Topics: • Using appropriate titles to address adults • The days of the week in Spanish • Selected leisure activities in Spanish • Selected sports in Spanish • Saying which sports you practice • Common Occupations in Spanish • State in Spanish if an establishment is open or closed • Counting from 11-20 in Spanish • Oral questioning: o Students view short videos on specific topics and answer targeted questions For example: o Professions: https://learn.moe.gov.tt/mod/resource/view.php?id=11007 o Students orally respond to question cues on Spanish influence in T&T. • Aural comprehension: o Students select pictures that correspond to spoken vocabulary or phrases e.g. leisure activities, sports, occupations o Students view short videos on specific topics and answer targeted questions. E.g. Days of the week https://learn.moe.gov.tt/mod/resource/view.php?id=11009 o Students draw images e.g. sport to correspond to spoken vocabulary or phrases • Oral presentations o Students engage in Show and Tell about aspects of culture VAPA-Art ❑ Key art concepts using different materials • Identify texture in a variety of Materials • Use lines and shapes to create drawings e.g your home, the supermarket etc. • Identify textures from surprise bag • Draw a familiar building in the community using lines and shapes VAPA - Dance ❑ Student is aware of spatial directions and effort qualities in executing movements • Student can use appropriate words/ phrases to describe space and dynamic elements. https://learn.moe.gov.tt/mod/resource/view.php?id=11007 https://learn.moe.gov.tt/mod/resource/view.php?id=11009 68 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Explore and create spatial patterns • Use directions • Demonstrate effort qualities • Select appropriate effort qualities for steps • Teacher can assign a task of moving around the room like a cat using their own spatial pattern, • Students are encouraged to describe their movements and spatial pattern VAPA - Drama ❑ Student is able to: ❑ Creatively self-express using action, voice and documentation • Facial expression • Story creation • Role-play • Portfolio creation • Tableaux • Body • Create and perform a role-play on the varied effects of consuming healthy and unhealthy foods using appropriate facial expression and hand gestures to communicate feelings. • Match characters with pictures of scenarios and share a one-minute story about a chosen final image e.g., a baker with a picture of a building with smoke. • Create and present a simple portfolio on a personal individual of interest. • Students present a photo of an individual of personal interest and imitate that person. • Use the body to create frozen images e.g., of transportation modes demonstrating an understanding of whole body, level and shape. VAPA-Music ❑ Demonstrate an awareness of rhythm ❑ Demonstrate an awareness of pitch accuracy ❑ Recognize that different types of music evoke different types of responses. ❑ Develop rhythmic composition skills. ❑ Learn about themselves and others and what their bodies can do • Clap, move to rhythm • Sing pitches accurately • Move to different types of music • • Create and perform a simple rhythm using body percussion (e.g., clapping) and non-melodic percussion instruments e.g., drum, woodblock (toc-toc), triangle • Move creatively to different types of music VCCE ❑ Demonstrate trustworthy behavior for example demonstrate • Diagnostic assessment to identify gaps re: o Skills 69 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing trustworthy behavior by being truthful and dependable ❑ Demonstrates responsible behavior for example acts responsibly when completing assigned class work ❑ Respect for self and others for example shows respect for classmates when they are making a contribution to the class ❑ Care for others and for country for example shows concern and care for one’s immediate environment such as the home environment ❑ Fairness to all persons for example understands that all persons are to be treated fairly and that rules help to maintain fairness ❑ Good citizenship for example know and state the national emblems of Trinidad and Tobago o Knowledge including concepts o Values & Attitudes • Use of a teacher developed checklist to observe behaviours and attitudes of students for example: o Value: Good Citizenship (fulfils responsibilities) o Behaviour/Attitude Statement: o Completes all assigned school work in a timely manner o Rating to be assigned: o Rarely, Sometimes, Consistently o Value: Respect for others o Behaviour/Attitude Statement: o Shows respect for others by not speaking while others are making a contribution to the class o Rating to be assigned: o Rarely, Sometimes, Consistently • Use of tasks from SLMS Standard One VCCE activities (see general link for all VCCE Standard One activities https://learn.moe.gov.tt/course/view.php?id=158 ) For example: o Being Fair https://learn.moe.gov.tt/pluginfile.php/321374/mod_resource/content/1/Fairness.p df o Citizenship-Being Involved https://learn.moe.gov.tt/pluginfile.php/321375/mod_resource/content/2/Standard %201-Citizenship.pdf https://learn.moe.gov.tt/course/view.php?id=158 https://learn.moe.gov.tt/pluginfile.php/321374/mod_resource/content/1/Fairness.pdf https://learn.moe.gov.tt/pluginfile.php/321374/mod_resource/content/1/Fairness.pdf https://learn.moe.gov.tt/pluginfile.php/321375/mod_resource/content/2/Standard%201-Citizenship.pdf https://learn.moe.gov.tt/pluginfile.php/321375/mod_resource/content/2/Standard%201-Citizenship.pdf 70 CLASS: Standard TWO Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Agricultural Science ❑ Identifies the main steps in cultivating plants. For Example, but not limited to: • Selection of high-quality planting materials (seeds, seedlings, cuttings) • Land/Soil clearing and or preparation • Primary and secondary Tillage/ creating a good potting mix or planting medium. • Planting and Spacing • Cultural practices (weed control, irrigation, pest and disease control, applying fertilizers, staking, pruning) • Harvesting and preparation for market/consumption ❑ Outlines the main steps in rearing ornamental fishes. ❑ Explains the importance of value-added agricultural products to the economy of Trinidad and Tobago. • Through student demonstrations of practical activities ascertain students’ knowledge of: o The main steps in cultivating plants. o The main steps in rearing ornamental fishes • Create drawings/diagrams/models as a tool to express understanding illustrating: o Fishes and fish habitats and plants o Differences amongst value-added agricultural products • Use of reflections and journaling for students’ self-reflection, as a tool to express understanding. o Create a fish/pet diary of the growth and development of fishes o Create a plant diary. o Create a food purchase diary for different value-added agricultural products. • Matching/drag and drop of different value-added agricultural products to ascertain students’ knowledge of the importance of value-added agricultural products to the economy of Trinidad and Tobago. • Use of the following online resources to ascertain students’ knowledge related to topics covered: o How does a Seed Become a Plant? https://www.youtube.com/watch?v=tkFPyue5X3Q o Gardening for Beginners: 10 Easy Steps to Sowing Seeds https://dengarden.com/gardening/How-to-Sow-Seeds o Roots, Stem, Leaves, Flower | Parts of a Plant Song o https://www.youtube.com/watch?v=9bFU_wJgvBI o How to set up a fish tank. https://www.youtube.com/watch?v=tkFPyue5X3Q https://dengarden.com/gardening/How-to-Sow-Seeds https://www.youtube.com/watch?v=9bFU_wJgvBI 71 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing o https://www.youtube.com/watch?v=Aal2W8sDOPA o Aquarium Starter Kit Fun with Alanna! o https://www.youtube.com/watch?v=fFJrGLlrEXA o What is value-added food production? o https://www.youtube.com/watch?v=tw6PXtf_TH0 o Agro-processor, Hafeeza Smith creating value-added products https://www.youtube.com/watch?v=qTGzfce44e4 ELA ❑ Grammar and Creative Writing • Apply Language Structure – • The Verb “to be”: Past and Present, Singular and Plural • Action Verbs: • Verb can be made up of one or more words. • Helping verbs am, is, are, was, were, will, shall, etc. • Main Verbs: buy, eat, drink, dig, etc. • Present and Future Tense (Contraction to be used as well) • Subject and verb agreement (Concept) • Verbs can show the time an action takes place. • Present and Simple Present Tense, Past Tense, Future Tense • Verb endings: s • The Verb “to have”: Past and Present, Singular and Plural • Past Tense: (Regular and Irregular Verbs) • Identify and use parts of speech – • 1. Types of nouns Students’ ELA core competencies can be assessed through the use of the following activities. • Grammar and Creative Writing o Skills and application Worksheets o Complete sentence frames o Sentence creation activity o Paragraph creation activity o Punctuation activities o Fill in the blanks - Parts of speech o Dictation to assess use of capital letters and punctuation marks • Phonics o Dictation of letters/blends taught o Letter substitution, deletion and addition o activities o Dictation of target words and word families o Consonant and Vowel Digraph activity • Vocabulary o Skill and application worksheets o Circle target words activity o Context clues worksheet o Cloze passages (use target words) o Games-e.g. Sight word BINGO • Fluency https://www.youtube.com/watch?v=Aal2W8sDOPA https://www.youtube.com/watch?v=fFJrGLlrEXA https://www.youtube.com/watch?v=tw6PXtf_TH0 https://www.youtube.com/watch?v=qTGzfce44e4 72 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing - Proper and Common nouns, Collective nouns, Abstract Nouns, Possessive Nouns (Singular and plural) - Forming plurals • Adding ‘s’ and ‘es’, Add “s” –at the end of most nouns, Terms related to music add “s” calypso, piano, cello, radio, etc., Add “es” – at the end of nouns which end with the letters (x, s, ss, ch, sh, z, o), Nouns ending in ‘y’, ‘f’ and “fe, Nouns with internal changes (Vowels) e.g. man- men, Nouns- No change eg. sheep-sheep • Identify gender of nouns: Masculine and Feminine and changing gender of nouns - Adjectives and comparing adjectives - Pronouns and types of pronouns and their contractions. • Application of elements of a paragraph (Analysis): • -Main Sentence, Supporting Details/sentences, -Concluding Sentence • Identify and use: -Capitalization rules: punctuation marks: use of commas in sentences-words in a series; Arrange words in alphabetical order using the first and second letters • Sequence - events in a story - three step directions /instructions • Write o Oral reading of words, captions, phrases and level appropriate reader • Comprehension o Skill and application worksheets o Picture Comprehension worksheet o Listening and reading comprehension passages (target skills) o Sequencing activity o Text feature activity o Text structure activity o Cloze passage to target story elements • Penmanship o Dictation to practise writing o -letter, word and sentence writing o Assess using any form of written work produced by student. 73 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing - Paragraphs including prompts • - Factual and Narrative Paragraphs ❑ Phonics • Identify, produce and use - all long and short sounds of vowels and silent e - consonant digraphs -vowel digraphs -consonant blends (beginning and ending) -different pronunciations of y -diphthongs - had and soft and hard and soft - alternative spellings of vowels -‘r’ , ‘l’ and ‘w’ controlled vowels -different sounds of ,and < s > • Read and use Contractions – -I’m, -‘s’, - n’t • Syllabicate - consonant digraphs, prefixes, multisyllabic words, silent letters (consonants), VCCV, VCV, diphthongs, consonants followed by ‘le’ and suffixes, • Read and use -word families -contractions – I’m -inflectional endings – s , –es , -ing and -ed • Blend 2- 5 letter words • Substitute, delete and add letters to words to create new words. ❑ Vocabulary 74 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Read decodable words/words from reader/ tricky words/ high frequency words / familiar and subject- specific vocabulary • Apply context clues knowledge • Infer meaning of figurative language - Similes, Metaphors and Personification • Identify and use multiple meaning words • Use prefixes and suffixes to create words • Infer the contextual meanings of words or texts from figurative language and factual texts • Identify and use synonyms, root words and antonyms • Read and use homophones and homographs ❑ Fluency • Read with accuracy and automaticity letters of the alphabet, words/captions/phrases/ rhymes and level appropriate readers ❑ Comprehension • Follow oral/ written directions and instructions • Answer literal (5Ws and 1 H) and inferential questions (- use of pictures and short text (stories, poems; non-fiction) • Identify main idea -short texts • Sequence details fiction and non-fiction (retell events sequentially • Use story elements: Characters and Setting (fiction and poetry) - Problem, action and resolution 75 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing - Compare and contrast ideas in literary text- Characters and setting • Use of story structure – Introduction, rising action, climax, falling action and conclusion, • Use of text features - Headings and Sub- headings, Title page, Table of Contents, Captions and Illustrations, Guide Words • Predict Outcomes based on titles and pictures and what will happen next in a series of images • Compare and contrast Characters- Fiction and poems • State lessons learnt from stories and poems • Use of Text structure- -Description, Sequencing, Cause and effect explicitly stated and Problem and solution • Interpret information in a variety of media • Make judgments and form opinions- fiction, poems and non-fiction • Interpret -signs, symbols, charts and graphs • Read and use poetry elements - Rhyme, rhyme patterns and stanza • Draw conclusions • Express their own point of view/ preferences based on evidence from the text • Evaluate texts with explicit and inferential reference to the text ❑ Penmanship • Write sentences 76 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing -legibility and neat presentation - appropriate letter formation demonstrating correct strokes Math ❑ Number • Number Concepts • Develop number sense up to 1 000 with appropriate vocabulary • Skip count in ascending and descending order within a specified amount • Read and write number names and numerals to 1 000 • Match the number names and numerals to the quantities they represent up to 1 000 (concrete and pictorial representations of base ten materials) • Sequence number names and numerals to 1 000 ❑ Place Value and Rounding • Explore the place value of numbers to 999 (hundreds, tens and ones) • Count a specified number of objects and use them to form groups of 100s, 10s and 1s • Develop an understanding of rounding to tens and hundreds and rounding to the nearest dollar • Round numbers to the nearest ten or hundred ❑ Number Patterns • Interview, e.g. • Have the student o Count on in 2s from 51 to 75 o Count on in 3s from 6 to 24 o Count on in 10s from 61 to 111 o Count on in 25s from 50 to 200 o Count back in 100s from 975 to 75 o Count back in 50s from 200 to 0 o Count back in 2s from 99 to 81 • The student is able to o Count on in 2s o Count on in 3s o Count on in 10s o Count on in 25s o Count back in 100s o Count back in 50s o Count back in 2s • Interview, e.g. o Present students with a 3-digit number e.g. 376. Have them explain the value of each digit using base-10 materials or their own representations to support their explanation. • The student is able to o use materials to represent a 3-digit number o explain that the first digit represents 3 hundreds o explain that the second digit represents 7 tens 77 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Develop algebraic thinking (number patterns and number relationships) • Describe and extend simple number patterns that increase or decrease • Recognize when an error occurs in a pattern and explain what is wrong ❑ Number Relationships • Determine whether two sides of a given number sentence are equal (=) or not equal (≠) using manipulatives, drawings and counting • Count objects in sets to demonstrate equality and inequality of sets • Use the equal sign to record equivalent number relationships e.g. 6+4=7+3 • Use the unequal sign to record number relationships that are not equivalent e.g. 3+2≠1+6 ❑ Addition and Subtraction • Perform addition and subtraction using the algorithm • Perform addition (up to 3 addends) and subtraction (up to 999) using the algorithm • Solve real-life problems (concrete, pictorial and symbolic modes, including money) involving addition and subtraction • Solve one-step and two-step real-life addition and subtraction problems ❑ Multiplication and Division o explain that the third digit represents 6 ones • Pencil and Paper Task e.g. o Present students with a variety of increasing and decreasing patterns including some with errors. Have them identify the rule used to create and extend the pattern. Also, have students identify the patterns with errors and explain the errors. • The student is able to o explain how the pattern increases/decreases o extend the pattern o fill in the missing element o identify errors in the pattern o explain errors in the pattern • Pencil and Paper Task e.g. o Ask students to solve real-life addition, subtraction, multiplication and division problems in two different ways. Have students share their strategies. • Stimulate discussion by asking: o What other strategy could be used to solve the problem? o Which strategy is easier to use? Why? o Will the strategy work for other problems? Can you prove it? o Which strategy do you prefer? Why? • Use students’ responses to determine which strategies they know and whether they can: o identify problem situations that require addition/subtraction/repeated addition (multiplication)/sharing and grouping (division) o determine the correct sum (up to 999) of up to 3 addends using the algorithm 78 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Solve one-step real-life multiplication and division Problems presented orally, pictorially or symbolically (using concrete materials, whole number and money) • Solve one-step real-life problems involving repeated addition • Solve one-step real-life problems involving sharing and grouping ❑ Mental Mathematics • Investigate and use a variety of mental math strategies and recording strategies to solve problems involving the four operations ❑ Fractions • Develop an understanding of fractions using area models • Identify wholes and parts of wholes • Differentiate between equal and unequal parts of the whole • Become aware of the names associated with fractions to tenths using area models • Name and record fractions using words and symbols ❑ Geometry ❑ Solids and Plane Shapes • Develop spatial sense in relation to solids and plane shapes • Classify, describe, compare and name solids and give reasons for classification (cube, cuboid, cylinder, pyramid, cone, o determine the correct difference between 2 numbers (with minuend up to 999) o use more than one strategy to solve real-life o solve one-step/two-step real-life addition/subtraction problems o solve one-step real-life repeated addition/sharing and grouping problems • Pencil and Paper Task e.g. o Write the fraction of the shape below that is shaded and unshaded. ❑ ❑ ❑ ❑ shaded ______ unshaded ______ o A fraction has a numerator of 2 and a denominator of 5. Draw a picture to show it. Write the word name of the fraction. • The student understands that o the denominator represents the total number of equal parts that the whole is divided into o the numerator represents the number of parts being focused on • Performance Task e.g. o Give students a small group of regular solids o Have them classify the solids according to two attributes and state their sorting rule o Sort a set of solids into two groups. Have students state the sorting rule 79 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing sphere and triangular-based prism – with a focus on the triangular-based prism) • Identify the plane shapes or faces of the triangular-based prism and create triangular-based prisms and other solids using plane shapes. ❑ Recognize spatial relationships • Explore the properties of solids in terms of faces, edges and vertices and compare and classify solids according to their properties related to faces, edges and vertices (cube, cuboid, cylinder, pyramid, cone and triangular-based prism) • Name plane shapes and solids used to create compound shapes (pictorial representation) and name solids and plane shapes from verbal or written descriptions ❑ Geometrical Patterns • Explore patterns using solids and plane shapes • Describe a given pattern (repeating, increasing or decreasing), determine the pattern rule and extend the pattern using concrete materials or pictorial representation ❑ Measurement ❑ Linear • Apply measurement techniques to quantify measures. • The student is able to o classify a collection of solids according to two attributes o state the sorting rule o identify the sorting rule of a pre-sorted set • Pencil and Paper Task e.g. • Present an assortment of solids to students. Have students look at the shapes to help them identify the solids or parts of solids that fit given clues such as: o I have six identical faces __________ o I am the point where two faces meet ______ o I am one face of a cone __________ • Observation Checklist e.g. o Use students’ responses to the questions to determine whether further review on the identification and attributes of solids and plane shapes is needed. • Performance Task e.g. • Give students a set of solids/pattern blocks. Have students o create a pattern o identify the pattern core o label the pattern with letters o extend the pattern o use the same solids/pattern blocks to make a different pattern • Observation Checklist e.g. • Observe the students at work o How complex is the pattern? (How many elements in the core?) • The student is able to o identify the pattern core o extend the pattern 80 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Use non-standard units for measuring length • Demonstrate the appropriate use of the measuring instrument for length (ruler) • Measure lengths and distances using standard units (metre and centimetre) and record as metres only and centimetres only ❑ Mass/Weight • Apply measurement techniques to quantify measures. • Use non-standard units for measuring mass/weight • Demonstrate the appropriate use of the measuring instrument (such as bathroom scale, equal arm balance) • Measure the mass/weight of objects using the standard unit (kilograms and multiple units of kg) ❑ Time • Apply measurement techniques to quantify measures for time • Tell and record time on digital and analog clocks to the hour, half past the hour, quarter past and quarter to the hour ❑ Capacity • Apply measurement techniques to quantify measures • Use non-standard units for measuring capacity o make another pattern o label the pattern with letters • Performance Task e.g. o Give students several objects along with a non-standard unit e.g. paper clips and a standard unit e.g. ruler. Students use both the non-standard and standard units to measure the length and/or height of the objects and record their findings. • Observation Checklist e.g. • Observe the students as they work • The student o is able measure length and height using non-standard units o is able to measure length and height using standard units o measures from one end to the other without gaps or overlaps o understands that the size of the unit determines the number of units needed • Interview e.g. • Display the time on a digital clock and ask students to o tell the time shown o show the time on an analog clock and a 24-hour clock o record the time correctly o say whether a digital clock could read 8:75? Why? • Anecdotal Records e.g. o Use students’ responses to the questions to determine whether further review on telling and recording time is needed. • Performance Task e.g. 81 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Use the standard units (litres) for measuring the capacity of containers ❑ Area • Demonstrate an understanding of area • Touch, colour and cover surfaces to develop the concept of area • Compare and order the area of surfaces using direct comparison • Apply measurement techniques to quantify measures • Measure, record, compare and order area of surfaces using non-standard units • Calculate the area of shapes by counting squares ❑ Statistics ❑ Tally Charts and Block Graphs • Demonstrate an understanding about the features of graphs and charts • Identify features of tally charts and block graphs (e.g. using one stroke/tally mark, grouping of strokes/tally marks in fives, baseline/start line, labels (of sets) on axis, equal spacing, title, scale factors) • Make decisions based on analysis or interpretation of data • Interpret data from tally charts and block graphs based on a real-life problem or situation • Demonstrate the ability to present findings orally or in writing o Present students with a large container, a small container and a bucket of water. Have students use the small container to measure the capacity of the large container o Have students choose from a collection of large containers/small buckets. Give them a 1 litre jug. Ask them to determine the capacity in litres • Anecdotal Records e.g. • Monitor students’ responses to determine whether they can do the following: o use a non-standard unit to find the capacity of an object o use a standard unit to find the capacity of an object o measure correctly (e.g. completely fill the container) o read their measuring device correctly o record their measurements correctly • Interview e.g. o Present students with three pieces of paper of similar area but different appearance. Have students compare and order the area of the surfaces o Have students construct all rectangles that have an area of 24 square units. Use grid paper to record the dimensions of each rectangle • Observation Checklist e.g. • The student o makes correct comparisons o places one object on top of the other to measure or dissects one piece of paper to determine if it fits completely on top of the other o uses non-standard units of measure to compare o names all areas o applies an understanding of patterns to solve the problem 82 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Justify decisions made using data collected in writing and/or oral presentations • Journal Entry e.g. o Present a simple tally chart or bar graph showing the favourite sports played by the students attending a particular school. Ask students to use the information displayed to write a note to the principal explaining what sporting equipment the school should acquire. • The student o uses both numbers and words to support his/her choices o gives an accurate summary of the findings o presents the findings in a clear, concise manner Physical Education ❑ Demonstrate movement skills and concepts- create sequence of movement activities involving shapes, balances and weight-transference • Perform basic gymnastic skills –Side scale • Demonstrate basic locomotor skills- improved techniques for jumping and landing, running • Demonstrate basic manipulative skills- apply throwing, catching and striking skills individually and with increased difficulty. • Understand simple changes that occur in the body during physical activities. • Know the benefits of drinking adequate water, making healthy food choices, and washing hands and face after physical activities. • Distinguish dress code for participating in Physical Education class and physical activities as opposed to other activities. Note to teachers: Ensure that students are advised of safety guidelines and are within viewing range while performing activity • Checklist for Manipulative Skills: Catching- Low Catch o Eyes kept on the ball o Body in preparatory position with elbows bent and hands in front o Hands move to meet ball o Pinky fingers together with palms spread for wide catching area o Elbows and knees bent, close fingers around the ball. o Hands brought towards body to absorb force https://www.youtube.com/watch?v=cYfBWfnGTb0 https://www.youtube.com/watch?v=cYfBWfnGTb0 83 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Explain personal hygiene practices after participating in physical activities. https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.createwebquest.com%2Fcatchin g&psig=AOvVaw2nFcxMo55T_oZXtWJ9wdKF&ust=1626991931969000&source=images&cd=vfe &ved=0CAsQjRxqFwoTCLiIhNKX9fECFQAAAAAdAAAAABAD • Strategies for determination of gaps - Healthy Habits and Safe Practices o Select changes that occur in the body during physical activities from a list of other changes o Role play the responses to poor personal hygiene o Identify clothes used for physical activities from an array of different clothing o List the benefits of drinking adequate water o Distinguish healthy foods from unhealthy foods o Identify reasons for washing hands and face after physical activities. Science ❑ Knows and understands scientific terms, facts, concepts and methods related to Learning Outcomes: ❑ Individuals and Groups: • Categorize vertebrates into classes. ❑ Form and Function: • The three states of matter. • Separation of solids from mixtures using filtration and magnetism. • Substances that dissolve in water. Useful learning activities to assist with diagnosing learning gaps can be found on: https://learn.moe.gov.tt/course/view.php?id=370 Some examples of the use of different strategies to diagnose learning loss: • Objective 9.1.1 Examine the use of fossil fuels such as petroleum and natural gas. Students are presented with a blank table with two columns: ‘Renewable energy’ and ‘non-renewable energy’. Students use https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.createwebquest.com%2Fcatching&psig=AOvVaw2nFcxMo55T_oZXtWJ9wdKF&ust=1626991931969000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLiIhNKX9fECFQAAAAAdAAAAABAD https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.createwebquest.com%2Fcatching&psig=AOvVaw2nFcxMo55T_oZXtWJ9wdKF&ust=1626991931969000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLiIhNKX9fECFQAAAAAdAAAAABAD https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.createwebquest.com%2Fcatching&psig=AOvVaw2nFcxMo55T_oZXtWJ9wdKF&ust=1626991931969000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLiIhNKX9fECFQAAAAAdAAAAABAD https://learn.moe.gov.tt/course/view.php?id=370 84 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Movement of water through various soil types. • The importance of minerals. ❑ Systems and Interaction: • Plants need light and water for growth. • Importance of the water cycle in making water available for life processes. ❑ Conservation and Sustainability: • Use of fossil fuels such as petroleum and natural gas. • Need to conserve potable water. ❑ Effectively communicates scientific information in tables and drawings/ diagrams • Engages in developing solutions for simple problems related to Learning Outcomes e.g. water conservation • Uses appropriate apparatus to conduct simple experiments/activities correctly and carefully e.g. • Conduct experiments to demonstrate that plants need light and water to grow. • Demonstrate how to correctly use measurement apparatus: ruler • Exhibits safe practices regarding self and others e.g., • Always follow the safety rules provided by the teacher. the words provided to enter in the appropriate column in the table e.g., natural gas, sunlight etc. • Objective 2.1.1 Differentiate among the three states of matter. Students complete a crossword puzzle on facts about the states of matter • Objective 6.1.1 Assess the importance of minerals. Students complete a table by listing at least two common uses of the named minerals • Objective 3.1.1 Investigate the separation of solids from mixtures using filtration and magnetism Students complete a table by ticking in the appropriate box in which pairs of solids are given. • Objective 4.1.1 Investigate substances that dissolve in water Students can read a comprehension passage on substances that dissolve in water and answer the questions that follow based on the passage. • Objective 5.1.1 Investigate the movement of water through soil types Students read the summary of a simple experiment to investigate the movement of water through soil types, complete the table and answer the questions that follow. Social Studies ❑ Knows and understand the physical geography of Trinidad and Tobago for example’ four (4) features of a map and 3 Diagnostic assessment to identify gaps re: • Skills • Knowledge including concepts 85 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing basic landforms (mountains, rivers, plains) Interpretation of age-appropriate maps- illustrating landforms and basic features of a map. ❑ Distinguish and value how land is used in Trinidad and Tobago. - Identify the ways in which land is used in Trinidad and Tobago- housing, recreation, agriculture, industry ❑ Demonstrate an understanding of the need to respect and care for the environment. Describe two examples of water pollution ❑ Follow guidelines and instructions -for example collecting information for project work, completing a map with basic features ❑ Participate in classroom discussion and activities Report orally and in writing on assigned project(s) • Values & Attitudes Utilise teaching/learning strategies that can condense the above using appropriate resources e.g. videos, SLMS (Std 2) • Worksheets • Quiz on features of a map, landforms and resources. Activity On a map of Trinidad and Tobago, name and locate one example of each of the following landforms. • Mountain • River • Plain Rubric • Basic Map components/features identified (title, key, compass and borders) • All features are present and appropriately positioned on map (4 marks) • Three features are present and appropriately positioned on map (3 marks) • Three features are present and appropriately positioned on map (2 marks) • At least one feature is present on map (1 mark) • Landforms are accurately located on map (Mountain, River, Plain) • Features are accurately named and located (4 marks) • Three features are accurately named and presented (3 marks) • Two features are accurately named and presented (2 marks) • At least one features are accurately named and presented (1 mark) • Map is well presented (Clarity, neatness and use of appropriate colours) 86 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Map is clear, neat and uses appropriate colours. (4 marks) • Map is generally clear, neat and uses appropriate colours. (3 marks) • Map is clear, neat and some use appropriate colours. (2 marks) • Map lacks clarity, neatness and use of appropriate colours. (1 mark) Spanish ❑ Listens and responds appropriately to the target language ❑ Orally expresses words and phrases in the target language ❑ Displays knowledge of own and other cultures at an appropriate level Target Language Topics: • The four cardinal points in Spanish • Spanish elements of a simplified water cycle • Months of the year in Spanish • Month of their birthday in Spanish • Recognize the Spanish word names for the numbers 1 to 10 Oral questioning: • Students view short video on specific topics and answer targeted questions E.g Months of the year: https://learn.moe.gov.tt/mod/resource/view.php?id=6375 • Students respond orally to question cues Aural comprehension: • Students select pictures or drawings eg cardinal points that correspond to spoken vocabulary or phrases • Students view short videos on specific topics and answer targeted questions • Students draw images eg. Water cycle, to correspond to spoken vocabulary or phrases Oral presentations: • Students engage in Show and Tell about their birthday stating their birthday in Spanish . VAPA-Art ❑ Key art concepts using materials for 3-D object making and communication. • Discuss the 3-dimensional nature of form in objects. • Use plasticine to make simple 3-D objects • Create a simple thank you card and assess according to following criteria: • Size of lettering • Illustration https://learn.moe.gov.tt/mod/resource/view.php?id=6375 87 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Use of space VAPA - Dance ❑ Student can use the body elements to express ideas from a story • Recognize that stimuli can be used to initiate movement responses • Listen to an excerpt from a story and create a movement sequence to express ideas from the story • Elements of movement can be demonstrated, e.g., arm gestures, locomotor movements, facial expressions • Movement sequence should demonstrate dance concepts including- use of space, locomotor and axial movements, dynamics including facial expressions • Stimuli/ideas from the story should be clearly identifiable • Students should show a clear beginning and end to their movement sequence • Arm gestures should be linked to the story • The movement sequence should follow the course of the story VAPA - Drama ❑ Student is able to: ❑ Creatively self-express using action and voice • Levels • Mime & hand gestures • Hands & voice • Soundscapes • Ring games • Role-play • Create and perform a simple one-minute soundscape based on a given theme. • Perform 2-3 body actions in ring gaming. • Role-play healthy habit practices using appropriate posture, voice, hand gestures and levels. See diagnostic checklist attached- Appendix 5. • Students use mime and hand gestures to introduce a family member. VAPA-Music ❑ Recognize the importance of tone and tempo as they relate to good singing. ❑ Recognize ostinati as repeated patterns. ❑ Recognize contour in music ❑ Become aware of local genres (styles) in music ❑ Become aware of structure in music. ❑ Develop composition skills. • Sing in time to musical accompaniment and with a pleasing tone • Listen to music with ostinato and identify the ostinato by repeating it • Demonstrate melodic contour using hand movement or by drawing direction of pitches (up, down) • Select the correct label of genres such as Calypso, parang, chutney, when musical excerpts are heard 88 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • From musical excerpts, identify if two parts are identical or contrasting. • Create and play short melodic answering phrases VCCE ❑ Trustworthy behavior (understands/displays loyalty) for example, singing the national anthem and national pledge with pride ❑ Responsible behavior (shows responsibility for self at work and play) for example, handing in assignments on time, completing work neatly. ❑ Respect for self, others (respects the property of others and complies with rules) for example being on time for assembly and classes. ❑ Wearing the required uniform or approved wear for classes. ❑ Care for the environment (shows care for property, the environment and resources) for example, speaking about/verbally expressing the ways they do not pollute the environment. ❑ Fairness to all persons (encourages others to be fair and understands the difference between fair and unfair) for example, awaiting their turn to respond in the class. ❑ Good citizenship (distinguishes between rights, privileges and responsibilities and displays moral and social responsibility at ❑ Diagnostic assessment to identify gaps re: • Skills • Knowledge including concepts • Values & Attitudes ❑ Utilise teaching/learning strategies that can condense the above using appropriate resources e.g. videos, SLMS (Std 2) https://learn.moe.gov.tt/ https://learn.moe.gov.tt/pluginfile.php/302301/mod_resource/content/1 /VCCE-Standard%202-Citizenship.pdf ❑ Examples of Behaviours to be observed: • Value: Respect • Behaviour: Punctual for classes • Rating: Rarely, Sometimes, Consistently • Value: Responsibility • Behaviour: Appropriately dressed for classes • Rating: Rarely, Sometimes, Consistently https://learn.moe.gov.tt/ https://learn.moe.gov.tt/pluginfile.php/302301/mod_resource/content/1/VCCE-Standard%202-Citizenship.pdf https://learn.moe.gov.tt/pluginfile.php/302301/mod_resource/content/1/VCCE-Standard%202-Citizenship.pdf 89 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing school and in the community) verbally expresses willingness to help others/have helped others in the community/society; displays a positive attitude to learning and school. 90 CLASS: Standard THREE Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Agricultural Science ❑ Explores the use of appropriate agricultural technologies to rear at least one class of animal. For Example, but not limited to Poultry, Rabbits, Guinea Pigs. ❑ Explores the use of appropriate agricultural technologies to grow plants. For Example, but not limited to: Container gardening, Hydroponics, Aquaponics, Trough culture, grow box and grow beds. ❑ Explores how local dishes from various Caribbean islands can be used to enhance food tourism. For Example, but not limited to: Jamaican Akee and Saltfish, Trinidad and Tobago Crab and Calloo, doubles, Barbados Flying Fish • Allow students to participate in the following simple practical activities to assess core skills: (at home with supervision and face-to face as necessary): o Rearing one class of animal (appropriate to the level) o Creating a model of appropriate agricultural technologies used to grow plants o Creating a Caribbean meal and filming the process as well as developing a recipe book as a class activity. • Use of diagrams/pictures or drawings to help with the skill of distinguishing: o Different physical features of selected classes of animals. (For example, differences between male and female) o Appropriate agricultural technologies used to grow plants o Local dishes from various Caribbean islands. • Use the development of a list of tasks and responsibilities associated with the rearing of selected class of animals to ascertain students’ knowledge of the care and maintenance of animals. • Have student create a plant diary to monitor the growth and development of plants, as a tool to express understanding. • Use of reflections and journaling for students’ self- reflection –Creation of a Caribbean food journal for 91 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing different Caribbean dishes, as a tool to express understanding. • Matching/drag and drop of different local dishes from various Caribbean islands, as a tool to express understanding. Use of the following online resources to ascertain students’ knowledge related to topics covered: • How to Take Care of Farm Animals https://www.youtube.com/watch?v=z9SMYQpk148 • How I take Care of My Pet Rabbit: Routine and Care https://www.youtube.com/watch?v=_Z2J65cGShk&t=112s • 6 Golden Rules of Guinea Pig Care https://www.youtube.com/watch?v=1RN_yDQdfEA • Hydroponics for Kids: https://thehydroponicsplanet.com/hydroponics-for-kids-a- complete-guide-for-parents/ • Who Needs Dirt? https://www.youtube.com/watch?v=eCSIrlk0GTs • How does a greenhouse work: https://www.youtube.com/watch?v=JtTDx8_dlsE • Top Caribbean Food Tours https://www.viator.com/Caribbean-tours/Food-Tours/d4-g6-c80 https://www.youtube.com/watch?v=z9SMYQpk148 https://www.youtube.com/watch?v=_Z2J65cGShk&t=112s https://www.youtube.com/watch?v=1RN_yDQdfEA https://thehydroponicsplanet.com/hydroponics-for-kids-a-complete-guide-for-parents/ https://thehydroponicsplanet.com/hydroponics-for-kids-a-complete-guide-for-parents/ https://www.youtube.com/watch?v=eCSIrlk0GTs https://www.youtube.com/watch?v=JtTDx8_dlsE https://www.viator.com/Caribbean-tours/Food-Tours/d4-g6-c80 92 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • AGRO AND CULINARY TOURISM https://www.onecaribbean.org/content/files/EHarveyCulinaryTou rism.pdf ELA ❑ Grammar and Creative Writing Apply Language Structure – • Verbs, Types of verbs, Verbal forms (including contractions) • Simple Present, Past, Future, Present Continuous Tense, Past Perfect Tense, • Participle-past and present. • Regular and irregular. • Subject Verb Agreement • Types of nouns -Nouns, Types of nouns (common, proper, collective and abstract) Singular and plural nouns (regular and irregular forms) - Forming plurals of nouns - adding ‘s’ and ‘es’ - Adjectives: comparative and superlative degree. -Pronouns: Personal, Possessive Reflexive and Relative Pronouns and their contractions -Adverbs: comparative and superlative forms. -Prepositions in context. -Changing gender of nouns - Adjectives and comparing adjectives - Conjunctions to combine ideas and sentences. • Application of elements of a paragraph • Identify and use: Students’ ELA core competencies can be assessed through the use of the following activities: Grammar and Creative Writing • Skills and application Worksheets • Complete sentence frames • Sentence creation activity • Paragraph creation activity • Capitalisation and punctuation rules in context activities. • Fill in the blanks - Parts of speech • Dictation- capital letters and punctuation marks • Use of writing process chart/ cards Phonics • Dictation of phonic elements taught • Dictation of target words Vocabulary • Skill and application worksheets • Circle target words activities • Context clues worksheet • Cloze passages (use target words) • Games-e.g. Homophones BINGO, Fluency • Oral reading of words, captions, phrases and level appropriate reader Comprehension • Skill and application worksheets • Comprehension worksheet https://www.onecaribbean.org/content/files/EHarveyCulinaryTourism.pdf https://www.onecaribbean.org/content/files/EHarveyCulinaryTourism.pdf 93 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing -capitalization rules -punctuation marks: • apostrophe in contractions and possessives, quotation marks and commas in apposition, in words in a series and in addresses. • Arrange words in alphabetical order using the first and second letters • Write - simple instructions and directions - paragraphs – factual, informative, descriptive - poetry, comics, letters (including address and envelope) - exclamatory sentences (end with an exclamation mark (!) - narrative form - beginning middle and end plot structure, character development, setting, sensory descriptive words and include simile, simple metaphor and personification devices - simple reports • Express thoughts and feelings in a reflective piece ❑ Phonics • Identify and use - all long and short sounds of vowels and silent e - consonant digraphs - vowel digraphs - consonant blends (beginning and ending) - different pronunciations of y - diphthongs - had and soft and hard and soft • Listening and reading comprehension passages (target skills) • Sequencing activity • Text feature activity • Text structure activity • Cloze passage to target story elements Penmanship • Dictation to practise writing • Letter, word and sentence writing • Assess using any form of written work produced by student. 94 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing - alternative spellings of vowels - consonant digraphs silent- gn, wh, wr, kn - consonant clusters – e.g. thr, scr, squ - phonograms - ic/ick, tion/sion, ture • Read and use contractions • Syllabicate consonant digraphs, prefixes, multisyllabic words, silent letters (consonants), VCCV, VCV, diphthongs, consonants followed by ‘le’ and suffixes, • Read and use -word families and inflectional endings ❑ Vocabulary • Read /words from reader/ tricky words/ high frequency words / familiar and subject- specific vocabulary • Apply context clues knowledge: picture, definition clues, word structure clues, background /familiar, prior knowledge, synonyms, definition: use of commas, words in series and experience and antonyms • Infer meaning of figurative language - Similes, Metaphors and Personification • Identify and use multiple meaning words • Use prefixes and suffixes to create words • Infer the contextual meanings of words, figurative language and factual texts • Identify and use synonyms, root words and antonyms • Read and use homophones and homographs ❑ Fluency 95 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Read with accuracy and automaticity • letters of the alphabet, words/captions/phrases/ rhymes and level appropriate readers ❑ Comprehension • Follow oral/ written directions and instructions • Answer literal and inferential questions (use of pictures, stories, poems; non-fiction) • Identify main idea - fiction, non-fiction and poetry • Sequence details fiction and non-fiction • Use story elements (fiction and poetry) - Characters (Major and minor) description and action - Setting-description and time - Problem, action and resolution - Compare and contrast ideas in literary text- Characters and setting - Plot Identify Main Idea and supporting details (Fiction and Poems) • Theme (Fiction and poems) • Use of story structure – Introduction, rising action, climax, falling action and conclusion, • Use of text features • Predict Outcomes based on titles and pictures and what will happen next in a series of images • Compare and contrast Characters- Fiction and poems • State lessons learnt from stories and poems • Use of Text structure- (Fiction and Non-fiction) 96 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing -Description and Sequencing, Cause and effect explicitly stated and Problem and solution • Interpret information in a variety of media • Make judgments and form opinions- fiction, poems and non-fiction • Interpret -signs, symbols, charts and graphs • Read and use poetry elements - Rhyme, rhyme patterns and stanza • Read and use literary device- Imagery • Draw conclusions (fiction and poems) • Identify and use details from stimulus that suggest feelings or appeal to the senses (Fiction and poems) • Express their own point of view/ preferences based on evidence from the text • Evaluate texts with explicit and inferential reference to the text • Differentiate between literal and inferential and evaluative questions (literary, non-fiction and graphic texts) • Determine - writer’s point of view- Non-Fiction - writer’s purpose -reader’s point of view ❑ Penmanship • Write sentences -legibility and neat presentation - appropriate letter formation demonstrating correct strokes 97 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Math ❑ Number • Number Concepts • Understand the concept of numbers up to 10 000 • Count forward (count on) and backward (count back) by ones within 10 000 from any given number • Read and write number names and numerals to 10 000 • Match the number names and numerals to the quantities they represent up to 10 000 • Sequence number names and numerals to 10 000 ❑ Place Value and Rounding • Explore the place value of numbers to 9 999 • Show, using various manipulatives (e.g. base ten materials, place value mats) that a given numeral consists of a certain number of thousands, ‘hundreds’, ‘tens’ and ‘ones’ and record as such, e.g. 1 245 = 1 thousand, 2 hundreds, 4 tens and 5 ones. • Develop an understanding of rounding to tens, hundreds and thousands • Round numbers to the nearest tens, hundreds and thousands ❑ Number Patterns • Develop algebraic thinking (number patterns and number relationships) • Describe and extend whole number patterns involving the four operations e.g. 1, 6, 11, 16… • For all content areas: o Develop survey test and administer to students. o Identify errors made by students. o Develop diagnostic test with the specific content in which the errors are seen and administer to students. Grade questions according to the hierarchy of skills in each content area. o Determine if there are patterns among the errors or random mistakes. o Ask students to give explanations (orally) of how they solve the problems. o Use the information to diagnose the specific Mathematical skills that need remediation. • Interview, e.g. o Give students a 4-digit number such as 2 743. Have them represent the number and explain the meaning of each digit using base ten materials or teacher/student-made representations to support their explanation. • The student is able to o use materials to represent a 4-digit number o explain that the first digit represents 2 thousands o explain that the second digit represents 7 hundreds o explain that the third digit represents 4 tens o explain that the fourth digit represents 3 ones • Pencil and Paper Task e.g. o Present students with a hundred chart. Ask them to identify an increasing and a decreasing pattern. Have them identify the rule used to create the pattern. 98 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing and patterns involving fractions, by using the pattern rule. • Recognize when an error occurs in a pattern and what is wrong ❑ Number Relationships • Solve number sentences when the unknown is on the left or right side of the equal symbol. • Calculate the unknown in number sentences involving addition, subtraction, multiplication and division of whole numbers and involving one unknown ❑ Whole Number (Operations): ❑ Addition and Subtraction • Solve real-life problems (concrete, pictorial and symbolic modes, including money) involving addition and subtraction • Solve problems involving addition (up to 4- digit numbers with sum less than 10 000) and up to 4 addends and subtraction (with minuend up to 4 digits) ❑ Whole Number (Operations): ❑ Multiplication and Division • Develop and apply procedures to multiply and divide whole numbers to solve problems • Use the algorithm for multiplication and division of whole numbers • Solve real-life problems (concrete, pictorial and symbolic modes, including money) involving multiplication and division Challenge them to extend an increasing pattern beyond 100. • The student is able to o identify an increasing pattern on the hundred chart o identify a decreasing pattern on the hundred chart o identify a pattern rule for an increasing pattern o identify a pattern rule for a decreasing Pattern o extend an increasing pattern • Pencil and Paper Task e.g. • Ask students to solve real-life addition, subtraction, multiplication and division problems in two different ways. Have students share their strategies. Stimulate discussion by asking: o What other strategy could be used to solve the problem? o Which strategy is easier to use? Why? o Will the strategy work for other problems? Can you prove it? o Which strategy do you prefer? Why? • Use students’ responses to determine which strategies they know and whether they can: o identify problem situations that require addition/subtraction/repeated addition (multiplication)/sharing and grouping (division) o determine the correct sum (up to 9 999) of up to 4 addends using the algorithm o determine the correct difference between 2 numbers (with minuend up to 9 999) o use more than one strategy to solve real-life o solve real-life addition/subtraction problems 99 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Solve real-life problems involving multiplication (up to 2 digit by 2 digit numbers) and division (up to 4 digit divided by 1 digit) ❑ Mental Mathematics • Investigate and use a variety of mental math strategies and recording strategies to solve problems involving the four operations ❑ Fractions • Explore fractions using area, linear and set models • Represent fractions using area, linear and set models. • Name and record fractions using words and symbols • Explore the equivalent relationships between fractions by matching/overlaying different fractional parts related to a common whole and describing the relationship. • Recognize and generate equivalent fractions using a variety of models. • Record equivalent relationships using the equal symbol (and non-equivalent relationships using the not equal to symbol) • Compare and order proper fractions with unlike denominators using equivalent forms. • Differentiate between proper fractions, improper fractions and mixed numbers • Distinguish between proper, improper and mixed number and convert from one form to another • Use the algorithm for multiplication/division of whole numbers o solve real-life multiplication problems (up to 2-digit by 2-digit) o solve real-life division problems (up to 4-digit divided by 1-digit) • Pencil and Paper Task e.g. o Allow students to use concrete resources/their own representations to show given fractions using area, linear and set models☐ Administer worksheet with target fraction problems e.g. What fraction of the number of circles is black?   or ______________ (word name) • The student is able to o represent fractions using the area model o represent fractions using the linear model o represent fractions using the set model o name and record fractions using words o Name and record fractions using symbols • Pencil and Paper Task e.g. o Have students use manipulatives/grid paper/their own representations to show given proper fractions, improper fractions and mixed numbers. 100 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing ❑ Geometry ❑ Solids • Develop spatial sense through explorations in relation to solids • Compare and classify solids according to their properties (cube, cuboid, cylinder, pyramid, cone and triangular-based prism) and give reasons for classification • Differentiate between regular and irregular solids • Investigate properties of solids through exploration activities, building of frames and drawing • Construct frames of solids and draw/sketch solids to explore the properties of solids in terms of faces, edges and vertices ❑ Plane Shapes • Investigate properties of plane shapes • Compare and classify plane shapes according to their properties • Differentiate between regular and irregular polygons (triangles, quadrilaterals, pentagons, hexagons, octagons) ❑ Symmetry • Develop an understanding of symmetry • Determine the number of lines of symmetry in plane shapes – regular, irregular and curved, and in numerals and letters • Create symmetrical shapes Measurement • Administer worksheet on proper fractions, improper fractions and mixed numbers e.g. o What improper fraction is shown below? o What mixed number is shown below? • Observe students’ responses to determine whether they can do the following: o Use concrete objects to represent proper fractions/improper fractions/mixed numbers o Make pictorial representations of proper fractions/improper fractions/mixed numbers o Provide a correct mixed number for an improper fraction • Pencil and Paper Task e.g. o How are the shapes below the same? How are they different? o How are the shapes below the same? How are they different? 101 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing ❑ Linear • Explain the need for and the importance of a larger or longer standard unit of measure for length • Explain the suitability of the unit as it relates to the length to be measured • Convert units and sub-units of measures of length • Develop concept of perimeter using regular and irregular shapes • Differentiate between area and perimeter • Count and record the number of units used to measure the perimeter of a shape • Measure and calculate the perimeter of regular and irregular shapes and compare and order ❑ Mass/Weight • Recognize the need for a unit smaller than the kilogram to measure mass/weight • Identify grams as a standard unit for measuring mass/weight and measure mass/weight of objects in grams using a set of scales • Develop measurement sense and apply appropriate techniques when measuring and making comparisons • Measure and compare the mass/weights of objects in kilograms and grams • State the relationship between the kilogram and gram and select and use the most appropriate standard unit for measuring mass/weight. ❑ Time • The student o identifies all shapes as solids o identifies specific shapes as regular and irregular solids o identifies specific solids: cube, cuboid and cylinder o identifies the properties of solids: faces, edges and vertices • Interview e.g. o Have students identify and draw plane shapes that have line symmetry. Have them show the location of the line(s) of symmetry. Have them explain why the shapes are symmetrical. • The student o makes symmetrical shapes o justifies why the shapes are symmetrical o identifies the lines of symmetry • Interview e.g. o Have students identify and draw plane shapes that have line symmetry. Have them show the location of the line(s) of symmetry. Have them explain why the shapes are symmetrical. • The student o makes symmetrical shapes o justifies why the shapes are symmetrical o identifies the lines of symmetry 102 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Develop measurement sense and apply appropriate techniques when measuring using instruments • Read and tell time in five-minute intervals on analog and digital clocks • Use the calendar to identify and read dates • Read, interpret and record calendar dates in a variety of formats ❑ Capacity • Develop measurement sense and apply appropriate techniques when measuring capacity • Explain the need for and the importance of a smaller standard unit of measure for capacity • Measure capacity using standard units (litres, sub-units [millilitres]) • Measure the capacity of containers using the litre and the millilitre • State the relationship between the litre and millilitre and convert from one to the other ❑ Area • Develop measurement sense and apply appropriate techniques when measuring and comparing area • Explain the need for and the importance of a standard unit of measure for area • Select and use the most appropriate standard unit for measuring area (square centimetre – cm2, square metre - m2) for small and large surfaces • Performance Task e.g. • Give students a set of unit squares. Ask them to construct at least three (3) shapes that have: o the same area but different perimeters o the same perimeter but different areas • Pencil and Paper Task e.g. o Present students with a worksheet containing a variety of regular and irregular shapes drawn on grid paper. Have them order the shapes according to perimeter (form smallest to largest and vice versa) • Observation Checklist o Observe the students as they work • The student o is able to create shapes of similar area but different perimeter o is able to create shapes of similar perimeter but different area o is able to distinguish area from perimeter o accurately measures and calculates perimeter of regular shapes o accurately measures and calculates perimeter of irregular shapes o uses the correct unit to express area o uses the correct unit to express perimeter o is able to compare and order shapes based on their perimeter • Interview e.g. • Display the time on analog and digital clocks in five- minute intervals then ask students to o read and tell the time shown 103 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Measure area using standard units (cm2, m2) and record measure ❑ Statistics ❑ Tally Charts and Bar Graphs • Demonstrate the ability to collect, classify, organise and represent data • Collect data (using observation and frequency counts) and classify data through investigation of a problem/question based on a real-life situation • Construct tally charts and bar graphs using appropriate symbolic representations • Demonstrate an understanding about the features of graphs and charts • Identify features of tally charts and bar graphs • Make decisions based on analysis or interpretation of data • Interpret data from tally charts and bar graphs based on a real-life problem or situation • Demonstrate the ability to present findings orally or in writing Justify decisions made using data collected in writing and/or oral presentations o display the start times and end times of various activities using an analog or digital clocks. • Have students o determine the duration of each event o compare the duration of different events • Give students a calendar. Ask them to o point out the day’s date o point out their birthday o record and explain each date using two formats • The student is able to o record calendar dates using one format o record calendar dates using two formats o justify why the shapes are symmetrical • Anecdotal Records o Use students’ responses to the questions to determine whether further review on telling and recording time is needed. • Pencil and Paper Task e.g. • Sita made a purchase of fabric and paper. She used the fabric to cover a bed and the paper to cover a copy book. What standard unit of measure would be used to express o the area of the fabric used? o the area of the paper used? • The student selects o square centimetre (cm2) for measuring area of the paper o square metre (m2) for measuring area of the fabric 104 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing o Have students construct all rectangles that have an area of 48 square units. Use grid paper to record the dimensions of each rectangle • Observation Checklist • The student o names all areas o applies an understanding of patterns to solve the problem • Interview e.g. • Present a tally chart depicting the favourite ice cream flavours of a group of children. Ask the following questions: o What does the tally chart show? How do you know? o Which ice cream flavour is liked more –chocolate or vanilla? How do you know? o How many more students liked strawberry than coconut? How do you know? o How many children were surveyed? How do you know? • Pencil and Paper Task e.g. o Have students construct a bar graph from the data in the tally chart. • The student o describes the data presented in the tally chart o answers questions pertaining to the tally chart o uses mathematical language correctly o constructs a bar graph correctly, including labelling the title and axes 105 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Physical Education ❑ Apply fundamental movement skills using a variety of movement concepts and sequences e.g balance and weight transference in performing sequence: balancing on 1 part, 2 parts, 3 parts and 4 parts. ❑ Perform basic gymnastic skills- Y Scale. ❑ Apply learned locomotor and manipulative skills of running, throwing, catching, jumping and striking individually with increased difficulty. ❑ Conform to rules that promote safety while participating in physical activities ❑ Assume leadership roles and responsibilities ❑ List the benefits to be derived from: - participating in regular physical activities - drinking a regular intake of water - engaging in personal hygiene after physical activities. ❑ Monitor nutrition/healthy eating ❑ Distinguish dress code that is required for Physical Education class and physical activities as opposed to other activities. Note to teachers: Ensure that students are advised of safety guidelines and are within viewing range while performing activity • Checklist for performing Gymnastic Skill – Y Scale: o Review the Side Scale (and scale stands) o Standing next to a wall- o One hand extended over the head and holding onto wall. o Knee bent and the opposite leg lifted o The inside of the ankle held with hips rotated outwards and leg extended upwards o Toes pointed o Back upright o Position held for 3-5 seconds or as long as one can. https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.stk- sport.co.uk%2Fgymnastics-coaching-photo-gallery-page- 7.html&psig=AOvVaw1Z5en4uli74iitkSigFZ0O&ust=1626982146524000&source=images &cd=vfe&ved=0CAsQjRxqFwoTCLCjuv7y9PECFQAAAAAdAAAAABAD • Ensure that the students are well warmed up and stretched before performing skill. Also, consider drills like https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.stk-sport.co.uk%2Fgymnastics-coaching-photo-gallery-page-7.html&psig=AOvVaw1Z5en4uli74iitkSigFZ0O&ust=1626982146524000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLCjuv7y9PECFQAAAAAdAAAAABAD https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.stk-sport.co.uk%2Fgymnastics-coaching-photo-gallery-page-7.html&psig=AOvVaw1Z5en4uli74iitkSigFZ0O&ust=1626982146524000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLCjuv7y9PECFQAAAAAdAAAAABAD https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.stk-sport.co.uk%2Fgymnastics-coaching-photo-gallery-page-7.html&psig=AOvVaw1Z5en4uli74iitkSigFZ0O&ust=1626982146524000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLCjuv7y9PECFQAAAAAdAAAAABAD https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.stk-sport.co.uk%2Fgymnastics-coaching-photo-gallery-page-7.html&psig=AOvVaw1Z5en4uli74iitkSigFZ0O&ust=1626982146524000&source=images&cd=vfe&ved=0CAsQjRxqFwoTCLCjuv7y9PECFQAAAAAdAAAAABAD 106 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing swinging the leg upwards from the side toward an outstretched arm. Note: o Not all students will be at the same flexibility level or body type. o Allow students to do the parts of the skill that they are able to do. o If students feel pain, they should stop immediately. o Variation of the skill can be taught. Beginning Y Scale https://www.youtube.com/watch?v=OhbTP4z4X3k&ab_channel =GymnasticsBasicsHomeTraining https://www.youtube.com/watch?v=FvQvgfEduRE&ab_channel =KaiaFIT https://www.youtube.com/watch?v=E3KKKvD_fEA&ab_channe l=DCGlidenastics https://www.youtube.com/watch?v=V- 80CBAMXnw&ab_channel=AnnaMcNulty • Strategies for determination of gaps - Healthy Habits: o Maintain journal to record foods consumed daily o View YouTube videos on healthy foods o Class discussion on preferred foods and nutrition practices o Class discussion to rate meals eaten by students as healthy or not healthy o Draw pictures of healthy foods on disposable food plate o Create collage of variety of healthy foods https://www.youtube.com/watch?v=OhbTP4z4X3k&ab_channel=GymnasticsBasicsHomeTraining https://www.youtube.com/watch?v=OhbTP4z4X3k&ab_channel=GymnasticsBasicsHomeTraining https://www.youtube.com/watch?v=FvQvgfEduRE&ab_channel=KaiaFIT https://www.youtube.com/watch?v=FvQvgfEduRE&ab_channel=KaiaFIT https://www.youtube.com/watch?v=E3KKKvD_fEA&ab_channel=DCGlidenastics https://www.youtube.com/watch?v=E3KKKvD_fEA&ab_channel=DCGlidenastics https://www.youtube.com/watch?v=V-80CBAMXnw&ab_channel=AnnaMcNulty https://www.youtube.com/watch?v=V-80CBAMXnw&ab_channel=AnnaMcNulty 107 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing o Class activity to identify healthy foods from groups of pictures o Worksheets on healthy vs unhealthy foods Science ❑ Knows and understands scientific terms, facts, concepts and methods related to Learning Outcomes: ❑ Individuals and Groups: • Stages in the life cycle of animals showing complete metamorphosis. E.g. mosquito, house fly • Features in animals and plants that allow for variation and adaptation. ❑ Form and Function: • Separate soluble solids from solutions. • External parts of the flower ❑ Systems and Interaction: • Protection of aquatic habitats and wetlands • Interdependency among plants ❑ Conservation and Sustainability: • Uses of solar energy as an alternative to fossil fuels. • Effects of pollution: on land, in air, and in water. ❑ Communicates scientific information: • In tables e.g., table of methods of separating solids from solutions • Drawing/ Diagrams e.g., Draw external flower parts, life cycle of animals. ❑ Engages in developing solutions for simple problems related to Learning Outcomes e.g., Useful learning activities to assist with diagnosing learning gaps can be found on: https://learn.moe.gov.tt/course/view.php?id=369 Some examples of the use of different strategies to diagnose learning loss: • Objective 4.1.1 Examine the external parts of the flower Students label the parts of a flower using an unlabeled diagram of a flower • Objective 3.1.1 Investigate the separation of soluble solids from solutions. Teacher demonstrates techniques used to separate solids from solutions using common materials. Students prepare a table of observations and make conclusions based on guided questions. • Objective 5.1.1 Justify the need to protect aquatic habitats including wetlands. Students read a comprehension passage on ‘Wetlands’ and answer questions based on the passage https://learn.moe.gov.tt/course/view.php?id=369 108 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Present arguments against pollution; • Predict the impact of introduction of non-native or loss of native species; • Construct an argument in support of initiatives to protect wetlands. ❑ Uses appropriate apparatus to conduct simple experiments/activities correctly and carefully e.g., • Use a thermometer; • Use of funnel, measuring cylinder, • Filter paper for separating solution. • Exhibits safe practices with regard to self and others: when conducting practical activities Social Studies ❑ Locate T & T in relation to other Caribbean countries for example: • On a map of the Caribbean name and locate the following: • Trinidad and Tobago in relation to other Caribbean territories. • At least two countries in the following geographic divisions (Greater and Lesser Antilles, Windward and Leeward Islands and South and Central America. • The Caribbean Sea ❑ Know the threats that impact the surrounding water bodies, for example • State in two sentences the following regarding the Caribbean Sea • Importance (recreation, employment (fishing, sea captain) and transport of goods and people. ❑ Diagnostic assessment to identify gaps re: • Skills • Knowledge including concepts • Values & Attitudes ❑ Utilise resources e.g., videos, SLMS (Standard 3). Access can be made using the following link ❑ Activity • The History of Trinidad and Tobago Heritage https://learn.moe.gov.tt/mod/resource/view.php?id=4933 • Videos and Teacher Resources o Independence Day, 1962 https://learn.moe.gov.tt/mod/url/view.php?id=6150 o Types of Pollution https://learn.moe.gov.tt/mod/url/view.php?id=6151 o National Heritage Sites https://learn.moe.gov.tt/mod/url/view.php?id=6142 https://learn.moe.gov.tt/mod/resource/view.php?id=4933 https://learn.moe.gov.tt/mod/url/view.php?id=6150 https://learn.moe.gov.tt/mod/url/view.php?id=6151 https://learn.moe.gov.tt/mod/url/view.php?id=6142 109 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • The effect of man on biodiversity – overfishing, dumping of garbage, disposal of sewage and waste from factories ❑ Value the interconnectedness (different cultures) of the Caribbean, for example • Locate on a map the origin of at least the major ethnic groups of Trinidad and Tobago (African, Chinese, European, Indian and Mid-Eastern) • In one sentence state why, the ethnic group came to Trinidad and Tobago. • Using pictures, state at least one example of the following contributions made by the ethnic groups identified above to Trinidad and Tobago: food, religion, dress dance and music. • State one example of cultural fusion in music and dance. ❑ Present information using various, for example • Present at least one of the following forms of expression: - written, - spoken - visual and performing arts in the development of projects and presentations as guided by the teacher. ❑ Following guidelines and instruction, for example • Adheres to steps in research and written and oral guidelines when completing activities and 110 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing assignments such as posters, scrapbooks and graphic organisers. ❑ Participation in class discussion and activities, for example • ask questions • present opinion • make suggestions Spanish ❑ Listens and responds appropriately to the target language ❑ Orally expresses words and phrases in the target language ❑ Displays knowledge of own and other cultures at an appropriate level Target Language Topics: • The bodies of water that surround Trinidad and Tobago in Spanish • The bodies of water that surround the Caribbean islands in Spanish • Spanish vocabulary related to oceans/seas. • Simple weather conditions related to tropical climate in Spanish • Identifying and locating selected Spanish- speaking countries and their capitals in the Caribbean and South America • Words of welcome to others in Spanish • Oral questioning: o Students view short videos add link or remove on specific topics and answer targeted questions o Students respond orally to question cues eg terms for weather, words of welcome • Aural comprehension: o Students select pictures of ocean/seas that correspond to spoken vocabulary or phrases .... o Students view short videos on specific topics and answer targeted question E.g. Bodies of water in the Caribbean: https://learn.moe.gov.tt/mod/resource/view.php?id=6378 o Students draw images of weather conditions.. to correspond to spoken vocabulary or phrases o Oral presentations: on …. o Students engage in Show and Tell e.g. Spanish - speaking countries VAPA-Art ❑ Key art concepts using materials for 3-D object making and communication Demonstrate the concept of • size, • space, • Make a “Brush your teeth” poster using lines, colour, space and shape Students will be assessed on: Lettering, use of space, colour, illustration https://learn.moe.gov.tt/mod/resource/view.php?id=6378 111 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • form and • colour • Construction activities by making a string car from recycled materials Students will be assessed on: creativity, innovation, following directions VAPA - Dance ❑ Student can use a range of rhythm and tempi to create dance sequences • Understand how rhythm and dynamics can be incorporated to produce dance works • Clapping different rhythmic patterns, finger snapping, vocal sounds can be used as accompaniment for movement sequences • Show evidence of different rhythmic patterns individually or in groups • Add appropriate movements to the rhythmic patterns and create a dance sequence using small groups • Experiment with vocal sounds and finger snapping and add movements to the created accompaniment VAPA – Drama ❑ Student is able to: ❑ Creatively self-express using action and voice • Stage areas • Tableaux • Role-play • Locate the main areas of picture or video of the stage. • Students create a short video identifying the main areas of the stage or students create and share a poster or model showing the main stage areas. • Create solo tableaux based on a given topic e.g., land features. See diagnostic checklist attached- Appendix C. Criteria to assess tableaux include: • Role-play folk characters using voice, body (facial expressions and movement), space and costuming. See diagnostic checklist attached- Appendix C. Criteria for assessing each: e.g. space VAPA-Music ❑ Recognize the impact of dynamics in music ❑ Recognize the importance of proper diction as it relates to good singing ❑ Become aware of meter in music. ❑ Identify popular Caribbean artistes and their music. • Identify dynamics in music by using hand movement and explain the difference in pieces with and without dynamics • Sing phrases or simple songs with proper diction. Criteria to assess diction include pronunciation, articulation and enunciation. 112 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing ❑ Understand how musical concepts and elements can be combined to compose songs, raps and jingles • Perform different actions such as walking, standing, stomping, to strong beats and weak beats in music • Match pictures or videos of artistes and their names • “Listen and Tell” - Identify musical elements in simple songs eg. melody, rhythm, dynamics VCCE ❑ Trustworthy behavior (displays loyalty and shows courage on behalf of others), for example • Shows courage on behalf of friends by informing the teacher about incidents of bullying, teasing and other inappropriate behaviour. • Demonstrates responsible behavior (makes responsible choices), for example, The student is punctual at the start of all class sessions. • Respect for self and others (shows respect for different cultures of the Caribbean), for example • Speaks positively and participates in all school activities. ❑ Care for self and others (demonstrates care for the environment), for example • Uses kind words when interacting in the online or face- to-face environment for example, please, thank you, excuse me. • Does not make derogatory remarks (verbal or in the class chat) in all situations. ❑ Fairness to all persons (makes informed and fair decisions), for example Student treatment of classmates must be equal regardless of ethnicity, class, religion, ability and physical attributes. Utilise teaching/learning strategies that can condense the above using appropriate resources e.g. videos, SLMS (Std 3) • Use of teacher developed checklist to observe behaviours and attitudes of students, for example: • Value: Fairness to all persons (makes informed and fair decisions). • Behaviour/Attitude Statement: Friendship is not based on ethnicity, class, religion and physical attributes. • Rating to be assigned: • Rarely, Sometimes, Consistently • Value: Good Citizenship • Behaviour/Attitude Statement: Volunteers and participates in class, school, extra and co-curricular activities. • Rating to be assigned: • Rarely, Sometimes, Consistently Use of tasks from SLMS Standard Three activities using the following general link Course: Standard 3: Curriculum Planning and Development Division - VCCE (moe.gov.tt) An example of an activity provided on the SLMS is presented below. Value: Fairness Topic: Judging Others https://learn.moe.gov.tt/course/view.php?id=447 https://learn.moe.gov.tt/course/view.php?id=447 113 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing ❑ Good citizenship (informed about local and regional events and participates and volunteers in age-appropriate activities), for example • Identifies all public holidays in Trinidad and Tobago. • Actively participates in the celebration of all public holidays (activities may include artwork or craft items, for example, making a deya for Divali, greeting card for Christmas, Flower for Mother’s day, singing of nation building songs, dance and re-enactment of historical events) Link: PowerPoint Presentation (moe.gov.tt) https://learn.moe.gov.tt/pluginfile.php/341067/mod_resource/content/0/VCCE%20Standard%203%20-%20Judging%20Others%208th%20June%2C%202020.pdf 114 CLASS: Standard FOUR Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Agricultural Science ❑ Analyses the importance of food security as a pillar of regional development. ❑ Demonstrates how to grow plants, employing good environmental practices. • For Example, but not limited to: Legume, Leaf, Root or Fruit Crops. ❑ Explains the use of agro-processing methods to extend the shelf life of agricultural produce. • For Example, but not limited to: Creating jams, jellies, chutneys, pepper sauce, hams, saltfish using agro-processing and food preservation techniques. • Use the development of a journal of articles associated with food security in the Caribbean to ascertain students’ knowledge of the importance of food security as a pillar of regional development. • Use of diagrams/pictures or drawings to help with the skill of distinguishing: o Important food commodities associated with different countries in the Caribbean. o Different types of plants. o Different food preservation techniques. • Allow students to participate in the following simple practical activities to assess core skills: (at home with supervision and face-to face as necessary): o Cultivating plants. o A selected method of food preservation • Have students create a plant diary to monitor the growth and development of their plants to assess core skills. • Use the development of a list of tasks and responsibilities associated with the preservation of food in a safe manner to assess core skills. • Use of the following online resources to ascertain students’ knowledge related to topics covered: o What is food security: http://www.fao.org/fileadmin/templates/faoitaly/documents/ pdf/pdf_Food_Security_Cocept_Note.pdf o What is food security: https://www.youtube.com/watch?v=8c5ZN7BseNA http://www.fao.org/fileadmin/templates/faoitaly/documents/pdf/pdf_Food_Security_Cocept_Note.pdf http://www.fao.org/fileadmin/templates/faoitaly/documents/pdf/pdf_Food_Security_Cocept_Note.pdf https://www.youtube.com/watch?v=8c5ZN7BseNA 115 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing o What Happened to Our Plants? | Science Project for Kids https://www.youtube.com/watch?v=8kTt4xHHLzk o The Needs of a Plant for Kids | What do Plants Need to Survive? https://www.youtube.com/watch?v=gIRR-VdIP1M • Mango Jam Recipe | How To Make Jam At Home | Fruit Jam Recipe | Alphonso Mango | Varun Inamdar https://www.youtube.com/watch?v=TiCzwMFws8Q ELA ❑ Grammar and Creative Writing • Apply Language Structure • Verbs, Types of verbs, Verbal forms (including contractions) • Simple Present, Past, Future, Present Continuous Tense, Past Perfect Tense, • Participle-past and present. • Regular and irregular. • Subject Verb Agreement • Phrases ‘together with,’ ‘as well as,’ ‘along with,’ the verb agrees with the subject word. • Some personal pronouns agree with the singular verb while others agree with the plural form. • Expressions such as: most of, many of, a lot of, a little of, much, some, all of, and some of, can take either a singular or plural verb. When the subject is countable the verb is plural, when the subject is uncountable it takes a singular verb. • Forms of the verb ‘to be’ take the number of the subject. Students’ ELA core competencies can be assessed through the use of the following activities. Grammar and Creative Writing • Skills and application Worksheets • Complete sentence frames • Sentence creation activity • Paragraph creation activity • Capitalisation and punctuation rules in context activities • Fill in the blanks - Parts of speech • Dictation of capital letters and punctuation marks • Use of writing process chart/ cards Phonics • Dictation of phonic elements taught • Dictation of target words • Games-e.g. Snakes and Ladders, (Target Phonic element) Vocabulary • Skill and application worksheets https://www.youtube.com/watch?v=8kTt4xHHLzk https://www.youtube.com/watch?v=gIRR-VdIP1M https://www.youtube.com/watch?v=TiCzwMFws8Q 116 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Sums of money, measurements, fractional parts take the singular verb. • A collective noun which is singular in meaning is followed by a singular verb. • Types of nouns -Nouns, Types of nouns (common, proper, collective and abstract) Singular and plural nouns (regular and irregular forms) - Forming plurals of nouns - adding ‘s’ and ‘es’ - Adjectives: comparative and superlative degree. - Pronouns: Personal, Possessive Reflexive and Relative Pronouns and their contractions - Adverbs: comparative and superlative forms. - Prepositions in context. - Changing gender of nouns - Adjectives and comparing adjectives - Conjunctions to combine ideas and sentences. • Application of elements of a paragraph • Identify and use: capitalization rules, punctuation marks: apostrophe in contractions and possessives, quotation marks and commas in apposition, in words in a series and in addresses. • Arrange words in alphabetical order using the first and second letters • Write: simple instructions and directions, paragraphs – factual, informative, descriptive, poetry, comics, letters, exclamatory sentences (end with an exclamation mark (!), narrative • Circle target words activities • Context clues worksheet • Cloze passages (use target words) • Games-e.g. Homophones BINGO Fluency • Oral reading of words, captions, phrases and level appropriate reader Comprehension • Skill and application worksheets • Comprehension worksheet • Listening and reading comprehension passages (target skills) • Sequencing activity • Text feature activity • Text structure activity • Cloze passage to target story elements Penmanship • Dictation to practise writing • -letter, word and sentence writing • Assess using any form of written work produced by student. 117 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing form - plot structure, character development, setting, sensory descriptive words and include simile, simple metaphor and personification devices, simple reports ❑ Phonics • Identify and use - all long and short sounds of vowels and silent e - consonant digraphs - vowel digraphs - consonant blends (beginning and ending) - different pronunciations of y - diphthongs - had and soft and hard and soft - alternative spellings of vowels - consonant digraphs silent- gn, wh, wr, kn - consonant clusters – e.g. thr, scr, squ - phonograms - ic/ick, tion/sion, ture • Read and use contractions • Syllabicate consonant digraphs, prefixes, multisyllabic words, silent letters (consonants), VCCV, VCV, diphthongs, consonants followed by ‘le’ and suffixes, • Read and use • - word families and inflectional endings ❑ Vocabulary • Read /words from reader/ tricky words/ high frequency words / familiar and subject- specific vocabulary 118 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Apply context clues knowledge: picture, definition clues, word structure clues, background /familiar, prior knowledge, synonyms, definition: use of commas, words in series and experience and antonyms • Infer meaning of figurative language - Similes, Metaphors and Personification • Identify and use multiple meaning words • Use prefixes and suffixes to create words • Infer the contextual meanings of words or texts from figurative language and factual texts • Identify and use synonyms, root words and antonyms • Read and use homophones and homographs ❑ Fluency • Read with accuracy and automaticity • letters of the alphabet, words/captions/phrases/ rhymes and level appropriate readers ❑ Comprehension • Follow oral/ written directions and instructions • Answer literal and inferential questions (use of pictures, stories, poems; non-fiction) • Identify main idea - fiction, non-fiction and poetry • Sequence details fiction and non-fiction • Use story elements (fiction and poetry) - Characters (Major and minor) description and action - Setting-description and time - Problem, action and resolution 119 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing - Compare and contrast ideas in literary text- Characters and setting - Plot Identify Main Idea and supporting details (Fiction and Poems) • Theme (Fiction and poems) • Use of story structure – Introduction, rising action, climax, falling action and conclusion, • Use of text features • Predict Outcomes based on titles and pictures and what will happen next in a series of images • Compare and contrast Characters- Fiction and poems • State lessons learnt from stories and poems • Use of Text structure- (Non-fiction)- Description, Sequencing, • Cause and effect explicitly stated and Problem and solution • Interpret information in a variety of media • Make judgments and form opinions about the behavior of characters (fiction, poems and non- fiction) • Interpret -signs, symbols, charts, graphs and advertisements • Read and use poetry elements - Rhyme, rhyme patterns and stanza • Read and use literary element (poems and stories) - Imagery, Theme (comparing themes), Plot and Style • Infer mood in literary texts (fiction and poems) 120 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Draw conclusions (fiction and poems) • Identify and use details from stimulus that suggest feelings or appeal to the senses (Fiction and poems) • Express their own point of view/ preferences based on evidence from the text • Evaluate texts with explicit and inferential reference to the text • Differentiate between literal and inferential and evaluative questions (literary, non-fiction and graphic texts) • Determine - writer’s point of view- Non-Fiction, writer’s purpose, reader’s point of view • Distinguish fact from opinion ❑ Penmanship • Write sentences -legibility and neat presentation -appropriate letter formation demonstrating correct strokes Mathematics ❑ Number • Number Concepts, Place Value and Rounding • Recognize, represent, model, compare and order numbers up to 1 000 000 with reference to place value. • Demonstrate an understanding of different types of numbers. • Develop an understanding of rounding to thousands. ❑ Number Patterns Survey and diagnostic tests Refer to Guidelines for Diagnosis for Mathematics Samples of other diagnostic strategies: ❑ Number • Performance Task/Observation/Questioning • Place Value - Let students use manipulatives such as place value mats and base ten materials (Dienes blocks, money, 121 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Recognize and explore number patterns up to 1 000. • Develop an understanding of different types of numbers by exploring their patterns. • Develop an understanding that pattern recognition can aid in problem solving. ❑ Number Relationships • Solve problems involving number sentences with one unknown ❑ Whole Number (Operations) • Solve problems using whole numbers involving the four operations. • Develop and apply mental mathematics strategies to solve problems involving whole numbers. • Use estimation strategies in problem solving contexts with whole numbers. ❑ Fractions • Develop and apply procedures to solve problems involving fractions and the four operations. ❑ Decimals • Demonstrate an understanding of decimals up to hundredths • Develop an understanding of the comparison of decimals • Develop an understanding of rounding to whole numbers and tenths. stick bundles) to represent numerals presented on number cards e.g. Show the numerals: a) 1 257 b) 3 092 Create an appropriate checklist to record observations of students’ skills. A sample of a partial checklist for student understanding of Place Value is given here: Questions Yes No Can the student represent a 4-digit number with base ten materials correctly? Can the student represent a 4-digit number with zero as a place holder? Can the student describe the place value of the digits? Can the student describe the value of the digits? Alternatively, students can create numbers using the base ten materials, then write the corresponding numerals. The activity can be extended pictorially. Use questioning to determine students’ thinking with both correct and incorrect responses e.g. a) Why have you written a ‘9’ in this place? b) What is the value of the ‘3’? c) Why is the zero placed here? 122 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Develop and apply procedures to solve problems involving the addition and subtraction of decimals. • Use estimation skills to check solutions to problems and determine reasonableness of answer. ❑ Problem Solving • Solve multistep problems involving whole numbers, fractions and decimals using algorithms, mental strategies and other problem-solving strategies. • Solve problems involving direct proportion. ❑ Geometry ❑ Solids and Plane Shapes • Demonstrate an understanding of the properties of solids and plane shapes. • Solve problems involving solids and plane shapes. ❑ Angles • Demonstrate an understanding of angles. ❑ Triangles • Demonstrate an understanding of the different types of triangles based on properties of sides and angles. ❑ Measurement ❑ Linear • Demonstrate an understanding of the relationship between standard units and their sub-parts to solve practical problems involving linear measure. • Decimals – Extend task for whole number to include representing decimals up to tenths then hundredths using the base ten materials e.g. Show the following numbers: a) 2.4 b) 30.2 c) 2.58 d) 125.06 Create an appropriate checklist or rubric to record observations of students’ skills. A sample of a partial rubric for student’s understanding of Decimals is given here. SKILLS Demonstrate an understanding of decimals up to hundredths (focus on tenths) LEVELS 1 Demonstrates understanding of the base ten nature of place value (represents whole numbers only using base ten materials on a place value chart.) 2 Extends the understanding of the base ten nature of place value to tenths (represents decimal numbers involving tenths using base ten materials on a place value chart) with direct assistance. 3 Demonstrates the understanding of decimal numbers involving tenths (represents decimal numbers involving tenths using base ten materials on a place value chart) but inconsistently and inaccurate at times. 123 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Demonstrate appropriate techniques when measuring. • Solve problems involving linear measure and perimeter. ❑ Mass/Weight • Demonstrate an understanding of the relationship between standard units and their subparts to solve problems involving mass/weight. ❑ Time • Accurately read and record time to the minute and solve practical problems involving time. • Develop an understanding of time schedules. ❑ Volume • Develop the concept of volume. • Measure the volume of boxes by stacking and packing cubic blocks into them and counting to determine the volume. • Compare and order boxes according to their volume. • Understand conservation of volume. ❑ Area • Demonstrate an understanding of area of regular and irregular plane shapes. • Solve problems involving area. ❑ Statistics • Design survey(s) to solve problem(s) that involves the use of statistical data. • Gather, classify, organize and display data using tables, tally charts and graphs 4 Demonstrates the understanding of decimal numbers involving tenths (represents decimal numbers involving tenths using base ten materials on a place value chart) consistently and accurately. Use questioning to determine students’ thinking with both correct and incorrect responses e.g. What digit is represented in the tenths position? • Pencil and Paper Tasks/Worksheets • Rounding - Create worksheets with questions on rounding to the nearest thousand, ordering numbers in ascending or descending order and distinguishing between factors and multiples. Use item analysis data to determine students’ errors. Use questioning to determine students thinking with both correct and incorrect responses. e.g. a) Round 4680 to the nearest thousand. Explain why you gave this answer. b) Which of the following is a multiple of 8? A. 28 B. 34 C. 48 D. 54 c) Why did you choose this answer? • Number Patterns - Create worksheets with graded exercises in number patterns e.g. a) Find the missing numbers in the number patterns i. 1 5 9 __ 17 __ ii. 7 14 21 __ __ 42 iii. 1 2 1 4 1 6 1 10 124 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing (pictographs, block graphs and bar graphs) and interpret results. • Describe methods and analyse results and make decisions. • Communicate findings and decisions made using vocabulary associated with statistics. • Demonstrate an understanding about the features of graphs and charts. • Identify characteristics of tally charts and bar graphs. • Make decisions based on analysis or interpretation of data. • Construct tally charts and bar graphs using appropriate symbolic representations. • Interpret data from tally charts and bar graphs based on a real-life problem or situation. • Make informed decisions on data analysed. Demonstrate an understanding of mode. b) Find the errors in the patterns. Write the correct patterns. i. 1 1 3 7 13 20 30 ii. 1 5 25 125 225 1125 • Decimals (Comparison and Rounding) - Create or download worksheets with exercises to assess comparison of decimals and rounding to the nearest whole numbers and tenths e.g. a) Put in > or < to make the statements true. 4.56 4. 65 b) Round the following to the nearest tenth: i) 5. 32 ii) 14.08 c) Use the number line to answer the questions. i. Write a number which is less than 5.7 ii. Which number is closer to 6, 5.3 or 5.8? iii. Write a decimal number with tenths that is less than 5. (and etc.) • Use of online tests and worksheets Using interactive sites, select items with the relevant content and suitable contexts. Observe students while they 5.0 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 6.0 125 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing work or have students share their screen if they are working remotely. • Place Value – e.g. https://www.thatquiz.org/tq-c/math/place-value/ https://www.teacherled.com/iresources/placevalue/placevalueree ls/ https://www.teacherled.com/iresources/placevalue/placevalueor dering/ • Journal Writing Tasks • Have students write journal entries on various topics. Determine students’ knowledge and skills through their writing e.g. a) Students will explain the pattern of adjacent place value positions, moving from right to left and left to right using a four-digit number e.g. 3 685 b) Students will describe the meaning of each digit in a numeral. c) Students will explain repeating, increasing or decreasing number patterns (whole numbers, fractions, decimals) in writing. They should be able to identify or describe the starting point, pattern rule e.g. i. 1, 4, 8, 13, 19 ii. 0.10, 0.15, 0.20, 0.25, 0.30 • Interviews • Present problems (on cards) involving four operations to students. Read each problem aloud. Use mathematical expressions or simple one-step word problems at first. Increase the complexity of the skills required, gradually. https://www.thatquiz.org/tq-c/math/place-value/ https://www.teacherled.com/iresources/placevalue/placevaluereels/ https://www.teacherled.com/iresources/placevalue/placevaluereels/ https://www.teacherled.com/iresources/placevalue/placevalueordering/ https://www.teacherled.com/iresources/placevalue/placevalueordering/ 126 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Ask questions to determine how students solved the problems. Use a checklist or anecdotal records to record the skills student displayed/did not display e.g. • Addition: a) What is 5 + 4 ? (1-digit and 1-digit, no regrouping) Ask student: How did you solve it? (for both correct and incorrect answers). Sample checklist: Student o did not attempt the problem o attempted problem but got an incorrect answer o solved the problem with manipulatives only o used counting on strategy o used part-part-whole strategy o recalled basic fact If student got the correct answer move on to another question in the hierarchy of skills for the operation. Increase complexity of skills with other problems e.g. b) 8 + 7 (1-digit and 1-digit, regrouping) c) 24 + 13 (2-digit and 2-digit, no regrouping) d) 25 + 47 (2-digit and 2-digit, regrouping) e) 320 + 16 (3-digit and 2-digit, no regrouping) and etc. Present problems with change unknown and vary in complexity e.g. a) 45 + = 156 b) 45 + 72 = 50 + 127 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Fractions – use the hierarchy of skills for operations e.g. a) Harry ate 2 9 of the pizza and Sam ate 5 9 of the same pizza. What fraction of the pizza was eaten? (add fractions with the same denominator) b) 1 5 + 7 10 = (add fractions with one denominator a multiple of the other) c) 1 3 + 1 4 = (add unit fractions with different denominators) Use questioning to determine students’ thinking with both correct and incorrect responses e.g. What digit is represented in the tenths position? • Addition and subtraction of decimals - Use similar strategies as given for whole numbers. • Problem Solving - Whole Number Operations, Operations with Fractions, Decimals • Online tests https://www.mathmammoth.com/preview/tests/End_of_Year_T est_Grade4.pdf https://www.liveworksheets.com/eb1259425ft https://www.iknowit.com/fourth-grade.html https://www.mathmammoth.com/preview/tests/End_of_Year_Test_Grade4.pdf https://www.mathmammoth.com/preview/tests/End_of_Year_Test_Grade4.pdf https://www.liveworksheets.com/eb1259425ft 128 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Paper and Pencil Tasks/Interviews/Questioning/Journal Writing • Present graded one-step and multi-step problems to students and have them solve them using concrete materials or drawings if necessary. Ask questions to determine how students solve problems. You may need to ask follow up questions. Use this approach for both correct and incorrect answers. Record students’ responses in anecdotal records or create a checklist of skills e.g. Problem: Ling baked a batch of cookies for a party. Ling’s brother ate 1 5 of the batch of cookies at home. Ling took the remaining cookies to the party where her friends ate another 7 10 of the batch of cookies. There were 3 cookies left. How many cookies were in the batch? Allow students to use fraction boards, circles, towers etc. to work with the equivalent fractions. Ask questions and record students’ responses through anecdotal records or designed checklists e.g. o What is this problem about? (students can describe/retell problem) o What are we asked to find? o What information do we have? o Is there missing information? Is there extra information? o Can we make a model or draw a diagram to solve the problem? etc. Use Polya’s Problem Solving steps and strategies as a guide to questioning. Ask the necessary follow up questions. • Include journal writing task for example: 129 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Re-write problem in your own words and explain the strategy you selected for solving the problem. Geometry • Performance Task/Observation/Questioning • Solids and Plane Shapes – Present students with actual solid shapes – cube, cuboid, cylinder, pyramid, cone and triangular-based prism. Let students examine shapes and then draw faces. Ask questions to determine students’ understanding of the properties of the shapes e.g. number of faces, shapes of faces, parallel and perpendicular lines, right angles etc. • Angles – a) Have students examine objects around the home or classroom e.g. hands of a clock, door and determine types of angles associated with their turns i.e. whole turn, three quarter turn, half turn, quarter turn. Students can then associate turns with angles – right angle, greater than a right angle, smaller than a right angle. b) Have students model angles using geo-strips or any other suitable manipulatives or objects. • Triangles (Classifying) – Give students a set of triangles to sort into groups. Students can match triangles directly or 130 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing use a grid to compare them. Have students explain their rule for sorting. Ask appropriate questions to determine students’ understanding of the properties of triangles (angles and sides). Create an appropriate rubric to record observations of students’ skills. A sample of a partial rubric is given here: SKILLS Knowledge and Understanding: Demonstrates understanding of angles by recognizing them in solids and plane shapes and classifying them according to size of turns. LEVELS 1 Recognises turns in solids and plane shapes inconsistently 2 Recognises turns in solids and plane shapes but is unable to classify size of turns. 3 Recognises turns in solids and plane shapes but inconsistently classifies size of turns correctly. 4 Recognises turns in solids and plane shapes and consistently classifies size of turns correctly. • Use of online tests, games and/or worksheets Use interactive sites/games and observe students while they work or have students share their screen if they are working remotely. See example below. https://www.iknowit.com/lessons/d-geometry-solid-shapes- 3d.html https://www.iknowit.com/lessons/d-geometry-solid-shapes-3d.html https://www.iknowit.com/lessons/d-geometry-solid-shapes-3d.html 131 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Measurement: • Performance Task/Observation/Questioning • Linear – Have students measure the lengths of appropriate objects and express lengths in millimetres. Create an appropriate checklist to record observations of students’ skills e.g. o edge of the ruler is aligned to the object o end of object is placed at 0 mark of the ruler o the number on the ruler at the other end of the object is correctly identified and recorded o correct unit (mm)is used Extend the activity to objects placed at other points on the ruler and have students record lengths. Use pictorial representations (worksheet) next to further determine students’ skills. • Volume– Have students pack cubes of the same size in boxes then count cubes to determine their volume. Students will record their results. Extend the activity to include construction of models of cubes and cuboids, counting the cubes and recording the volume. Extend further to construction of other models (e.g. missing cubes from cuboids). Use pictorial representations (worksheet) next to further determine students’ skills. 132 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Create an appropriate checklist to record observations of students’ skills. • Paper and Pencil Tasks/Interviews /Questioning/Online Tests • Time - Create or download worksheets or with questions based on telling time to the minute ( “to” and “past”) and solve simple one-step problems involving elapsed time e.g. a) i. Write the time shown on the clock. (students can write in words, then express time as digital) ii. Draw hands on the clock to show 8 minutes past 7. b) Jan put a cake to bake in the oven at 10:43 a.m. and took it out at 11:12 a.m. How much time did the cake need for baking? c) Paul’s online class started at 9:32 a.m. The class was 45 minutes long. At what time did the class end? 133 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Use online tests and select relevant items. Observe students while they work or have students share their screen if they are working remotely. Examples are given here: https://uk.ixl.com/maths/time https://www.k5learning.com/free-math-worksheets/fourth-grade- 4/word-problems/time • Area Have students draw shapes of given areas on grids and express answers in square units e.g. a) b) Ask questions to determine students’ understanding of area and record students’ responses through anecdotal records or design appropriate checklists or rubrics to assess students’ knowledge and skills. c) Create or download worksheets (appropriate content and graded) to assess problem solving involving area. ❑ Statistics • Performance Task/Observation/Questioning • Data collection, organization and display of data a) Have students design and conduct simple surveys in their class or school e.g. o Student Attendance https://uk.ixl.com/maths/time https://www.k5learning.com/free-math-worksheets/fourth-grade-4/word-problems/time https://www.k5learning.com/free-math-worksheets/fourth-grade-4/word-problems/time 134 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing o Favourite Sport o Favourite Food b) Students will then classify, organize data and display data in tables and/or tally charts. c) Students will represent data on graphs (pictographs, block graphs or bar graphs) using appropriate scale factors e.g. Favourite Sport Sport Number of Children Badminton 38 Cricket 76 Football 54 Netball 52 Table Tennis 30 • Interpretation and Analysis of Data Ask questions orally or in written form to determine students’ interpretation of data including their understanding of mode e.g. o How many students’ favourite sport is badminton?? o How many more students like football than table tennis? o Which is the most popular sport? (mode) 135 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Students will make decisions based on the interpretation of data e.g. o The principal is planning a school sporting competition. Which sport should she select for the competition? o Give a reason for your answer. o Which two foods should be served at a class party? o Give a reason for your answer. Create an appropriate checklist to record observations of students’ skills e.g. Student o used an appropriate method of data collection o sorted and organized data using proper criteria o displayed data in a table/tally chart correctly o represented data in an appropriate graph o used a suitable scale on the selected graph o interpreted the data from the graph correctly o made appropriate generalizations o used the data represented to support decision making • Paper and Pencil Tasks/Interviews/Journal Writing a) Create or download worksheets with simple problems based on frequency tables, tally charts, pictographs, block graphs, bar graphs. Use item analysis data to determine students’ errors. Use questioning to determine students thinking with both correct and incorrect responses. Have students write journal entries discussing the information represented on graphs (brief reports). Students should use the information to draw conclusions and make decisions. 136 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Physical Education ❑ Execute simple gymnastic routines with confidence, (using previously taught low-level skills (rolls, V-sit, stork stand, scale stands) ❑ Demonstrate simple combinations of motor skills (running, throwing, catching, jumping and striking) individually, with increased competence. ❑ Use physical activities for positive social interaction ❑ Maintain healthy lifestyles through physical activities, healthy diet and personal hygiene ❑ Assume leadership roles and responsibilities. ❑ ❑ List the benefits to be derived from: ❑ Participating in regular physical activities ❑ Drinking a regular intake of water ❑ Engaging in personal hygiene after physical activities. ❑ Apply knowledge of appropriate attire that is required for participating in physical activities ❑ Explain the importance of various foods to the body for participating in physical activity. Note to teachers: Ensure that students are advised of safety guidelines and are within viewing range while performing activity • Checklist for Manipulative Skill- striking object (with hand or improvised paddle) o Eyes focused on the object o Stands side on in preparation for incoming object o Moves towards (track) the incoming object o Hand or striking implement extended upward and backward o Steps forward with the opposite foot to the striking hand. o Swings arm or implement forward and make contact with object o Contact made in front of body o Follows through around the body https://www.youtube.com/watch?v=SPmHjxUAtfo&ab_channel=Jul ieLassiter https://www.youtube.com/watch?v=SPmHjxUAtfo&ab_channel=JulieLassiter https://www.youtube.com/watch?v=SPmHjxUAtfo&ab_channel=JulieLassiter 137 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Strategies for determination of gaps in content- Healthy Habits: o Develop quiz items to identify types of ‘go foods’ o View YouTube videos on various foods to categorize them according to nutrients needed for physical activity o Have students complete chart indicating important foods for selected activities o Create simple exercises/activities to match foods against energy levels o Have students develop tally chart to monitor daily intake of water o Sequence steps in proper handwashing technique o List reasons why washing hands is important o Identify benefits to be derived from regular participation in physical activities o Explain hygienic practices that should be followed after participating in physical activities Science ❑ Knows and understands scientific terms, facts, concepts and methods related to Learning Outcomes: ❑ Individuals and Group • Biological changes that take place in animals and plants during the growth process. • The need for eating healthy foods (balanced and natural). ❑ Form and Function: • Properties of materials such as: • Ability to transmit sound and light Useful learning activities to assist with diagnosing learning gaps can be found on: https://learn.moe.gov.tt/course/view.php?id=861 Some examples of the use of different strategies to diagnose learning loss: • Objective 3.1.1 Investigate the properties of materials Teacher demonstrates the correct method in using a laboratory thermometer. Students then write the correct procedure listing each step. https://learn.moe.gov.tt/course/view.php?id=861 138 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Absorbency e.g., measuring temperature of dark surfaces (black clothing, painted surfaces) versus light colours i.e., white, silver • Strength, e.g., Twisting and pulling materials like string to determine strength • Conduction of heat and electricity e.g., use of thermometers correctly to measure temperature of solid and liquid substances. • Factors that affect the stability of simple structures ❑ Systems and Interaction: • Weather and climate. E.g., Observe and draw various clouds on rainy, sunny and overcast days. Use thermometers to measure temperature on these various days and provide suitable explanations. ❑ Conservation and Sustainability: • Renewable and non-renewable sources of energy. E.g., draw and colour various renewable and non-renewable sources • The Greenhouse Effect and its link to Global Warming. E.g., Draw diagrams to illustrate link between greenhouse effect and climate change ❑ Communicates scientific information: • Tables e.g., Greenhouse effect: factors that contribute to Greenhouse Effect • Drawings/ diagrams E.g., draw pictures of healthy foods and consequences of not consuming them. Teacher presents students with the results and observations from a simple laboratory experiment to determine heat conduction in different types of materials. Students tabulate the information and make conclusions. • Objective 5.1.1 Differentiate between weather and climate. Students read a comprehension passage on ‘Climate and Weather’ and answer questions based on the passage 139 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing ❑ Engages in developing solutions for simple problems related to Learning Outcomes e.g. Using recycle bins within school compound to solve plastic disposal problem ❑ Conduct simple experiments/activities correctly and carefully e.g., Use of thermometers to measure temperature in shaded places like under trees, inside classrooms, school yard and unshaded places. e.g., conduct experiments to investigate the physical changes which take place as plants grow ❑ Exhibits safe practices about self and others e.g., Taking turns to read thermometers, rulers, handling apparatus like glass beakers, small spades and scissors. Social Studies ❑ Demonstrate an understanding of the use and forms of media. ❑ Display caution when using the various forms of media for example ❑ Know the physical and emotional changes associated with puberty. ❑ Know and understand the facts and concepts associated with family and changes within the family. ❑ Demonstrate an understanding of the political history of Trinidad and Tobago in an age-appropriate manner. ❑ Demonstrate an understanding of the structure and function of government in Trinidad and Tobago. Diagnostic assessment to identify gaps re: • Skills • Knowledge including concepts • Values & Attitudes Utilise teaching/learning strategies that can condense the above using appropriate resources e.g. Videos and other online resources. (113) SNAPSHOTS OF HISTORY TRINIDAD AND TOBAGO 50TH ANNIVERSARY - YouTube https://www.youtube.com/watch?v=-svTM6glOcc https://www.youtube.com/watch?v=-svTM6glOcc 140 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing ❑ Demonstrate an understanding of their rights and responsibilities as consumers and how to seek redress. ❑ Display national pride and patriotism. ❑ Present information using various forms. ❑ Following guidelines and instruction ❑ Participation in class discussion and activities. Spanish ❑ Listens and responds appropriately to the target language ❑ Orally expresses words and phrases in the target language ❑ Displays knowledge of own and other cultures at an appropriate level ❑ Target Language Topics: • Expressing in Spanish likes and dislikes of selected aspects of the Hispanic culture • Basic forms of media (in Spanish) • State in Spanish how they use different forms of media • Using ‘There is more…’ (Hay más…’)/ ‘There is less …’ (‘Hay menos…’) to describe various changes to our world Oral questioning: • Students view short videos on specific topics and answer targeted questions E.g. Forms of media: https://learn.moe.gov.tt/mod/resource/view.php?id=63 Aural comprehension: • Students select pictures that correspond to spoken vocabulary or phrases • Students view short videos on specific topics and answer targeted questions e.g. Changes in the world e.g pollution https://www.youtube.com/watch?v=LW09yH_eV2 Oral presentations: • Students engage in Show and Tell about aspects of culture/changes to our world/the importance of learning foreign languages VAPA-Art ❑ Use materials and art concepts to create art pieces • Use a combination of materials to create 3-dimensional Object. (Students will be assessed- creativity, innovation and following directions) 141 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Demonstrate understanding of elements and principles of design by using patterns to create textiles design (Students will be assessed- creativity, innovation and use of design in relation to theme given) VAPA - Dance ❑ Student can demonstrate knowledge of the cultural heritage of Trinidad and Tobago through creating and presenting dances using steps from the cultural forms • Demonstrate a knowledge of the heritage/ culture of Trinidad and Tobago • Create movements from the folk characters • Demonstrate steps from indigenous folk dances • Use these steps in creating their own movement sequences VAPA - Drama ❑ Student is able to: Creatively self-express using action and voice to perform stories and make presentations. • Story creation • Festivals of Trinidad and Tobago • Caribbean Festivals • Create short scenarios on a given theme e.g., Oceans or festival secular or scared (national or regional) incorporating the techniques of flashback and flashforward. • Create scenarios that show the similarities and differences of two local festivals that were viewed. • Observe short videos on festivals from other Caribbean countries. • Create a presentation on a festival from another Caribbean country. • Students orally share positive notes on peer performances or presentations. VAPA- Music ❑ Analyse popular musical genres from the Caribbean ❑ Recognize form (structure) in music ❑ Understand how musical concepts and elements can be combined to create and document short pieces. • Clap/ play characteristic rhythmic patterns of popular Caribbean genres • Identify musical excerpts as call and response, verse and chorus or solo/chorus (can be in the form of a game e.g. Jeopardy, debate) 142 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing ❑ Recognize how correct breathing and expression contribute to good singing. ❑ Become aware of the different melodies contained in two-part songs. • Analyze/ critique a musical piece identifying the various musical elements such as melody, rhythm, tempo and dynamics • Analyze/critique vocal (singing) performances focusing on breathing techniques and expression • Imitate (repeat) the two different melodies in a two-part song after listening to an excerpt VCCE ❑ Trustworthy behavior (displays actions that show/build trust). ❑ Demonstrates responsible behavior (makes responsible choices and uses media responsibly). ❑ Respect for self and others (respects the rights of others to privacy and communicates respectfully). ❑ Care for self and others (shows consideration for others when using the media). ❑ Fairness to all persons (defends the rights of others and impartial decisions). ❑ Good citizenship (uses appropriate methods to seek redress for other and understands social justice and citizenship). Diagnostic assessment to identify gaps re: • Skills • Knowledge including concepts • Values & Attitudes Utilise teaching/learning strategies that can condense the above using appropriate resources e.g. Videos and other online resources. 143 CLASS: Standard FIVE Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing Agricultural Science ❑ Evaluates how local issues affect agriculture at the national and/or international level. For example, but not limited to: • Flooding, predial larceny, lack of access roads and infrastructure, lack of financing and agricultural insurance, natural disasters, slash and burn agriculture, soil erosion and degradation. • Use the development of a journal of articles associated with issues in agriculture to ascertain students’ knowledge of the challenges in local, regional and international agriculture. • Use of diagrams/pictures or drawings to help with the skill of identifying various issues in local, regional and international agriculture and strategies to mitigate the effects of these issues. For example, flooding, predial larceny, lack of infrastructure, erosion. • Use of the following online resources to ascertain students’ knowledge related to topics covered: • Climate, Agriculture and the Challenges Ahead: https://www.youtube.com/watch?v=G0K9sD0vGus • Sustainable Development of Agriculture in the Caribbean: https://sustainabledevelopment.un.org/content/docum ents/5404379cafa n2.pdf ELA ❑ Grammar and Creative Writing • Apply Language Structure – • Verbs, Types of verbs, Verbal forms (including contractions) • Simple Present, Past, Future, Present Continuous Tense, Past Perfect Tense, • Participle-past and present. • Regular and irregular. • Subject Verb Agreement Students’ core competencies can be assessed through the use of the following activities. Grammar and Creative Writing • Skills and application Worksheets • Complete sentence frames • Sentence creation activity • Paragraph creation activity • Capitalization and punctuation rules in context activities. https://www.youtube.com/watch?v=G0K9sD0vGus https://sustainabledevelopment.un.org/content/documents/5404379cafa%20n2.pdf https://sustainabledevelopment.un.org/content/documents/5404379cafa%20n2.pdf 144 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Phrases ‘together with,’ ‘as well as,’ ‘along with,’ the verb agrees with the subject word. • Some personal pronouns agree with the singular verb while others agree with the plural form. • Expressions such as: most of, many of, a lot of, a little of, much, some, all of, and some of, can take either a singular or plural verb. When the subject is countable the verb is plural, when the subject is uncountable it takes a singular verb. • Forms of the verb ‘to be’ take the number of the subject. • Sums of money, measurements, fractional parts take the singular verb. • A collective noun which is singular in meaning is followed by a singular verb. • Types of nouns -Nouns, Types of nouns (common, proper, collective and abstract) Singular and plural nouns (regular and irregular forms) - Forming plurals of nouns - adding ‘s’ and ‘es’ - Adjectives: comparative and superlative degree. -Pronouns: Personal, Possessive Reflexive and Relative Pronouns and their contractions -Adverbs: comparative and superlative forms. - Prepositions in context. -Changing gender of nouns - Adjectives and comparing adjectives - Conjunctions to combine ideas and sentences. • Application of elements of a paragraph • Identify and use: - capitalization rules • Fill in the blanks - Parts of speech • Dictation- capital letters and punctuation marks • Use of writing process chart/ cards Phonics • Dictation of phonic elements taught • Dictation of target words • Games e.g. Snakes and Ladders (Target Phonic element) Vocabulary • Skill and application worksheets • Circle target words activities • Context clues worksheet • Cloze passages (use target words) • Games e.g., Sight word / Homophones BINGO, Synonym/Antonyms/ Dominoes • Games e.g. Affixes Memory card game Fluency • Oral reading of words, captions, phrases and level appropriate reader Comprehension • Skill and application worksheets • Comprehension worksheet • Listening and reading comprehension passages (target skills) • Sequencing activities • Text feature activities • Text structure activities • Cloze passage for target story elements Penmanship • Dictation to practise writing 145 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing - punctuation marks: apostrophe in contractions and possessives, quotation marks and commas in apposition, in words in a series and in addresses. • Arrange words in alphabetical order using the first and second letters • Write: simple instructions and directions, paragraphs – factual, informative, descriptive, poetry, comics, letters, exclamatory sentences (end with an exclamation mark (!), narrative form - plot structure, character development, setting, sensory descriptive words and include simile, simple metaphor and personification devices, simple reports ❑ Phonics • Identify and use - all long and short sounds of vowels and silent e - consonant digraphs - vowel digraphs - consonant blends (beginning and ending) - different pronunciations of y - diphthongs - had and soft and hard and soft - alternative spellings of vowels - consonant digraphs silent- gn, wh, wr, kn - consonant clusters – e.g. thr, scr, squ - phonograms - ic/ick, tion/sion, ture • Read and use contractions • Syllabicate consonant digraphs, prefixes, multisyllabic words, silent letters (consonants), VCCV, VCV, diphthongs, consonants followed by ‘le’ and suffixes, • Read and use - word families and inflectional endings • -letter, word and sentence writing • Assess using any form of written work produced by student. 146 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing ❑ Vocabulary • Read /words from reader/ tricky words/ high frequency words / familiar and subject- specific vocabulary • Apply context clues knowledge: picture, definition clues, word structure clues, background /familiar, prior knowledge, synonyms, definition: use of commas, words in series and experience and antonyms • Infer meaning of figurative language - Similes, Metaphors and Personification • Identify and use multiple meaning words • Use prefixes and suffixes to create words • Infer the contextual meanings of words or texts from figurative language and factual texts • Identify and use synonyms, root words and antonyms • Read and use homophones and homographs • Interpret connotative language –familiar and new words, figurative language ❑ Fluency • Read with accuracy and automaticity • letters of the alphabet, words/captions/phrases/ rhymes and level appropriate readers ❑ Comprehension • Follow oral/ written directions and instructions • Answer literal and inferential questions (use of pictures, stories, poems; non-fiction) • Identify main idea - fiction, non-fiction and poetry • Sequence details fiction and non-fiction • Use story elements (fiction and poetry) - Characters (Major and minor) description and action - Setting-description and time - Problem, action and resolution 147 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing - Compare and contrast ideas in literary text- Characters and setting - Plot Identify Main Idea and supporting details (Fiction and Poems) • Theme (Fiction and poems) • Use of story structure – Introduction, rising action, climax, falling action and conclusion, • Use of text features • Predict Outcomes based on titles and pictures and what will happen next in a series of images • Compare and contrast Characters- Fiction and poems • State lessons learnt from stories and poems • Use of Text structure- (No-Fiction): Description, Sequencing, • Cause and effect explicitly stated and Problem and solution • Interpret information in a variety of media • Make judgments and form opinions about the behavior of characters (fiction, poems and non-fiction) • Interpret -signs, symbols, charts, graphs and advertisements • Read and use poetry elements - Rhyme, rhyme patterns and stanza • Read and use literary element (poems and stories) - Imagery, Theme (comparing themes), Plot and Style • Infer mood in literary texts (fiction and poems) • Infer tone in literary texts (fiction and poems) • Draw conclusions (fiction and poems) • Identify and use details from stimulus that suggest feelings or appeal to the senses (Fiction and poems) 148 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Express their own point of view/ preferences based on evidence from the text • Evaluate texts with explicit and inferential reference to the text • Differentiate between literal and inferential and evaluative questions (literary, non-fiction and graphic texts) • Determine - writer’s point of view- Non-Fiction, writer’s purpose, reader’s point of view • Distinguish fact from opinion ❑ Penmanship • Write sentences - legibility and neat presentation - appropriate letter formation demonstrating correct strokes Math ❑ Number ❑ Fractions • Develop and apply procedures to add and subtract fractions and mixed numbers to solve problems. • Develop and apply procedures to multiply a fraction by a whole number to solve problems. • Develop and apply procedures to divide whole numbers by fractions and fractions by whole numbers to solve problems. ❑ Decimals • Develop and apply procedures to multiply decimals by whole numbers and to divide a decimal by a whole number (up to hundredths) to solve problems. ❑ Per Cent • Use for all strands/topics: Use surveys and diagnostic tests • Administer survey test to students. A survey test can be a weekly, monthly and/or termly Mathematics test. • Selected past paper items for the Secondary Entrance Assessment (SEA) examination, used for practice, can be used as a survey test. • You can vary the item types in the survey test e.g. • selected response types e.g. multiple-choice, matching, true/ false • constructed response/supply types e.g. fill in the blanks, short answers 149 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Develop an understanding of percent, concretely, pictorially and symbolically. • Calculate the percent of a quantity. • Express a quantity as a percentage of another. • Relate per cents to fractions (halves, quarters, fifths tenths) and decimals. • Compare and order fractions, per cents and decimals. • Solve problems involving fractions, decimals and per cents. ❑ Problem Solving • Create and solve real-life, one-step and multi-step problems involving whole numbers, fractions, mixed numbers, decimals, per cents and money (including profit and loss, discount). • Solve problems involving unequal sharing (not including the use of ratio). ❑ Geometry ❑ Solids and Plane Shapes • Describe solids in terms of their properties. • Investigate right angles and non-right angles in solids • Investigate the properties of solids by examining their cross-sections, base and height and angles • Identify types of quadrilaterals: rectangle, square, trapezium, parallelogram and rhombus • Classify and compare quadrilaterals according to their attributes (angles, sides, perpendicular and parallel). • Solve problems involving solids and plane shapes. ❑ Measurement ❑ Linear • Develop and use formulae for finding the perimeter of squares and rectangles • Conduct item analysis on the results of the survey test. • Identify errors made by students. You can do this for individual students or note general errors made by some or all students. • Develop a diagnostic test with items that are designed to further assess the specific content in which the errors are seen. • Design the diagnostic test according to the hierarchy of skills in each content area (from simple to more complex). • Use item types that are focused on identifying the content or skills in which students are displaying deficiencies. Start at the level of the deficiencies to assess the content/skills. • Administer the diagnostic test to individual, some or all students. • Look for error patterns among students’ incorrect responses Determine whether student errors form patterns or they are just random mistakes. • You can discuss the students’ responses with them, allowing them the opportunity to give explanations of the strategies they used for solving the problems. This will inform your diagnosis even further. • Use the results of the diagnosis to determine the specific Mathematical content and/or skills that need remediation. • Plan interventions for individual, some or all students which directly target the identified deficiencies in their knowledge and skills. 150 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Write and explain the formulae for finding the perimeter of any given rectangle and square • Calculate and compare perimeters of squares and rectangles • Solve problems in real-life contexts involving perimeter ❑ Mass/Weight • Solve problems involving mass/weight ❑ Time • Solve problems involving time ❑ Area • Solve problems in real-life contexts involving area • Solve problems involving perimeter and area ❑ Statistics • Develop the concept of mean/average. Solve problems involving mean/average • Other diagnostic strategies: Use the recommended diagnostic strategies for Standard Four content. Apply similar diagnostic strategies for new content in Standard Five. Physical Education ❑ Execute simple gymnastic routines with increasing confidence, (using previously taught low-level skills (rolls, V-sit, stork stand, scale stands) ❑ Demonstrate simple combinations of motor skills (running, throwing, catching, jumping and striking) individually, with increased competence. ❑ Use physical activities for positive social interaction ❑ Maintain healthy lifestyles through physical activities, healthy diet and personal hygiene ❑ Assume leadership roles and responsibilities ❑ List the benefits to be derived from: • Participating in regular physical activities • Drinking a regular intake of water • Engaging in personal hygiene after physical activities. Note to teachers: Ensure that students are advised of safety guidelines and are within viewing range while performing activity • Checklist for Locomotor Skills- Running (jogging on the spot/ low to medium level) o Eyes focused forward o Head steady o Arms move from front to back from the shoulders o Arms move in opposition to legs o Legs raised at 45-degree angles o Lands on balls of feet o Arms relaxed 151 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing ❑ Apply knowledge of appropriate attire that is required for participating in physical activities ❑ Explain the importance of various foods to the body for physical activity https://www.youtube.com/watch?v=OBN54xJtlP8&ab_channel= JasonErickson • Strategies for determination of gaps in content- Healthy Habits and Safe Practices: o Class discussion on appropriate clothing for participating in physical activities o Compare and contrast types of clothing and appropriateness for physical activities o Analyse pictures of clothing worn by athletes of different sporting disciplines o Discuss consequences of wearing inappropriate clothing for physical activities o Have students write paragraph describing appropriate attire they would wear while participating in physical activities o Draw or complete a semantic map or chart to describe changes that occur in body o Discussion on how the benefits derived from regular participation in physical activities can impact each learner https://www.youtube.com/watch?v=OBN54xJtlP8&ab_channel=JasonErickson https://www.youtube.com/watch?v=OBN54xJtlP8&ab_channel=JasonErickson 152 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing o Maintain a log of water intake over a week and discuss observed changes o Discussion on personal hygiene practices. o Name foods that an athlete would gain energy from. Science ❑ Knows and understands scientific terms, facts, concepts and methods related to Learning Outcomes: • Form and Function: • Use of various technologies in everyday life. E.g., draw simple levers and identify load, effort and fulcrum for various situations with respect to its use in the school compound or home. ❑ Conservation and Sustainability: • Use of energy efficient devices and practices to conserve electrical energy. E.g., use of LED light bulbs and switching off light switches when not in use. • Need to reduce the effects of Global Warming • Strategies used for conserving and sustaining the environment e.g., use of air/sun drying of clothes instead of electrical dryers, fans instead of air conditioners, recycle bins, reducing use of single use plastics such as those used for bottled water. ❑ Communicates scientific information: • Tables, graphs e.g., table of electricity savings due to adapting energy conservation strategies within the school/home. • Drawings/diagrams e.g., Force diagrams to illustrate use of levers, gears and inclined planes • Developing solutions for simple problems related to Learning Outcomes e.g., Some examples of the use of different strategies to diagnose learning loss: • Objective 3.1.1 Justify the need to reduce the effects of Global Warming • Students are presented with scientific information on global warming. Students answer questions based on the information provided • Objective 2.1.1 Justify the use of energy efficient devices and practices to conserve electrical energy. • Students prepare a list of practices they can use in the home and elsewhere to conserve electrical energy • Objective 4.1.1 Appraise strategies used for conserving and sustaining the environment • Students complete a quiz on strategies used for conserving and sustaining the environment. The quiz type can be multiple choice questions. 153 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing • Application of IDEATE model with regards to designing and modifying simple machines to make daily life easier. ❑ Uses appropriate apparatus to conduct simple experiments/activities correctly and carefully e.g., Use of rulers, levers, inclined planes and gears. ❑ Exhibits safe practices regarding self and others e.g., Taking turns for measuring using rulers, measuring cylinders, filter paper, beakers, funnel and using apparatus pertaining to levers, inclined planes Social Studies ❑ Display problem solving, research and communication skills in relation to an identified social issue or problem for example - Demonstrate an understanding of the benefits to be derived from caring for the environment ❑ Diagnostic assessment to identify gaps re: • Skills • Demonstrate the ability to locate information using the “Big 6” https://thebig6.org/ • Knowledge including concepts • Values & Attitudes • Utilise teaching/learning strategies that can condense the above using appropriate resources e.g. Videos and other online resources. https://www.youtube.com/watch?v=0Puv0Pss33M https://www.youtube.com/watch?v=gUhxcdzRgLQ Spanish ❑ Listens and responds appropriately to the target language ❑ Orally expresses words and phrases in the target language ❑ Displays knowledge of own and other cultures at an appropriate level ❑ Target Language Topics: ❑ Stating nationality and that of others in Spanish. ❑ Flags of selected Spanish-speaking countries. Oral questioning: • Students view short videos on specific topics and answer targeted questions E.g. Nationality https://learn.moe.gov.tt/mod/resource/view.php?id=5774 • Students respond orally to question cues on any given topic E.g Physical Appearance: ¿Cómo eres? ❑ Aural comprehension: https://thebig6.org/ https://www.youtube.com/watch?v=0Puv0Pss33M https://www.youtube.com/watch?v=gUhxcdzRgLQ https://learn.moe.gov.tt/mod/resource/view.php?id=5774 154 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing ❑ (Venezuela, Cuba, Puerto Rico, Colombia, Panamá, México) ❑ Stating in Spanish selected items of clothing that they wear ❑ Describe their physical appearance (height, size) in Spanish. • Students select pictures that correspond to spoken vocabulary or phrases describing flags • Students view short videos on specific topics and answer targeted questions E.g. Physical appearance https://learn.moe.gov.tt/mod/resource/view.php?id=11356 https://learn.moe.gov.tt/mod/resource/view.php?id=11357 • Students draw images to correspond to spoken vocabulary or phrases about clothing Oral presentations: • Students engage in Show and Tell about countries. Flags of selected Latin American countries VAPA-Art ❑ Using elements and principles of design in creating 3D work • Use variations of line, shape, texture, colour and tone in 3-dimensional Work. • Use balance, repetition, contrast, pattern and rhythm in creating 3-dimensional work. • Create miniature props for a cultural celebration. VAPA - Dance ❑ Student can use movements to make comments on their thoughts and feelings, including social issues ❑ Student understands and can identify the elements of a dance production • Demonstrate solutions to various social problems through movement exploration • Gain an understanding of the elements of a dance production (presentation, costuming, characterization, music, rehearsing staging) VAPA - Drama ❑ Student is able to: • Creatively self-express using action and voice to perform stories and explain production elements. • Story creation • Elements of production • Create a scenario based on items collected in their drama portfolio. • Briefly explain three production elements observed in a viewed production. https://learn.moe.gov.tt/mod/resource/view.php?id=11356 https://learn.moe.gov.tt/mod/resource/view.php?id=11357 155 Subject CHECKLIST of Outcomes/Competencies/Standards Strategies for Diagnosing VAPA- Music • Understand how expression and correct breathing techniques contribute to good singing. • Recognize the different melodies contained in two-part songs. • Become more competent on melodic instruments. • Understand the process involved in analysing music. • View performances (singing) and critique as to breathing and expression • Listen to musical excerpts of two-part songs and imitate (repeat) each melody • Play an instrument with proper playing techniques such as posture and fingering • Listen to a musical performance and a critique of it by someone. Then comment on the person’s critique, based on the musical elements heard. VCCE ❑ Trustworthy behavior (maintains a good reputation and builds and maintains healthy relationships). ❑ Demonstrates responsible behavior (begins to show personal responsibility for own education). ❑ Respect for self and others (is tolerant of those who are different). ❑ Care for self and others (understands the importance of being a caring global citizen). ❑ Fairness to all persons (considers what is just when making decisions). ❑ Good citizenship (uses resources to serve and assist his/her school/community). Diagnostic assessment to identify gaps re: • Skills • Knowledge including concepts • Values & Attitudes • Utilise teaching/learning strategies that can condense the above using appropriate resources e.g. Videos and other online resources. 156 CURRICULUM ADAPTATION • Exemplars of adapted curricula are provided for each subject from forms one to three. • These exemplars are a guide to allow for identification of MINIMUM learning outcomes that must be covered for a student to move on to the next learning level. Of course, this will vary by school and even by student. • The utility of the exemplars will depend on the data collected from the diagnostic assessments conducted for each subject. • Based on the data collected from diagnostic assessments, the curriculum could be adapted generally for ensuring - minimum learning outcomes of the previous learning level is completed, - preparation for the next learning level is on track • Also, specific workplans can be developed for intervention and remediation. Individual or small groups of students can be assigned, specifically for Math and ELA, self-paced and guided practise sessions/breakout activities. This applies for both students who are struggling and those who maybe more advanced. 157 Agricultural Science Class Term Learning Outcomes Suggested Online Tools/Resources For Instruction Infants One Term I • Agricultural Plants: Select agricultural plants from a given collection - real or virtual based on being edible and value to sustaining life on earth. • Agricultural Animals: Select at least three animals that are reared on a farm based on being edible, products made from each and commonly reared. • Plant Parts We Eat https://www.youtube.com/watch?v=NeWemluBxVw • Edible Plant Parts https://www.youtube.com/watch?v=GAtj0VvuOeA • What do farm animals give us? https://www.youtube.com/watch?v=BwewhRGR2MY Term II Places where plants are grown: Identify places where plants are grown for food Objects used in agriculture: Identify objects used in agriculture • Where Do Fruits and Vegetables Come From? https://www.youtube.com/watch?v=CdPRZ3wjCxA • Farm Tools and Equipment https://www.youtube.com/watch?v=3amZhrKlCcs • Tools used on the farm https://www.youtube.com/watch?v=DgkkTlZheHc Term III Mealtime: Describe foods eaten at different mealtimes (breakfast, lunch, dinner) and activities engaged in each, before eating meals. People who produce and sell food: Identify People who produce and sell food. Some of these occupations include, but are not limited to: Farmer, Farm Labourer, Tractor driver, Market • Mealtime Song | Time to Eat! Yummy Yummy https://www.youtube.com/watch?v=6oIh5XexNVM • Wash Your Hands Before Eating https://www.youtube.com/watch?v=GnzepyosyRE • How Do We Get Our Food? https://www.youtube.com/watch?v=v7HNTGXwQd0&t=223s https://www.youtube.com/watch?v=NeWemluBxVw https://www.youtube.com/watch?v=GAtj0VvuOeA https://www.youtube.com/watch?v=BwewhRGR2MY https://www.youtube.com/watch?v=CdPRZ3wjCxA https://www.youtube.com/watch?v=3amZhrKlCcs https://www.youtube.com/watch?v=DgkkTlZheHc https://www.youtube.com/watch?v=6oIh5XexNVM https://www.youtube.com/watch?v=GnzepyosyRE https://www.youtube.com/watch?v=v7HNTGXwQd0&t=223s 158 Class Term Learning Outcomes Suggested Online Tools/Resources For Instruction vendor, Wholesaler, Supermarket owner, Food vendor. • I Want to Be a Farmer - Kids Dream Job - Can You Imagine That? https://www.youtube.com/watch?v=WtH7hNKyOD8&t=239s Infants Two Term I Main steps in growing plants: Identify the main steps in growing plants Main steps in in rearing ornamental fishes: Identify and demonstrate the steps in rearing ornamental fishes • How does a Seed Become a Plant? https://www.youtube.com/watch?v=tkFPyue5X3Q • Gardening for Beginners: 10 Easy Steps to Sowing Seeds https://dengarden.com/gardening/How-to-Sow-Seeds • Roots, Stem, Leaves, Flower | Parts of a Plant Song https://www.youtube.com/watch?v=9bFU_wJgvBI • How to set up a fish tank. https://www.youtube.com/watch?v=Aal2W8sDOPA • Aquarium Starter Kit Fun with Alanna! https://www.youtube.com/watch?v=fFJrGLlrEXA Term II Handling and preparation of plant produce: • Value the importance of the proper handling and preparation of plant produce • Harvesting & Handling Vegetables from a Garden https://agrilifeextension.tamu.edu/library/gardening/harvesting[1]hand ling-vegetables-garden Term III Modes of transportation used to transport food: • Explain various modes of transportation used to transport food locally and internationally, from farm to table. • How Groceries Are Flown Around The World https://www.youtube.com/watch?v=KPbaC8di43I • How Do Bananas Grow and End Up in the Store? https://www.youtube.com/watch?v=SgFKfVfghpg Standard One Term I Roles of our ancestors in agriculture: • Identify the roles of our ancestors in agriculture Caribbean Agriculture: http://lifeofplant.blogspot.com/2011/10/caribbean-agriculture.html https://www.youtube.com/watch?v=WtH7hNKyOD8&t=239s https://www.youtube.com/watch?v=tkFPyue5X3Q https://dengarden.com/gardening/How-to-Sow-Seeds https://www.youtube.com/watch?v=9bFU_wJgvBI https://www.youtube.com/watch?v=Aal2W8sDOPA https://www.youtube.com/watch?v=fFJrGLlrEXA https://agrilifeextension.tamu.edu/library/gardening/harvesting%5b1%5dhandling-vegetables-garden https://agrilifeextension.tamu.edu/library/gardening/harvesting%5b1%5dhandling-vegetables-garden https://www.youtube.com/watch?v=KPbaC8di43I https://www.youtube.com/watch?v=SgFKfVfghpg http://lifeofplant.blogspot.com/2011/10/caribbean-agriculture.html 159 Class Term Learning Outcomes Suggested Online Tools/Resources For Instruction Term II Name categories of purposes for which plants were used by our ancestors, such as: • Foods, condiments and spices, beverages, medicines, building materials, craft items and religion. Identify plants and animals used by our ancestors for: • Food, transportation, pets and religious purposes. • History Of Domestication https://www.youtube.com/watch?v=yfDHcXxG4tU Term III Agricultural folklore practices of our ancestors: • Investigate the agricultural folklore practices of our ancestors Identify the components of farms from the era of our ancestors: Construct a model of a farm/ farms from the era of our ancestors • Common garden superstitions from around the world: https://gardentherapy.ca/garden-superstitions/ • Planting for Corpus Christi: https://www.youtube.com/watch?v=eAbAlZrlCnl • Farming Past and Present https://www.youtube.com/watch?v=v7QrvJua2uE • SHOCKING Ways Farming Has Changed Over The Years https://www.youtube.com/watch?v=m-ArZzuPeWo Standard Two Term I Identifies the main steps in cultivating plants. For Example, but not limited to: • Selection of high-quality planting materials (seeds, seedlings, cuttings) • Land/Soil clearing and or preparation • Primary and secondary Tillage/ creating a good potting mix or planting medium. • How does a Seed Become a Plant? https://www.youtube.com/watch?v=tkFPyue5X3Q • Gardening for Beginners: 10 Easy Steps to Sowing Seeds https://dengarden.com/gardening/How-to-Sow-Seeds • Roots, Stem, Leaves, Flower | Parts of a Plant Song https://www.youtube.com/watch?v=9bFU_wJgvBI https://www.youtube.com/watch?v=yfDHcXxG4tU https://gardentherapy.ca/garden-superstitions/ https://www.youtube.com/watch?v=eAbAlZrlCnl https://www.youtube.com/watch?v=v7QrvJua2uE https://www.youtube.com/watch?v=m-ArZzuPeWo https://www.youtube.com/watch?v=tkFPyue5X3Q https://dengarden.com/gardening/How-to-Sow-Seeds https://www.youtube.com/watch?v=9bFU_wJgvBI 160 Class Term Learning Outcomes Suggested Online Tools/Resources For Instruction • Planting and Spacing • Cultural practices (weed control, irrigation, pest and disease control, applying fertilizers, staking, pruning) • Harvesting and preparation for market/consumption Term II Outline the main steps in rearing ornamental fishes. • How to set up a fish tank. https://www.youtube.com/watch?v=Aal2W8sDOPA • Aquarium Starter Kit Fun with Alanna! https://www.youtube.com/watch?v=fFJrGLlrEXA Term III Explain the importance of value-added agricultural products to the economy of Trinidad and Tobago. • What is value-added food production? https://www.youtube.com/watch?v=tw6PXtf_TH0 • Agro-processor, Hafeeza Smith creating value-added products https://www.youtube.com/watch?v=qTGzfce44e4 Standard Three Term I Rearing animals using appropriate agricultural technologies: • Rear at least one class of animal. For Example, but not limited to: Poultry, Rabbits, Guinea Pigs • How to Take Care of Farm Animals https://www.youtube.com/watch?v=z9SMYQpk148 • How I take Care of My Pet Rabbit: Routine and Care https://www.youtube.com/watch?v=_Z2J65cGShk&t=112s • 6 Golden Rules of Guinea Pig Care https://www.youtube.com/watch?v=1RN_yDQdfEA Term II Explore the use of appropriate agricultural technologies to grow plants. • Hydroponics for Kids: https://thehydroponicsplanet.com/hydroponics-for-kids-a-complete- guide-for-parents/ • Who Needs Dirt? https://www.youtube.com/watch?v=eCSIrlk0GTs • How does a greenhouse work: https://www.youtube.com/watch?v=JtTDx8_dlsE https://www.youtube.com/watch?v=Aal2W8sDOPA https://www.youtube.com/watch?v=fFJrGLlrEXA https://www.youtube.com/watch?v=tw6PXtf_TH0 https://www.youtube.com/watch?v=qTGzfce44e4 https://www.youtube.com/watch?v=z9SMYQpk148 https://www.youtube.com/watch?v=_Z2J65cGShk&t=112s https://www.youtube.com/watch?v=1RN_yDQdfEA https://thehydroponicsplanet.com/hydroponics-for-kids-a-complete-guide-for-parents/ https://thehydroponicsplanet.com/hydroponics-for-kids-a-complete-guide-for-parents/ https://www.youtube.com/watch?v=eCSIrlk0GTs https://www.youtube.com/watch?v=JtTDx8_dlsE 161 Class Term Learning Outcomes Suggested Online Tools/Resources For Instruction Term III Explores how local dishes from various Caribbean islands can be used to enhance food tourism. • Top Caribbean Food Tours https://www.viator.com/Caribbean-tours/Food-Tours/d4-g6-c80 • Agro and Culinary Tourism https://www.onecaribbean.org/content/files/EHarveyCulinaryTourism. pdf • Jamaican Food!! KING OF CURRY GOAT + Oxtail and Ackee in Montego Bay, Jamaica! https://www.youtube.com/watch?v=aXQ0N_ofG-U Standard Four Term I Food security: • Analyse the importance of food security as a pillar of regional development. • What is food security: http://www.fao.org/fileadmin/templates/faoitaly/documents/pdf/pdf _Food_Security_Cocept_Note.pdf What is food security: https://www.youtube.com/watch?v=8c5ZN7BseNA Term II Investigate the growth, development and yield of plants. Investigate the growth, development and yield of one class of farm animals. • What Happened to Our Plants? | Science Project for Kids https://www.youtube.com/watch?v=8kTt4xHHLzk • The Needs of a Plant for Kids | What do Plants Need to Survive? https://www.youtube.com/watch?v=gIRR-VdIP1M • How to Take Care of Farm Animals https://www.youtube.com/watch?v=z9SMYQpk148 • How I take Care of My Pet Rabbit: Routine and Care https://www.youtube.com/watch?v=_Z2J65cGShk&t=112s • 6 Golden Rules of Guinea Pig Care https://www.youtube.com/watch?v=1RN_yDQdfEA Term III Extend the shelf life of agricultural produce using an appropriate agro- processing method. • Mango Jam Recipe | How To Make Jam At Home | Fruit Jam Recipe | Alphonso Mango | Varun Inamdar https://www.youtube.com/watch?v=TiCzwMFws8Q https://www.viator.com/Caribbean-tours/Food-Tours/d4-g6-c80 https://www.onecaribbean.org/content/files/EHarveyCulinaryTourism.pdf https://www.onecaribbean.org/content/files/EHarveyCulinaryTourism.pdf https://www.youtube.com/watch?v=aXQ0N_ofG-U http://www.fao.org/fileadmin/templates/faoitaly/documents/pdf/pdf_Food_Security_Cocept_Note.pdf http://www.fao.org/fileadmin/templates/faoitaly/documents/pdf/pdf_Food_Security_Cocept_Note.pdf https://www.youtube.com/watch?v=8c5ZN7BseNA https://www.youtube.com/watch?v=8kTt4xHHLzk https://www.youtube.com/watch?v=gIRR-VdIP1M https://www.youtube.com/watch?v=z9SMYQpk148 https://www.youtube.com/watch?v=_Z2J65cGShk&t=112s https://www.youtube.com/watch?v=1RN_yDQdfEA https://www.youtube.com/watch?v=TiCzwMFws8Q 162 Class Term Learning Outcomes Suggested Online Tools/Resources For Instruction Standard Five Term I Local issues affecting agriculture at the national and/or international level: Analyse how local issues affecting agriculture at the national and/or international level • Climate, Agriculture and the Challenges Ahead: https://www.youtube.com/watch?v=G0K9sD0vGus • Sustainable Development of Agriculture in the Caribbean: https://sustainabledevelopment.un.org/content/documents/5404379c afa n2.pdf See Appendix B --- for sample lesson plan for Agricultural Science https://www.youtube.com/watch?v=G0K9sD0vGus https://sustainabledevelopment.un.org/content/documents/5404379cafa%20n2.pdf https://sustainabledevelopment.un.org/content/documents/5404379cafa%20n2.pdf 163 English Language Arts Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Infant One Term I Grammar: Skills: Apply the use of the grammatical structures in speaking, listening, reading, writing, and viewing. • Language Structure • The Verb to be: - “I am’(I’m) + Parts of speech or phrase - “You are’ (singular)+ • Parts of Speech or phrase - “He/ She/ It is • ’(singular) (He/She/It’s,) + Parts of Speech or phrase ❑ Creative Writing- Skills- • Connect to Grammar • What is a sentence, -Use of a capital letter, -Number of words, -The words make sense. • Teacher Modelling) • Use of Writing Process- (brainstorming, drafting) -Shared Writing (LEA), -Sentence Writing-Informative • Class Journal (Writing/Drawing) Phonemic Awareness- • Identify same and different sounds (environmental) • Identify spoken words that rhyme. • Skills - Isolate and pronounce in two and three phoneme spoken words -1. beginning sound, 2. ending sound, 3. middle sound • Blend -onset and rimes to pronounce words • Skills building and application Worksheets: https://www.youtube.com/watch?v=MwUjGtdTx Vo https://www.youtube.com/watch?v=t313vsatKMY https://www.youtube.com/watch?v=D_f- e4OhHU8 https://www.readingrockets.org/article/informal- reading-assessments-examples • SLMS Lessons for Infant 1- https://learn.moe.gov.tt • https://www.youtube.com/watch?v=MwUjGtdTxVo https://www.youtube.com/watch?v=MwUjGtdTxVo https://www.youtube.com/watch?v=t313vsatKMY https://www.youtube.com/watch?v=D_f-e4OhHU8 https://www.youtube.com/watch?v=D_f-e4OhHU8 https://www.readingrockets.org/article/informal-reading-assessments-examples https://www.readingrockets.org/article/informal-reading-assessments-examples https://learn.moe.gov.tt/ 164 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction - two and three phonemes to pronounce words (VC, CV, CVC, VCC, CVVC) • Segment spoken words into - onset and rimes - two and three phonemes (VC, CV, CVC, VCC, CVVC) Phonics- Letter sequence • Application of Skills- 2 and 3 phonemes blending, 2, 3, 4 and 5 phonemes blending • Dictation of CVC words (written) • Word Families Vocabulary: • Decodable words/first words from reader/ familiar and subject- specific vocabulary/ tricky words/high frequency words • Context Clues: picture, background/familiar and definition Fluency • Teacher Modelling (echo reading) rhymes • Letter sound and word fluency/captions/ • Introductory Readers • Comprehension- • Oral comprehension • Relationship between picture and story • Literal questions- Who? When? Where? Why? What? and How? • Text structure: (Fiction and Non-Fiction) 165 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction - Description and Sequencing, -Explicit Main Idea- Picture and illustrations, -Story structure- (beginning, middle, end), Re-tell events sequentially -Text features: Title, Author Pictures, and Illustrations Penmanship- • Writing/Readiness Skills -Tracing lines, patterns, letters, words (names). sentences - Grasp of the writing tool: • Line awareness • Directionality Infant One Term II Grammar Skills • Apply the use of the grammatical structures in speaking, listening, reading, writing, and viewing. Review Language Structure-The Verb to be: • singular and plural, Content, Language Structure -The Verb to be: Past tense - Singular and Plural Creative Writing • Review-Differentiate between telling and asking sentences. Content-Telling sentences, Questions Skill- • Writing (Sequencing sentences), Stories, Directions Phonemic Awareness • Content - Two and three phoneme words. Skill- Discriminate between spoken words that differ in one sound (beginning ending or middle sound) • Phoneme deletion one syllable spoken words Phonics • Review of 44 sounds or Consonants Content • Skills building and application worksheets • Write sentences • End punctuation activity https://www.youtube.com/watch?v=t313vsatKMY https://teachingwithoutfrills.com/ https://www.youtube.com/watch?v=nBQ8dU0KPt g https://www.youtube.com/watch?v=M2H29fRVqf 8 https://www.youtube.com/watch?v=5Y_fxQ_52p k https://www.youtube.com/watch?v=GJMQWNd1 TT8 https://www.youtube.com/watch?v=t313vsatKMY https://teachingwithoutfrills.com/ https://www.youtube.com/watch?v=nBQ8dU0KPtg https://www.youtube.com/watch?v=nBQ8dU0KPtg https://www.youtube.com/watch?v=M2H29fRVqf8 https://www.youtube.com/watch?v=M2H29fRVqf8 https://www.youtube.com/watch?v=5Y_fxQ_52pk https://www.youtube.com/watch?v=5Y_fxQ_52pk https://www.youtube.com/watch?v=GJMQWNd1TT8 https://www.youtube.com/watch?v=GJMQWNd1TT8 166 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Long sounds of vowels, - Consonant sounds, -Vowels (review of short sounds), - Use of silent e Vocabulary • Decodable words/ more words from reader/ tricky words/high frequency words / familiar and subject- specific vocabulary • Content- Context Clues: Background/ Familiar, Prior Knowledge, Synonyms, Definition, Antonyms Fluency • Letter sound and word/captions/phrasing fluency/ • Teacher Modelling (echo reading) rhymes, Text reading • Skills- Elements of fluency- (accuracy, rate phrasing and expression) Comprehension • Answering inferential questions-non-fiction -Predicting Outcomes- Prior events; Story element- Characters • Simple physical features of literary characters, -literary (poems and stories) • Interpret information in a variety of media-Signs and symbols. • Following Directions • Predicting Outcomes- titles and pictures • Compare and contrast Characters- Fiction Penmanship- • Writing Skills-Tracing lines, patterns, letters, words (names). Sentences • Grasp of the writing tool: Line awareness, • Directionality https://www.youtube.com/watch?v=HLcjb0t6SRI • Elkonin boxes • Phoneme deletion activities • SLMS Lessons for Infant 1- https://learn.moe.gov.tt • https://www.youtube.com/watch?v=HLcjb0t6SRI https://learn.moe.gov.tt/ 167 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Infant One Term III Grammar- • Skills: Apply the use of the grammatical structures in speaking, listening, reading, writing, and viewing. • Content: Language Structure- The Verb to have: • Use of capital letters, Use telling and asking sentences. Creative Writing- • Content- Writing Descriptions: People and Animals • Compare and Contrast • I Wish Poems, Colour Poems, Shape Poems Phonemic Awareness- • Skills- Phoneme addition and substitution one syllable spoken words Phonics- • Content • [ for /w/ or ]; []; [ for /s/ or hard and soft ]; [ for saw or hard and soft ]; [ for /f/ or ], []; [ for /j/ or hard and soft ]; [ for fault or for talk] • Introduce sound for Syd Vocabulary- • Content-Decodable words/ more words from reader/ more tricky words/ more high frequency words / more familiar and subject- specific vocabulary • Context Clues: Prior Knowledge, Definition, Synonyms Fluency- • Content –Letter sound and word / captions / phrasing fluency • Teacher Modelling (echo reading) rhymes • Text reading • Skills building and application worksheets https://www.youtube.com/watchv=t313vsatKMY https://teachingwithoutfrills.com/ https://www.youtube.com/watch?v=nBQ8dU0KPt g https://www.youtube.com/watch?v=M2H29fRVqf 8 https://www.youtube.com/watch?v=5Y_fxQ_52p k https://www.youtube.com/watch?v=GJMQWNd1 TT8 https://www.youtube.com/watch?v=HLcjb0t6SRI https://www.youtube.com/watch?v=SNs9zZm9jzg • Comprehension worksheets - Oral answers • Use of posters and advertisements • SLMS Lessons for Infant 1- https://learn.moe.gov.tt • https://www.youtube.com/watchv=t313vsatKMY https://teachingwithoutfrills.com/ https://www.youtube.com/watch?v=nBQ8dU0KPtg https://www.youtube.com/watch?v=nBQ8dU0KPtg https://www.youtube.com/watch?v=M2H29fRVqf8 https://www.youtube.com/watch?v=M2H29fRVqf8 https://www.youtube.com/watch?v=5Y_fxQ_52pk https://www.youtube.com/watch?v=5Y_fxQ_52pk https://www.youtube.com/watch?v=GJMQWNd1TT8 https://www.youtube.com/watch?v=GJMQWNd1TT8 https://www.youtube.com/watch?v=HLcjb0t6SRI https://www.youtube.com/watch?v=SNs9zZm9jzg https://learn.moe.gov.tt/ 168 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Skills-Elements of fluency (accuracy, rate phrasing and expression) Comprehension- • Content- Differentiate between literal and inferential questions, Answer literal and inferential questions (stories, poems, non-fiction) • Story element- Setting and Problem and Solution (Fiction) • Text structure: Problem and Solution-Non-fiction • Interpret information in a variety of media- advertisements • Lessons learnt from stories and poems Penmanship- • Writing Skills- Tracing lines, patterns, letters, words (names). sentences • Line awareness and directionality- appropriate letter formation demonstrating correct strokes Infant Two Term I Grammar • Review, telling and asking sentences. Content: Language Structure- 1. Verb ‘to be’ present tense+ Parts of speech or phrase, - 1st, 2nd and 3rd person singular and plural. 2.Verb ‘to be’ past tense + Parts of speech or phrase, -1st, 2nd and 3rd person singular and plural. 3. Verb -to have + Parts of speech or phrase, - 1st, 2nd and 3rd person singular and plural • Parts of speech- Nouns-Naming Words, Persons, Animals, Places and Things, - Nouns-One /More than One Add (s, es) • Adjectives-colour and size, Pronouns, Capitalization: • Skills building and application worksheets https://www.youtube.com/watchv=MwUjGtdTxV o https://sesamestreetincommunities.org/topics/lang uage/?activity=building-language-skills-spy https://sesamestreetincommunities.org/topics/lang uage/?activity=word-flashcards https://www.youtube.com/watch?v=b7AkNKZsV- 4 https://www.youtube.com/watchv=MwUjGtdTxVo https://www.youtube.com/watchv=MwUjGtdTxVo https://sesamestreetincommunities.org/topics/language/?activity=building-language-skills-spy https://sesamestreetincommunities.org/topics/language/?activity=building-language-skills-spy https://sesamestreetincommunities.org/topics/language/?activity=word-flashcards https://sesamestreetincommunities.org/topics/language/?activity=word-flashcards https://www.youtube.com/watch?v=b7AkNKZsV-4 https://www.youtube.com/watch?v=b7AkNKZsV-4 169 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Names of Persons, Days of the Week, Months of the Year • Sentences: Punctuation: Full Stop Creative Writing • What is a sentence? - number of words, the words make sense, use of a capital letter, use of an end punctuation. • Support with pictures-Sentence / Non sentence. Arranging words in order to make a sentence. Recall the events of a story. Sentence Writing – 1. asking sentences with the naming words given. 2. (2-3 sentences) -Use of a picture (s), Graphic organizer. Use of the writing process- brainstorming and drafting to create sentences, revising, editing, publishing Shared Writing (LEA) Phonemic Awareness • Skills- Identify: -spoken words that rhyme, -syllables in spoken words. • Produce spoken words that rhyme. Isolate and pronounce in three and four phoneme spoken words- - the beginning sound, the ending sound, the middle sound • Blend syllables orally, onset and rimes to pronounce one and two syllable words, three and four phonemes to pronounce words (VCC, CVC, CVVC, CVCC, CCVC) • Segment spoken words -containing three and four phonemes (VCC, CVC, CVVC, CVCC, CCVC), -one and two syllable words into onset and rimes Phonics https://www.youtube.com/watch?v=7OwX6tjOzt Y https://www.youtube.com/watch?v=hFFW9zKJ5o s https://www.pbslearningmedia.org/resource/sesam e-interactive-rhyme-time/rhyme-time-sesame- street/ https://www.uniteforliteracy.com/ https://www.storyplace.org/ https://www.storylineonline.net/library/ https://www.youtube.com/channel/UCWQLkOZV 1aHXB0ihn2EwSbw https://stories.audible.com/discovery/enterprise- discovery- 21122358011?ref=adbl_ent_anon_ds_ds_dml_cnt r-0 • SLMS Lessons for Infant 2- https://learn.moe.gov.tt • https://www.youtube.com/watch?v=7OwX6tjOztY https://www.youtube.com/watch?v=7OwX6tjOztY https://www.youtube.com/watch?v=hFFW9zKJ5os https://www.youtube.com/watch?v=hFFW9zKJ5os https://www.pbslearningmedia.org/resource/sesame-interactive-rhyme-time/rhyme-time-sesame-street/ https://www.pbslearningmedia.org/resource/sesame-interactive-rhyme-time/rhyme-time-sesame-street/ https://www.pbslearningmedia.org/resource/sesame-interactive-rhyme-time/rhyme-time-sesame-street/ https://www.uniteforliteracy.com/ https://www.storyplace.org/ https://www.storylineonline.net/library/ https://www.youtube.com/channel/UCWQLkOZV1aHXB0ihn2EwSbw https://www.youtube.com/channel/UCWQLkOZV1aHXB0ihn2EwSbw https://stories.audible.com/discovery/enterprise-discovery-21122358011?ref=adbl_ent_anon_ds_ds_dml_cntr-0 https://stories.audible.com/discovery/enterprise-discovery-21122358011?ref=adbl_ent_anon_ds_ds_dml_cntr-0 https://stories.audible.com/discovery/enterprise-discovery-21122358011?ref=adbl_ent_anon_ds_ds_dml_cntr-0 https://stories.audible.com/discovery/enterprise-discovery-21122358011?ref=adbl_ent_anon_ds_ds_dml_cntr-0 https://learn.moe.gov.tt/ 170 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Content-Review letter sounds correspondences and Word Families, Short vowel sounds, Long vowel sounds (silent e), Word Families, Inflectional endings – s , –es , -ing and –ed, Beginning Consonant blends e.g. -r- ,-l-and –s- blends, Contractions – I’m, Ending consonant blends Vocabulary • Decodable words/ more words from reader/ tricky words/high frequency words / familiar and subject- specific vocabulary. Synonyms, Root Words, Antonyms • Context clues: - Picture, definition clues, word structure clues, background/familiar, Stories/ poems /graphics read: Infer the contextual meanings of words or texts from figurative language and factual texts Fluency • Letter sound fluency/ • Letter sound and word fluency/captions • Teacher Modelling (echo reading) rhymes • Introductory Readers Comprehension • Review of comprehension skills and bridge gaps as required. Following directions and instructions • Answering literal questions- use of pictures and short text • Who?, Where?, When? Why? What? How?/ Re-tell events sequentially. Main idea pictures (Fiction and non-fiction) 171 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Explicit Main idea - short texts (fiction), Compare and contrast characters, (Fiction and poems), Text Structure • Sequencing details- Non-Fiction (retell events sequentially) • Description (Non-fiction) • Story element--Characters (Fiction and poems), describe simple physical features of literary characters - Setting description (Fiction), - Setting (Poems), Text features - Title and author and Title Page, Headings and Sub-headings Penmanship • Writing/Readiness Skills • Tracing lines, patterns, letters, words (names). sentences • Grasp of the writing tool: Line awareness and directionality Sentence Writing, - legibility and neat presentation • appropriate letter formation demonstrating correct strokes Infant Two Term II Grammar • Parts of Speech-Verbs (Concept- Tense), Language Structures- Present and Future Tense (Contraction to be used as well), Negatives, Subject and verb agreement (Concept) • Parts of Speech –Adjectives)- (what kind, size, colour, taste, texture, etc.) Verb “to be” present and past (singular and plural) Creative Writing Skills building and application worksheets 172 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Elements of a poem(calypso), Writing a poem- (calypso)- Teacher Modelling. Elements of a paragraph (Analysis), Main Sentence, Supporting Details/sentences (use of transition words, adjectives), Concluding Sentence • Paragraph writing including prompts (Teacher Modelling, Guided and Independent Writing). Compound sentences • –use of “and” and “but”. Subject and verb agreement. Journal Writing Phonemic Awareness • Discriminate between spoken words that differ in one sound, -Phoneme deletion one syllable spoken words, - Two and three phoneme words Phonics • Review-44 sounds or Consonants, - Vowels (short sounds), - Use of silent e, -words with beginning and ending blends, - Long sounds of vowels, - Consonant sounds, • Syllabication with prefixes, -Consonant Digraphs, - Word Families/ Phonograms, -Syllabication, - Compound Words • -with prefixes, -Vowel Digraphs Vocabulary • Familiar and subject- specific vocabulary, high frequency words, Stories/ poems /graphics read: - Infer the contextual meanings of words or texts from Figurative language and factual texts. Context Clues: 173 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Background/ Familiar, Prior Knowledge, Definition and Structure Clues • Homophones, Compound Words, Synonyms, Homographs Fluency • Review of sounds/words/ phrasing. Teacher Modelling (echo reading) rhymes, Readers Text Reading Comprehension • Answering inferential questions (Fiction and poems, - Non-fiction), -Predicting Outcomes, Interpret information in a variety of media-Signs and symbols • Text features - Table of Contents and Illustration and Captions, -Infer meaning in context using figurative language (similes) in stories and poems, -Text Structure Compare and contrast (Non-Fiction), -Following Directions, - Answering inferential questions. Text Structure- Compare and contrast Characters- Fiction Penmanship • Sentence Writing, - legibility and neat presentation, - appropriate letter formation demonstrating correct strokes. Infant Two Term III Grammar • Review of Verb structures- simple present tense • Arrange words in alphabetical order using the first letter. • Verb structures- Present Habitual tense (singular and plural) and Future tense. Contractions • Verb to have and Verb to have (negatives) Creative Writing 174 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Poems-Acrostic e.g. Healthy Eating Habits, Repetitive Sensory (all five senses) e.g. Unhealthy Eating Habits, Repetitive-I wish, Repetitive poems using similes-, Free Verse Poems- Create a story using end line rhymes. Sequencing three step directions /instructions. Phonemic Awareness • Phoneme addition and substitution one and two syllable spoken words Phonics • Review sounds letter sounds correspondences. Word Families/ Phonograms, Vowels – Long sounds, hard and soft and Vocabulary • Familiar and subject- specific vocabulary, high frequency words. Stories/ poems /graphics read: Infer the contextual meanings of words or texts from Figurative language and factual texts. • Context Clues: Prior Knowledge, Definition, Word Structure and Background/Familiar • Synonyms and Antonyms. • Homographs and Homophones Fluency • Review of sounds/words/ phrasing • Teacher Modelling (echo reading) rhymes, Readers Text Reading 60 words correct per minute (WCPM) Comprehension • Differentiating literal from inferential questions, Details from stimulus that suggest feelings or appeal to the senses (Fiction and poems). Make judgments and form 175 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction opinions (Fiction and poems). Lessons learnt from stories and poems, Interpret pictographs, Text structure • Problem and solution (Fiction, poems and non-fiction) • Answering literal and inferential questions Penmanship • Sentence Writing - legibility and neat presentation, - appropriate letter formation demonstrating correct strokes Standard One Term I Grammar • Review and bridge gaps as required • Parts of Speech: Nouns- Concept and function, Number- Singular(one), Plural (more than one) • Forming plurals- Adding ‘s’ and ‘es’ • Statements and questions • Language Structures -Verbs - • 1. “to be” Present and Past Tense- singular and plural (Contracted forms as well), 2. “to do” - singular and plural, 3. “to have” Present tense – singular and plural (Contracted form as well) • Content- Parts of Speech-Nouns- 1. Nouns Identification of types of nouns-Proper and Common nouns, 2. Collective nouns, 3. Possessive Nouns (Singular), Singular Nouns ending without an “s” at the end, add ‘s e.g. Girl’s, Singular nouns with an “s” at the end, add (‘) alone. e.g. Thomas’ • 4.Gender of Nouns, Concept of Gender, Types of gender: Masculine and Feminine, Changing gender of nouns • Skill building and application worksheets https://www.dkfindout.com/us/language-arts/ https://www.youtube.com/watch?v=2BS4qadQL1 I&list=PLW5VMo7U1tBI2H5iDDm27a4GnB04z Pu6r&index=14 https://www.youtube.com/watch?v=t313vsatKMY https://teachingwithoutfrills.com/ https://www.youtube.com/watch?v=D_f- e4OhHU8 https://www.youtube.com/watch?v=MwUjGtdTx Vo https://www.youtube.com/watch?v=Wwfhpm1xjF 8 https://www.youtube.com/watch?v=TvcgVRULa Ww https://www.arcademics.com/games/kitten-hop https://www.dkfindout.com/us/language-arts/ https://www.youtube.com/watch?v=2BS4qadQL1I&list=PLW5VMo7U1tBI2H5iDDm27a4GnB04zPu6r&index=14 https://www.youtube.com/watch?v=2BS4qadQL1I&list=PLW5VMo7U1tBI2H5iDDm27a4GnB04zPu6r&index=14 https://www.youtube.com/watch?v=2BS4qadQL1I&list=PLW5VMo7U1tBI2H5iDDm27a4GnB04zPu6r&index=14 https://www.youtube.com/watch?v=t313vsatKMY https://teachingwithoutfrills.com/ https://www.youtube.com/watch?v=D_f-e4OhHU8 https://www.youtube.com/watch?v=D_f-e4OhHU8 https://www.youtube.com/watch?v=MwUjGtdTxVo https://www.youtube.com/watch?v=MwUjGtdTxVo https://www.youtube.com/watch?v=Wwfhpm1xjF8 https://www.youtube.com/watch?v=Wwfhpm1xjF8 https://www.youtube.com/watch?v=TvcgVRULaWw https://www.youtube.com/watch?v=TvcgVRULaWw https://www.arcademics.com/games/kitten-hop 176 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • 5.Number -1. Add “s” –at the end of most nouns, 2. Terms related to music add “s” calypso, piano, cello, radio, etc., 3.Add “es” – at the end of nouns which end with the letters (x, s, ss, ch, sh, z, o), 4. Nouns ending in ‘y’, - Nouns ending with a consonant before the y- Change the “y” to an “i” then add “es”, - Nouns ending with a vowel before the y- The ending “ y” remains unchanged and just add “s”. 5. Nouns ending in ‘f’ and “fe. Nouns ending with “f” or “fe” , change the “f” or “fe” to a “v” and then add “es”. 6.Nouns with internal changes (Vowels) e.g. man- men. 7. Nouns- No change eg. sheep-sheep. Parts of Speech-Verbs- Concept- 1.Telling (Verb “to be”: am, is, are, was, and were), 2.Action Verbs (sing, go, do, buy, etc.), 3. Verb can be made up of one or more words. • Helping verbs: am, is, are, was, were, will, shall, etc. • Main Verbs: buy, eat, drink, dig, etc. Creative Writing • Use of capital letters (title of poems, first word on each line, Proper nouns -People, etc.) • Elements of a paragraph (Analysis)- Indent, Main Sentence, Supporting Details/sentences, Concluding Sentence • Exclamatory Sentences (end with an exclamation mark (!) • Use of commas in sentences-words in a series • Writing Application- Factual Paragraphs (Informative) • Paragraph writing including prompts related to the theme being studied. Simple Instructions and https://www.youtube.com/watch?v=JmkgAWAGt bE https://www.youtube.com/watch?v=BROp0ZlvUx k https://www.youtube.com/watch?v=98l2gZh-2X0 https://www.uniteforliteracy.com/ https://www.storyplace.org/ https://www.storylineonline.net/library/ https://www.youtube.com/channel/UCWQLkOZV 1aHXB0ihn2EwSbw https://stories.audible.com/discovery/enterprise- discovery- 21122358011?ref=adbl_ent_anon_ds_ds_dml_cnt r-0 https://sesamestreetincommunities.org/topics/lang uage/?activity=building-language-skills-spy https://www.youtube.com/watch?v=b7AkNKZsV- 4 https://www.youtube.com/watch?v=7OwX6tjOzt Y https://www.youtube.com/watch?v=hFFW9zKJ5o s https://www.youtube.com/watch?v=JmkgAWAGtbE https://www.youtube.com/watch?v=JmkgAWAGtbE https://www.youtube.com/watch?v=BROp0ZlvUxk https://www.youtube.com/watch?v=BROp0ZlvUxk https://www.youtube.com/watch?v=98l2gZh-2X0 https://www.uniteforliteracy.com/ https://www.storyplace.org/ https://www.storylineonline.net/library/ https://www.youtube.com/channel/UCWQLkOZV1aHXB0ihn2EwSbw https://www.youtube.com/channel/UCWQLkOZV1aHXB0ihn2EwSbw https://stories.audible.com/discovery/enterprise-discovery-21122358011?ref=adbl_ent_anon_ds_ds_dml_cntr-0 https://stories.audible.com/discovery/enterprise-discovery-21122358011?ref=adbl_ent_anon_ds_ds_dml_cntr-0 https://stories.audible.com/discovery/enterprise-discovery-21122358011?ref=adbl_ent_anon_ds_ds_dml_cntr-0 https://stories.audible.com/discovery/enterprise-discovery-21122358011?ref=adbl_ent_anon_ds_ds_dml_cntr-0 https://sesamestreetincommunities.org/topics/language/?activity=building-language-skills-spy https://sesamestreetincommunities.org/topics/language/?activity=building-language-skills-spy https://www.youtube.com/watch?v=b7AkNKZsV-4 https://www.youtube.com/watch?v=b7AkNKZsV-4 https://www.youtube.com/watch?v=7OwX6tjOztY https://www.youtube.com/watch?v=7OwX6tjOztY https://www.youtube.com/watch?v=hFFW9zKJ5os https://www.youtube.com/watch?v=hFFW9zKJ5os 177 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Directions Paragraphs- Independent Writing. Journal Writing Phonemic Awareness • Identify spoken words that rhyme • Identify syllables in spoken words • Produce spoken words that rhyme • Isolate and pronounce in three and four phoneme spoken words • -the beginning sound, the ending sound, the middle sound • Blend- syllables orally, -onset and rimes to pronounce one and two syllable words, -three and four phonemes to pronounce words (VCC, CVC, CVVC, CVCC, CCVC) • Segment spoken words- - containing three and four phonemes (VCC, CVC, CVVC, CVCC, CCVC), - one and two syllable words into onset and rimes Phonics • Vowel- All short sounds – All long sounds, (silent e) • Consonant blends (beginning and ending) • Word Families/ Phonograms • Content- Contractions – -I’m, -‘s’, - n’t • Different pronunciations of y Syllabication with • Consonant Digraphs, prefixes, Multisyllabic words, Silent letters (consonants), VCCV, VCV • Diphthongs, Alternative spellings of vowels, • Hard and soft and Vocabulary • SLMS Lessons for Standard One- https://learn.moe.gov.tt • https://learn.moe.gov.tt/ 178 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Decodable words/ more words from reader/ tricky words/high frequency words / familiar and subject- specific vocabulary • Context clues: Picture, definition clues, word structure clues, background /familiar • Content- Synonyms, Root Words, Antonyms • Stories/ poems /graphics read: - Infer the contextual meanings of words or texts from figurative language and factual texts Fluency • Letter sound fluency/ • Letter sounds and words fluency/ captions) rhymes • Teacher Modelling (echo reading) rhymes • Text Readers/ Level Appropriate reading material 60 to 100 words correct per minute (WCPM) Comprehension • Review and bridge gaps as required • Following directions and instructions • Re-tell events sequentially, • Main idea pictures (Fiction and Non-fiction) • Story structure- (beginning, middle, end) • Answering literal questions- • 1.use of pictures - Who? Where? • 2. use of pictures and short text - When? Why? What? How? • Content (Fiction and Non-fiction) • Main idea pictures, Explicit Main idea- short texts, Compare and contrast characters (Fiction and poems) • Text Structure 179 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Sequencing details Non-Fiction (retell events sequentially) • Description (Non-fiction) • Story element • Characters (Fiction and poems) describe simple physical features of literary characters, - Setting description, - Setting (Poems) • Text features-Headings, Sub–headings,Title, Author and Title Page Penmanship • Sentence Writing - legibility and neat presentation • Appropriate letter formation demonstrating correct strokes Standard One Term II Grammar • Language Structures- Present and Future Tense, (Contraction to be used as well), -Negatives, -Verb “to be” present and past (singular and plural), Parts of Speech-Verbs (Concept- Tense), Adjectives) (what kind, size, colour, taste, texture, etc.), Subject and verb agreement (Concept) Creative Writing • Content- Elements of a poem(calypso), Writing a poem- (calypso)- (Teacher Modelling, Guided Writing, and Independent Writing) • Elements of a paragraph (Analysis), Main Sentence, Supporting Details/sentences (use of transition words, adjectives), Concluding Sentence, Paragraph writing including prompts (Teacher Modelling, Guided Skill building and application worksheets SLMS Lessons for Standard One- https://learn.moe.gov.tt https://learn.moe.gov.tt/ 180 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Writing, and Independent Writing), Compound sentences • –use of “and” and “but”, Subject and verb agreement, Journal Writing Phonics • Review and bridge gaps as required • Vowel – All short sounds, – All long sounds • (silent e), Consonant blends (beginning and ending) • Word Families/ Phonograms • Contractions – -I’m, -‘s’, - n’t • Different pronunciations of y Syllabication with • - Consonant Digraphs, prefixes, Multisyllabic words, Silent letters (consonants), VCCV, VCV, Diphthongs, Alternative spellings of vowels, Hard and soft and Vocabulary • Familiar and subject- specific vocabulary, high frequency words. Prefixes and Suffixes, Homophones, Homographs, Context clues - Definition: use of commas, words in series and experience. Meaning of figurative language - Similes and personification. Multiple meaning words. Fluency • Letter sounds/words/ phrasing fluency/ captions) rhymes, • Teacher Modelling (echo reading) rhymes, Text Readers-100 words correct per minute (WCPM) Comprehension 181 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Review of comprehension skills and bridge gaps as required • Differentiate between literal and inferential questions • Poetry- Language use- Alliteration and Onomatopoeia, Predict outcomes, Story elements, Compare and contrast ideas in literary text, • Text structure –Compare and contrast- • Non- Fiction, Infer meaning in context using figurative language (similes) in stories and poems, • Drawing conclusions- Fiction, Lessons learnt from - stories and poems, • Answering literal and inferential questions Penmanship • Content-Sentence Writing, - legibility and neat presentation, - appropriate letter formation demonstrating correct strokes Standard One Term III Grammar • Language Structures: Negatives, The verb “to have” and “to be” singular and plural, Review- Adjectives, Parts of Speech –Adjectives Concept and Comparing Adjectives, Parts of Speech-Pronouns, Concept, types of pronouns and their contractions. Creative Writing • Use of Teacher Modelling, Guided Writing, and Independent Writing), Elements of a comic, Write a comic (theme related). Elements of a Madlib., Write a Madlib (theme related)- Paragraph writing including prompts, Factual Paragraphs. Review of Consonant blends – beginning and ending, Consonant digraphs and • SLMS Lessons for Standard One- https://learn.moe.gov.tt • https://learn.moe.gov.tt/ 182 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Vowel digraphs, Consonant clusters, Word Families/ Phonograms, Syllabication, - consonants followed by ‘le’, with suffixes, Multisyllabic words, VCCV, VCV, prefixes, ‘r’ , ‘l’ and ‘w’, controlled vowels, Different sounds of ,and < s > • Inflectional endings Vocabulary • Familiar and subject- specific vocabulary, high frequency words. Context Clues: -Experience, Definition: use of commas, Synonym clues and Antonym clues, Homographs, Synonyms and Antonyms, Suffixes Fluency • Letter sounds/words/ phrasing fluency/ captions) rhymes • Teacher Modelling (echo reading) rhymes, Text Readers, 100 words correct per minute (WCPM) Comprehension • Review of comprehension skills and bridge gaps as required- • Answer literal and inferential questions fiction and nonfiction • Details from stimulus that suggest feelings or appeal to the senses (Fiction and poems), Text structures, Story Element-Theme. Interpret -signs, symbols, charts and graphs, Drawing conclusions- Fiction, Making judgments and form opinions- Fiction, poems and non- fiction Penmanship 183 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Sentence Writing - legibility and neat presentation, - appropriate letter formation demonstrating correct strokes Standard Two Term I Grammar • Review and bridge gaps as required • Language Structures- 1. The Verb “to be” Present Tense- singular and plural, (Contracted forms as well), 2. The Verb “to be” Past tense –singular and plural, (Contracted forms as well), 3. The Verb “to do”, - singular and plural, 4. The Verb “to have” Present tense – singular and plural (Contracted form as well). Parts of Speech-Nouns- Types of nouns • Proper and Common nouns, • Collective nouns • Abstract Nouns, 4. Possessive Nouns (singular and plural), 5. Gender of Nouns, Concept of Gender • Types of gender: Masculine and Feminine, Changing gender of nouns Nouns – Number (Singular(one), Plural (more than one), Forming plurals, Adding ‘s’ and ‘es’, a. Add “s” –at the end of most nouns, b. Terms related to music add “s” calypso, piano, cello, radio, etc., c. Add “es” – at the end of nouns which end with the letters (x, s, ss, ch, sh, z, o), d. Nouns ending in ‘y’, e. Nouns ending in ‘f’ and “fe, f. Nouns with internal changes (Vowels) e.g. man- men, g. Nouns- No change eg.. sheep-sheep, Parts of Speech-Verbs- 1. Telling (Verb “to be”) 2. Action Verbs, 3. Verb can be made up of one or more words. Helping verbs- am, is, are, was, were, will, shall, etc. Main Verbs: buy, eat, drink, dig, etc. Alphabetical order- first and second letter. Parts of • Skill building and application worksheets https://www.dkfindout.com/us/language-arts/ https://www.youtube.com/watch?v=2BS4qadQL1 I&list=PLW5VMo7U1tBI2H5iDDm27a4GnB04z Pu6r&index=14 https://www.uniteforliteracy.com/ https://www.storyplace.org/ https://www.storylineonline.net/library/ https://www.youtube.com/channel/UCWQLkOZV 1aHXB0ihn2EwSbw https://stories.audible.com/discovery/enterprise- discovery- 21122358011?ref=adbl_ent_anon_ds_ds_dml_cnt r-0 • SLMS Lessons for Standard One- https://learn.moe.gov.tt • https://www.dkfindout.com/us/language-arts/ https://www.youtube.com/watch?v=2BS4qadQL1I&list=PLW5VMo7U1tBI2H5iDDm27a4GnB04zPu6r&index=14 https://www.youtube.com/watch?v=2BS4qadQL1I&list=PLW5VMo7U1tBI2H5iDDm27a4GnB04zPu6r&index=14 https://www.youtube.com/watch?v=2BS4qadQL1I&list=PLW5VMo7U1tBI2H5iDDm27a4GnB04zPu6r&index=14 https://www.uniteforliteracy.com/ https://www.storyplace.org/ https://www.storylineonline.net/library/ https://www.youtube.com/channel/UCWQLkOZV1aHXB0ihn2EwSbw https://www.youtube.com/channel/UCWQLkOZV1aHXB0ihn2EwSbw https://stories.audible.com/discovery/enterprise-discovery-21122358011?ref=adbl_ent_anon_ds_ds_dml_cntr-0 https://stories.audible.com/discovery/enterprise-discovery-21122358011?ref=adbl_ent_anon_ds_ds_dml_cntr-0 https://stories.audible.com/discovery/enterprise-discovery-21122358011?ref=adbl_ent_anon_ds_ds_dml_cntr-0 https://stories.audible.com/discovery/enterprise-discovery-21122358011?ref=adbl_ent_anon_ds_ds_dml_cntr-0 https://learn.moe.gov.tt/ 184 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Speech-Verbs- Concept- Verbs can show the time an action takes place. Present and Simple Present Tense, Past Tense, Future Tense, Verb endings: s Creative Writing • Use of capital letters (title of poems, first word on each line, Proper Nouns-People, etc.), Elements of a paragraph (Analysis), Indent, Main Sentence, Supporting Details/sentences, Concluding Sentence • Writing Application, Factual Paragraphs (Informative), Paragraph writing including prompts • related topic), Letter writing including address and envelope), Related to the theme being studied, • Simple Instructions and Directions Paragraphs • Exclamatory Sentences (end with an exclamation mark (!), Use of commas in sentences-words in a series, Journal Writing Phonics • Review and bridge gaps as required • Vowel – All short sounds, – All long sounds • (silent e), Consonant blends (beginning and ending) • Word Families/Phonograms, Content-Contractions – • -I’m, ‘s, - n’t , –‘re, Different pronunciations of y • Diphthongs. Syllabication with - Consonant Blends, Consonant Digraphs, prefixes, Multisyllabic words, Silent letters (consonants), VCCV, VCV, Hard and soft and Vocabulary • Review and bridge gaps as required 185 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Decodable words/ more words from reader/ tricky words/high frequency words / familiar and subject- specific vocabulary • Context clues: - Synonym clues, surrounding words/Sentences, word structure clues definition clues, background /familiar, Homophones • Synonyms and Antonyms • Content- Root Words and Inflectional endings • Compound Words, Determine the contextual meaning of words and phrases in factual text • Use of thesaurus, Prefixes- quad-, multi-, semi –, re-, over-, micro-. Suffixes – -y, -ment, -ly Fluency • Review and bridge gaps as required • Letter sound fluency/ Letter sounds and words fluency/ captions) rhymes, Teacher Modelling (echo reading), Text Readers -100 -112 words correct per minute (WCPM) Comprehension • Review of comprehension skills and bridge gaps as required, Following directions and instructions • Answering literal questions- 5 Ws and H (literary, non- fiction and graphic texts), Identify Main Idea and supporting details (Fiction and poems) • Compare and contrast characters (Fiction and poems) • Story Elements (Fiction and poems), - Characters (Major and minor) description and action, - Setting- description and time, - Problem, action and resolution • Content- Poetry- Rhyme, rhyme patterns and Stanza 186 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Story structure – Introduction, rising action, climax, falling action and conclusion • Text features- Title page, Headings, Sub-headings, Table of Contents, Guide words • Infer meaning in context using figurative language (Personification) Fiction and poems • Text structure- Description (Non- fiction), Sequencing – (Non-fiction), - Cause and effect–explicitly stated (Fiction), - Cause and effect- explicitly stated (Non- Fiction), - Problem and solution (Non- Fiction) Penmanship • Content-Sentence Writing, - legibility and neat presentation, - appropriate letter formation demonstrating correct strokes Standard Two Term II Grammar • Parts of Speech-Verbs – Tense • Language Structures- Present Tense, Past Tense: (Regular and Irregular Verbs), Future Tense: (Contraction to be used as well), Negatives • The verb “to be” present and past tense (singular and plural) Subject and verb agreement • Parts of Speech –Adjectives- (what kind, size, colour, taste, texture, etc.) Creative Writing • Elements of a poem(calypso), • Writing a poem- (calypso)- (Teacher Modelling, Guided Writing, and Independent Writing), • Skill building and application worksheets • SLMS Lessons for Standard One- https://learn.moe.gov.tt • https://learn.moe.gov.tt/ 187 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Elements of a paragraph (Analysis), Main Sentence, Supporting Details/sentences (use of transition words, adjectives), Concluding Sentence. • Paragraph writing (descriptive-that appeal to the senses) (Teacher Modelling, Guided Writing, and Independent Writing), • Compound sentences–use of “and” and “but”, Subject and verb agreement, Journal Writing Phonics • Review and bridge gaps as required • Consonant blends (beginning and ending), Consonant digraphs, Diphthongs, Syllabication • - Consonant Digraphs, prefixes, Multisyllabic words, Silent letters (consonants), Diphthongs, VCCV, VCV, Alternative spellings of vowels • Word Families/ Phonograms Vocabulary • Familiar and subject- specific vocabulary, high frequency words, Prefixes and Suffixes, Homophones and Homographs, Context clues • - Definition: use of commas, words in series., experience, Meaning of figurative language - Similes, Metaphors and Personification, Multiple meaning words Fluency • Letter sounds/words/ phrasing fluency/ captions) rhymes, Teacher Modelling (echo reading) rhymes • Text Readers, 112 words correct Comprehension 188 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Review of comprehension skills and bridge gaps as required, Differentiate between literal and inferential questions, Poetry- Language use - Alliteration and Onomatopoeia • Content-Answering literal, inferential and evaluative appreciative type questions, Identify words that appeal to the senses (Fiction and poems) • Predict outcomes – titles, illustrations, clues in text • Use of an Index, Story elements, Compare and contrast ideas in literary text- Characters and setting • Text structure, Infer meaning in context using figurative language (simple metaphor) in stories and poems, Determining writer’s point of view- Non- Fiction, Making judgments Penmanship • Sentence Writing, - legibility and neat presentation • Appropriate letter formation demonstrating correct strokes Standard Two Term III Grammar • Language Structures: Negatives, Verbs “to have” and “to do (singular and plural), Parts of Speech – • -Review- Adjectives, -Concept and Comparing Adjectives, -Pronouns Concept, types of pronouns and their contractions Creative Writing • Elements of a comic, Write a comic (theme related)- (Teacher Modelling, Guided Writing and Independent Writing), Elements of a Madlib. Write a Madlib (theme related) – (Teacher Modelling, Guided Writing and Skill building and application worksheets SLMS Lessons for Standard One- https://learn.moe.gov.tt https://learn.moe.gov.tt/ 189 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Independent Writing), Elements of a paragraph (Analysis), Main Sentence • Supporting Details/sentences, Concluding Sentence • Paragraph writing including prompts and Factual Paragraphs (Teacher Modelling, Guided Writing, and Independent Writing) Phonics • Review and bridge gaps as required, Consonant blends – beginning and ending, Word Families/ Phonograms, Consonant digraphs, Vowel digraphs • Content-Consonant clusters, Syllabication • - consonants followed by ‘le’ , with suffixes, Multisyllabic words, VCCV, VCV, prefixes • ‘r’, ‘l’, ‘w’ controlled vowels, Different sounds of and < s >, Inflectional endings Vocabulary • Familiar and subject- specific vocabulary, high frequency words, Context Clues: word structure, Experience, Definition: use of commas, Synonym clues, Antonym clues, surrounding words/sentences • Homographs, Prefixes and Suffixes: Synonyms and Antonyms, Meaning of figurative language • - Simile, Metaphor, Personification Fluency • Review and bridge gaps as required, Letter sounds/words/ phrasing fluency/ captions) rhymes • Content -Teacher Modelling (echo reading) rhymes • Text Readers, 112 words correct per minute (WCPM) 190 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Comprehension • Review of comprehension skills and bridge gaps as required, Details from stimulus that suggest feelings or appeal to the senses (Fiction and poems) • Interpret -signs, symbols, charts and graphs • Answer literal, inferential and evaluative type questions (fiction, non-fiction and graphic) • Story elements, Text Structure, Cause and effect- explicitly stated (Fiction and Non- Fiction) • Making judgments and form opinions- Fiction, poems and non-fiction, Infer meaning in context using figurative language (simple metaphor) in poems, Express their own point of view/ preferences based on evidence from the text, Evaluate texts with explicit and inferential reference to the text Penmanship • Sentence Writing - legibility and neat presentation, - appropriate letter formation demonstrating correct strokes Standard Three Term I Grammar • Review-Parts of Speech-Nouns, Types of nouns (common, proper, collective and abstract) Singular and plural nouns (regular and irregular forms). Gender of Nouns, Changing gender of nouns • -Verbs, Types of verbs, Verbal forms (including contractions)- a) Simple Present, Past, Future, Present Continuous Tense, Past Perfect Tense, Skill building and application worksheets https://www.dkfindout.com/us/language-arts/ https://www.ereadingworksheets.com/languageart sworksheets/ https://www.youtube.com/watch?v=t313vsatKMY https://teachingwithoutfrills.com/ https://www.dkfindout.com/us/language-arts/ https://www.ereadingworksheets.com/languageartsworksheets/ https://www.ereadingworksheets.com/languageartsworksheets/ https://www.youtube.com/watch?v=t313vsatKMY https://teachingwithoutfrills.com/ 191 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • b) Use Modals: can, may, should, would, could, might. c) Participle-past and present. d)Regular and irregular. • -Adjectives: comparative and superlative degree. - Pronouns: Personal, Possessive Reflexive and Relative Pronoun. -Adverbs: comparative and superlative forms. • Punctuation marks in sentences: • apostrophe in contractions and possessives, quotation marks and commas in apposition, in words in a series and in addresses. • Prepositions in context. • Conjunctions to combine ideas and sentences. • Alphabetical order- first and second letter. • Subject Verb Agreement. • Capitalisation in sentences for: first word in a quotation, title of books, chapters, poems, title of proper names, important words in headlines, subject heading etc. Creative Writing • Elements of a paragraph (Analysis), Indent • Use of capital letters (title of poems, first word on each line, Proper Nouns-People, etc.), Main Sentence, Supporting Details/sentences, Concluding Sentence, Writing Application • Factual Paragraphs (Informative), Simple Instructions and Directions Paragraphs. Narrative Writing - beginning middle and end plot structure, character development, setting, sensory descriptive words and include simile, simple metaphor and personification https://www.youtube.com/watch?v=bBWm3- mxL1U https://www.youtube.com/watch?v=w7oGNyHX8 1I https://www.uniteforliteracy.com/ https://www.storyplace.org/ https://www.youtube.com/watch?v=JmkgAWAGt bE https://www.youtube.com/watch?v=BROp0ZlvUx k SLMS Lessons for Standard Three: https://learn.moe.gov.tt https://www.youtube.com/watch?v=bBWm3-mxL1U https://www.youtube.com/watch?v=bBWm3-mxL1U https://www.youtube.com/watch?v=w7oGNyHX81I https://www.youtube.com/watch?v=w7oGNyHX81I https://www.uniteforliteracy.com/ https://www.storyplace.org/ https://www.youtube.com/watch?v=JmkgAWAGtbE https://www.youtube.com/watch?v=JmkgAWAGtbE https://www.youtube.com/watch?v=BROp0ZlvUxk https://www.youtube.com/watch?v=BROp0ZlvUxk https://learn.moe.gov.tt/ 192 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction devices. Simple report writing. Express thoughts and feelings in a reflective piece. Phonics • Review and bridge gaps as required. Vowel - All short and all long sounds (silent e), Consonant blends (beginning and ending), Word Families/ Phonograms, Syllabication with • - Consonant Blends, Consonant Digraphs, prefixes, Multisyllabic words, Silent letters (consonants). VCCV, VCV • Alternative spellings of vowels, Vowel Digraphs, Diphthongs • Consonant Digraphs - sh, ch, th Vocabulary • Review and bridge gaps as required. Decodable words/ more words from reader/ tricky words/high frequency words / familiar and subject- specific vocabulary. Root Words and Inflectional endings, Compound Words. Context clues: • - Synonym clues, Antonym clues, surrounding words/ • Sentences, Background /Familiar. Words in apposition • Synonyms and Antonyms, Use of dictionary and thesaurus • Determine the contextual meaning of words and phrases in factual text, Prefixes and Suffixes. Stories/ poems /graphics read: - Infer the contextual meanings of words or texts from figurative language and factual texts, Homophones, Multiple meaning words Fluency 193 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Review and bridge gaps as required. Letter sound fluency/ • Letter sounds and words fluency/ captions) rhymes • Teacher Modelling (echo reading) rhymes, Text Readers • 112 -133 words correct per minute (WCPM) Comprehension • Review and bridge gaps as required. Following directions and instructions. Story structure- (beginning, middle, end) Re-tell events sequentially. Text features- Title page, Headings, Sub-headings, Table of Contents, Guide words. • Identify Main Idea and supporting details (Fiction and poems) • Compare and contrast characters, (Fiction and poems) • Differentiate between literal and inferential and evaluative questions (literary, non-fiction and graphic texts) • Story structure – Introduction, rising action, climax, falling action and conclusion. Story Elements (Fiction and poems) - Characters (Major and minor)- traits and actions- Setting-description and time, - Problem, action and resolution • - Plot Identify Main Idea and supporting details (Fiction and Poems), Theme (Fiction and poems), Poetry- Rhyme patterns, rhythm and stanza, Literary device- Imagery, Story structure – Introduction, rising action, climax, falling action and conclusion. Infer meaning in 194 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction context using figurative language (Personification) Fiction and poems. Text structure- • - Description, Sequencing – (Non-fiction), Cause and effect– • explicitly stated (Fiction), Cause and effect- explicitly stated (Non-Fiction), Problem and solution (Non- Fiction) • Details from stimulus that suggest feelings or appeal to the senses (Poems), Mood in literary texts, - Stories and Poems Penmanship • Sentence Writing- legibility and neat presentation, - appropriate letter formation demonstrating correct strokes Standard Three Term II Grammar • Language Structures: Negatives, the verb “to be” present and past tense (singular and plural), Subject and verb agreement • Parts of Speech –Adjectives, -Adverbs: comparative and superlative forms, -Prepositions in context. - Conjunctions to combine ideas and sentences. Creative Writing • Use of writing modes (Teacher Modelling, Guided Writing, and Independent Writing), -Elements of a poem(calypso) • Writing a poem- (calypso), -Narrative Writing - beginning middle and end plot structure, character development, setting, sensory descriptive words and include simile, simple metaphor and personification Skill building and application worksheets SLMS Lessons for Standard Three: https://learn.moe.gov.tt https://learn.moe.gov.tt/ 195 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction devices. -Simple report writing -Paragraph writing (descriptive-that appeal to the senses) • -Express thoughts and feelings in a reflective piece. • Compound sentences –use of “and” and use of “but”. Subject and Verb Agreement. Journal Writing Phonics • Consonant digraphs, Diphthongs, Vowels, Syllabication • -Consonant Digraphs, prefixes, suffixes, Multisyllabic words, Silent letters (consonants), Diphthongs, VCCV, VCV, consonants followed by ‘le’. Alternative spellings of vowels • Word Families/ Phonograms, Hard and soft and • Consonant Digraphs silent- gn, wh, wr, kn Vocabulary • Familiar and subject- specific vocabulary, high frequency words, Root Words and Inflectional endings, Prefixes and Suffixes, Homophones and Homographs, Analogy-Connotative, Compound Words, Multiple meaning words. Context clues - Definition: use of commas, words in series, experience, background knowledge, word structure, descriptive language. Meaning of figurative language - Similes, Metaphors and Personification Fluency • Review and bridge gaps as required. Letter sounds/words/ phrasing fluency/ captions) rhymes. 196 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Teacher Modelling (echo reading) rhymes. Text Readers. 133 words correct per minute (WCPM) Comprehension • Review of comprehension skills and bridge gaps as required • Poetry- Language use - Alliteration and Onomatopoeia • Identify words that appeal to the senses (Fiction and poems) • Distinguish fact from opinion, Differentiate between literal, inferential, evaluation and appreciation questions • Answering evaluative appreciative type questions, Predict outcomes. Story elements. Compare and contrast ideas in literary text- Characters and setting. • Text structures- Infer meaning in context using figurative language (simple metaphor) in stories and poems • Determining writer’s point of view- Non-Fiction, Making judgments, Determining writer’s purpose, Drawing Conclusions, Reader’s point of view. Text features • use of glossary and an Index Penmanship • Sentence Writing - legibility and neat presentation, - appropriate letter formation demonstrating correct strokes Standard Three Term III Grammar • Language Structures: Negatives • The verb “to have” and “to do” singular and plural Skill building and application worksheets 197 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Parts of Speech –Adjectives Concept and Comparing Adjectives (more than two), - Pronouns Concept, types of pronouns and their Contraction. Creative Writing • Use of writing modes (Teacher Modelling, Guided Writing, and Independent Writing). Elements of a comic. Write a comic (theme related)- Narrative Writing - beginning middle and end plot structure, character development, setting, sensory descriptive words and include simile, simple metaphor and personification devices. Simple report writing. Express thoughts and feelings in a reflective piece. Paragraph writing including prompts Factual Paragraphs Phonics • Review and bridge gaps as required. Consonant blends – beginning and ending. Consonant clusters - (thr, scr, squ) • Word Families/ Phonograms. Syllabication- consonants followed by ‘le’ , with suffixes, Multisyllabic words, VCCV,VCV, prefixes. Content-‘r’, ‘l’, ‘w’ controlled vowels • Different sounds of and < s >, Phonograms – ic/ick, tion/sion, ture Vocabulary • Review and bridge gaps as required. Familiar and subject- specific vocabulary, high frequency words. • Context Clues: word structure, Experience, Definition: use of commas, Synonym clues, Antonym clues, surrounding words/sentences, factual language, Homographs SLMS Lessons for Standard Three: https://learn.moe.gov.tt https://learn.moe.gov.tt/ 198 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Content-Prefixes: anti-, super-, under, Suffixes: - ible ,- able, • Synonyms and Antonyms. • Interpret: -connotative language, –familiar and new words • figurative language, - similes, metaphors personification Fluency • Review and bridge gaps as required. Letter sounds/words/ phrasing fluency/ captions) rhymes. Content- Teacher Modelling (echo reading) rhymes, Text Readers • 112 words correct per minute (WCPM) Comprehension • Review of comprehension skills and bridge gaps as required. Answering literal and inferential questions (literary, non-fiction and graphic). Details from stimulus that suggest feelings or appeal to the senses (Fiction and poems) • Story elements. Interpret-signs, symbols, charts, graphs • and advertisements. Text Structures. Making judgments and form opinions- Fiction, poems and non-fiction. Infer meaning in context using figurative language (simple metaphor) in poems. Research Skills. Express their own point of view/ preferences based on evidence from the text. Evaluate texts with explicit and inferential reference to the text. Determining writer’s point of view Penmanship 199 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Sentence Writing, - legibility and neat presentation, - appropriate letter formation demonstrating correct strokes Standard Four and Five Term I Grammar • Review and bridge gaps as required. Parts of Speech • -Nouns, Types of nouns Singular and plural nouns (regular and irregular forms), -Verbs, Types of verbs, Verbal forms (including contractions), Regular and irregular • Use Modals: can, may, should, would, could, might. • Participle-past and present. -Adjectives: comparative and superlative degree. -Pronouns: Personal, Possessive Reflexive and Relative Pronoun. • Content- Adverbs: comparative and superlative forms. Prepositions in context. Conjunctions to combine ideas and sentences. Capitalisation in sentences for: •first word in a quotation, •title of books, chapters, poems, •title of proper names, •important words in headlines, subject heading etc., Alphabetical order- first and second letter, Punctuation marks in sentences: - apostrophe in contractions and possessives, quotation marks and commas in apposition, in words in a series and in addresses. Subject Verb Agreement. Phrases ‘together with,’ ‘as well as,’ ‘along with,’ the verb agrees with the subject word. Some personal pronouns agree with the singular verb while others agree with the plural form. • Expressions such as: most of, many of, a lot of, a little of, much, some, all of, and some of, can take either a singular or plural verb. When the subject is countable • Skill building and application worksheets • SLMS Lessons for Standard 4 and 5- https://learn.moe.gov.tt includes course- MOE TTT SEA Time Presentations https://www.ereadingworksheets.com/language artsworksheets/ https://www.youtube.com/watch?v=yGGNKTe_N 7o https://www.youtube.com/watch?v=pD9KWtpHD DY https://www.youtube.com/watch?v=F5XJuH57tf0 https://www.youtube.com/watch?v=bBWm3- mxL1U https://www.youtube.com/watch?v=w7oGNyHX8 1I https://www.youtube.com/watch?v=635oQTY61J 8 https://www.uniteforliteracy.com/ https://www.storyplace.org/ https://www.storylineonline.net/library/ https://stories.audible.com/discovery/enterprise- discovery- https://www.ereadingworksheets.com/languageartsworksheets/ https://www.ereadingworksheets.com/languageartsworksheets/ https://www.youtube.com/watch?v=yGGNKTe_N7o https://www.youtube.com/watch?v=yGGNKTe_N7o https://www.youtube.com/watch?v=pD9KWtpHDDY https://www.youtube.com/watch?v=pD9KWtpHDDY https://www.youtube.com/watch?v=F5XJuH57tf0 https://www.youtube.com/watch?v=bBWm3-mxL1U https://www.youtube.com/watch?v=bBWm3-mxL1U https://www.youtube.com/watch?v=w7oGNyHX81I https://www.youtube.com/watch?v=w7oGNyHX81I https://www.youtube.com/watch?v=635oQTY61J8 https://www.youtube.com/watch?v=635oQTY61J8 https://www.uniteforliteracy.com/ https://www.storyplace.org/ https://www.storylineonline.net/library/ https://stories.audible.com/discovery/enterprise-discovery-21122356011?ref=adbl_ent_anon_ds_ds_dml_cntr-1 https://stories.audible.com/discovery/enterprise-discovery-21122356011?ref=adbl_ent_anon_ds_ds_dml_cntr-1 200 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction the verb is plural, when the subject is uncountable it takes a singular verb. Creative Writing • Use of writing modes (Teacher Modelling, Guided Writing, and Independent Writing). Use of capital letters (title of poems, first word on each line, Proper Nouns-People, etc.) • Elements of a paragraph (Analysis), Indent, Main Sentence • Supporting Details/sentences, Concluding Sentence. Writing Application, Factual Paragraphs (Informative). Narrative Writing - beginning middle and end plot structure, character development, setting, sensory descriptive words and include simile, simple metaphor and personification devices. • Simple report writing. Instructions and directions • Express thoughts and feelings in a reflective piece. Phonics • Review and bridge gaps as required. -Vowel – All short sounds, – All long sounds (silent e), Consonant blends (beginning and ending), Word Families/Phonograms • Syllabication with - Consonant Blends, Consonant Digraphs, prefixes, Multisyllabic words, Silent letters (consonants), • VCCV, VCV. Vowel Digraphs, Alternative spellings of vowels, Consonant Digraphs - sh, ch,th,th, Diphthongs Vocabulary 21122356011?ref=adbl_ent_anon_ds_ds_dml_cnt r-1 https://stories.audible.com/discovery/enterprise- discovery- 21122356011?ref=adbl_ent_anon_ds_ds_dml_cnt r-1 https://www.ixl.com/ela/grade-3 https://www.ixl.com/ela/grade-4 https://www.youtube.com/watch?v=JmkgAWAGt bE https://www.youtube.com/watch?v=BROp0ZlvUx k https://www.youtube.com/watch?v=98l2gZh-2X0 https://www.ereadingworksheets.com/figurative- language/figurative-language-activities/ https://www.ereadingworksheets.com/point-of- view/ • https://stories.audible.com/discovery/enterprise-discovery-21122356011?ref=adbl_ent_anon_ds_ds_dml_cntr-1 https://stories.audible.com/discovery/enterprise-discovery-21122356011?ref=adbl_ent_anon_ds_ds_dml_cntr-1 https://stories.audible.com/discovery/enterprise-discovery-21122356011?ref=adbl_ent_anon_ds_ds_dml_cntr-1 https://stories.audible.com/discovery/enterprise-discovery-21122356011?ref=adbl_ent_anon_ds_ds_dml_cntr-1 https://stories.audible.com/discovery/enterprise-discovery-21122356011?ref=adbl_ent_anon_ds_ds_dml_cntr-1 https://stories.audible.com/discovery/enterprise-discovery-21122356011?ref=adbl_ent_anon_ds_ds_dml_cntr-1 https://www.ixl.com/ela/grade-3 https://www.ixl.com/ela/grade-4 https://www.youtube.com/watch?v=JmkgAWAGtbE https://www.youtube.com/watch?v=JmkgAWAGtbE https://www.youtube.com/watch?v=BROp0ZlvUxk https://www.youtube.com/watch?v=BROp0ZlvUxk https://www.youtube.com/watch?v=98l2gZh-2X0 https://www.ereadingworksheets.com/figurative-language/figurative-language-activities/ https://www.ereadingworksheets.com/figurative-language/figurative-language-activities/ https://www.ereadingworksheets.com/point-of-view/ https://www.ereadingworksheets.com/point-of-view/ 201 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Review and bridge gaps as required. Decodable words/ more words from reader/ tricky words/high frequency words / familiar and subject- specific vocabulary • Context clues: - Words in series, Synonym clues, Antonym clues, surrounding words/ Sentences, definition clues, Background /Familiar, Words in apposition. Use of dictionary and thesaurus, Synonyms and Antonyms. Stories/ poems /graphics read: - Infer the contextual meanings of words or texts from figurative language and factual texts. Root Words and Inflectional endings. Compound Words. • Determine the contextual meaning of words and phrases in factual text, Prefixes and Suffixes, Homographs and Homophones, Multiple meaning words, Interpret figurative language – simile, metaphor, personification Fluency • Review and bridge gaps as required. Letter sound fluency/ Letter sounds and words fluency/ captions) rhymes • Teacher Modelling (echo reading) rhymes. Text Readers. • 146 words correct per minute (WCPM) Comprehension • Review and bridge gaps as required. Following directions and instructions. Differentiate between literal and inferential questions (literary, non-fiction and graphic texts) 202 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Answering evaluative questions. Identify Main Idea and supporting details (Fiction and poems). Story Elements (Fiction and poems) Characters (Major and minor)- traits and actions- Setting-description and time, - Problem, action and resolution, - Plot Identify Main Idea and supporting details (Fiction and Poems), - Theme (Fiction and poems) • - Setting description; Compare and contrast • Poetry- Rhyme patterns, rhythm and stanza, – Language use (Alliteration and Onomatopoeia). Story structure – Introduction, rising action, climax, falling action and conclusion. Identify words/details that appeal to the senses (Fiction and poems). Literary element (poems and stories)- Imagery, - Theme (comparing themes), - Plot, - Style • Text features - Headings, Sub-headings, Table of Contents, Guide words, Illustrations and captions. Infer meaning in context using figurative language (Personification) Fiction and poems. Text structure- Description, Sequencing – (Non-Fiction). Cause and effect–explicitly stated (Fiction), Cause and effect- explicitly stated (Non-Fiction), Problem and solution (Non- Fiction). Literary device – Imagery, - Tone (Fiction and poems). Mood in literary texts- Stories and Poems. Make judgments about the behaviour of characters • Evaluate texts. Express preferences and support their views by reference to texts Penmanship 203 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Sentence Writing- legibility and neat presentation, - appropriate letter formation demonstrating correct strokes Standard Four and Five Term II Grammar • Language Structures: Negatives, the verb “to be” present and past tense (singular and plural). Subject and verb agreement • Parts of Speech –Adjectives, -Adverbs: comparative and superlative forms. -Prepositions in context. - Conjunctions to combine ideas and sentences. -Forms of the verb ‘to be’ take the number of the subject. - Sums of money, measurements, fractional parts take the singular verb. -A collective noun, which is singular in meaning, is followed by a singular verb. Creative Writing • Use of writing modes (Teacher Modelling, Guided Writing, and Independent Writing). Elements of a poem (calypso) • Writing a poem- (calypso). Narrative Writing - plot structure, character development, setting, sensory descriptive words and include simile, simple metaphor and personification devices. • Simple report writing, instructions and directions • Express thoughts and feelings in a reflective piece. • Paragraph writing (descriptive-that appeal to the senses) • Compound sentences –use of “and” and use of “but” • Subject and verb agreement, Journal Writing Phonics Skill building and application worksheets SLMS Lessons for Standard 4 and 5- https://learn.moe.gov.tt includes course- MOE TTT SEA Time Presentations https://learn.moe.gov.tt/ 204 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Review and bridge gaps as required. Consonant digraphs, • Diphthongs, Syllabication - Consonant Digraphs, prefixes, suffixes, Multisyllabic words, Silent letters (consonants), Diphthongs, VCCV, VCV, consonants followed by ‘le’ • Vowels. Word Families/ Phonograms. Alternative spellings of vowels. Hard and soft and . Consonant Digraphs silent- gn, wh, wr, kn Vocabulary • Review and bridge gaps as required. Familiar and subject- specific vocabulary, high frequency words. Root Words and Inflectional endings, Compound Words. Context clues • - Definition: use of commas, words in series, experience, background knowledge, word structure, word meaning descriptive language, Homographs • Content-Suffixes: and Prefixes, Homophones, Analogy – Connotative, Meaning of figurative language - Similes, Metaphors and Personification, Multiple meaning words Fluency • Review and bridge gaps as required. Letter sounds/words/ phrasing fluency/ captions) rhymes. Teacher Modelling (echo reading) rhymes. Text Readers. 146 words correct per minute (WCPM) Comprehension • Review of comprehension skills and bridge the gaps as required. Differentiate between literal, inferential, 205 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction evaluation and appreciation questions. Answering evaluation and appreciation type questions. Poetry- Language use - Alliteration and Onomatopoeia. Identify words that appeal to the senses (Fiction and poems). Story elements. • Text structure. Predict outcomes. Infer meaning in context using figurative language (simple metaphor) in stories and poems. Determining writer’s point of view- Non-Fiction • Making judgments. Determining writer’s purpose • Drawing Conclusions. Reader’s point of view • Infer cause and effect (Fiction and Non -Fiction) • Distinguish fact from opinion. Text features – use of glossary, use of an Index, Illustration and captions Penmanship: -Sentence Writing- legibility and neat presentation, - appropriate letter formation demonstrating correct strokes Standard Four and Five Term III Grammar • Language Structures: Negatives, the verb “to have” and “to do” singular and plural, Parts of Speech -Adjectives • Concept and Comparing Adjectives (more than two) • Parts of Speech-Pronouns, types of pronouns and their contractions Creative Writing • Use of writing modes (Teacher Modelling, Guided Writing, and Independent Writing), Elements of a comic. Write a comic (theme related). Narrative Writing - beginning middle and end plot structure, character development, setting, sensory descriptive • Skill building and application worksheets • SLMS Lessons for Standard 4 and 5- https://learn.moe.gov.tt includes course- MOE TTT SEA Time Presentations https://learn.moe.gov.tt/ 206 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction words and include simile, simple metaphor and personification devices. Simple report writing, instructions and directions. Express thoughts and feelings in a reflective piece. Paragraph writing including prompts. Factual Paragraphs Phonics • Review and bridge gaps as required. Consonant blends – beginning and ending. Consonant clusters (thr, scr, squ) • Word Families/ Phonograms. Consonant digraphs. Vowel digraphs. Syllabication- consonants followed by ‘le’, with suffixes, Multisyllabic words, VCCV, VCV, prefixes. ‘r’, ’l’, ‘w’ controlled vowels. Different sounds of and < s > Phonograms – ic/-ick, -tion/- sion , –ture Vocabulary • Review and bridge gaps as required. Familiar and subject- specific vocabulary, high frequency words. Context Clues: • - word structure, Experience, Definition: use of commas, Synonym clues, Antonym clues, surrounding words/sentences, factual language, Homographs. Prefixes and Suffixes • Synonyms and Antonyms. Interpret -connotative language, familiar and new words, figurative language - similes, metaphors, personification Fluency • Review and bridge gaps as required. Letter sounds/words/ phrasing fluency/ captions) rhymes. 207 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Teacher Modelling (echo reading) rhymes. Text Readers. 146 words correct per minute (WCPM) Comprehension • Review of comprehension skills and the bridge gaps as required. Answering literal and inferential questions (literary, non-fiction and graphic). Details from stimulus that suggest feelings or appeal to the senses (Fiction and poems) • Story elements: Interpret -signs symbols, charts, graphs and advertisements. Text features – Bibliography • Making judgments and form opinions- Fiction, poems and non-fiction. Text structure – Problem and solution (Non-Fiction), - Cause and effect- explicitly stated (Fiction and Non- Fiction), Infer meaning in context using figurative language (simple metaphor) in poems, Determining writer’s point of view, Distinguishing fact from opinion, Express their own point of view/ preferences based on evidence from the text. Evaluate texts with explicit and inferential reference to the text. Penmanship • Sentence Writing - legibility and neat presentation • Appropriate letter formation demonstrating correct strokes 208 Mathematics Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Infant One Term I NUMBER Pre-Number • Classify objects into groups and subgroups using different criteria • Use one-to-one correspondence to match objects in sets to determine more than, less than or equal to • Rote count to 20 in ascending and descending order Number Concepts • Understand the concept of numbers 1-10 • Count objects to demonstrate one to-one correspondence (up to 10) • Count objects in different arrangements to demonstrate conservation of number • Match the number names and numerals to the quantities they represent up to 10 • Sequence number names and numerals • Read and write number names and numerals • Compare groups of objects and order numbers • Explore the value of coins and bills (1¢, 5¢, 10¢, $1, $5, $10) and their equivalence • Use the language of money in role- playing situations involving the NUMBER Pre-Number https://www.youtube.com/watch?v=Zg5AAxgf9qg https://www.k5learning.com/worksheets/kindergarten/sortin g-objects-a.pdf https://www.k5learning.com/worksheets/kindergarten/sort- by-color.pdf https://www.k5learning.com/worksheets/kindergarten/sort- by-size.pdf https://www.k5learning.com/worksheets/kindergarten/sort- by-shape.pdf Number Concepts https://learn.moe.gov.tt/mod/url/view.php?id=6292 https://www.youtube.com/watch?v=FFwO_DWZh3E https://www.math-only-math.com/count-the-numbers-and- match.html https://www.youtube.com/watch?v=L1LDBbdQxl8 https://www.mathworksheets4kids.com/number- names/charts/1to10-theme-1.pdf https://www.math-only-math.com/numbers-and-their- names.html https://www.k5learning.com/worksheets/kindergarten- sequencing-numbers-least-to-greatest-10-1.pdf https://www.sheppardsoftware.com/mathgames/earlymath/ BalloonPopMath_Order.htm https://www.youtube.com/watch?v=bWUgZm_AE64 https://www.youtube.com/watch?v=Zg5AAxgf9qg https://www.k5learning.com/worksheets/kindergarten/sorting-objects-a.pdf https://www.k5learning.com/worksheets/kindergarten/sorting-objects-a.pdf https://www.k5learning.com/worksheets/kindergarten/sort-by-color.pdf https://www.k5learning.com/worksheets/kindergarten/sort-by-color.pdf https://www.k5learning.com/worksheets/kindergarten/sort-by-size.pdf https://www.k5learning.com/worksheets/kindergarten/sort-by-size.pdf https://www.k5learning.com/worksheets/kindergarten/sort-by-shape.pdf https://www.k5learning.com/worksheets/kindergarten/sort-by-shape.pdf https://learn.moe.gov.tt/mod/url/view.php?id=6292 https://www.youtube.com/watch?v=FFwO_DWZh3E https://www.math-only-math.com/count-the-numbers-and-match.html https://www.math-only-math.com/count-the-numbers-and-match.html https://www.youtube.com/watch?v=L1LDBbdQxl8 https://www.mathworksheets4kids.com/number-names/charts/1to10-theme-1.pdf https://www.mathworksheets4kids.com/number-names/charts/1to10-theme-1.pdf https://www.math-only-math.com/numbers-and-their-names.html https://www.math-only-math.com/numbers-and-their-names.html https://www.k5learning.com/worksheets/kindergarten-sequencing-numbers-least-to-greatest-10-1.pdf https://www.k5learning.com/worksheets/kindergarten-sequencing-numbers-least-to-greatest-10-1.pdf https://www.sheppardsoftware.com/mathgames/earlymath/BalloonPopMath_Order.htm https://www.sheppardsoftware.com/mathgames/earlymath/BalloonPopMath_Order.htm https://www.youtube.com/watch?v=bWUgZm_AE64 209 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction exchange of goods for money (exact value of the coins and bills) Addition • Solve one-step real-life addition problems presented orally or pictorially (using concrete materials, whole number and money, no symbol) • Combine two groups of objects to model addition (count the amount in each group and the sum) • Solve problems involving addition using concrete and pictorial representations in vertical and horizontal arrangements • Describe what happens to a group after addition is performed • Record addition using pictorial representations/drawings, numerals and/or words e.g. 3 add 2 equal 5 Mental Mathematics • Solve problems using mental strategies such as: o Addition facts o Add-one as it relates to forward counting GEOMETRY Solids and Plane Shapes • Identify solids (using informal names for cuboid, cube, sphere, cylinder, and cone) and plane shapes (squares, triangles, rectangles and circles, using formal names) in the surroundings https://www.youtube.com/watch?v=75NQK-Sm1YY (The Very Hungry Caterpillar-Animated Story) https://www.youtube.com/watch?v=Ihl_9qjvWuc (number bonds to 7 - teacher resource-audio can be used) https://www.youtube.com/watch?v=ch7KzI3n2Zk (number bonds to 10) https://www.youtube.com/watch?v=zija7aVmziY (number bonds to 5) Addition https://www.youtube.com/watch?v=WRb5iK5fZD0 (teacher and student resource) https://www.youtube.com/watch?v=hrj4wsq3U8M (teacher resource, no symbol) https://www.youtube.com/watch?v=THBa5--uaOM (teacher and student resource, symbol: + is introduced, teacher to determine student readiness for introduction of symbol) https://www.youtube.com/watch?v=2wR4rJM_M_s (teacher resource) https://www.youtube.com/watch?v=QJqsgaaxhcs https://www.youtube.com/watch?v=WwlrbMWcTtQ Mental Mathematics https://www.youtube.com/watch?v=ch7KzI3n2Zk (number bonds to 10) https://www.youtube.com/watch?v=zija7aVmziY (number bonds to 5) GEOMETRY Solids and Plane Shapes https://www.youtube.com/watch?v=75NQK-Sm1YY https://www.youtube.com/watch?v=Ihl_9qjvWuc https://www.youtube.com/watch?v=ch7KzI3n2Zk https://www.youtube.com/watch?v=zija7aVmziY https://www.youtube.com/watch?v=WRb5iK5fZD0 https://www.youtube.com/watch?v=hrj4wsq3U8M https://www.youtube.com/watch?v=THBa5--uaOM https://www.youtube.com/watch?v=2wR4rJM_M_s https://www.youtube.com/watch?v=QJqsgaaxhcs https://www.youtube.com/watch?v=WwlrbMWcTtQ https://www.youtube.com/watch?v=ch7KzI3n2Zk https://www.youtube.com/watch?v=zija7aVmziY 210 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Match solids and plane shapes with familiar objects in the surroundings • Match word names to solids and plane shapes • Construct models using solids and/or plane shapes MEASUREMENT Length • Investigate the lengths of objects • Use comparison vocabulary to compare two objects (direct comparison) in relation to length • Communicate effectively using vocabulary associated with linear measures MEASUREMENT Time • Describe times of the day (e.g. night- time, daytime, lunchtime) and related activities (e.g. eating breakfast, going to sleep) using appropriate vocabulary STATISTICS Object Charts • Classify objects into groups and sub- groups using different criteria • Collect and classify data about objects, self and others to make decisions • Construct and interpret object charts based on real-life problems or situations https://www.youtube.com/watch?v=OEbRDtCAFdU https://www.moe.gov.tt/places/ (integration) MEASUREMENT Length https://learn.moe.gov.tt/mod/url/view.php?id=6301 https://www.youtube.com/watch?v=aLsmFbW8ikU https://www.youtube.com/watch?v=F-FVrxWx88g https://www.youtube.com/watch?v=TNC-1n-8PB8 https://www.youtube.com/watch?v=KrpSjTLTD3k https://www.mathworksheets4kids.com/long- short/reptiles1.pdf https://i0.wp.com/medinakids.com/old/alphabet/worksheets/ opposite/opposites--fat-and-thin-worksheet2.png https://www.mathworksheets4kids.com/tall- short/recognize1.pdf https://www.moe.gov.tt/things-around-me-revised/ (integration) https://www.youtube.com/watch?v=ryIxBrO1bJY (parts can be used) https://www.youtube.com/watch?v=JjKhSyUVFBI MEASUREMENT Time https://www.youtube.com/watch?v=nfnAap8094M https://www.moe.gov.tt/health-and-wellbeing-revised/ (integration) https://www.youtube.com/watch?v=WX7oTjmpLx0 STATISTICS Object Charts https://www.youtube.com/watch?v=OEbRDtCAFdU https://www.moe.gov.tt/places/ https://learn.moe.gov.tt/mod/url/view.php?id=6301 https://www.youtube.com/watch?v=aLsmFbW8ikU https://www.youtube.com/watch?v=F-FVrxWx88g https://www.youtube.com/watch?v=TNC-1n-8PB8 https://www.youtube.com/watch?v=KrpSjTLTD3k https://www.mathworksheets4kids.com/long-short/reptiles1.pdf https://www.mathworksheets4kids.com/long-short/reptiles1.pdf https://i0.wp.com/medinakids.com/old/alphabet/worksheets/opposite/opposites--fat-and-thin-worksheet2.png https://i0.wp.com/medinakids.com/old/alphabet/worksheets/opposite/opposites--fat-and-thin-worksheet2.png https://www.mathworksheets4kids.com/tall-short/recognize1.pdf https://www.mathworksheets4kids.com/tall-short/recognize1.pdf https://www.moe.gov.tt/things-around-me-revised/ https://www.youtube.com/watch?v=ryIxBrO1bJY https://www.youtube.com/watch?v=JjKhSyUVFBI https://www.youtube.com/watch?v=nfnAap8094M https://www.moe.gov.tt/health-and-wellbeing-revised/ https://www.youtube.com/watch?v=WX7oTjmpLx0 211 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Make informed decisions based on data analysed https://www.youtube.com/watch?v=FpHk3bFdRNk https://www.youtube.com/watch?v=akCffk5ELy4 https://www.youtube.com/watch?v=382t1nqfyNk Term II NUMBER Number Concepts • Use 5 as a reference or benchmark in the formation of numbers from 6 to 10 e.g. ‘seven is two more than five’ • Order objects and use appropriate language to describe position (first, second, third and last) • State the equivalence of coins and bills up to 10 cents and 10 dollars • Use the language of money in role- playing situations involving the exchange of goods for money (exact value of the coins and bills) Number Patterns • Recognise the arrangement of dots/objects in standard spatial arrangements of numbers up to 5 (subitize) • Distinguish between repeating patterns and non-repeating patterns in a given set by identifying the part that repeats or errors (concrete) • Explore patterns using repetitions of 2-3 elements NUMBER Number Patterns https://www.youtube.com/watch?v=6yyz_OycV4A (subitize) https://www.moe.gov.tt/core-skills-4/ https://www.youtube.com/watch?v=yMHS_YX5Y4M Addition https://www.youtube.com/watch?v=WRb5iK5fZD0 (teacher and student resource) https://www.youtube.com/watch?v=hrj4wsq3U8M (teacher resource, no symbol) https://www.youtube.com/watch?v=THBa5--uaOM (teacher and student resource, symbol: + is introduced, teacher to determine student readiness for introduction of symbol) https://www.youtube.com/watch?v=2wR4rJM_M_s (teacher resource) https://www.youtube.com/watch?v=QJqsgaaxhcs https://www.youtube.com/watch?v=WwlrbMWcTtQ https://www.youtube.com/watch?v=QCO7SA7sRXs (parts can be used/contains symbol) https://www.youtube.com/watch?v=WwlrbMWcTtQ Mental Mathematics https://www.youtube.com/watch?v=ch7KzI3n2Zk (number bonds to 10) https://www.youtube.com/watch?v=FpHk3bFdRNk https://www.youtube.com/watch?v=akCffk5ELy4 https://www.youtube.com/watch?v=382t1nqfyNk https://www.youtube.com/watch?v=6yyz_OycV4A https://www.moe.gov.tt/core-skills-4/ https://www.youtube.com/watch?v=yMHS_YX5Y4M https://www.youtube.com/watch?v=WRb5iK5fZD0 https://www.youtube.com/watch?v=hrj4wsq3U8M https://www.youtube.com/watch?v=THBa5--uaOM https://www.youtube.com/watch?v=2wR4rJM_M_s https://www.youtube.com/watch?v=QJqsgaaxhcs https://www.youtube.com/watch?v=WwlrbMWcTtQ https://www.youtube.com/watch?v=QCO7SA7sRXs https://www.youtube.com/watch?v=WwlrbMWcTtQ https://www.youtube.com/watch?v=ch7KzI3n2Zk 212 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Recognise and explore number patterns up to 10 (pictorial) • Describe a given repeating pattern containing two to three elements in its core Addition • Solve problems involving addition using concrete and pictorial representations in vertical and horizontal arrangements Subtraction • Solve one-step real-life subtraction problems presented orally or pictorially (using concrete materials, whole numbers and money) • Solve problems involving subtraction using concrete and pictorial representations in vertical and horizontal arrangements (no symbol) • Take away from a group of objects to model subtraction (count the starting amount, count out a set, count how many are left) • Describe what happens to a group after subtraction is performed • Record subtraction using pictorial representations/drawings, numerals and/or words e.g. 5 take away 2 equals 3 Mental Mathematics https://www.youtube.com/watch?v=zija7aVmziY (number bonds to 5) GEOMETRY Solids and Plane Shapes https://www.youtube.com/watch?v=OEbRDtCAFdU https://www.moe.gov.tt/places/ (integration) Geometrical Patterns https://www.moe.gov.tt/learn-play-work/ (integration) https://www.youtube.com/watch?v=dx64YZbktuo https://www.youtube.com/watch?v=a4f8NrJOCw8 MEASUREMENT Length https://learn.moe.gov.tt/mod/url/view.php?id=6301 https://www.youtube.com/watch?v=aLsmFbW8ikU https://www.youtube.com/watch?v=F-FVrxWx88g https://www.youtube.com/watch?v=TNC-1n-8PB8 https://www.youtube.com/watch?v=KrpSjTLTD3k https://www.mathworksheets4kids.com/long- short/reptiles1.pdf https://i0.wp.com/medinakids.com/old/alphabet/worksheets/ opposite/opposites--fat-and-thin-worksheet2.png https://www.mathworksheets4kids.com/tall- short/recognize1.pdf https://www.moe.gov.tt/things-around-me-revised/ (integration) https://www.youtube.com/watch?v=ryIxBrO1bJY (parts can be used) https://www.youtube.com/watch?v=JjKhSyUVFBI https://www.youtube.com/watch?v=zija7aVmziY https://www.youtube.com/watch?v=OEbRDtCAFdU https://www.moe.gov.tt/places/ https://www.moe.gov.tt/learn-play-work/ https://www.youtube.com/watch?v=dx64YZbktuo https://www.youtube.com/watch?v=a4f8NrJOCw8 https://learn.moe.gov.tt/mod/url/view.php?id=6301 https://www.youtube.com/watch?v=aLsmFbW8ikU https://www.youtube.com/watch?v=F-FVrxWx88g https://www.youtube.com/watch?v=TNC-1n-8PB8 https://www.youtube.com/watch?v=KrpSjTLTD3k https://www.mathworksheets4kids.com/long-short/reptiles1.pdf https://www.mathworksheets4kids.com/long-short/reptiles1.pdf https://i0.wp.com/medinakids.com/old/alphabet/worksheets/opposite/opposites--fat-and-thin-worksheet2.png https://i0.wp.com/medinakids.com/old/alphabet/worksheets/opposite/opposites--fat-and-thin-worksheet2.png https://www.mathworksheets4kids.com/tall-short/recognize1.pdf https://www.mathworksheets4kids.com/tall-short/recognize1.pdf https://www.moe.gov.tt/things-around-me-revised/ https://www.youtube.com/watch?v=ryIxBrO1bJY https://www.youtube.com/watch?v=JjKhSyUVFBI 213 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Investigate connections between addition facts (with sum less than or equal to 10) and the corresponding subtraction facts (minuend less than or equal to 10) • Solve problems using mental strategies such as: o Addition and subtraction facts o Add-one and subtract-one as it relates to forward and backward counting o "Make Five" (think addition) GEOMETRY Solids and Plane Shapes • Build models with solids and plane shapes and describe structures using appropriate language • Describe solids and plane shapes using appropriate vocabulary related to geometric attributes (size, shape, position) e.g. big, small, flat, round, thick, thin, pointed • Classify solids (e.g. colour, size, shape, function) and plane shapes (e.g. size, shape), according to one or more common attributes including students’ own criteria and explain reasons for classification Geometrical Patterns • Distinguish between repeating and non- repeating patterns in a given set Weight/Mass https://learn.moe.gov.tt/mod/url/view.php?id=6294 Time https://www.moe.gov.tt/health-and-wellbeing-revised/ (integration) https://www.moe.gov.tt/learn-play-work/ (integration) STATISTICS Object Charts and Picture Charts https://learn.moe.gov.tt/mod/resource/view.php?id=7144 https://learn.moe.gov.tt/mod/url/view.php?id=6077 (integration) https://learn.moe.gov.tt/mod/resource/view.php?id=806 (integration) https://www.youtube.com/watch?v=FpHk3bFdRNk https://www.youtube.com/watch?v=akCffk5ELy4 https://www.youtube.com/watch?v=382t1nqfyNk https://learn.moe.gov.tt/mod/url/view.php?id=6294 https://www.moe.gov.tt/health-and-wellbeing-revised/ https://www.moe.gov.tt/learn-play-work/ https://learn.moe.gov.tt/mod/resource/view.php?id=7144 https://learn.moe.gov.tt/mod/url/view.php?id=6077 https://learn.moe.gov.tt/mod/resource/view.php?id=806 https://www.youtube.com/watch?v=FpHk3bFdRNk https://www.youtube.com/watch?v=akCffk5ELy4 https://www.youtube.com/watch?v=382t1nqfyNk 214 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction involving solids or plane shapes by identifying the part that repeats or error • Explore patterns using repetitions of 2-3 elements • Copy a given pattern and describe the pattern • Identify the pattern rule in repeating patterns • Create patterns using solids or plane shapes (repeating – 2 to 3 elements) MEASUREMENT Length • Investigate the lengths of objects • Use comparison vocabulary to compare two objects (direct comparison) in relation to length • Describe the distance of objects using appropriate vocabulary • Communicate effectively using vocabulary associated with linear measures • Describe length as the measure of an object from one end to the next Weight/Mass • Investigate the mass/weight of objects • Use comparison vocabulary to compare two objects (direct comparison) in relation to mass/weight (heft, push, pull) Time 215 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Sequence activities according to time of occurrence • Describe events/activities that take a long time or a short time STATISTICS Object Charts and Picture Charts • Construct and interpret object and picture charts based on real-life problems or situations • Make informed decisions based on data analysed • Term III NUMBER Number Concepts • Estimate a given quantity using 5 as a benchmark and verify by counting Number Patterns • Explore patterns using repetitions of 2-3 elements (name as ‘number’ pattern e.g. ‘two’ pattern) • Determine the pattern rule and extend the repeating pattern using concrete materials, pictorial representation or symbols • Name a given repeating pattern with two to three elements in its core • Create number patterns using repetition of elements Addition and Subtraction NUMBER Number Patterns https://www.moe.gov.tt/core-skills-4/ https://www.youtube.com/watch?v=yMHS_YX5Y4M Addition and Subtraction https://www.youtube.com/watch?v=WRb5iK5fZD0 (teacher and student resource) https://www.youtube.com/watch?v=hrj4wsq3U8M (teacher resource, no symbol) https://www.youtube.com/watch?v=THBa5--uaOM (teacher and student resource, symbol: + is introduced, teacher to determine student readiness for introduction of symbol) https://www.youtube.com/watch?v=2wR4rJM_M_s (teacher resource) https://www.youtube.com/watch?v=QJqsgaaxhcs https://www.youtube.com/watch?v=WwlrbMWcTtQ https://www.youtube.com/watch?v=WwlrbMWcTtQ https://www.moe.gov.tt/core-skills-4/ https://www.youtube.com/watch?v=yMHS_YX5Y4M https://www.youtube.com/watch?v=WRb5iK5fZD0 https://www.youtube.com/watch?v=hrj4wsq3U8M https://www.youtube.com/watch?v=THBa5--uaOM https://www.youtube.com/watch?v=2wR4rJM_M_s https://www.youtube.com/watch?v=QJqsgaaxhcs https://www.youtube.com/watch?v=WwlrbMWcTtQ https://www.youtube.com/watch?v=WwlrbMWcTtQ 216 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Solve one-step real-life addition and subtraction problems • Create number stories using appropriate vocabulary (including the language of money) Mental Mathematics • Investigate connections between addition facts (with sum less than or equal to 10) and the corresponding subtraction facts (minuend less than or equal to 10) • Solve problems using mental strategies such as: o Addition and subtraction facts o Add-one and subtract-one as it relates to forward and backward counting o "Make Five" (think addition) GEOMETRY Solids and Plane Shapes • Build models using solids and plane shapes and describe compositions/structures • Compare: o Two solids o Two plane shapes by stating similarities and differences (size, shape, position) • Select from a given set of solids or plane shapes: o Solids or plane shapes that are the same Mental Mathematics https://www.youtube.com/watch?v=ch7KzI3n2Zk (number bonds to 10) https://www.youtube.com/watch?v=zija7aVmziY (number bonds to 5) GEOMETRY Solids and Plane Shapes https://www.youtube.com/watch?v=OEbRDtCAFdU https://www.moe.gov.tt/places/ (integration) Geometrical Patterns https://www.moe.gov.tt/learn-play-work/ (integration) https://www.youtube.com/watch?v=dx64YZbktuo https://www.youtube.com/watch?v=a4f8NrJOCw8 MEASUREMENT Length https://learn.moe.gov.tt/mod/url/view.php?id=6301 https://www.youtube.com/watch?v=aLsmFbW8ikU https://www.youtube.com/watch?v=F-FVrxWx88g https://www.youtube.com/watch?v=TNC-1n-8PB8 https://www.youtube.com/watch?v=KrpSjTLTD3k https://www.mathworksheets4kids.com/long- short/reptiles1.pdf https://i0.wp.com/medinakids.com/old/alphabet/worksheets/ opposite/opposites--fat-and-thin-worksheet2.png https://www.mathworksheets4kids.com/tall- short/recognize1.pdf https://www.youtube.com/watch?v=ch7KzI3n2Zk https://www.youtube.com/watch?v=zija7aVmziY https://www.youtube.com/watch?v=OEbRDtCAFdU https://www.moe.gov.tt/places/ https://www.moe.gov.tt/learn-play-work/ https://www.youtube.com/watch?v=dx64YZbktuo https://www.youtube.com/watch?v=a4f8NrJOCw8 https://learn.moe.gov.tt/mod/url/view.php?id=6301 https://www.youtube.com/watch?v=aLsmFbW8ikU https://www.youtube.com/watch?v=F-FVrxWx88g https://www.youtube.com/watch?v=TNC-1n-8PB8 https://www.youtube.com/watch?v=KrpSjTLTD3k https://www.mathworksheets4kids.com/long-short/reptiles1.pdf https://www.mathworksheets4kids.com/long-short/reptiles1.pdf https://i0.wp.com/medinakids.com/old/alphabet/worksheets/opposite/opposites--fat-and-thin-worksheet2.png https://i0.wp.com/medinakids.com/old/alphabet/worksheets/opposite/opposites--fat-and-thin-worksheet2.png https://www.mathworksheets4kids.com/tall-short/recognize1.pdf https://www.mathworksheets4kids.com/tall-short/recognize1.pdf 217 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction o Solids or plane shapes that are alike/similar o Solids or plane shapes that are different and explain reason(s) for selection Geometrical Patterns • Explore patterns using repetitions of 2-3 elements (name as ‘number’ pattern e.g. ‘two’ pattern) • Create patterns using solids or plane shapes (repeating – 2 to 3 elements) • Use a pattern rule to extend repeating patterns MEASUREMENT Length • Investigate the lengths of objects • Use comparison vocabulary to compare two objects (direct comparison) in relation to length • Describe the distance of objects using appropriate vocabulary • Communicate effectively using vocabulary associated with linear measures • Describe length as the measure of an object from one end to the next Weight/Mass • Investigate the mass/weight of objects https://www.moe.gov.tt/things-around-me-revised/ (integration) https://www.youtube.com/watch?v=ryIxBrO1bJY (parts can be used) https://www.youtube.com/watch?v=JjKhSyUVFBI STATISTICS Object Charts and Picture Charts https://learn.moe.gov.tt/mod/resource/view.php?id=7144 https://www.moe.gov.tt/1-myself-my-family-my-friends- revised/ (integration) https://learn.moe.gov.tt/mod/resource/view.php?id=810 (integration) https://www.youtube.com/watch?v=FpHk3bFdRNk https://www.youtube.com/watch?v=akCffk5ELy4 https://www.youtube.com/watch?v=382t1nqfyNk https://www.moe.gov.tt/things-around-me-revised/ https://www.youtube.com/watch?v=ryIxBrO1bJY https://www.youtube.com/watch?v=JjKhSyUVFBI https://learn.moe.gov.tt/mod/resource/view.php?id=7144 https://www.moe.gov.tt/1-myself-my-family-my-friends-revised/ https://www.moe.gov.tt/1-myself-my-family-my-friends-revised/ https://learn.moe.gov.tt/mod/resource/view.php?id=810 https://www.youtube.com/watch?v=FpHk3bFdRNk https://www.youtube.com/watch?v=akCffk5ELy4 https://www.youtube.com/watch?v=382t1nqfyNk 218 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Use comparison vocabulary to compare two objects (direct comparison) in relation to mass/weight (heft, push, pull) Time • Sequence activities according to time of occurrence • Describe events/activities that take a long time or a short time STATISTICS Object Charts and Picture Charts • Construct and interpret object and picture charts based on real-life problems or situations • Make informed decisions based on data analysed Infant Two Term I NUMBER Number Concepts • Count to or from 100 in ascending and descending order (rote count) • Skip count in 2s (starting at zero and one) and 5s (starting at zero) to or from 20 in ascending and descending order • Understand the concept of numbers 0-20 (Explain the meaning of zero (none, no one, empty, nothing) after solving related subtraction problems e.g. There are 5 birds on a tree. They all flew away. How many are left?) • Count objects to demonstrate one-to-one correspondence (up to 20) NUMBER Number Concepts https://www.youtube.com/watch?v=bGetqbqDVaA https://www.youtube.com/watch?v=bGetqbqDVaA https://www.youtube.com/watch?v=ZlsyWhfvvVg https://www.youtube.com/watch?v=usBczo02DYo https://www.math-only-math.com/numbers-and-counting- up-to-20.html https://www.mathworksheets4kids.com/number- names/charts/1to20-theme-1.pdf https://www.youtube.com/watch?v=-V8X6_aLEdg https://www.youtube.com/watch?v=nsScVF6Jo6A https://www.youtube.com/watch?v=GvTcpfSnOMQ (skip count in twos-use part) https://www.youtube.com/watch?v=D0Ajq682yrA (count to 20) https://www.youtube.com/watch?v=bGetqbqDVaA https://www.youtube.com/watch?v=bGetqbqDVaA https://www.youtube.com/watch?v=ZlsyWhfvvVg https://www.youtube.com/watch?v=usBczo02DYo https://www.math-only-math.com/numbers-and-counting-up-to-20.html https://www.math-only-math.com/numbers-and-counting-up-to-20.html https://www.mathworksheets4kids.com/number-names/charts/1to20-theme-1.pdf https://www.mathworksheets4kids.com/number-names/charts/1to20-theme-1.pdf https://www.youtube.com/watch?v=-V8X6_aLEdg https://www.youtube.com/watch?v=nsScVF6Jo6A https://www.youtube.com/watch?v=GvTcpfSnOMQ https://www.youtube.com/watch?v=D0Ajq682yrA 219 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Count objects in different arrangements to demonstrate conservation of number • Match the number names and numerals to the quantities they represent up to 20 • Sequence number names and numerals • Read and write number names and numerals • Identify the number before, the number after, and the number between, using a number line • Insert missing numbers on a number line • Compare groups of objects and order numbers to 20 • Explore the value of coins and bills (up to 25¢, up to $20) e.g. 25 cents is worth more than 5 cents (use the idea of purchase of items priced at 5 cents and how many can be bought) • Use the language of money in role- playing situations involving the exchange of goods for money (exact value of the coins and bills, one item and receive change) • State the equivalence of coins and bills up to 25 cents and 20 dollars Number Patterns • Recognize the arrangement of dots / objects in standard spatial arrangements of numbers up to 10 (subitize) https://www.youtube.com/watch?v=y1oa6o0fMKk (number bonds to 5-reinforcement) Number Patterns https://www.moe.gov.tt/core-skills-4/ https://www.youtube.com/watch?v=yMHS_YX5Y4M Addition https://learn.moe.gov.tt/mod/url/view.php?id=6339 https://www.youtube.com/watch?v=AaxrqDuw1Xk https://www.youtube.com/watch?v=uQiUTFO78Jk https://www.k5learning.com/worksheets/math/grade-1- adding-2-numbers-sum-under-20-a.pdf https://www.youtube.com/watch?v=luw31Y66eyU https://www.youtube.com/watch?v=PUY072JHE4g https://www.k5learning.com/worksheets/kindergarten- adding-pictures-sums-to-20-1.pdf https://www.k5learning.com/free-preschool-kindergarten- worksheets/addition/addition-vertical-sums-to-20 https://www.youtube.com/watch?v=QCO7SA7sRXs https://www.youtube.com/watch?v=tVHOBVAFjUw Subtraction https://learn.moe.gov.tt/mod/url/view.php?id=6342 https://learn.moe.gov.tt/mod/url/view.php?id=6343 https://www.k5learning.com/worksheets/math/grade-1- subtraction-up-to-20-no-regrouping-a.pdf https://www.k5learning.com/worksheets/kindergarten- subtraction-1-digit-from-20-no-borrow-v1.pdf https://www.youtube.com/watch?v=0bxECUpuDaw https://www.youtube.com/watch?v=4Fh4KOxsdos https://www.youtube.com/watch?v=y1oa6o0fMKk https://www.moe.gov.tt/core-skills-4/ https://www.youtube.com/watch?v=yMHS_YX5Y4M https://learn.moe.gov.tt/mod/url/view.php?id=6339 https://www.youtube.com/watch?v=AaxrqDuw1Xk https://www.youtube.com/watch?v=uQiUTFO78Jk https://www.k5learning.com/worksheets/math/grade-1-adding-2-numbers-sum-under-20-a.pdf https://www.k5learning.com/worksheets/math/grade-1-adding-2-numbers-sum-under-20-a.pdf https://www.youtube.com/watch?v=luw31Y66eyU https://www.youtube.com/watch?v=PUY072JHE4g https://www.k5learning.com/worksheets/kindergarten-adding-pictures-sums-to-20-1.pdf https://www.k5learning.com/worksheets/kindergarten-adding-pictures-sums-to-20-1.pdf https://www.k5learning.com/free-preschool-kindergarten-worksheets/addition/addition-vertical-sums-to-20 https://www.k5learning.com/free-preschool-kindergarten-worksheets/addition/addition-vertical-sums-to-20 https://www.youtube.com/watch?v=QCO7SA7sRXs https://www.youtube.com/watch?v=tVHOBVAFjUw https://learn.moe.gov.tt/mod/url/view.php?id=6342 https://learn.moe.gov.tt/mod/url/view.php?id=6343 https://www.k5learning.com/worksheets/math/grade-1-subtraction-up-to-20-no-regrouping-a.pdf https://www.k5learning.com/worksheets/math/grade-1-subtraction-up-to-20-no-regrouping-a.pdf https://www.k5learning.com/worksheets/kindergarten-subtraction-1-digit-from-20-no-borrow-v1.pdf https://www.k5learning.com/worksheets/kindergarten-subtraction-1-digit-from-20-no-borrow-v1.pdf https://www.youtube.com/watch?v=0bxECUpuDaw https://www.youtube.com/watch?v=4Fh4KOxsdos 220 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Distinguish between repeating patterns and non-repeating patterns in a given set by identifying the part that repeats or errors • Explore patterns using repetitions of 2 to 4 elements • Describe a given repeating pattern containing two to four elements in its core • Determine the pattern rule and extend the repeating pattern using concrete materials, pictorial representation or symbols • Name a repeating pattern containing two to four elements in its core (name as ‘number’ pattern e.g. ‘two’ pattern) • Identify the missing element(s) in a given repeating pattern • Create number patterns using repetition of elements Addition • Solve one-step real-life addition problems presented orally, pictorially or symbolically (using concrete materials, whole number and money) involving 2 addends with a sum less than or equal to 20 and using a variety of problem solving strategies such as, use a model, act it out, draw a picture and look for a pattern https://www.youtube.com/watch?v=RcnuYy9Y_Ng&t=53s Mental Mathematics https://www.youtube.com/watch?v=aK3FKEZJKec (relate addition and subtraction) https://www.youtube.com/watch?v=ch7KzI3n2Zk (number bonds to 10) GEOMETRY Solids and Plane Shapes https://learn.moe.gov.tt/mod/resource/view.php?id=6197 (integration) https://www.moe.gov.tt/core-skills-4/ (constructing models using solids) https://www.moe.gov.tt/mapping-your-immediate-worlds- revised-2/ (integration) https://www.moe.gov.tt/the-built-community/ (integration) https://www.moe.gov.tt/core-skills-4/ (describing solids) https://www.youtube.com/watch?v=guNdJ5MtX1A https://www.youtube.com/watch?v=cNlthXnbRfU Geometrical Patterns https://www.moe.gov.tt/core-skills-4/ (integration) https://www.youtube.com/watch?v=dx64YZbktuo https://www.youtube.com/watch?v=uCV6P5vcvgs (parts can be used) https://www.youtube.com/watch?v=a4f8NrJOCw8 MEASUREMENT Length https://www.youtube.com/watch?v=2EUOuzrEPmQ https://www.youtube.com/watch?v=RcnuYy9Y_Ng&t=53s https://www.youtube.com/watch?v=aK3FKEZJKec https://www.youtube.com/watch?v=ch7KzI3n2Zk https://learn.moe.gov.tt/mod/resource/view.php?id=6197 https://www.moe.gov.tt/core-skills-4/ https://www.moe.gov.tt/mapping-your-immediate-worlds-revised-2/ https://www.moe.gov.tt/mapping-your-immediate-worlds-revised-2/ https://www.moe.gov.tt/the-built-community/ https://www.moe.gov.tt/core-skills-4/ https://www.youtube.com/watch?v=guNdJ5MtX1A https://www.youtube.com/watch?v=cNlthXnbRfU https://www.moe.gov.tt/core-skills-4/ https://www.youtube.com/watch?v=dx64YZbktuo https://www.youtube.com/watch?v=uCV6P5vcvgs https://www.youtube.com/watch?v=a4f8NrJOCw8 https://www.youtube.com/watch?v=2EUOuzrEPmQ 221 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Solve problems presented in horizontal and vertical arrangements • Record addition pictorially and symbolically using number sentences (words and symbols). E.g. 13 plus 2 is 15; 13 add 2 is equal to 15; 13 add 2 equals 15; 13 + 2 = 15 • Describe what happens to a group after addition • Use the count on strategy to solve addition problems Subtraction • Solve one-step real-life subtraction problems presented orally, pictorially or symbolically (using concrete materials, whole number and money) with minuend less than or equal to 20 and using a variety of problem solving strategies such as, use a model, act it out, draw a picture and look for a pattern • Solve problems involving subtraction represented in vertical and horizontal arrangements • Record subtraction pictorially and symbolically using number sentences (words and symbols) e.g. 15 take away 2 equals 13, 15 – 2 = 13 • Describe what happens to a group after subtraction from https://www.k5learning.com/worksheets/math/grade-1- measurement-longer-shorter-a.pdf https://www.k5learning.com/worksheets/math/grade-1- measurement-taller-shorter-a.pdf https://www.k5learning.com/worksheets/math/grade-1- measurement-longest-shortest-a.pdf https://www.youtube.com/watch?v=ryIxBrO1bJY https://www.youtube.com/watch?v=IFP4aSRGtpE Weight/Mass https://learn.moe.gov.tt/mod/url/view.php?id=6344 https://learn.moe.gov.tt/mod/url/view.php?id=6346 https://www.moe.gov.tt/food/ (integration) https://www.youtube.com/watch?v=cgmcEIJ5664 Time https://www.youtube.com/watch?v=HrYdAfeqmDM https://www.mathworksheets4kids.com/calendar/reading/m onth-easy1.pdf https://www.youtube.com/watch?v=Fe9bnYRzFvk (months) STATISTICS Picture Charts https://learn.moe.gov.tt/mod/resource/view.php?id=7145 https://www.moe.gov.tt/1-myself-my-family-my-friends- revised/ (integration) https://learn.moe.gov.tt/mod/resource/view.php?id=810 (integration) https://learn.moe.gov.tt/mod/resource/view.php?id=9227 https://www.k5learning.com/worksheets/math/grade-1-measurement-longer-shorter-a.pdf https://www.k5learning.com/worksheets/math/grade-1-measurement-longer-shorter-a.pdf https://www.k5learning.com/worksheets/math/grade-1-measurement-taller-shorter-a.pdf https://www.k5learning.com/worksheets/math/grade-1-measurement-taller-shorter-a.pdf https://www.k5learning.com/worksheets/math/grade-1-measurement-longest-shortest-a.pdf https://www.k5learning.com/worksheets/math/grade-1-measurement-longest-shortest-a.pdf https://www.youtube.com/watch?v=ryIxBrO1bJY https://www.youtube.com/watch?v=IFP4aSRGtpE https://learn.moe.gov.tt/mod/url/view.php?id=6344 https://learn.moe.gov.tt/mod/url/view.php?id=6346 https://www.moe.gov.tt/food/ https://www.youtube.com/watch?v=cgmcEIJ5664 https://www.youtube.com/watch?v=HrYdAfeqmDM https://www.mathworksheets4kids.com/calendar/reading/month-easy1.pdf https://www.mathworksheets4kids.com/calendar/reading/month-easy1.pdf https://www.youtube.com/watch?v=Fe9bnYRzFvk https://learn.moe.gov.tt/mod/resource/view.php?id=7145 https://www.moe.gov.tt/1-myself-my-family-my-friends-revised/ https://www.moe.gov.tt/1-myself-my-family-my-friends-revised/ https://learn.moe.gov.tt/mod/resource/view.php?id=810 https://learn.moe.gov.tt/mod/resource/view.php?id=9227 222 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Use the count back and count on strategies to solve subtraction problems Mental Mathematics • Develop strategies to solve problems mentally: o Addition and subtraction facts o Add-one and subtract-one as it relates to forward and backward counting o Add-zero and subtract-zero facts o Count on / count back • Investigate connections between addition facts (with sum less than or equal to 20) and the corresponding subtraction facts (minuend less than or equal to 20) • Associate addition and subtraction to forward and backward counting GEOMETRY Solids and Plane Shapes • Construct models using solids and plane shapes and describe composition of model • Describe solids and plane shapes using appropriate vocabulary (e.g. big, small, flat, round, thick, thin, pointed) related to geometric attributes (e.g. size, shape, position and ability to roll, stack or stand) • Classify solids and plane shapes (e.g. size, shape), according to one or more common attributes including student’s https://learn.moe.gov.tt/mod/url/view.php?id=6370 https://learn.moe.gov.tt/mod/resource/view.php?id=6198 (integration) https://www.moe.gov.tt/core-skills-4/ https://learn.moe.gov.tt/mod/url/view.php?id=6370 https://learn.moe.gov.tt/mod/resource/view.php?id=6198 https://www.moe.gov.tt/core-skills-4/ 223 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction criteria, and explain reasons for classification (e.g. colour, size, shape, function) • Identify solids using formal names Geometrical Patterns • Distinguish between repeating and non- repeating patterns in a given set involving solids or plane shapes by identifying the part that repeats and errors • Explore patterns using plane shapes and solids • Explore patterns using repetitions of 2-4 elements (name as ‘number’ pattern e.g. ‘two’ pattern) • Describe the pattern and identify the pattern rule in repeating pattern • Use pattern rule to extend repeating patterns • Create repeating patterns using solids or plane shapes (concrete and pictorial) • Describe a repeating pattern as a ‘number’ pattern, e.g. O, □, O, □, O, □ is a ‘two’ pattern; □, O, ∆, □, O, ∆, □, O, ∆ is a ‘three’ pattern MEASUREMENT Length • Compare and order the lengths of three or more objects using direct comparison 224 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction and explain reasoning, using appropriate vocabulary e.g. longer/shorter • Create repeating patterns using objects of various lengths Weight/Mass • Compare objects according to mass/weight using an equal arm balance and appropriate vocabulary • Discuss observations of the equal arm balance when objects are placed in the pans Time • Use appropriate vocabulary when describing activities or events associated with time • Sequence activities according to: o Time of occurrence o Chronological order e.g. daily schedule, preparing to come to school • Interpret calendars STATISTICS Picture Charts • Collect and classify data to make decisions based on a real-life situation or problem • Identify features of picture charts • Construct picture charts (with and without grid, vertical and horizontal 225 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction arrangements) based on real-life problems or situations • Interpret picture charts based on a real- life problem or situation • Make informed decisions based on data analysed • Communicate findings and decisions using appropriate vocabulary Term II NUMBER Number Concepts • Use 10 as a reference or benchmark in the formation of numbers from 11 to 20 e.g. ‘seventeen is seven more than ten’ • Estimate a given quantity using 10 as a benchmark and verify by counting • Order objects and use appropriate language to describe its position up to tenth • Explore the value of coins and bills (up to 25¢, up to $20) e.g. 25 cents is worth more than 5 cents (use the idea of purchase of items priced at 5 cents and how many can be bought) • Use the language of money in role- playing situations involving the exchange of goods for money (exact value of the coins and bills, one item and receive change) • State the equivalence of coins and bills up to 25 cents and 20 dollars NUMBER Number Relationships https://www.moe.gov.tt/core-skills-4/ Addition https://learn.moe.gov.tt/mod/url/view.php?id=6339 https://www.youtube.com/watch?v=AaxrqDuw1Xk https://www.youtube.com/watch?v=uQiUTFO78Jk https://www.k5learning.com/worksheets/math/grade-1- adding-2-numbers-sum-under-20-a.pdf https://www.youtube.com/watch?v=luw31Y66eyU https://www.youtube.com/watch?v=PUY072JHE4g https://www.k5learning.com/worksheets/kindergarten- adding-pictures-sums-to-20-1.pdf https://www.k5learning.com/free-preschool-kindergarten- worksheets/addition/addition-vertical-sums-to-20 https://www.youtube.com/watch?v=QCO7SA7sRXs https://www.youtube.com/watch?v=tVHOBVAFjUw Subtraction https://learn.moe.gov.tt/mod/url/view.php?id=6342 https://learn.moe.gov.tt/mod/url/view.php?id=6343 https://www.moe.gov.tt/core-skills-4/ https://learn.moe.gov.tt/mod/url/view.php?id=6339 https://www.youtube.com/watch?v=AaxrqDuw1Xk https://www.youtube.com/watch?v=uQiUTFO78Jk https://www.k5learning.com/worksheets/math/grade-1-adding-2-numbers-sum-under-20-a.pdf https://www.k5learning.com/worksheets/math/grade-1-adding-2-numbers-sum-under-20-a.pdf https://www.youtube.com/watch?v=luw31Y66eyU https://www.youtube.com/watch?v=PUY072JHE4g https://www.k5learning.com/worksheets/kindergarten-adding-pictures-sums-to-20-1.pdf https://www.k5learning.com/worksheets/kindergarten-adding-pictures-sums-to-20-1.pdf https://www.k5learning.com/free-preschool-kindergarten-worksheets/addition/addition-vertical-sums-to-20 https://www.k5learning.com/free-preschool-kindergarten-worksheets/addition/addition-vertical-sums-to-20 https://www.youtube.com/watch?v=QCO7SA7sRXs https://www.youtube.com/watch?v=tVHOBVAFjUw https://learn.moe.gov.tt/mod/url/view.php?id=6342 https://learn.moe.gov.tt/mod/url/view.php?id=6343 226 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Number Relationships • Understand the concept of equality • Use balance activities to demonstrate equality and inequality • Count objects in sets to demonstrate equality and inequality of sets • Use the language and symbols associated with the concept of equality • Draw sets to show equal and unequal amounts and record the number of items • Use the symbol to record equalities • Solve problems involving addition and subtraction and using balance activities and the concept of equality Addition • Solve one-step real-life addition problems presented orally, pictorially or symbolically (using concrete materials, whole number and money) involving 2 addends and 3 addends with a sum less than or equal to 20 and using a variety of problem solving strategies such as, use a model, act it out, draw a picture and look for a pattern • Solve problems presented in horizontal and vertical arrangements • Record addition pictorially and symbolically using number sentences (words and symbols). E.g. 13 plus 2 is https://www.k5learning.com/worksheets/math/grade-1- subtraction-up-to-20-no-regrouping-a.pdf https://www.k5learning.com/worksheets/kindergarten- subtraction-1-digit-from-20-no-borrow-v1.pdf https://www.youtube.com/watch?v=0bxECUpuDaw https://www.youtube.com/watch?v=4Fh4KOxsdos https://www.youtube.com/watch?v=RcnuYy9Y_Ng&t=53s Mental Mathematics https://www.youtube.com/watch?v=aK3FKEZJKec (relate addition and subtraction) https://www.youtube.com/watch?v=ch7KzI3n2Zk (number bonds to 10) GEOMETRY Solids and Plane Shapes https://learn.moe.gov.tt/mod/resource/view.php?id=6197 (integration) https://www.moe.gov.tt/core-skills-4/ (constructing models using solids) https://www.moe.gov.tt/mapping-your-immediate-worlds- revised-2/ (integration) https://www.moe.gov.tt/the-built-community/ (integration) https://www.moe.gov.tt/core-skills-4/ (describing solids) https://www.youtube.com/watch?v=guNdJ5MtX1A https://www.youtube.com/watch?v=cNlthXnbRfU Geometrical Patterns https://www.moe.gov.tt/core-skills-4/ (integration) https://www.youtube.com/watch?v=dx64YZbktuo https://www.k5learning.com/worksheets/math/grade-1-subtraction-up-to-20-no-regrouping-a.pdf https://www.k5learning.com/worksheets/math/grade-1-subtraction-up-to-20-no-regrouping-a.pdf https://www.k5learning.com/worksheets/kindergarten-subtraction-1-digit-from-20-no-borrow-v1.pdf https://www.k5learning.com/worksheets/kindergarten-subtraction-1-digit-from-20-no-borrow-v1.pdf https://www.youtube.com/watch?v=0bxECUpuDaw https://www.youtube.com/watch?v=4Fh4KOxsdos https://www.youtube.com/watch?v=RcnuYy9Y_Ng&t=53s https://www.youtube.com/watch?v=aK3FKEZJKec https://www.youtube.com/watch?v=ch7KzI3n2Zk https://learn.moe.gov.tt/mod/resource/view.php?id=6197 https://www.moe.gov.tt/core-skills-4/ https://www.moe.gov.tt/mapping-your-immediate-worlds-revised-2/ https://www.moe.gov.tt/mapping-your-immediate-worlds-revised-2/ https://www.moe.gov.tt/the-built-community/ https://www.moe.gov.tt/core-skills-4/ https://www.youtube.com/watch?v=guNdJ5MtX1A https://www.youtube.com/watch?v=cNlthXnbRfU https://www.moe.gov.tt/core-skills-4/ https://www.youtube.com/watch?v=dx64YZbktuo 227 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction 15; 13 add 2 is equal to 15; 13 add 2 equals 15; 13 + 2 = 15 • Describe what happens to a group after addition • Use the number line to solve addition problems • Use the count on strategy to solve addition problems Subtraction • Solve one-step real-life subtraction problems presented orally, pictorially or symbolically (using concrete materials, whole number and money) with minuend less than or equal to 20 and using a variety of problem-solving strategies such as, use a model, act it out, draw a picture and look for a pattern • Solve problems involving subtraction represented in vertical and horizontal arrangements • Record subtraction pictorially and symbolically using number sentences (words and symbols) e.g. 15 take away 2 equals 13, 15 – 2 = 13 • Describe what happens to a group after subtraction from • Use the number line to solve subtraction problems • Use the count back and count on strategies to solve subtraction problems https://www.youtube.com/watch?v=uCV6P5vcvgs (parts can be used) https://www.youtube.com/watch?v=a4f8NrJOCw8 MEASUREMENT Length https://www.moe.gov.tt/core-skills-4/ https://www.moe.gov.tt/the-built-community/ (integration) https://www.youtube.com/watch?v=1fag0bfQVaQ https://www.youtube.com/watch?v=XsLz-icSu5g (If the shoe fits-a story) https://learn.moe.gov.tt/mod/url/view.php?id=6520 (non- standard units) https://learn.moe.gov.tt/mod/url/view.php?id=6521 (non- standard units) https://learn.moe.gov.tt/mod/url/view.php?id=6523 (non- standard units) https://www.bbc.co.uk/bitesize/articles/zbwc92p (non- standard units) http://eduplace.com/kids/hmm/practice/1/ep1_07.html (non-standard units) Weight/Mass https://learn.moe.gov.tt/mod/url/view.php?id=6344 https://learn.moe.gov.tt/mod/url/view.php?id=6346 https://www.moe.gov.tt/food/ (integration) https://www.youtube.com/watch?v=cgmcEIJ5664 Time https://www.youtube.com/watch?v=dY2tUgX0UkU (calendar - parts can be used) https://www.youtube.com/watch?v=uCV6P5vcvgs https://www.youtube.com/watch?v=a4f8NrJOCw8 https://www.moe.gov.tt/core-skills-4/ https://www.moe.gov.tt/the-built-community/ https://www.youtube.com/watch?v=1fag0bfQVaQ https://www.youtube.com/watch?v=XsLz-icSu5g https://learn.moe.gov.tt/mod/url/view.php?id=6520 https://learn.moe.gov.tt/mod/url/view.php?id=6521 https://learn.moe.gov.tt/mod/url/view.php?id=6523 https://www.bbc.co.uk/bitesize/articles/zbwc92p http://eduplace.com/kids/hmm/practice/1/ep1_07.html https://learn.moe.gov.tt/mod/url/view.php?id=6344 https://learn.moe.gov.tt/mod/url/view.php?id=6346 https://www.moe.gov.tt/food/ https://www.youtube.com/watch?v=cgmcEIJ5664 https://www.youtube.com/watch?v=dY2tUgX0UkU 228 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Mental Mathematics • Solve problems using mental strategies, such as: o Addition and subtraction facts o Add-one and subtract-one as it relates to forward and backward counting o Add-zero and subtract-zero facts o Count on / count back o ‘Make Ten’ (think addition) • Associate addition and subtraction to forward and backward counting GEOMETRY Solids and Plane Shapes • Construct models using solids and plane shapes and describe composition of model • Recognize and name solids and plane shapes in pictorial representations • Compare solids and plane shapes by stating similarities and differences • Select from a given set of solids or plane shapes: o Solids or plane shapes that are the same o Solids or plane shapes that are alike/similar o Solids or plane shapes that are different and explain reason(s) for selection Geometrical Patterns https://www.teacherspayteachers.com/Product/Measuring- Time-using-Non-Standard-Units-4848388 (non-standard units - use ideas) https://mrsfeere.wordpress.com/2016/05/26/measuring- time-with-non-standard-unit/ (non-standard units - use ideas) STATISTICS Pictographs https://learn.moe.gov.tt/mod/resource/view.php?id=7145 https://www.moe.gov.tt/1-myself-my-family-my-friends- revised/ (integration) https://learn.moe.gov.tt/mod/resource/view.php?id=810 (integration) https://learn.moe.gov.tt/mod/resource/view.php?id=9227 https://learn.moe.gov.tt/mod/url/view.php?id=6370 https://learn.moe.gov.tt/mod/resource/view.php?id=6198 (integration) https://www.moe.gov.tt/core-skills-4/ https://learn.moe.gov.tt/mod/url/view.php?id=6347 https://learn.moe.gov.tt/mod/url/view.php?id=6370 https://www.moe.gov.tt/celebrations-song-dance-drama- revised/ (integration) https://www.moe.gov.tt/transport/ (integration) https://www.teacherspayteachers.com/Product/Measuring-Time-using-Non-Standard-Units-4848388 https://www.teacherspayteachers.com/Product/Measuring-Time-using-Non-Standard-Units-4848388 https://mrsfeere.wordpress.com/2016/05/26/measuring-time-with-non-standard-unit/ https://mrsfeere.wordpress.com/2016/05/26/measuring-time-with-non-standard-unit/ https://learn.moe.gov.tt/mod/resource/view.php?id=7145 https://www.moe.gov.tt/1-myself-my-family-my-friends-revised/ https://www.moe.gov.tt/1-myself-my-family-my-friends-revised/ https://learn.moe.gov.tt/mod/resource/view.php?id=810 https://learn.moe.gov.tt/mod/resource/view.php?id=9227 https://learn.moe.gov.tt/mod/url/view.php?id=6370 https://learn.moe.gov.tt/mod/resource/view.php?id=6198 https://www.moe.gov.tt/core-skills-4/ https://learn.moe.gov.tt/mod/url/view.php?id=6347 https://learn.moe.gov.tt/mod/url/view.php?id=6370 https://www.moe.gov.tt/celebrations-song-dance-drama-revised/ https://www.moe.gov.tt/celebrations-song-dance-drama-revised/ https://www.moe.gov.tt/transport/ 229 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Describe growing/increasing patterns and identify the pattern rule • Use the pattern rule to extend the growing/increasing pattern • Create growing/increasing patterns using solids or plane shapes (concrete and pictorial) MEASUREMENT Length • Measure lengths and distances using arbitrary/non-standard units Weight/Mass • Compare objects according to mass/weight using an equal arm balance and appropriate vocabulary • Discuss observations of the equal arm balance when objects are placed in the pans • Use pictorial representations of equal arm balances to determine which object is heavy or light Time • Measure the duration of activities using non-standard units • Interpret calendars STATISTICS Pictographs • Collect and classify data to make decisions based on a real-life situation or problem 230 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Identify features of pictographs • Construct pictographs (with and without grid, vertical and horizontal arrangements) based on real-life problems or situations • Interpret pictographs based on a real-life problem or situation • Make informed decisions based on data analysed • Communicate findings and decisions using appropriate vocabulary Term III NUMBER Number Concepts • Use 10 as a reference or benchmark in the formation of numbers from 11 to 20 e.g. ‘seventeen is seven more than ten’ • Estimate a given quantity using 10 as a benchmark and verify by counting • Order objects and use appropriate language to describe its position up to tenth • Explore the value of coins and bills (up to 25¢, up to $20) e.g. 25 cents is worth more than 5 cents (use the idea of purchase of items priced at 5 cents and how many can be bought) • Use the language of money in role- playing situations involving the exchange of goods for money (exact NUMBER Addition https://learn.moe.gov.tt/mod/url/view.php?id=6339 https://www.youtube.com/watch?v=AaxrqDuw1Xk https://www.youtube.com/watch?v=uQiUTFO78Jk https://www.k5learning.com/worksheets/math/grade-1- adding-2-numbers-sum-under-20-a.pdf https://www.youtube.com/watch?v=luw31Y66eyU https://www.youtube.com/watch?v=PUY072JHE4g https://www.k5learning.com/worksheets/kindergarten- adding-pictures-sums-to-20-1.pdf https://www.k5learning.com/free-preschool-kindergarten- worksheets/addition/addition-vertical-sums-to-20 https://www.youtube.com/watch?v=QCO7SA7sRXs https://www.youtube.com/watch?v=tVHOBVAFjUw Subtraction https://learn.moe.gov.tt/mod/url/view.php?id=6342 https://learn.moe.gov.tt/mod/url/view.php?id=6343 https://learn.moe.gov.tt/mod/url/view.php?id=6339 https://www.youtube.com/watch?v=AaxrqDuw1Xk https://www.youtube.com/watch?v=uQiUTFO78Jk https://www.k5learning.com/worksheets/math/grade-1-adding-2-numbers-sum-under-20-a.pdf https://www.k5learning.com/worksheets/math/grade-1-adding-2-numbers-sum-under-20-a.pdf https://www.youtube.com/watch?v=luw31Y66eyU https://www.youtube.com/watch?v=PUY072JHE4g https://www.k5learning.com/worksheets/kindergarten-adding-pictures-sums-to-20-1.pdf https://www.k5learning.com/worksheets/kindergarten-adding-pictures-sums-to-20-1.pdf https://www.k5learning.com/free-preschool-kindergarten-worksheets/addition/addition-vertical-sums-to-20 https://www.k5learning.com/free-preschool-kindergarten-worksheets/addition/addition-vertical-sums-to-20 https://www.youtube.com/watch?v=QCO7SA7sRXs https://www.youtube.com/watch?v=tVHOBVAFjUw https://learn.moe.gov.tt/mod/url/view.php?id=6342 https://learn.moe.gov.tt/mod/url/view.php?id=6343 231 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction value of the coins and bills, one item and receive change) • State the equivalence of coins and bills up to 25 cents and 20 dollars Number Relationships • Explore the equality of sets involving addition and subtraction and using objects of the same size and mass/weight but different colours, and the balance scale, e.g. 2 red balls and 3 green balls are placed on one pan and students determine the amount of blue balls to place on the other side to show equality (verify by counting) • Solve problems involving addition and subtraction and using balance activities and the concept of equality Addition • Solve one-step real-life addition problems presented orally, pictorially or symbolically (using concrete materials, whole number and money) involving 2 addends and 3 addends with a sum less than or equal to 20 and using a variety of problem-solving strategies such as, use a model, act it out, draw a picture and look for a pattern • Solve problems presented in horizontal and vertical arrangements • Record addition pictorially and symbolically using number sentences https://www.k5learning.com/worksheets/math/grade-1- subtraction-up-to-20-no-regrouping-a.pdf https://www.k5learning.com/worksheets/kindergarten- subtraction-1-digit-from-20-no-borrow-v1.pdf https://www.youtube.com/watch?v=0bxECUpuDaw https://www.youtube.com/watch?v=4Fh4KOxsdos https://www.youtube.com/watch?v=RcnuYy9Y_Ng&t=53s Mental Mathematics https://www.youtube.com/watch?v=aK3FKEZJKec (relate addition and subtraction) https://www.youtube.com/watch?v=ch7KzI3n2Zk (number bonds to 10) GEOMETRY Geometrical Patterns https://www.moe.gov.tt/core-skills-4/ (integration) https://www.youtube.com/watch?v=dx64YZbktuo https://www.youtube.com/watch?v=uCV6P5vcvgs (parts can be used) https://www.youtube.com/watch?v=a4f8NrJOCw8 MEASUREMENT Length https://learn.moe.gov.tt/mod/resource/view.php?id=8591 https://learn.moe.gov.tt/mod/url/view.php?id=6520 https://learn.moe.gov.tt/mod/url/view.php?id=6521 https://learn.moe.gov.tt/mod/url/view.php?id=6523 https://www.moe.gov.tt/my-country-the-past/ (integration) https://learn.moe.gov.tt/mod/resource/view.php?id=6195 (integration) https://www.k5learning.com/worksheets/math/grade-1-subtraction-up-to-20-no-regrouping-a.pdf https://www.k5learning.com/worksheets/math/grade-1-subtraction-up-to-20-no-regrouping-a.pdf https://www.k5learning.com/worksheets/kindergarten-subtraction-1-digit-from-20-no-borrow-v1.pdf https://www.k5learning.com/worksheets/kindergarten-subtraction-1-digit-from-20-no-borrow-v1.pdf https://www.youtube.com/watch?v=0bxECUpuDaw https://www.youtube.com/watch?v=4Fh4KOxsdos https://www.youtube.com/watch?v=RcnuYy9Y_Ng&t=53s https://www.youtube.com/watch?v=aK3FKEZJKec https://www.youtube.com/watch?v=ch7KzI3n2Zk https://www.moe.gov.tt/core-skills-4/ https://www.youtube.com/watch?v=dx64YZbktuo https://www.youtube.com/watch?v=uCV6P5vcvgs https://www.youtube.com/watch?v=a4f8NrJOCw8 https://learn.moe.gov.tt/mod/resource/view.php?id=8591 https://learn.moe.gov.tt/mod/url/view.php?id=6520 https://learn.moe.gov.tt/mod/url/view.php?id=6521 https://learn.moe.gov.tt/mod/url/view.php?id=6523 https://www.moe.gov.tt/my-country-the-past/ https://learn.moe.gov.tt/mod/resource/view.php?id=6195 232 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction (words and symbols). E.g. 13 plus 2 is 15; 13 add 2 is equal to 15; 13 add 2 equals 15; 13 + 2 = 15 • Describe what happens to a group after addition • Use the number line to solve addition problems • Use the count on strategy to solve addition problems • Create number stories involving addition using appropriate vocabulary (including the language of money) Subtraction • Solve one-step real-life subtraction problems presented orally, pictorially or symbolically (using concrete materials, whole number and money) with minuend less than or equal to 20 and using a variety of problem-solving strategies such as, use a model, act it out, draw a picture and look for a pattern • Solve problems involving subtraction represented in vertical and horizontal arrangements • Record subtraction pictorially and symbolically using number sentences (words and symbols) e.g. 15 take away 2 equals 13, 15 – 2 = 13 • Describe what happens to a group after subtraction from https://www.youtube.com/watch?v=1fag0bfQVaQ https://www.youtube.com/watch?v=XsLz-icSu5g (If the shoe fits-a story) https://learn.moe.gov.tt/mod/url/view.php?id=6520 (non- standard units) https://learn.moe.gov.tt/mod/url/view.php?id=6521 (non- standard units) https://learn.moe.gov.tt/mod/url/view.php?id=6523 (non- standard units) https://www.bbc.co.uk/bitesize/articles/zbwc92p (non- standard units) http://eduplace.com/kids/hmm/practice/1/ep1_07.html (non-standard units) Weight/Mass https://learn.moe.gov.tt/mod/url/view.php?id=6344 https://learn.moe.gov.tt/mod/url/view.php?id=6346 https://www.moe.gov.tt/food/ (integration) https://www.youtube.com/watch?v=cgmcEIJ5664 Time https://www.youtube.com/watch?v=dY2tUgX0UkU (calendar - parts can be used) https://www.teacherspayteachers.com/Product/Measuring- Time-using-Non-Standard-Units-4848388 (non-standard units - use ideas) https://mrsfeere.wordpress.com/2016/05/26/measuring- time-with-non-standard-unit/ (non-standard units - use ideas) STATISTICS https://www.youtube.com/watch?v=1fag0bfQVaQ https://www.youtube.com/watch?v=XsLz-icSu5g https://learn.moe.gov.tt/mod/url/view.php?id=6520 https://learn.moe.gov.tt/mod/url/view.php?id=6521 https://learn.moe.gov.tt/mod/url/view.php?id=6523 https://www.bbc.co.uk/bitesize/articles/zbwc92p http://eduplace.com/kids/hmm/practice/1/ep1_07.html https://learn.moe.gov.tt/mod/url/view.php?id=6344 https://learn.moe.gov.tt/mod/url/view.php?id=6346 https://www.moe.gov.tt/food/ https://www.youtube.com/watch?v=cgmcEIJ5664 https://www.youtube.com/watch?v=dY2tUgX0UkU https://www.teacherspayteachers.com/Product/Measuring-Time-using-Non-Standard-Units-4848388 https://www.teacherspayteachers.com/Product/Measuring-Time-using-Non-Standard-Units-4848388 https://mrsfeere.wordpress.com/2016/05/26/measuring-time-with-non-standard-unit/ https://mrsfeere.wordpress.com/2016/05/26/measuring-time-with-non-standard-unit/ 233 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Use the number line to solve subtraction problems • Use the count back and count on strategies to solve subtraction problems • Create number stories involving subtraction using appropriate vocabulary (including the language of money) Mental Mathematics • Solve problems using mental strategies, such as: o Addition and subtraction facts o Add-one and subtract-one as it relates to forward and backward counting o Add-zero and subtract-zero facts o Count on / count back o ‘Make Ten’ (think addition) • Associate addition and subtraction to forward and backward counting GEOMETRY Solids and Plane Shapes • Solve problems involving solids and plane shapes e.g. How many different shapes can you make using 6 blocks? Geometrical Patterns • Describe growing/increasing patterns and identify the pattern rule • Use the pattern rule to extend the growing/increasing pattern Pictographs https://learn.moe.gov.tt/mod/url/view.php?id=6370 https://www.moe.gov.tt/transport/ (integration) https://learn.moe.gov.tt/mod/url/view.php?id=6370 https://www.moe.gov.tt/transport/ 234 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Create growing/increasing patterns using solids or plane shapes (concrete and pictorial) MEASUREMENT Length • Measure lengths and distances using arbitrary/non-standard units • Compare and order objects and distances according to length and explain reasoning using appropriate vocabulary Weight/Mass • Compare objects according to mass/weight using an equal arm balance and appropriate vocabulary • Discuss observations of the equal arm balance when objects are placed in the pans • Use pictorial representations of equal arm balances to determine which object is heavy or light Time • Measure the duration of activities using non-standard units • Compare the time taken for activities or events to occur or the duration of activities (starting at the same time) and order the duration of activities and explain reasoning using appropriate vocabulary • Interpret calendars 235 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction STATISTICS Pictographs • Collect and classify data to make decisions based on a real-life situation or problem • Identify features of pictographs • Construct pictographs (with and without grid, vertical and horizontal arrangements) based on real-life problems or situations • Interpret pictographs based on a real-life problem or situation • Make informed decisions based on data analysed • Communicate findings and decisions using appropriate vocabulary Standard One Term I NUMBER Number Concepts • Rote count to 1000 in ascending and descending order (including skip counting) • Understand the concept of numbers to 100 • Count objects to demonstrate one to-one correspondence (up to 100) • Count objects in different arrangements to demonstrate conservation of number • Match the number names and numerals to the quantities they represent up to 100 • Sequence number names and numerals NUMBER Number Concepts https://learn.moe.gov.tt/mod/url/view.php?id=6497 (skip counting) https://learn.moe.gov.tt/mod/url/view.php?id=6498 (skip counting) https://numberock.com/lessons/skip-counting-by-10/ (skip counting in tens) https://www.youtube.com/watch?v=EemjeA2Djjw (skip counting in fives) https://www.bbc.co.uk/bitesize/clips/z3cmpv4 (counting in pairs) https://www.bbc.co.uk/bitesize/articles/z2xfxbk (counting to 100) https://www.aaamath.com/g14c_nx1.htm (counting to 100) https://learn.moe.gov.tt/mod/url/view.php?id=6497%20 https://learn.moe.gov.tt/mod/url/view.php?id=6498 https://numberock.com/lessons/skip-counting-by-10/ https://www.youtube.com/watch?v=EemjeA2Djjw https://www.bbc.co.uk/bitesize/clips/z3cmpv4 https://www.bbc.co.uk/bitesize/articles/z2xfxbk https://www.aaamath.com/g14c_nx1.htm 236 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Insert missing numbers on a number line, number chart and number sequence • Read and write number names and numerals • Explore the value of coins and bills (up to $100) and their equivalence (practical activities) • Write specified amounts of money using the notation for dollars and cents Number Patterns • Distinguish between repeating patterns and non-repeating patterns in a given set by identifying the part that repeats or errors • Explore patterns using repetitions of 3-5 elements • Recognise and explore number patterns up to 100 • Describe a given repeating pattern containing three to five elements in its core • Determine the pattern rule and extend the repeating pattern using concrete materials, pictorial representation or symbols • Name a repeating pattern containing three to five elements in its core • Create repeating number patterns and explain the pattern rule Addition and Subtraction https://www.youtube.com/watch?v=bGetqbqDVaA (Counting to 100) https://mrnussbaum.com/what-number-am-i-version-1- online (number concept) https://uk.ixl.com/math/year-2 (counting) https://mrnussbaum.com/the-amazing-number-chart-online (counting) http://eduplace.com/kids/hmm/practice/2/ep2_01.html (counting) http://eduplace.com/cgi- bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup. thtml&filename=1cc_prim&title=Counters&grade=2 (counting) http://eduplace.com/kids/hmm/practice/1/ep1_04.html (counting, skip counting) https://learn.moe.gov.tt/mod/url/view.php?id=6500 (counting, reading and writing numbers) https://learn.moe.gov.tt/mod/url/view.php?id=6491 (numerical order) https://learn.moe.gov.tt/mod/url/view.php?id=6499 (numeral and number name) https://learn.moe.gov.tt/mod/url/view.php?id=6501 (numeral and number name) https://learn.moe.gov.tt/mod/url/view.php?id=6506 (numeral and number name) https://www.internet4classrooms.com/skills_1st_math_new .htm (number and operations) https://www.commoncoresheets.com/SortedByGrade.php (number and operations in base ten) https://www.abcya.com/ (number games) https://www.youtube.com/watch?v=bGetqbqDVaA https://mrnussbaum.com/what-number-am-i-version-1-online https://mrnussbaum.com/what-number-am-i-version-1-online https://uk.ixl.com/math/year-2 https://mrnussbaum.com/the-amazing-number-chart-online http://eduplace.com/kids/hmm/practice/2/ep2_01.html http://eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=1cc_prim&title=Counters&grade=2%20 http://eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=1cc_prim&title=Counters&grade=2%20 http://eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=1cc_prim&title=Counters&grade=2%20 http://eduplace.com/kids/hmm/practice/1/ep1_04.html https://learn.moe.gov.tt/mod/url/view.php?id=6500 https://learn.moe.gov.tt/mod/url/view.php?id=6491 https://learn.moe.gov.tt/mod/url/view.php?id=6499 https://learn.moe.gov.tt/mod/url/view.php?id=6501 https://learn.moe.gov.tt/mod/url/view.php?id=6506 https://www.internet4classrooms.com/skills_1st_math_new.htm https://www.internet4classrooms.com/skills_1st_math_new.htm https://www.commoncoresheets.com/SortedByGrade.php https://www.abcya.com/ 237 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Solve one-step and two-step real-life problems involving addition and subtraction presented orally, pictorially and symbolically (using concrete materials, whole number and money) and using a variety of problem-solving strategies such as, use a model, act it out, draw a picture, look for a pattern, work backwards and guess and check • Perform addition up to 3 addends within 99 (vertical and horizontal arrangements, no algorithm) • Perform subtraction within 99 (vertical and horizontal arrangements, no algorithm) • Check answers to addition and subtraction problems by using the reverse operation • Use the language of money in role playing situations involving the exchange of goods for money (one item, more than one item, without and with change, limited to dollars only or cents only) • Create number stories Mental Mathematics • Use a variety of mental math strategies and recording strategies to solve problems involving addition and subtraction including: https://learn.moe.gov.tt/mod/resource/view.php?id=7335 (worksheet: skip counting, numerical order) https://learn.moe.gov.tt/mod/url/view.php?id=6496 (ascending and descending order) https://learn.moe.gov.tt/mod/url/view.php?id=6494 (descending/decreasing order) https://learn.moe.gov.tt/mod/resource/view.php?id=7044 (worksheet: money-equivalence, notation, problems) https://www.moe.gov.tt/entrepreneurship-work-leisure- revised/ (integration-buying and selling, let's count) (teacher resource) https://educators.brainpop.com/bp-jr-topic/dollars-and- cents/ (money-use ideas) (teacher resource) Number Patterns https://learn.moe.gov.tt/mod/resource/view.php?id=5079 (integration - idea can be used to create a repeating pattern, replacing tempo with a number) (teacher resource) https://educators.brainpop.com/lesson-plan/patterns- activities-for-kids/?bp-jr-topic=patterns (teacher resource) Addition and Subtraction https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zkgj pg8 (addition) https://www.mathplayground.com/ASB_Canoe_Puppies.ht ml (addition) https://www.mathplayground.com/tb_addition/index.html (addition) https://www.nctm.org/Classroom- Resources/Illuminations/Interactives/Ten-Frame/ (addition) https://learn.moe.gov.tt/mod/resource/view.php?id=7335 https://learn.moe.gov.tt/mod/url/view.php?id=6496 https://learn.moe.gov.tt/mod/url/view.php?id=6494 https://learn.moe.gov.tt/mod/resource/view.php?id=7044%20%20 https://learn.moe.gov.tt/mod/resource/view.php?id=7044%20%20 https://www.moe.gov.tt/entrepreneurship-work-leisure-revised/ https://www.moe.gov.tt/entrepreneurship-work-leisure-revised/ https://educators.brainpop.com/bp-jr-topic/dollars-and-cents/ https://educators.brainpop.com/bp-jr-topic/dollars-and-cents/ https://learn.moe.gov.tt/mod/resource/view.php?id=5079 https://educators.brainpop.com/lesson-plan/patterns-activities-for-kids/?bp-jr-topic=patterns%20%20 https://educators.brainpop.com/lesson-plan/patterns-activities-for-kids/?bp-jr-topic=patterns%20%20 https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zkgjpg8 https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zkgjpg8 https://www.mathplayground.com/ASB_Canoe_Puppies.html https://www.mathplayground.com/ASB_Canoe_Puppies.html https://www.mathplayground.com/tb_addition/index.html https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Ten-Frame/ https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Ten-Frame/ 238 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction o The commutative property for addition o The associative property for addition o Add-two/subtract-two o Double facts o Ten facts (combining numbers that add to 10 e.g. 6 + 8 + 2; group 8 and 2 first) o Related addition and subtraction facts, e.g. 15 + 3 = 18, so 18 − 15 = 3; 5 – 2 = 3, so 50 – 20 is 30 o Thinking of addition e.g. make ten o Counting on and back o Skip counting GEOMETRY Solids and Plane Shapes • Classify, describe, compare and name solids and give reasons for classification (cube, cuboid, cylinder, cone, sphere and pyramid – with a focus on naming the different types of pyramids) • Describe and compare solids and plane shapes in concrete and pictorial forms using formal language Geometrical Patterns • Distinguish between repeating and non- repeating patterns in a given set involving solids or plane shapes by identifying the part that repeats or error • Explore patterns using plane shapes and solids http://eduplace.com/cgi bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup. thtml&filename=connectingcubes&title=Connecting%20C ubes&grade=2 (addition) https://www.khanacademy.org/math/cc-2nd-grade-math/cc- 2nd-add-subtract-100/cc-2nd-math-strategies-for-adding- within-100/v/example-exercises-on-ways-to-add-two-digit- numbers?modal=1 (addition) http://eduplace.com/kids/hmm/practice/2/ep2_04.html (addition) https://mrnussbaum.com/fun-addition-games-from- computermice (addition game) http://eduplace.com/cgi- bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup. thtml&filename=nmbl_prim&title=Number%20Line&grad e=2 (addition and subtraction using the number line) https://www.mathlearningcenter.org/resources/apps/number -line (addition and subtraction using the number line) http://eduplace.com/kids/hmm/practice/2/ep2_05.html (subtraction) https://mrnussbaum.com/fun-subtraction-games-from- computermice (subtraction game) https://www.mathplayground.com/superhero_subtraction.ht ml (subtraction) https://learn.moe.gov.tt/mod/url/view.php?id=6514 (addition and subtraction) https://uk.ixl.com/math/year-2 (addition and subtraction) http://eduplace.com/kids/hmm/bt/1/1_02-1q.html (addition and subtraction brain teaser) https://learn.moe.gov.tt/mod/url/view.php?id=6519 (addition and subtraction) http://eduplace.com/cgi%20bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=connectingcubes&title=Connecting%20Cubes&grade=2 http://eduplace.com/cgi%20bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=connectingcubes&title=Connecting%20Cubes&grade=2 http://eduplace.com/cgi%20bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=connectingcubes&title=Connecting%20Cubes&grade=2 http://eduplace.com/cgi%20bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=connectingcubes&title=Connecting%20Cubes&grade=2 https://www.khanacademy.org/math/cc-2nd-grade-math/cc-2nd-add-subtract-100/cc-2nd-math-strategies-for-adding-within-100/v/example-exercises-on-ways-to-add-two-digit-numbers?modal=1%20 https://www.khanacademy.org/math/cc-2nd-grade-math/cc-2nd-add-subtract-100/cc-2nd-math-strategies-for-adding-within-100/v/example-exercises-on-ways-to-add-two-digit-numbers?modal=1%20 https://www.khanacademy.org/math/cc-2nd-grade-math/cc-2nd-add-subtract-100/cc-2nd-math-strategies-for-adding-within-100/v/example-exercises-on-ways-to-add-two-digit-numbers?modal=1%20 https://www.khanacademy.org/math/cc-2nd-grade-math/cc-2nd-add-subtract-100/cc-2nd-math-strategies-for-adding-within-100/v/example-exercises-on-ways-to-add-two-digit-numbers?modal=1%20 http://eduplace.com/kids/hmm/practice/2/ep2_04.html https://mrnussbaum.com/fun-addition-games-from-computermice https://mrnussbaum.com/fun-addition-games-from-computermice http://eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=nmbl_prim&title=Number%20Line&grade=2%20 http://eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=nmbl_prim&title=Number%20Line&grade=2%20 http://eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=nmbl_prim&title=Number%20Line&grade=2%20 http://eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=nmbl_prim&title=Number%20Line&grade=2%20 https://www.mathlearningcenter.org/resources/apps/number-line https://www.mathlearningcenter.org/resources/apps/number-line http://eduplace.com/kids/hmm/practice/2/ep2_05.html https://mrnussbaum.com/fun-subtraction-games-from-computermice https://mrnussbaum.com/fun-subtraction-games-from-computermice https://www.mathplayground.com/superhero_subtraction.html https://www.mathplayground.com/superhero_subtraction.html https://learn.moe.gov.tt/mod/url/view.php?id=6514 https://uk.ixl.com/math/year-2%20(addition%20and%20subtraction) http://eduplace.com/kids/hmm/bt/1/1_02-1q.html https://learn.moe.gov.tt/mod/url/view.php?id=6519 239 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Describe a given repeating pattern containing three to five elements in its core • Determine the pattern rule and extend the repeating pattern using concrete materials or pictorial representations • Insert the missing elements in given patterns (concrete or pictorial) and explain reasoning • Name a repeating pattern containing three to five elements in its core • Create patterns using solids or plane shapes (repeating – 3 to 5 elements) MEASUREMENT Length • Measure, record, compare and order length, using non-standard units • Explore activities to explain that the size of the unit used in measuring relates to the number of units used • Explain why one non-standard unit may be a better choice for measuring than the other Time • Measure, record, compare and order duration of activities (time) using non- standard units • Explore activities to explain that the size of the unit used in measuring relates to the number of units used http://eduplace.com/kids/hmm/practice/1/ep1_01.html (addition and subtraction) http://eduplace.com/kids/hmm/practice/1/ep1_08.html (addition and subtraction) https://apps.mathlearningcenter.org/number-frames/ (addition and subtraction) https://www.abcya.com/ (addition and subtraction games) https://learn.moe.gov.tt/mod/resource/view.php?id=7951 (worksheet: addition and subtraction) https://www.commoncoresheets.com/SortedByGrade.php (number and operations in base ten) https://www.mathplayground.com/wpdatabase/wpindex.ht ml (addition and subtraction problems) https://jr.brainpop.com/math/additionandsubtraction/ (addition and subtraction) https://www.internet4classrooms.com/skills_1st_math_new .htm (number and operations) https://www.commoncoresheets.com/SortedByGrade.php?S orted=2oa1 (addition and subtraction worksheets) https://educators.brainpop.com/lesson-plan/choosing- operation-activities-kids/?bp-jr-topic=choosing-an- operation (addition and subtraction-use ideas) (teacher resource) https://jr.brainpop.com/math/mathstrategies/solvingwordpro blems/ (word problems-use ideas) (teacher resource) https://www.youtube.com/watch?v=aK3FKEZJKec (relate addition and subtraction) https://www.youtube.com/watch?v=G05AgnEGmgw Mental Mathematics http://eduplace.com/kids/hmm/practice/1/ep1_01.html http://eduplace.com/kids/hmm/practice/1/ep1_08.html https://apps.mathlearningcenter.org/number-frames/ https://learn.moe.gov.tt/mod/resource/view.php?id=7951 https://www.commoncoresheets.com/SortedByGrade.php%20(number%20and%20operations%20in%20base%20ten) https://www.commoncoresheets.com/SortedByGrade.php%20(number%20and%20operations%20in%20base%20ten) https://www.mathplayground.com/wpdatabase/wpindex.html https://www.mathplayground.com/wpdatabase/wpindex.html https://jr.brainpop.com/math/additionandsubtraction/ https://www.internet4classrooms.com/skills_1st_math_new.htm https://www.internet4classrooms.com/skills_1st_math_new.htm https://www.commoncoresheets.com/SortedByGrade.php?Sorted=2oa1 https://www.commoncoresheets.com/SortedByGrade.php?Sorted=2oa1 https://educators.brainpop.com/lesson-plan/choosing-operation-activities-kids/?bp-jr-topic=choosing-an-operation https://educators.brainpop.com/lesson-plan/choosing-operation-activities-kids/?bp-jr-topic=choosing-an-operation https://educators.brainpop.com/lesson-plan/choosing-operation-activities-kids/?bp-jr-topic=choosing-an-operation https://jr.brainpop.com/math/mathstrategies/solvingwordproblems/ https://jr.brainpop.com/math/mathstrategies/solvingwordproblems/ https://www.youtube.com/watch?v=aK3FKEZJKec https://www.youtube.com/watch?v=G05AgnEGmgw 240 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Explain why one non-standard unit may be a better choice for measuring than the other Capacity • Understand the concept of capacity o Sort objects into “can put things into” (containers) and “cannot put things into” and explain reasons o Explore containers by filling and emptying and describe using the language associated with capacity (e.g. empty/full, nearly full) so as to develop the concept of capacity o Describe capacity as the measure of the amount a container can hold • Compare the capacity of two containers by filling and emptying (using materials such as water and sand) into each other (or by filling and emptying into a larger container and marking each level) and give reasons using appropriate language STATISTICS Pictographs • Collect and classify data to make decisions based on a real-life situation or problem • Identify features of pictographs • Construct pictographs using appropriate symbolic representations • Interpret data from pictographs based on a real-life problem or situation https://www.bbc.co.uk/bitesize/articles/zyd28hv (number bonds to 10) https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zvv8 6v4 (addition using number bonds) https://jr.brainpop.com/math/additionandsubtraction/ (addition and subtraction mental strategies) https://www.commoncoresheets.com/SortedByGrade.php?S orted=2oa2 (add and subtract using mental strategies) http://eduplace.com/kids/hmm/practice/1/ep1_02.html (addition and subtraction facts) http://eduplace.com/kids/hmm/practice/2/ep2_01.html (addition and subtraction facts) https://www.youtube.com/watch?v=aK3FKEZJKec (relate addition and subtraction) https://www.youtube.com/watch?v=ch7KzI3n2Zk (number bonds to 10) GEOMETRY Solids and Plane Shapes https://uk.ixl.com/math/year-2/name-the-three-dimensional- shape (solid shapes) https://numberock.com/lessons/3-d-shapes/ (solids-some content not applicable) https://educators.brainpop.com/bp-jr-topic/solid-shapes/ (solids) (teacher resource) https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/zcsjq ty (solid shapes-use some ideas) http://eduplace.com/kids/hmm/practice/1/ep1_03.html (solids and plane shapes) https://www.bbc.co.uk/bitesize/topics/zbtp34j/articles/zjjkp g8 (solids and plane shapes) https://www.bbc.co.uk/bitesize/articles/zyd28hv https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zvv86v4 https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zvv86v4 https://jr.brainpop.com/math/additionandsubtraction/ https://www.commoncoresheets.com/SortedByGrade.php?Sorted=2oa2 https://www.commoncoresheets.com/SortedByGrade.php?Sorted=2oa2 http://eduplace.com/kids/hmm/practice/1/ep1_02.html http://eduplace.com/kids/hmm/practice/2/ep2_01.html https://www.youtube.com/watch?v=aK3FKEZJKec https://www.youtube.com/watch?v=ch7KzI3n2Zk https://uk.ixl.com/math/year-2/name-the-three-dimensional-shape https://uk.ixl.com/math/year-2/name-the-three-dimensional-shape https://numberock.com/lessons/3-d-shapes/ https://educators.brainpop.com/bp-jr-topic/solid-shapes/ https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/zcsjqty https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/zcsjqty http://eduplace.com/kids/hmm/practice/1/ep1_03.html https://www.bbc.co.uk/bitesize/topics/zbtp34j/articles/zjjkpg8 https://www.bbc.co.uk/bitesize/topics/zbtp34j/articles/zjjkpg8 241 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Make informed decisions based on data analysed • Justify decisions made using data collected in writing and/or oral presentations https://uk.ixl.com/math/year-2 (shapes and solids) https://learn.moe.gov.tt/mod/url/view.php?id=6297 (plane shapes) https://jr.brainpop.com/math/geometry/planeshapes/ (plane shapes) https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/ztpw dmn (plane shapes-use some ideas) https://www.mathplayground.com/geoboard.html (draw shapes) https://uk.ixl.com/math/year-2 (shapes and solids) https://www.moe.gov.tt/my-country-the-past/ (integration- constructing a village) (teacher resource) https://www.youtube.com/watch?v=cNlthXnbRfU https://www.youtube.com/watch?v=d_6nMZRiCYs https://www.youtube.com/watch?v=2cg-Uc556-Q Geometrical Patterns https://www.bbc.co.uk/bitesize/articles/z338bqt (patterns) http://eduplace.com/kids/hmm/practice/1/ep1_03.html (patterns) https://www.mathplayground.com/pattern-blocks.html (create patterns) https://apps.mathlearningcenter.org/number-frames/ (create patterns) https://apps.mathlearningcenter.org/pattern-shapes/ (create patterns) https://educators.brainpop.com/bp-jr-topic/patterns/ (patterns) (teacher resource) MEASUREMENT Length https://learn.moe.gov.tt/mod/url/view.php?id=6297 https://jr.brainpop.com/math/geometry/planeshapes/ https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/ztpwdmn https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/ztpwdmn https://www.mathplayground.com/geoboard.html https://uk.ixl.com/math/year-2 https://www.moe.gov.tt/my-country-the-past/ https://www.youtube.com/watch?v=cNlthXnbRfU https://www.youtube.com/watch?v=d_6nMZRiCYs https://www.youtube.com/watch?v=2cg-Uc556-Q https://www.bbc.co.uk/bitesize/articles/z338bqt http://eduplace.com/kids/hmm/practice/1/ep1_03.html https://www.mathplayground.com/pattern-blocks.html https://apps.mathlearningcenter.org/number-frames/ https://apps.mathlearningcenter.org/pattern-shapes/ https://educators.brainpop.com/bp-jr-topic/patterns/ 242 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction https://learn.moe.gov.tt/mod/url/view.php?id=6520 (non- standard units) https://learn.moe.gov.tt/mod/url/view.php?id=6521 (non- standard units) https://learn.moe.gov.tt/mod/url/view.php?id=6523 (non- standard units) https://www.bbc.co.uk/bitesize/articles/zbwc92p (non- standard units) http://eduplace.com/kids/hmm/practice/1/ep1_07.html (non-standard units) http://eduplace.com/kids/hmm/practice/templates/rules.jsp? ID=hmm07_ep/gr2/1701&GRADE=2&UNIT=7&CHAPT ER=17&LESSON=1&UNIT_TITLE=Measurement&CHA PTER_TITLE=Length (non-standard units) https://www.youtube.com/watch?v=2IAl5R23rco https://www.youtube.com/watch?v=1fag0bfQVaQ https://learn.moe.gov.tt/mod/resource/view.php?id=8591 (worksheet: non-standard units) https://uk.ixl.com/math/year-2 (measurement) https://www.moe.gov.tt/my-country-the-past/ (integration- constructing a village) (teacher resource) https://educators.brainpop.com/bp-jr-topic/nonstandard- measurement/ (non-standard measure) (teacher resource) Time https://www.teacherspayteachers.com/Product/Measuring- Time-using-Non-Standard-Units-4848388 (non-standard units - use ideas) https://mrsfeere.wordpress.com/2016/05/26/measuring- time-with-non-standard-unit/ (non-standard units - use ideas) https://learn.moe.gov.tt/mod/url/view.php?id=6520 https://learn.moe.gov.tt/mod/url/view.php?id=6521 https://learn.moe.gov.tt/mod/url/view.php?id=6523 https://www.bbc.co.uk/bitesize/articles/zbwc92p http://eduplace.com/kids/hmm/practice/1/ep1_07.html http://eduplace.com/kids/hmm/practice/templates/rules.jsp?ID=hmm07_ep/gr2/1701&GRADE=2&UNIT=7&CHAPTER=17&LESSON=1&UNIT_TITLE=Measurement&CHAPTER_TITLE=Length http://eduplace.com/kids/hmm/practice/templates/rules.jsp?ID=hmm07_ep/gr2/1701&GRADE=2&UNIT=7&CHAPTER=17&LESSON=1&UNIT_TITLE=Measurement&CHAPTER_TITLE=Length http://eduplace.com/kids/hmm/practice/templates/rules.jsp?ID=hmm07_ep/gr2/1701&GRADE=2&UNIT=7&CHAPTER=17&LESSON=1&UNIT_TITLE=Measurement&CHAPTER_TITLE=Length http://eduplace.com/kids/hmm/practice/templates/rules.jsp?ID=hmm07_ep/gr2/1701&GRADE=2&UNIT=7&CHAPTER=17&LESSON=1&UNIT_TITLE=Measurement&CHAPTER_TITLE=Length https://www.youtube.com/watch?v=2IAl5R23rco https://www.youtube.com/watch?v=1fag0bfQVaQ https://learn.moe.gov.tt/mod/resource/view.php?id=8591 https://uk.ixl.com/math/year-2 https://www.moe.gov.tt/my-country-the-past/ https://educators.brainpop.com/bp-jr-topic/nonstandard-measurement/ https://educators.brainpop.com/bp-jr-topic/nonstandard-measurement/ https://www.teacherspayteachers.com/Product/Measuring-Time-using-Non-Standard-Units-4848388 https://www.teacherspayteachers.com/Product/Measuring-Time-using-Non-Standard-Units-4848388 https://mrsfeere.wordpress.com/2016/05/26/measuring-time-with-non-standard-unit/ https://mrsfeere.wordpress.com/2016/05/26/measuring-time-with-non-standard-unit/ 243 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Capacity https://www.bbc.co.uk/bitesize/topics/zt9k7ty/articles/zp8cr dm (empty to full) https://www.youtube.com/watch?v=mHK3D2Y_YU4 (capacity) https://uk.ixl.com/math/year-2 (measurement) https://www.youtube.com/watch?v=TkXxn0bJ4r0 (capacity-use ideas) http://eduplace.com/kids/hmm/practice/1/ep1_07.html (capacity) STATISTICS Pictographs https://learn.moe.gov.tt/mod/url/view.php?id=6527 https://uk.ixl.com/math/year-2/interpret-pictograms (interpret pictographs) https://uk.ixl.com/math/year-2 (pictographs) http://eduplace.com/kids/hmm/practice/1/ep1_01.html (pictographs) http://eduplace.com/kids/hmm/practice/templates/rules.jsp? ID=hmm07_ep/gr2/0402&GRADE=2&UNIT=1&CHAPT ER=4&LESSON=2&UNIT_TITLE=Number%20Concepts, %20Addition,%20Subtraction,%20and%20Graphing&CHA PTER_TITLE=Data,%20Graphing,%20and%20Probability (pictographs) https://educators.brainpop.com/bp-jr-topic/pictographs/ (pictographs) (teacher resource) https://learn.moe.gov.tt/mod/resource/view.php?id=5875 (integration - idea from Agricultural Science can be used to create pictographs) (teacher resource) https://www.bbc.co.uk/bitesize/topics/zt9k7ty/articles/zp8crdm https://www.bbc.co.uk/bitesize/topics/zt9k7ty/articles/zp8crdm https://www.youtube.com/watch?v=mHK3D2Y_YU4%20 https://uk.ixl.com/math/year-2 https://www.youtube.com/watch?v=TkXxn0bJ4r0%20 http://eduplace.com/kids/hmm/practice/1/ep1_07.html https://learn.moe.gov.tt/mod/url/view.php?id=6527 https://uk.ixl.com/math/year-2/interpret-pictograms https://uk.ixl.com/math/year-2 http://eduplace.com/kids/hmm/practice/1/ep1_01.html http://eduplace.com/kids/hmm/practice/templates/rules.jsp?ID=hmm07_ep/gr2/0402&GRADE=2&UNIT=1&CHAPTER=4&LESSON=2&UNIT_TITLE=Number%20Concepts,%20Addition,%20Subtraction,%20and%20Graphing&CHAPTER_TITLE=Data,%20Graphing,%20and%20Probability%20 http://eduplace.com/kids/hmm/practice/templates/rules.jsp?ID=hmm07_ep/gr2/0402&GRADE=2&UNIT=1&CHAPTER=4&LESSON=2&UNIT_TITLE=Number%20Concepts,%20Addition,%20Subtraction,%20and%20Graphing&CHAPTER_TITLE=Data,%20Graphing,%20and%20Probability%20 http://eduplace.com/kids/hmm/practice/templates/rules.jsp?ID=hmm07_ep/gr2/0402&GRADE=2&UNIT=1&CHAPTER=4&LESSON=2&UNIT_TITLE=Number%20Concepts,%20Addition,%20Subtraction,%20and%20Graphing&CHAPTER_TITLE=Data,%20Graphing,%20and%20Probability%20 http://eduplace.com/kids/hmm/practice/templates/rules.jsp?ID=hmm07_ep/gr2/0402&GRADE=2&UNIT=1&CHAPTER=4&LESSON=2&UNIT_TITLE=Number%20Concepts,%20Addition,%20Subtraction,%20and%20Graphing&CHAPTER_TITLE=Data,%20Graphing,%20and%20Probability%20 http://eduplace.com/kids/hmm/practice/templates/rules.jsp?ID=hmm07_ep/gr2/0402&GRADE=2&UNIT=1&CHAPTER=4&LESSON=2&UNIT_TITLE=Number%20Concepts,%20Addition,%20Subtraction,%20and%20Graphing&CHAPTER_TITLE=Data,%20Graphing,%20and%20Probability%20 https://educators.brainpop.com/bp-jr-topic/pictographs/ https://learn.moe.gov.tt/mod/resource/view.php?id=5875 244 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction https://learn.moe.gov.tt/mod/resource/view.php?id=5754 (integration - Spanish names can be reinforced in appropriate pictograph) (teacher resource) https://www.moe.gov.tt/entrepreneurship-work-leisure- revised/ (integration-creating a pictograph) (teacher resource) Term II NUMBER Number Concepts • Rote count to 1000 in ascending and descending order • Order objects, pictures and events and use appropriate language to describe positions up to twentieth • Differentiate between odd and even numbers • Estimate the number of objects in a set using 20 as the benchmark and verify by counting • State the equivalence of coins (only) and bills (only) up to 100 dollars using practical activities Place Value • Demonstrate an understanding of place value and value up to 99 (concretely, pictorially and symbolically) • Compare and order numerals up to 99 in ascending and descending order Number Patterns • Explore increasing and decreasing patterns up to 100 NUMBER Number Concepts https://learn.moe.gov.tt/mod/resource/view.php?id=7335 https://learn.moe.gov.tt/mod/url/view.php?id=6498 https://learn.moe.gov.tt/mod/url/view.php?id=6508 https://learn.moe.gov.tt/mod/url/view.php?id=6509 https://www.youtube.com/watch?v=3iQqmmG8wQQ (odd and even reinforcement-parts can be used) Place Value https://learn.moe.gov.tt/mod/resource/view.php?id=7520 https://learn.moe.gov.tt/mod/url/view.php?id=6493 https://learn.moe.gov.tt/mod/url/view.php?id=6495 https://www.youtube.com/watch?v=_dHu5TFxPtk (reinforcement) Number Patterns https://learn.moe.gov.tt/mod/resource/view.php?id=7895 https://www.youtube.com/watch?v=yMHS_YX5Y4M Addition and Subtraction https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zkgj pg8 (addition) https://www.mathplayground.com/ASB_Canoe_Puppies.ht ml (addition) https://learn.moe.gov.tt/mod/resource/view.php?id=5754 https://www.moe.gov.tt/entrepreneurship-work-leisure-revised/ https://www.moe.gov.tt/entrepreneurship-work-leisure-revised/ https://learn.moe.gov.tt/mod/resource/view.php?id=7335 https://learn.moe.gov.tt/mod/url/view.php?id=6498 https://learn.moe.gov.tt/mod/url/view.php?id=6508 https://learn.moe.gov.tt/mod/url/view.php?id=6509 https://www.youtube.com/watch?v=3iQqmmG8wQQ https://learn.moe.gov.tt/mod/resource/view.php?id=7520 https://learn.moe.gov.tt/mod/url/view.php?id=6493 https://learn.moe.gov.tt/mod/url/view.php?id=6495 https://www.youtube.com/watch?v=_dHu5TFxPtk https://learn.moe.gov.tt/mod/resource/view.php?id=7895 https://www.youtube.com/watch?v=yMHS_YX5Y4M https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zkgjpg8 https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zkgjpg8 https://www.mathplayground.com/ASB_Canoe_Puppies.html https://www.mathplayground.com/ASB_Canoe_Puppies.html 245 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Describe and extend simple number patterns that increase or decrease using the pattern rule • Create increasing and decreasing number patterns and explain the pattern rule • Develop number patterns involving addition and subtraction facts, add- zero/subtract-zero, the commutative property for addition, the associative property for addition, add-two/subtract- two, double facts, ten facts and odd and even numbers Number Relationships • Use balance activities to demonstrate equality and inequality • Count objects in sets to demonstrate equality and inequality of sets • Draw sets to show equal and unequal amounts and record the number of items • Use the equal symbol (=) or the not equal symbol (≠) to record equalities and inequalities • Explore equality involving addition and subtraction using equivalent number relationships • Solve problems involving addition and subtraction using balance activities and counting https://www.mathplayground.com/tb_addition/index.html (addition) https://www.nctm.org/Classroom- Resources/Illuminations/Interactives/Ten-Frame/ (addition) http://eduplace.com/cgi bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup. thtml&filename=connectingcubes&title=Connecting%20C ubes&grade=2 (addition) https://www.khanacademy.org/math/cc-2nd-grade-math/cc- 2nd-add-subtract-100/cc-2nd-math-strategies-for-adding- within-100/v/example-exercises-on-ways-to-add-two-digit- numbers?modal=1 (addition) http://eduplace.com/kids/hmm/practice/2/ep2_04.html (addition) https://mrnussbaum.com/fun-addition-games-from- computermice (addition game) http://eduplace.com/cgi- bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup. thtml&filename=nmbl_prim&title=Number%20Line&grad e=2 (addition and subtraction using the number line) https://www.mathlearningcenter.org/resources/apps/number -line (addition and subtraction using the number line) http://eduplace.com/kids/hmm/practice/2/ep2_05.html (subtraction) https://mrnussbaum.com/fun-subtraction-games-from- computermice (subtraction game) https://www.mathplayground.com/superhero_subtraction.ht ml (subtraction) https://learn.moe.gov.tt/mod/url/view.php?id=6514 (addition and subtraction) https://uk.ixl.com/math/year-2 (addition and subtraction) https://www.mathplayground.com/tb_addition/index.html https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Ten-Frame/ https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Ten-Frame/ http://eduplace.com/cgi%20bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=connectingcubes&title=Connecting%20Cubes&grade=2 http://eduplace.com/cgi%20bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=connectingcubes&title=Connecting%20Cubes&grade=2 http://eduplace.com/cgi%20bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=connectingcubes&title=Connecting%20Cubes&grade=2 http://eduplace.com/cgi%20bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=connectingcubes&title=Connecting%20Cubes&grade=2 https://www.khanacademy.org/math/cc-2nd-grade-math/cc-2nd-add-subtract-100/cc-2nd-math-strategies-for-adding-within-100/v/example-exercises-on-ways-to-add-two-digit-numbers?modal=1%20 https://www.khanacademy.org/math/cc-2nd-grade-math/cc-2nd-add-subtract-100/cc-2nd-math-strategies-for-adding-within-100/v/example-exercises-on-ways-to-add-two-digit-numbers?modal=1%20 https://www.khanacademy.org/math/cc-2nd-grade-math/cc-2nd-add-subtract-100/cc-2nd-math-strategies-for-adding-within-100/v/example-exercises-on-ways-to-add-two-digit-numbers?modal=1%20 https://www.khanacademy.org/math/cc-2nd-grade-math/cc-2nd-add-subtract-100/cc-2nd-math-strategies-for-adding-within-100/v/example-exercises-on-ways-to-add-two-digit-numbers?modal=1%20 http://eduplace.com/kids/hmm/practice/2/ep2_04.html https://mrnussbaum.com/fun-addition-games-from-computermice https://mrnussbaum.com/fun-addition-games-from-computermice http://eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=nmbl_prim&title=Number%20Line&grade=2%20 http://eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=nmbl_prim&title=Number%20Line&grade=2%20 http://eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=nmbl_prim&title=Number%20Line&grade=2%20 http://eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=nmbl_prim&title=Number%20Line&grade=2%20 https://www.mathlearningcenter.org/resources/apps/number-line https://www.mathlearningcenter.org/resources/apps/number-line http://eduplace.com/kids/hmm/practice/2/ep2_05.html https://mrnussbaum.com/fun-subtraction-games-from-computermice https://mrnussbaum.com/fun-subtraction-games-from-computermice https://www.mathplayground.com/superhero_subtraction.html https://www.mathplayground.com/superhero_subtraction.html https://learn.moe.gov.tt/mod/url/view.php?id=6514 https://uk.ixl.com/math/year-2%20(addition%20and%20subtraction) 246 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Determine whether a given number sentence is true or false using a balance scale and counting objects Addition and Subtraction • Solve one-step and two-step real-life problems involving addition and subtraction presented orally, pictorially and symbolically (using concrete materials, whole number and money) and using a variety of problem-solving strategies such as, use a model, act it out, draw a picture, look for a pattern, work backwards and guess and check • Perform addition up to 3 addends within 99 (vertical and horizontal arrangements, no algorithm) • Perform subtraction within 99 (vertical and horizontal arrangements, no algorithm) • Create number stories • Check answers to addition and subtraction problems by using the reverse operation • Use the language of money in role playing situations involving the exchange of goods for money (one item, more than one item, without and with change, limited to dollars only or cents only) Multiplication http://eduplace.com/kids/hmm/bt/1/1_02-1q.html (addition and subtraction brain teaser) https://learn.moe.gov.tt/mod/url/view.php?id=6519 (addition and subtraction) http://eduplace.com/kids/hmm/practice/1/ep1_01.html (addition and subtraction) http://eduplace.com/kids/hmm/practice/1/ep1_08.html (addition and subtraction) https://apps.mathlearningcenter.org/number-frames/ (addition and subtraction) https://www.abcya.com/ (addition and subtraction games) https://learn.moe.gov.tt/mod/resource/view.php?id=7951 (worksheet: addition and subtraction) https://www.commoncoresheets.com/SortedByGrade.php (number and operations in base ten) https://www.mathplayground.com/wpdatabase/wpindex.ht ml (addition and subtraction problems) https://jr.brainpop.com/math/additionandsubtraction/ (addition and subtraction) https://www.internet4classrooms.com/skills_1st_math_new .htm (number and operations) https://www.commoncoresheets.com/SortedByGrade.php?S orted=2oa1 (addition and subtraction worksheets) https://educators.brainpop.com/lesson-plan/choosing- operation-activities-kids/?bp-jr-topic=choosing-an- operation (addition and subtraction-use ideas) (teacher resource) https://jr.brainpop.com/math/mathstrategies/solvingwordpro blems/ (word problems-use ideas) (teacher resource) https://www.youtube.com/watch?v=aK3FKEZJKec (relate addition and subtraction) http://eduplace.com/kids/hmm/bt/1/1_02-1q.html https://learn.moe.gov.tt/mod/url/view.php?id=6519 http://eduplace.com/kids/hmm/practice/1/ep1_01.html http://eduplace.com/kids/hmm/practice/1/ep1_08.html https://apps.mathlearningcenter.org/number-frames/ https://learn.moe.gov.tt/mod/resource/view.php?id=7951 https://www.commoncoresheets.com/SortedByGrade.php%20(number%20and%20operations%20in%20base%20ten) https://www.commoncoresheets.com/SortedByGrade.php%20(number%20and%20operations%20in%20base%20ten) https://www.mathplayground.com/wpdatabase/wpindex.html https://www.mathplayground.com/wpdatabase/wpindex.html https://jr.brainpop.com/math/additionandsubtraction/ https://www.internet4classrooms.com/skills_1st_math_new.htm https://www.internet4classrooms.com/skills_1st_math_new.htm https://www.commoncoresheets.com/SortedByGrade.php?Sorted=2oa1 https://www.commoncoresheets.com/SortedByGrade.php?Sorted=2oa1 https://educators.brainpop.com/lesson-plan/choosing-operation-activities-kids/?bp-jr-topic=choosing-an-operation https://educators.brainpop.com/lesson-plan/choosing-operation-activities-kids/?bp-jr-topic=choosing-an-operation https://educators.brainpop.com/lesson-plan/choosing-operation-activities-kids/?bp-jr-topic=choosing-an-operation https://jr.brainpop.com/math/mathstrategies/solvingwordproblems/ https://jr.brainpop.com/math/mathstrategies/solvingwordproblems/ https://www.youtube.com/watch?v=aK3FKEZJKec 247 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Solve problems involving repeated addition (concept of multiplication, no symbol, up to 10 addends) • Explain or demonstrate how answers were obtained when solving problems • Record solutions to problems using a variety of formats • Create number stories Mental Mathematics • Use a variety of mental math strategies and recording strategies to solve problems involving addition and subtraction including: o The commutative property for addition o The associative property for addition o Add-two/subtract-two o Double facts o Ten facts (combining numbers that add to 10 e.g. 6 + 8 + 2; group 8 and 2 first) o Related addition and subtraction facts, e.g. 15 + 3 = 18, so 18 − 15 = 3; 5 – 2 = 3, so 50 – 20 is 30 o Thinking of addition e.g. make ten o The jump strategy, e.g. 53 + 25; 53 + 20 = 73, 53 + 5 = 78 o Bridging to tens strategy e.g. 18 + 6; 18 and 2 is 20 and add 4 more o Counting on and back o Skip counting https://www.youtube.com/watch?v=G05AgnEGmgw https://www.youtube.com/watch?v=QCO7SA7sRXs Multiplication https://learn.moe.gov.tt/mod/resource/view.php?id=8466 Mental Mathematics https://www.bbc.co.uk/bitesize/articles/zyd28hv (number bonds to 10) https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zvv8 6v4 (addition using number bonds) https://jr.brainpop.com/math/additionandsubtraction/ (addition and subtraction mental strategies) https://www.commoncoresheets.com/SortedByGrade.php?S orted=2oa2 (add and subtract using mental strategies) http://eduplace.com/kids/hmm/practice/1/ep1_02.html (addition and subtraction facts) http://eduplace.com/kids/hmm/practice/2/ep2_01.html (addition and subtraction facts) https://www.youtube.com/watch?v=aK3FKEZJKec (relate addition and subtraction) https://www.youtube.com/watch?v=ch7KzI3n2Zk (number bonds to 10) GEOMETRY Solids and Plane Shapes https://uk.ixl.com/math/year-2/name-the-three-dimensional- shape (solid shapes) https://numberock.com/lessons/3-d-shapes/ (solids-some content not applicable) https://www.youtube.com/watch?v=G05AgnEGmgw https://www.youtube.com/watch?v=QCO7SA7sRXs https://learn.moe.gov.tt/mod/resource/view.php?id=8466 https://www.bbc.co.uk/bitesize/articles/zyd28hv https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zvv86v4 https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zvv86v4 https://jr.brainpop.com/math/additionandsubtraction/ https://www.commoncoresheets.com/SortedByGrade.php?Sorted=2oa2 https://www.commoncoresheets.com/SortedByGrade.php?Sorted=2oa2 http://eduplace.com/kids/hmm/practice/1/ep1_02.html http://eduplace.com/kids/hmm/practice/2/ep2_01.html https://www.youtube.com/watch?v=aK3FKEZJKec https://www.youtube.com/watch?v=ch7KzI3n2Zk https://uk.ixl.com/math/year-2/name-the-three-dimensional-shape https://uk.ixl.com/math/year-2/name-the-three-dimensional-shape https://numberock.com/lessons/3-d-shapes/ 248 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction GEOMETRY Solids and Plane Shapes • Identify plane shapes as faces of solids in the environment and in an assortment of solids • Match cut-outs of plane shapes to faces of solids • Trace the faces of solids and name the shapes drawn • Use plane shapes to create solids and state the relationship between solids and plane shapes • Identify solids and plane shapes in different orientations (concrete and pictorial) and via the sense of touch Geometrical Patterns • Describe growing/increasing or decreasing patterns and extend the pattern using the pattern rule • Create patterns using solids or plane shapes (growing or increasing and decreasing patterns) • Insert the missing elements in given patterns (concrete or pictorial) and explain reasoning MEASUREMENT Length • Estimate length using non-standard units and verify results Weight/Mass https://educators.brainpop.com/bp-jr-topic/solid-shapes/ (solids) (teacher resource) https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/zcsjq ty (solid shapes-use some ideas) http://eduplace.com/kids/hmm/practice/1/ep1_03.html (solids and plane shapes) https://www.bbc.co.uk/bitesize/topics/zbtp34j/articles/zjjkp g8 (solids and plane shapes) https://uk.ixl.com/math/year-2 (shapes and solids) https://learn.moe.gov.tt/mod/url/view.php?id=6297 (plane shapes) https://jr.brainpop.com/math/geometry/planeshapes/ (plane shapes) https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/ztpw dmn (plane shapes-use some ideas) https://www.mathplayground.com/geoboard.html (draw shapes) https://uk.ixl.com/math/year-2 (shapes and solids) https://www.moe.gov.tt/my-country-the-past/ (integration- constructing a village) (teacher resource) https://www.youtube.com/watch?v=cNlthXnbRfU https://www.youtube.com/watch?v=d_6nMZRiCYs https://www.youtube.com/watch?v=2cg-Uc556-Q https://learn.moe.gov.tt/mod/resource/view.php?id=7090 https://learn.moe.gov.tt/mod/url/view.php?id=7926 (reinforcement) https://learn.moe.gov.tt/mod/url/view.php?id=7927 (reinforcement) Geometrical Patterns https://www.moe.gov.tt/core-skills-4/ (integration) https://educators.brainpop.com/bp-jr-topic/solid-shapes/ https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/zcsjqty https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/zcsjqty http://eduplace.com/kids/hmm/practice/1/ep1_03.html https://www.bbc.co.uk/bitesize/topics/zbtp34j/articles/zjjkpg8 https://www.bbc.co.uk/bitesize/topics/zbtp34j/articles/zjjkpg8 https://learn.moe.gov.tt/mod/url/view.php?id=6297 https://jr.brainpop.com/math/geometry/planeshapes/ https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/ztpwdmn https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/ztpwdmn https://www.mathplayground.com/geoboard.html https://uk.ixl.com/math/year-2 https://www.moe.gov.tt/my-country-the-past/ https://www.youtube.com/watch?v=cNlthXnbRfU https://www.youtube.com/watch?v=d_6nMZRiCYs https://www.youtube.com/watch?v=2cg-Uc556-Q https://learn.moe.gov.tt/mod/resource/view.php?id=7090 https://learn.moe.gov.tt/mod/url/view.php?id=7926 https://learn.moe.gov.tt/mod/url/view.php?id=7927 https://www.moe.gov.tt/core-skills-4/ 249 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Measure, record, compare and order mass/weight, using non-standard units • Explore activities to explain that the size of the unit used in measuring relates to the number of units used • Explain why one non-standard unit may be a better choice for measuring than the other Time • Explain the need for and the importance of a standard unit of measure for time • State units of measure of time that they are familiar with e.g. minutes, hours and the instrument used to measure (clock) • Identify the features of the analog clock and the function of the hands (second, minute and hour) • Explain the meaning of the movement of the hands on a clock (seconds and minutes) • Measure the duration of events in minutes and seconds using a clock with a second hand and a minute hand • Measure, record, compare and order duration of activities (time) using standard units • State/name activities/events which occur in seconds and minutes (up to 5 minutes) Capacity https://www.youtube.com/watch?v=dx64YZbktuo https://www.youtube.com/watch?v=uCV6P5vcvgs (parts can be used) https://www.youtube.com/watch?v=a4f8NrJOCw8 MEASUREMENT Length https://learn.moe.gov.tt/mod/url/view.php?id=6520 (non- standard units) https://learn.moe.gov.tt/mod/url/view.php?id=6521 (non- standard units) https://learn.moe.gov.tt/mod/url/view.php?id=6523 (non- standard units) https://www.bbc.co.uk/bitesize/articles/zbwc92p (non- standard units) http://eduplace.com/kids/hmm/practice/1/ep1_07.html (non-standard units) Weight/Mass https://www.youtube.com/watch?v=2IAl5R23rco Time https://learn.moe.gov.tt/mod/url/view.php?id=6525 https://learn.moe.gov.tt/mod/url/view.php?id=6526 STATISTICS Tally Charts https://learn.moe.gov.tt/mod/url/view.php?id=6527 https://www.youtube.com/watch?v=dx64YZbktuo https://www.youtube.com/watch?v=uCV6P5vcvgs https://www.youtube.com/watch?v=a4f8NrJOCw8 https://learn.moe.gov.tt/mod/url/view.php?id=6520 https://learn.moe.gov.tt/mod/url/view.php?id=6521 https://learn.moe.gov.tt/mod/url/view.php?id=6523 https://www.bbc.co.uk/bitesize/articles/zbwc92p http://eduplace.com/kids/hmm/practice/1/ep1_07.html https://www.youtube.com/watch?v=2IAl5R23rco https://learn.moe.gov.tt/mod/url/view.php?id=6525 https://learn.moe.gov.tt/mod/url/view.php?id=6526 https://learn.moe.gov.tt/mod/url/view.php?id=6527 250 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Measure, record, compare and order capacity using non-standard units • Explore activities to explain that the size of the unit used in measuring capacity relates to the number of units used • Explain why one non-standard unit may be a better choice for measuring capacity than the other (e.g. a cup may be better than a spoon when measuring the capacity of a bucket; cubes may be better than cones when measuring capacity as they pack and stack better and leave no gaps) STATISTICS Tally Charts • Collect and classify data to make decisions based on a real-life situation or problem • Identify features of tally charts • Construct tally charts using appropriate symbolic representations • Interpret data from tally charts based on a real-life problem or situation • Make informed decisions based on data analysed • Justify decisions made using data collected in writing and/or oral presentations Term III NUMBER Number Concepts NUMBER Place Value and Rounding 251 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Estimate the number of objects in a set using 20 as the benchmark and verify by counting Place Value and Rounding • Demonstrate an understanding of place value and value up to 99 (concretely, pictorially and symbolically) • Write numbers using the expanded notation form • Convert expanded notation into numerals • Compare and order numerals up to 99 in ascending and descending order • Round numbers to the nearest "ten" Number Patterns • Explore increasing and decreasing patterns up to 100 • Describe and extend simple number patterns that increase or decrease using the pattern rule • Create increasing and decreasing number patterns and explain the pattern rule • Develop number patterns involving addition and subtraction facts, add- zero/subtract-zero, the commutative property for addition, the associative property for addition, add-two/subtract- two, double facts, ten facts and odd and even numbers https://learn.moe.gov.tt/mod/url/view.php?id=6493 https://learn.moe.gov.tt/mod/url/view.php?id=6500 https://learn.moe.gov.tt/mod/url/view.php?id=6511 https://learn.moe.gov.tt/mod/resource/view.php?id=7520 https://learn.moe.gov.tt/mod/url/view.php?id=6495 https://www.youtube.com/watch?v=_dHu5TFxPtk (reinforcement) Number Patterns https://learn.moe.gov.tt/mod/resource/view.php?id=7895 https://www.youtube.com/watch?v=yMHS_YX5Y4M Addition and Subtraction https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zkgj pg8 (addition) https://www.mathplayground.com/ASB_Canoe_Puppies.ht ml (addition) https://www.mathplayground.com/tb_addition/index.html (addition) https://www.nctm.org/Classroom- Resources/Illuminations/Interactives/Ten-Frame/ (addition) http://eduplace.com/cgi bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup. thtml&filename=connectingcubes&title=Connecting%20C ubes&grade=2 (addition) https://www.khanacademy.org/math/cc-2nd-grade-math/cc- 2nd-add-subtract-100/cc-2nd-math-strategies-for-adding- within-100/v/example-exercises-on-ways-to-add-two-digit- numbers?modal=1 (addition) http://eduplace.com/kids/hmm/practice/2/ep2_04.html (addition) https://learn.moe.gov.tt/mod/url/view.php?id=6493 https://learn.moe.gov.tt/mod/url/view.php?id=6500 https://learn.moe.gov.tt/mod/url/view.php?id=6511 https://learn.moe.gov.tt/mod/resource/view.php?id=7520 https://learn.moe.gov.tt/mod/url/view.php?id=6495 https://www.youtube.com/watch?v=_dHu5TFxPtk https://learn.moe.gov.tt/mod/resource/view.php?id=7895 https://www.youtube.com/watch?v=yMHS_YX5Y4M https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zkgjpg8 https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zkgjpg8 https://www.mathplayground.com/ASB_Canoe_Puppies.html https://www.mathplayground.com/ASB_Canoe_Puppies.html https://www.mathplayground.com/tb_addition/index.html https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Ten-Frame/ https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Ten-Frame/ http://eduplace.com/cgi%20bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=connectingcubes&title=Connecting%20Cubes&grade=2 http://eduplace.com/cgi%20bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=connectingcubes&title=Connecting%20Cubes&grade=2 http://eduplace.com/cgi%20bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=connectingcubes&title=Connecting%20Cubes&grade=2 http://eduplace.com/cgi%20bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=connectingcubes&title=Connecting%20Cubes&grade=2 https://www.khanacademy.org/math/cc-2nd-grade-math/cc-2nd-add-subtract-100/cc-2nd-math-strategies-for-adding-within-100/v/example-exercises-on-ways-to-add-two-digit-numbers?modal=1%20 https://www.khanacademy.org/math/cc-2nd-grade-math/cc-2nd-add-subtract-100/cc-2nd-math-strategies-for-adding-within-100/v/example-exercises-on-ways-to-add-two-digit-numbers?modal=1%20 https://www.khanacademy.org/math/cc-2nd-grade-math/cc-2nd-add-subtract-100/cc-2nd-math-strategies-for-adding-within-100/v/example-exercises-on-ways-to-add-two-digit-numbers?modal=1%20 https://www.khanacademy.org/math/cc-2nd-grade-math/cc-2nd-add-subtract-100/cc-2nd-math-strategies-for-adding-within-100/v/example-exercises-on-ways-to-add-two-digit-numbers?modal=1%20 http://eduplace.com/kids/hmm/practice/2/ep2_04.html 252 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Addition and Subtraction • Solve one-step and two-step real-life problems involving addition and subtraction presented orally, pictorially and symbolically (using concrete materials, whole number and money) and using a variety of problem solving strategies such as, use a model, act it out, draw a picture, look for a pattern, work backwards and guess and check • Perform addition up to 3 addends within 99 (vertical and horizontal arrangements, no algorithm) • Perform subtraction within 99 (vertical and horizontal arrangements, no algorithm) • Create number stories • Check answers to addition and subtraction problems by using the reverse operation • Use the language of money in role playing situations involving the exchange of goods for money (one item, more than one item, without and with change, limited to dollars only or cents only) Multiplication • Solve problems involving repeated addition (concept of multiplication, no symbol, up to 10 addends) https://mrnussbaum.com/fun-addition-games-from- computermice (addition game) http://eduplace.com/cgi- bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup. thtml&filename=nmbl_prim&title=Number%20Line&grad e=2 (addition and subtraction using the number line) https://www.mathlearningcenter.org/resources/apps/number -line (addition and subtraction using the number line) http://eduplace.com/kids/hmm/practice/2/ep2_05.html (subtraction) https://mrnussbaum.com/fun-subtraction-games-from- computermice (subtraction game) https://www.mathplayground.com/superhero_subtraction.ht ml (subtraction) https://learn.moe.gov.tt/mod/url/view.php?id=6514 (addition and subtraction) https://uk.ixl.com/math/year-2 (addition and subtraction) http://eduplace.com/kids/hmm/bt/1/1_02-1q.html (addition and subtraction brain teaser) https://learn.moe.gov.tt/mod/url/view.php?id=6519 (addition and subtraction) http://eduplace.com/kids/hmm/practice/1/ep1_01.html (addition and subtraction) http://eduplace.com/kids/hmm/practice/1/ep1_08.html (addition and subtraction) https://apps.mathlearningcenter.org/number-frames/ (addition and subtraction) https://www.abcya.com/ (addition and subtraction games) https://learn.moe.gov.tt/mod/resource/view.php?id=7951 (worksheet: addition and subtraction) https://mrnussbaum.com/fun-addition-games-from-computermice https://mrnussbaum.com/fun-addition-games-from-computermice http://eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=nmbl_prim&title=Number%20Line&grade=2%20 http://eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=nmbl_prim&title=Number%20Line&grade=2%20 http://eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=nmbl_prim&title=Number%20Line&grade=2%20 http://eduplace.com/cgi-bin/schtemplate.cgi?template=/kids/hmm/manip/mn_popup.thtml&filename=nmbl_prim&title=Number%20Line&grade=2%20 https://www.mathlearningcenter.org/resources/apps/number-line https://www.mathlearningcenter.org/resources/apps/number-line http://eduplace.com/kids/hmm/practice/2/ep2_05.html https://mrnussbaum.com/fun-subtraction-games-from-computermice https://mrnussbaum.com/fun-subtraction-games-from-computermice https://www.mathplayground.com/superhero_subtraction.html https://www.mathplayground.com/superhero_subtraction.html https://learn.moe.gov.tt/mod/url/view.php?id=6514 https://uk.ixl.com/math/year-2%20(addition%20and%20subtraction) http://eduplace.com/kids/hmm/bt/1/1_02-1q.html https://learn.moe.gov.tt/mod/url/view.php?id=6519 http://eduplace.com/kids/hmm/practice/1/ep1_01.html http://eduplace.com/kids/hmm/practice/1/ep1_08.html https://apps.mathlearningcenter.org/number-frames/ https://learn.moe.gov.tt/mod/resource/view.php?id=7951 253 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Explain or demonstrate how answers were obtained when solving problems • Record solutions to problems using a variety of formats • Create number stories Division • Solve problems involving sharing and grouping (concept of division, no symbol) • Explain or demonstrate how answers were obtained when solving problems • Record solutions to problems using a variety of formats • Create number stories Mental Mathematics • Use a variety of mental math strategies and recording strategies to solve problems involving addition and subtraction including: o The commutative property for addition o The associative property for addition o Add-two/subtract-two o Double facts o Ten facts (combining numbers that add to 10 e.g. 6 + 8 + 2; group 8 and 2 first) o Related addition and subtraction facts, e.g. 15 + 3 = 18, so 18 − 15 = 3; 5 – 2 = 3, so 50 – 20 is 30 https://www.commoncoresheets.com/SortedByGrade.php (number and operations in base ten) https://www.mathplayground.com/wpdatabase/wpindex.ht ml (addition and subtraction problems) https://jr.brainpop.com/math/additionandsubtraction/ (addition and subtraction) https://www.internet4classrooms.com/skills_1st_math_new .htm (number and operations) https://www.commoncoresheets.com/SortedByGrade.php?S orted=2oa1 (addition and subtraction worksheets) https://educators.brainpop.com/lesson-plan/choosing- operation-activities-kids/?bp-jr-topic=choosing-an- operation (addition and subtraction-use ideas) (teacher resource) https://jr.brainpop.com/math/mathstrategies/solvingwordpro blems/ (word problems-use ideas) (teacher resource) https://www.youtube.com/watch?v=aK3FKEZJKec (relate addition and subtraction) https://www.youtube.com/watch?v=QCO7SA7sRXs https://www.youtube.com/watch?v=G05AgnEGmgw (decomposition) Multiplication https://learn.moe.gov.tt/mod/resource/view.php?id=8466 Division https://learn.moe.gov.tt/mod/resource/view.php?id=8466 Mental Mathematics https://www.bbc.co.uk/bitesize/articles/zyd28hv (number bonds to 10) https://www.commoncoresheets.com/SortedByGrade.php%20(number%20and%20operations%20in%20base%20ten) https://www.commoncoresheets.com/SortedByGrade.php%20(number%20and%20operations%20in%20base%20ten) https://www.mathplayground.com/wpdatabase/wpindex.html https://www.mathplayground.com/wpdatabase/wpindex.html https://jr.brainpop.com/math/additionandsubtraction/ https://www.internet4classrooms.com/skills_1st_math_new.htm https://www.internet4classrooms.com/skills_1st_math_new.htm https://www.commoncoresheets.com/SortedByGrade.php?Sorted=2oa1 https://www.commoncoresheets.com/SortedByGrade.php?Sorted=2oa1 https://educators.brainpop.com/lesson-plan/choosing-operation-activities-kids/?bp-jr-topic=choosing-an-operation https://educators.brainpop.com/lesson-plan/choosing-operation-activities-kids/?bp-jr-topic=choosing-an-operation https://educators.brainpop.com/lesson-plan/choosing-operation-activities-kids/?bp-jr-topic=choosing-an-operation https://jr.brainpop.com/math/mathstrategies/solvingwordproblems/ https://jr.brainpop.com/math/mathstrategies/solvingwordproblems/ https://www.youtube.com/watch?v=aK3FKEZJKec https://www.youtube.com/watch?v=QCO7SA7sRXs https://www.youtube.com/watch?v=G05AgnEGmgw https://learn.moe.gov.tt/mod/resource/view.php?id=8466 https://learn.moe.gov.tt/mod/resource/view.php?id=8466 https://www.bbc.co.uk/bitesize/articles/zyd28hv 254 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction o Thinking of addition e.g. make ten o The jump strategy, e.g. 53 + 25; 53 + 20 = 73, 53 + 5 = 78 o The split strategy e.g. 43 + 52= 40 + 50 + 3 + 2 o Bridging to tens strategy e.g. 18 + 6; 18 and 2 is 20 and add 4 more o Counting on and back o Skip counting GEOMETRY Solids and Plane Shapes • Construct plane shapes and compare and describe their sides and corners and deduce the relationship between the number of sides and corners of plane shapes (not limited to triangles, squares and rectangles) • Solve problems involving solids and plane shapes Geometrical Patterns • Describe growing/increasing or decreasing patterns and extend the pattern using the pattern rule • Create patterns using solids or plane shapes (growing or increasing and decreasing patterns) • Insert the missing elements in given patterns (concrete or pictorial) and explain reasoning MEASUREMENT Length https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zvv8 6v4 (addition using number bonds) https://jr.brainpop.com/math/additionandsubtraction/ (addition and subtraction mental strategies) https://www.commoncoresheets.com/SortedByGrade.php?S orted=2oa2 (add and subtract using mental strategies) http://eduplace.com/kids/hmm/practice/1/ep1_02.html (addition and subtraction facts) http://eduplace.com/kids/hmm/practice/2/ep2_01.html (addition and subtraction facts) https://www.youtube.com/watch?v=aK3FKEZJKec (relate addition and subtraction) https://www.youtube.com/watch?v=ch7KzI3n2Zk (number bonds to 10) GEOMETRY Solids and Plane Shapes https://learn.moe.gov.tt/mod/resource/view.php?id=7090 Geometrical Patterns https://www.moe.gov.tt/core-skills-4/ (integration) https://www.youtube.com/watch?v=dx64YZbktuo https://www.youtube.com/watch?v=uCV6P5vcvgs (parts can be used) https://www.youtube.com/watch?v=a4f8NrJOCw8 MEASUREMENT Time https://www.moe.gov.tt/my-country-the-past/ (integration) https://www.youtube.com/watch?v=dY2tUgX0UkU (calendar - parts can be used) https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zvv86v4 https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zvv86v4 https://jr.brainpop.com/math/additionandsubtraction/ https://www.commoncoresheets.com/SortedByGrade.php?Sorted=2oa2 https://www.commoncoresheets.com/SortedByGrade.php?Sorted=2oa2 http://eduplace.com/kids/hmm/practice/1/ep1_02.html http://eduplace.com/kids/hmm/practice/2/ep2_01.html https://www.youtube.com/watch?v=aK3FKEZJKec https://www.youtube.com/watch?v=ch7KzI3n2Zk https://learn.moe.gov.tt/mod/resource/view.php?id=7090 https://www.moe.gov.tt/core-skills-4/ https://www.youtube.com/watch?v=dx64YZbktuo https://www.youtube.com/watch?v=uCV6P5vcvgs https://www.youtube.com/watch?v=a4f8NrJOCw8 https://www.moe.gov.tt/my-country-the-past/ https://www.youtube.com/watch?v=dY2tUgX0UkU 255 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Explore activities associated with conservation of length • Solve practical problems involving length Weight/Mass • Solve practical problems involving mass/weight Time • Solve practical problems involving time (including the interpretation of calendars) Capacity • Explore activities associated with conservation of capacity • Solve practical problems involving capacity STATISTICS Tally Charts and Pictographs • Collect and classify data to make decisions based on a real-life situation or problem • Construct tally charts and pictographs using appropriate symbolic representations • Interpret data from tally charts and pictographs based on a real-life problem or situation • Make informed decisions based on data analysed STATISTICS Tally Charts and Pictographs https://learn.moe.gov.tt/mod/url/view.php?id=6527 https://uk.ixl.com/math/year-2/interpret-pictograms (interpret pictographs) https://uk.ixl.com/math/year-2 (pictographs) http://eduplace.com/kids/hmm/practice/1/ep1_01.html (pictographs) http://eduplace.com/kids/hmm/practice/templates/rules.jsp? ID=hmm07_ep/gr2/0402&GRADE=2&UNIT=1&CHAPT ER=4&LESSON=2&UNIT_TITLE=Number%20Concepts, %20Addition,%20Subtraction,%20and%20Graphing&CHA PTER_TITLE=Data,%20Graphing,%20and%20Probability (pictographs) https://educators.brainpop.com/bp-jr-topic/pictographs/ (pictographs) (teacher resource) https://learn.moe.gov.tt/mod/resource/view.php?id=5875 (integration - idea from Agricultural Science can be used to create pictographs) (teacher resource) https://learn.moe.gov.tt/mod/resource/view.php?id=5754 (integration - Spanish names can be reinforced in appropriate pictograph) (teacher resource) https://www.moe.gov.tt/entrepreneurship-work-leisure- revised/ (integration-creating a pictograph) (teacher resource) https://learn.moe.gov.tt/mod/url/view.php?id=6527 https://uk.ixl.com/math/year-2/interpret-pictograms https://uk.ixl.com/math/year-2 http://eduplace.com/kids/hmm/practice/1/ep1_01.html http://eduplace.com/kids/hmm/practice/templates/rules.jsp?ID=hmm07_ep/gr2/0402&GRADE=2&UNIT=1&CHAPTER=4&LESSON=2&UNIT_TITLE=Number%20Concepts,%20Addition,%20Subtraction,%20and%20Graphing&CHAPTER_TITLE=Data,%20Graphing,%20and%20Probability%20 http://eduplace.com/kids/hmm/practice/templates/rules.jsp?ID=hmm07_ep/gr2/0402&GRADE=2&UNIT=1&CHAPTER=4&LESSON=2&UNIT_TITLE=Number%20Concepts,%20Addition,%20Subtraction,%20and%20Graphing&CHAPTER_TITLE=Data,%20Graphing,%20and%20Probability%20 http://eduplace.com/kids/hmm/practice/templates/rules.jsp?ID=hmm07_ep/gr2/0402&GRADE=2&UNIT=1&CHAPTER=4&LESSON=2&UNIT_TITLE=Number%20Concepts,%20Addition,%20Subtraction,%20and%20Graphing&CHAPTER_TITLE=Data,%20Graphing,%20and%20Probability%20 http://eduplace.com/kids/hmm/practice/templates/rules.jsp?ID=hmm07_ep/gr2/0402&GRADE=2&UNIT=1&CHAPTER=4&LESSON=2&UNIT_TITLE=Number%20Concepts,%20Addition,%20Subtraction,%20and%20Graphing&CHAPTER_TITLE=Data,%20Graphing,%20and%20Probability%20 http://eduplace.com/kids/hmm/practice/templates/rules.jsp?ID=hmm07_ep/gr2/0402&GRADE=2&UNIT=1&CHAPTER=4&LESSON=2&UNIT_TITLE=Number%20Concepts,%20Addition,%20Subtraction,%20and%20Graphing&CHAPTER_TITLE=Data,%20Graphing,%20and%20Probability%20 https://educators.brainpop.com/bp-jr-topic/pictographs/ https://learn.moe.gov.tt/mod/resource/view.php?id=5875 https://learn.moe.gov.tt/mod/resource/view.php?id=5754 https://www.moe.gov.tt/entrepreneurship-work-leisure-revised/ https://www.moe.gov.tt/entrepreneurship-work-leisure-revised/ 256 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Justify decisions made using data collected in writing and/or oral presentations Standard Two Term I NUMBER Number Concepts • Skip count in ascending and descending order within a specified amount • Read and write number names and numerals to 1 000 Place Value and Rounding • Count a specified number of objects and use them to form groups of 100s, 10s and 1s Number Patterns • Describe and extend simple number patterns that increase or decrease Number Relationships • Count objects in sets to demonstrate equality and inequality of sets Addition and Subtraction • Perform addition (up to 3 addends) and subtraction (up to 999) using the algorithm Mental Mathematics • Investigate and use a variety of mental math strategies and recording strategies to solve problems involving addition and subtraction Fractions • Identify wholes and parts of wholes https://learn.moe.gov.tt/mod/url/view.php?id=6568 https://learn.moe.gov.tt/mod/resource/view.php?id=7337 https://learn.moe.gov.tt/mod/url/view.php?id=6597 https://learn.moe.gov.tt/mod/resource/view.php?id=7896 https://learn.moe.gov.tt/mod/resource/view.php?id=7091 https://learn.moe.gov.tt/mod/url/view.php?id=6568 https://learn.moe.gov.tt/mod/resource/view.php?id=7337 https://learn.moe.gov.tt/mod/url/view.php?id=6597 https://learn.moe.gov.tt/mod/resource/view.php?id=7896 https://learn.moe.gov.tt/mod/resource/view.php?id=7091 257 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Differentiate between equal and unequal parts of the whole GEOMETRY Solids and Plane Shapes • Classify, describe, compare and name solids and give reasons for classification (cube, cuboid, cylinder, pyramid, cone, sphere and triangular-based prism – with a focus on the triangular-based prism) • Identify the plane shapes or faces of the triangular-based prism and create triangular-based prisms and other solids using plane shapes MEASUREMENT Linear • Use non-standard units for measuring length Mass/Weight • Use non-standard units for measuring mass/weight Capacity • Use non-standard units for measuring capacity Area • Touch, colour and cover surfaces to develop the concept of area • Compare and order the area of surfaces using direct comparison STATISTICS Tally Charts 258 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Identify features of tally charts (e.g. using one stroke/tally mark, grouping of strokes/tally marks in fives) Term II NUMBER Number Concepts • Match the number names and numerals to the quantities they represent up to 1 000 (concrete and pictorial representations of base ten materials) • Use money notation to record amounts of money, dollars only and cents only (e.g. $7, 25c), used in money transactions Place Value and Rounding • Round numbers to the nearest ten Number Patterns • Recognize when an error occurs in a pattern and explain what is wrong Number Relationships • Use the equal sign to record equivalent number relationships e.g. 6+4=7+3 • Use the unequal sign to record number relationships that are not equivalent e.g. 3+2≠1+6 Addition and Subtraction • Solve one-step and two-step real-life addition and subtraction problems Multiplication • Solve one-step real-life problems involving repeated addition https://learn.moe.gov.tt/mod/resource/view.php?id=7337 https://www.khanacademy.org/math/arithmetic-home/arith- place-value/arith-rounding/v/rounding-to-the-nearest-10 https://learn.moe.gov.tt/mod/resource/view.php?id=8189 https://learn.moe.gov.tt/mod/resource/view.php?id=8563 https://learn.moe.gov.tt/mod/resource/view.php?id=7046 https://learn.moe.gov.tt/mod/resource/view.php?id=7337 https://www.khanacademy.org/math/arithmetic-home/arith-place-value/arith-rounding/v/rounding-to-the-nearest-10 https://www.khanacademy.org/math/arithmetic-home/arith-place-value/arith-rounding/v/rounding-to-the-nearest-10 https://learn.moe.gov.tt/mod/resource/view.php?id=8189 https://learn.moe.gov.tt/mod/resource/view.php?id=8563 https://learn.moe.gov.tt/mod/resource/view.php?id=7046 259 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Mental Mathematics • Investigate and use a variety of mental math strategies and recording strategies to solve problems involving addition, subtraction and multiplication Fractions • Name and record fractions using words and symbols GEOMETRY Solids and Plane Shapes • Explore the properties of solids in terms of faces, edges and vertices and compare and classify solids according to their properties related to faces, edges and vertices (cube, cuboid, cylinder, pyramid, cone and triangular-based prism) • Name plane shapes and solids used to create compound shapes (pictorial representation) and name solids and plane shapes from verbal or written descriptions MEASUREMENT Linear • Demonstrate the appropriate use of the measuring instrument for length (ruler) • Measure lengths and distances using standard units (metre and centimetre) and record as metres only and centimetres only Area 260 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Measure, record, compare and order area of surfaces using non-standard units • Calculate the area of shapes by counting squares Time • Tell and record time on digital and analog clocks to the hour, half past the hour, quarter past and quarter to the hour STATISTICS Block Graphs • Identify features of tally charts and block graphs (e.g. baseline/start line, labels (of sets) on axis, equal spacing, title, scale factors) Term III NUMBER Number Concepts • Sequence number names and numerals to 1 000 Place Value and Rounding • Round numbers to the nearest hundred Division • Solve one-step real-life problems involving sharing and grouping Mental Mathematics • Investigate and use a variety of mental math strategies and recording strategies to solve problems involving the four operations GEOMETRY Geometrical Patterns https://learn.moe.gov.tt/mod/url/view.php?id=6570 https://learn.moe.gov.tt/mod/url/view.php?id=6572 https://learn.moe.gov.tt/mod/resource/view.php?id=8563 https://learn.moe.gov.tt/mod/url/view.php?id=6570 https://learn.moe.gov.tt/mod/url/view.php?id=6572 https://learn.moe.gov.tt/mod/resource/view.php?id=8563 261 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Describe a given pattern (repeating, increasing or decreasing), determine the pattern rule and extend the pattern using concrete materials or pictorial representation MEASUREMENT Mass/Weight • Demonstrate the appropriate use of the measuring instrument (such as bathroom scale, equal arm balance) • Measure the mass/weight of objects using the standard unit (kilograms and multiple units of kg) Capacity • Use the standard units (litres) for measuring the capacity of containers STATISTICS Tally Charts and Block Graphs • Interpret data from tally charts and block graphs based on a real-life problem or situation • Justify decisions made using data collected in writing and/or oral presentations Standard Three Term I NUMBER Number Concepts • Count forward (count on) and backward (count back) by ones within 10 000 from any given number https://learn.moe.gov.tt/mod/resource/view.php?id=7445 https://learn.moe.gov.tt/mod/url/view.php?id=6655 https://learn.moe.gov.tt/mod/url/view.php?id=6651 https://learn.moe.gov.tt/mod/resource/view.php?id=7561 https://learn.moe.gov.tt/mod/url/view.php?id=11163 https://www.mathsisfun.com/place-value.html https://learn.moe.gov.tt/mod/resource/view.php?id=7952 https://learn.moe.gov.tt/mod/resource/view.php?id=7445 https://learn.moe.gov.tt/mod/url/view.php?id=6655 https://learn.moe.gov.tt/mod/url/view.php?id=6651 https://learn.moe.gov.tt/mod/resource/view.php?id=7561 https://learn.moe.gov.tt/mod/url/view.php?id=11163 https://www.mathsisfun.com/place-value.html https://learn.moe.gov.tt/mod/resource/view.php?id=7952 262 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Read and write number names and numerals to 10 000 Place Value and Rounding • Show, using various manipulatives (e.g. base ten materials, place value mats) that a given numeral consists of a certain number of thousands, ‘hundreds’ ‘tens’ and ‘ones’ and record as such, e.g. 1 245 = 1 thousand, 2 hundreds, 4 tens and 5 ones • Round numbers to the nearest tens and hundreds Number Patterns • Describe and extend whole number patterns involving the four operations e.g. 1, 6, 11, 16… and patterns involving fractions, by using the pattern rule Number Relationships • Calculate the unknown in number sentences involving addition and subtraction of whole numbers and involving one unknown Whole Number (Operations): Addition and Subtraction • Solve problems involving addition (up to 4 digit numbers with sum less than 10 000) and up to 4 addends and subtraction (with minuend up to 4 digits) Mental Mathematics • Investigate and use a variety of mental math strategies and recording strategies https://learn.moe.gov.tt/mod/resource/view.php?id=8190 https://learn.moe.gov.tt/mod/resource/view.php?id=7092 https://learn.moe.gov.tt/mod/resource/view.php?id=7093 https://www.math-salamanders.com/3d-shapes- worksheets.html https://learn.moe.gov.tt/mod/resource/view.php?id=10827 https://learn.moe.gov.tt/mod/resource/view.php?id=12101 https://learn.moe.gov.tt/mod/url/view.php?id=6691 https://learn.moe.gov.tt/mod/url/view.php?id=6692 https://learn.moe.gov.tt/mod/url/view.php?id=6694 http://mathster.com/worksheets/KS1%20&%20KS2%20Fre e%20Maths%20Worksheets/Tally%20charts%20and%20fre quency%20tables.pdf https://learn.moe.gov.tt/mod/resource/view.php?id=8190 https://learn.moe.gov.tt/mod/resource/view.php?id=7092 https://learn.moe.gov.tt/mod/resource/view.php?id=7093 https://www.math-salamanders.com/3d-shapes-worksheets.html https://www.math-salamanders.com/3d-shapes-worksheets.html https://learn.moe.gov.tt/mod/resource/view.php?id=10827 https://learn.moe.gov.tt/mod/resource/view.php?id=12101 https://learn.moe.gov.tt/mod/url/view.php?id=6691 https://learn.moe.gov.tt/mod/url/view.php?id=6692 https://learn.moe.gov.tt/mod/url/view.php?id=6694 http://mathster.com/worksheets/KS1%20&%20KS2%20Free%20Maths%20Worksheets/Tally%20charts%20and%20frequency%20tables.pdf http://mathster.com/worksheets/KS1%20&%20KS2%20Free%20Maths%20Worksheets/Tally%20charts%20and%20frequency%20tables.pdf http://mathster.com/worksheets/KS1%20&%20KS2%20Free%20Maths%20Worksheets/Tally%20charts%20and%20frequency%20tables.pdf 263 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction to solve problems involving addition and subtraction Fractions • Represent fractions using area, linear and set models • Name and record fractions using words and symbols GEOMETRY Solids • Compare and classify solids according to their properties (cube, cuboid, cylinder, pyramid, cone and triangular- based prism) and give reasons for classification • Differentiate between regular and irregular solids • Construct frames of solids and draw/sketch solids to explore the properties of solids in terms of faces, edges and vertices MEASUREMENT Linear • Explain the suitability of the unit as it relates to the length to be measured • Convert units and sub-units of measures of length Mass/Weight • Identify grams as a standard unit for measuring mass/weight and measure 264 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction mass/weight of objects in grams using a set of scales Time • Read and tell time in five-minute intervals on analog and digital clocks Capacity • Explain the need for and the importance of a smaller standard unit of measure for capacity • Measure the capacity of containers using the litre and the millilitre Area • Explain the need for and the importance of a standard unit of measure for area • Select and use the most appropriate standard unit for measuring area (square centimetre – cm2, square metre - m2) for small and large surfaces STATISTICS Tally Charts • Collect data (using observation and frequency counts) and classify data through investigation of a problem/question based on a real-life situation • Construct tally charts using appropriate symbolic representations • Identify features of tally charts Term II NUMBER Number Concepts https://learn.moe.gov.tt/mod/url/view.php?id=11167 https://learn.moe.gov.tt/mod/resource/view.php?id=7561 https://learn.moe.gov.tt/mod/url/view.php?id=11167 https://learn.moe.gov.tt/mod/resource/view.php?id=7561 265 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Match the number names and numerals to the quantities they represent up to 10 000 Place Value and Rounding • Round numbers to the nearest thousands Number Patterns • Recognize when an error occurs in a pattern and what is wrong Number Relationships • Calculate the unknown in number sentences involving multiplication of whole numbers and involving one unknown Multiplication • Use the algorithm for multiplication of whole numbers • Solve real-life problems involving multiplication (up to 2 digit by 2 digit numbers) Mental Mathematics • Investigate and use a variety of mental math strategies and recording strategies to solve problems involving addition, subtraction and multiplication Fractions • Recognize and generate equivalent fractions using a variety of models • Record equivalent relationships using the equal symbol (and non-equivalent https://learn.moe.gov.tt/mod/resource/view.php?id=8566 https://learn.moe.gov.tt/mod/resource/view.php?id=7092 https://learn.moe.gov.tt/mod/resource/view.php?id=10827 https://learn.moe.gov.tt/mod/resource/view.php?id=8566 https://learn.moe.gov.tt/mod/resource/view.php?id=7092 https://learn.moe.gov.tt/mod/resource/view.php?id=10827 266 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction relationships using the not equal to symbol) • Compare and order proper fractions with unlike denominators using equivalent forms GEOMETRY Plane Shapes • Compare and classify plane shapes according to their properties • Differentiate between regular and irregular polygons (triangles, quadrilaterals, pentagons, hexagons, octagons) MEASUREMENT Linear • Differentiate between area and perimeter • Count and record the number of units used to measure the perimeter of a shape • Measure and calculate the perimeter of regular shapes and compare and order Mass/Weight • State the relationship between the kilogram and gram and select and use the most appropriate standard unit for measuring mass/weight Time • Compare the duration of various events STATISTICS Bar Graphs 267 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Collect data (using observation and frequency counts) and classify data through investigation of a problem/question based on a real-life situation • Construct bar graphs using appropriate symbolic representations • Identify features of bar graphs Term III NUMBER Number Concepts • Sequence number names and numerals to 10 000 Number Relationships • Calculate the unknown in number sentences involving division of whole numbers and involving one unknown Division • Use the algorithm for division of whole numbers • Solve real-life problems involving division (up to 4 digit divided by 1 digit) Mental Mathematics • Investigate and use a variety of mental math strategies and recording strategies to solve problems involving the four operations Fractions • Distinguish between proper, improper and mixed number and convert from one form to another https://learn.moe.gov.tt/mod/url/view.php?id=11161 https://www.k5learning.com/free-math-worksheets/fifth- grade-5/multiplication-division https://learn.moe.gov.tt/mod/url/view.php?id=6696 https://learn.moe.gov.tt/mod/url/view.php?id=11161 https://www.k5learning.com/free-math-worksheets/fifth-grade-5/multiplication-division https://www.k5learning.com/free-math-worksheets/fifth-grade-5/multiplication-division https://learn.moe.gov.tt/mod/url/view.php?id=6696 268 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction GEOMETRY Symmetry • Determine the number of lines of symmetry in plane shapes – regular, irregular and curved, and in numerals and letters • Create symmetrical shapes Measurement Linear • Measure and calculate the perimeter of irregular shapes and compare and order Mass/Weight • Measure and compare the mass/weights of objects in kilograms and grams Time • Read times from a 24 hour clock and match to the analog and digital times Capacity • State the relationship between the litre and millilitre and convert from one to the other Area • Measure area using standard units (cm2, m2) and record measure STATISTICS • Tally Charts and Bar Graphs • Interpret data from tally charts and bar graphs based on a real-life problem or situation 269 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Justify decisions made using data collected in writing and/or oral presentations Standard Four Term I NUMBER Number Concepts, Place Value and Rounding ● Recognize, represent, model, compare, and order numbers up to 1 000 000 with reference to place value. ● State the value of each digit in a numeral. ● Demonstrate an understanding of different types of numbers. ● Develop an understanding of rounding to thousands. Number Patterns • Recognize and explore repeating, increasing and decreasing number patterns up to 1 000. • Use a pattern rule to determine missing elements for a given pattern and to extend or predict subsequent elements in patterns. • Develop an understanding of different types of numbers by exploring their patterns. • Create repeating, increasing and decreasing number patterns and explain the pattern rule. • Develop an understanding that pattern recognition can aid in problem- solving. NUMBER Number Concepts, Place Value and Rounding https://www.khanacademy.org/math/cc-fourth-grade-math/imp- place-value-and-rounding-2 https://www.youtube.com/watch?v=s_y9AHZDLZA https://www.youtube.com/watch?v=VyYwYPNhzVM https://www.mathsisfun.com/rounding-numbers.html https://www.k5learning.com/free-math-worksheets/fifth-grade- 5/place-value-rounding https://www.youtube.com/watch?v=fB4_5GJwEHI https://www.youtube.com/watch?v=iK0y39rjBgQ&t=3s https://www.brainingcamp.com/tutorials Assessment: https://learn.moe.gov.tt/pluginfile.php/338680/mod_resource/cont ent/2/29%2005%2020%20S4%20T1%20NUMBER%20Number %20Concepts.pdf https://www.thatquiz.org/tq-c/math/place-value/ https://www.liveworksheets.com/worksheets/en/math/Rounding_ numbers/Rounding_to_the_nearest_hundred_cl1033751jd Number Patterns https://www.youtube.com/watch?v=JcNCfb0c8nc https://www.youtube.com/watch?v=d71o1OEN0u4 https://www.khanacademy.org/math/k-8-grades/cc-fourth-grade- math/imp-factors-multiples-and-patterns Assessment: https://www.iknowit.com/lessons/b-number-patterns.html https://www.khanacademy.org/math/cc-fourth-grade-math/imp-place-value-and-rounding-2 https://www.khanacademy.org/math/cc-fourth-grade-math/imp-place-value-and-rounding-2 https://www.youtube.com/watch?v=s_y9AHZDLZA https://www.youtube.com/watch?v=VyYwYPNhzVM https://www.mathsisfun.com/rounding-numbers.html https://www.k5learning.com/free-math-worksheets/fifth-grade-5/place-value-rounding https://www.k5learning.com/free-math-worksheets/fifth-grade-5/place-value-rounding https://www.youtube.com/watch?v=fB4_5GJwEHI https://www.youtube.com/watch?v=iK0y39rjBgQ&t=3s https://learn.moe.gov.tt/pluginfile.php/338680/mod_resource/content/2/29%2005%2020%20S4%20T1%20NUMBER%20Number%20Concepts.pdf https://learn.moe.gov.tt/pluginfile.php/338680/mod_resource/content/2/29%2005%2020%20S4%20T1%20NUMBER%20Number%20Concepts.pdf https://learn.moe.gov.tt/pluginfile.php/338680/mod_resource/content/2/29%2005%2020%20S4%20T1%20NUMBER%20Number%20Concepts.pdf https://www.thatquiz.org/tq-c/math/place-value/ https://www.liveworksheets.com/worksheets/en/math/Rounding_numbers/Rounding_to_the_nearest_hundred_cl1033751jd https://www.liveworksheets.com/worksheets/en/math/Rounding_numbers/Rounding_to_the_nearest_hundred_cl1033751jd https://www.youtube.com/watch?v=JcNCfb0c8nc https://www.youtube.com/watch?v=d71o1OEN0u4 https://www.khanacademy.org/math/k-8-grades/cc-fourth-grade-math/imp-factors-multiples-and-patterns https://www.khanacademy.org/math/k-8-grades/cc-fourth-grade-math/imp-factors-multiples-and-patterns https://www.iknowit.com/lessons/b-number-patterns.html 270 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Solve problems involving the use of patterns. Number relationships ● Calculate the unknown number sentences involving the four operations and explain the procedures used Fractions • Add a fraction to a whole number. • Subtract a fraction from a whole number. • Add and subtract fractions involving the same denominator and one denominator a multiple of the other. • Solve problems involving fractions and using the algorithms developed. GEOMETRY Angles • Demonstrate an understanding of angles. • Recognize an angle as an amount of turn (whole turn, three quarter turn, half turn, and quarter turn). • Describe the right angle as a quarter turn. • Investigate angles (right angle, angles greater than and smaller than right angles) in regular and irregular polygons and faces of solid. • Draw shapes with angles of various sizes. • Investigate angles (right angle, angles greater than and smaller than right https://www.liveworksheets.com/worksheets/en/Math/Number_P atterns/Mathematics_Bi_Weekly_Test_4_hv1317006ix Number relationships Solve problems involving number sentences with one unknown: https://www.youtube.com/watch?v=ciQCZto9vWo https://www.youtube.com/watch?v=Mvm0y1Qr_JQ Fractions https://www.youtube.com/watch?v=PKY8cbq-qoY https://www.youtube.com/watch?v=BArqkejVKnc https://www.khanacademy.org/math/arithmetic/fraction- arithmetic/arith-review-add-sub-frac-word-probs/e/adding-and- subtracting-fractions-with-like-denominators-word-problems Assessment: proper-1.pdf (mathworksheets4kids.com) proper-2.pdf (mathworksheets4kids.com) proper-1.pdf (mathworksheets4kids.com) Adding Fractions With Whole Numbers Worksheets | Worksheet 2 (wmznlejcfq.s3-ap-southeast-1.amazonaws.com) GEOMETRY Angles https://www.youtube.com/watch?v=X9w3WvP9nQ8 https://www.mathsisfun.com/rightangle.html https://www.youtube.com/watch?v=hfbbttTYOOw Assessment: https://www.liveworksheets.com/worksheets/en/Math/Types_of_ Angles/Types_of_Angles_mq1511999ta https://www.liveworksheets.com/worksheets/en/Math/Number_Patterns/Mathematics_Bi_Weekly_Test_4_hv1317006ix https://www.liveworksheets.com/worksheets/en/Math/Number_Patterns/Mathematics_Bi_Weekly_Test_4_hv1317006ix https://www.youtube.com/watch?v=ciQCZto9vWo https://www.youtube.com/watch?v=Mvm0y1Qr_JQ https://www.youtube.com/watch?v=PKY8cbq-qoY https://www.youtube.com/watch?v=BArqkejVKnc https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-add-sub-frac-word-probs/e/adding-and-subtracting-fractions-with-like-denominators-word-problems https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-add-sub-frac-word-probs/e/adding-and-subtracting-fractions-with-like-denominators-word-problems https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-add-sub-frac-word-probs/e/adding-and-subtracting-fractions-with-like-denominators-word-problems https://www.mathworksheets4kids.com/fractions/addition/whole-numbers/proper-1.pdf https://www.mathworksheets4kids.com/fractions/addition/whole-numbers/proper-2.pdf https://www.mathworksheets4kids.com/fractions/subtraction/whole-numbers/proper-1.pdf https://wmznlejcfq.s3-ap-southeast-1.amazonaws.com/media/worksheets/adding-fractions-with-whole-numbers-worksheet-2.pdf https://wmznlejcfq.s3-ap-southeast-1.amazonaws.com/media/worksheets/adding-fractions-with-whole-numbers-worksheet-2.pdf https://www.youtube.com/watch?v=X9w3WvP9nQ8 https://www.mathsisfun.com/rightangle.html https://www.youtube.com/watch?v=hfbbttTYOOw https://www.liveworksheets.com/worksheets/en/Math/Types_of_Angles/Types_of_Angles_mq1511999ta https://www.liveworksheets.com/worksheets/en/Math/Types_of_Angles/Types_of_Angles_mq1511999ta 271 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction angles) in regular and irregular polygons and faces of solids. • Draw shapes with angles of various sizes. MEASUREMENT Linear • Demonstrate an understanding of the relationship between standard units and their subparts to solve practical problems involving linear measures. • Demonstrate appropriate techniques when measuring. • Identify the millimetre as a unit for measuring length. · • Measure lengths in millimetre. • Measure lengths using combinations of millimetres, centimetres and metres. • Convert linear measures expressed as mm, cm and m. • State the meaning of the prefixes used in measurement. • Draw plane shapes given the perimeter • Apply decimal knowledge to record measurement • Solve problems involving linear measure. Mass/ Weight • Demonstrate an understanding of the relationship between standard units and their subparts to solve problems involving mass/weight. MEASUREMENT Linear https://www.youtube.com/watch?v=ZFL1IUNWUZQ&t=4s https://www.youtube.com/watch?v=VlQaUo-rkEA https://www.khanacademy.org/math/cc-fifth-grade-math/imp- measurement-and-data-3/imp-unit-conversion/a/metric-units-of- mass-review Assessment: https://www.liveworksheets.com/worksheets/en/Math/Units_of_ measurement/Length_Conversion_kc182375of https://www.liveworksheets.com/worksheets/en/Math/Units_of_ measurement/Metric_Unit_of_Length_tz1216660kf https://www.liveworksheets.com/worksheets/en/Math/Units_of_ measurement/Length_Conversion_tn182585ye https://www.liveworksheets.com/worksheets/en/Math/Perimeter/ Perimeter_ec77752uu Mass/ Weight https://www.youtube.com/watch?v=ZFL1IUNWUZQ&t=4s https://www.youtube.com/watch?v=VlQaUo-rkEA https://www.khanacademy.org/math/cc-fifth-grade-math/imp- measurement-and-data-3/imp-unit-conversion/a/metric-units-of- mass-review https://www.liveworksheets.com/worksheets/en/Math/Mass/Meas uring_weight_in_grams_he1853313ko https://www.liveworksheets.com/worksheets/en/Math/Mass/Meas urement_hd1920048ll Assessment: https://www.iknowit.com/lessons/d-weight-conversions- metric.html https://www.youtube.com/watch?v=ZFL1IUNWUZQ&t=4s https://www.youtube.com/watch?v=VlQaUo-rkEA https://www.khanacademy.org/math/cc-fifth-grade-math/imp-measurement-and-data-3/imp-unit-conversion/a/metric-units-of-mass-review https://www.khanacademy.org/math/cc-fifth-grade-math/imp-measurement-and-data-3/imp-unit-conversion/a/metric-units-of-mass-review https://www.khanacademy.org/math/cc-fifth-grade-math/imp-measurement-and-data-3/imp-unit-conversion/a/metric-units-of-mass-review https://www.liveworksheets.com/worksheets/en/Math/Units_of_measurement/Length_Conversion_kc182375of https://www.liveworksheets.com/worksheets/en/Math/Units_of_measurement/Length_Conversion_kc182375of https://www.liveworksheets.com/worksheets/en/Math/Units_of_measurement/Metric_Unit_of_Length_tz1216660kf https://www.liveworksheets.com/worksheets/en/Math/Units_of_measurement/Metric_Unit_of_Length_tz1216660kf https://www.liveworksheets.com/worksheets/en/Math/Units_of_measurement/Length_Conversion_tn182585ye https://www.liveworksheets.com/worksheets/en/Math/Units_of_measurement/Length_Conversion_tn182585ye https://www.liveworksheets.com/worksheets/en/Math/Perimeter/Perimeter_ec77752uu https://www.liveworksheets.com/worksheets/en/Math/Perimeter/Perimeter_ec77752uu https://www.youtube.com/watch?v=ZFL1IUNWUZQ&t=4s https://www.youtube.com/watch?v=VlQaUo-rkEA https://www.khanacademy.org/math/cc-fifth-grade-math/imp-measurement-and-data-3/imp-unit-conversion/a/metric-units-of-mass-review https://www.khanacademy.org/math/cc-fifth-grade-math/imp-measurement-and-data-3/imp-unit-conversion/a/metric-units-of-mass-review https://www.khanacademy.org/math/cc-fifth-grade-math/imp-measurement-and-data-3/imp-unit-conversion/a/metric-units-of-mass-review https://www.liveworksheets.com/worksheets/en/Math/Mass/Measuring_weight_in_grams_he1853313ko https://www.liveworksheets.com/worksheets/en/Math/Mass/Measuring_weight_in_grams_he1853313ko https://www.liveworksheets.com/worksheets/en/Math/Mass/Measurement_hd1920048ll https://www.liveworksheets.com/worksheets/en/Math/Mass/Measurement_hd1920048ll https://www.iknowit.com/lessons/d-weight-conversions-metric.html https://www.iknowit.com/lessons/d-weight-conversions-metric.html 272 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Measure mass/weight in kilograms and grams. • Convert measures of mass/weight involving grams and kilograms. • Solve computational and real-life problems involving grams and kilograms. Statistics • Interpret data from tables, charts and graphs • Apply findings from analysis of data to solve problems. • Communicate findings and decisions made using appropriate vocabulary associated with statistics. • Evaluate decisions made based on analysis of data represented in tables, charts and graphs. https://www.liveworksheets.com/worksheets/en/Math/Mass/Conv erting_Metric_Units_of_Mass_fs1656238oh https://www.liveworksheets.com/worksheets/en/Math/Mass/Conv ert_and_compare_mass_jp240979bx Statistics https://www.youtube.com/watch?v=nGDYjEJCHUM https://www.youtube.com/watch?v=OmLl6pkvV-I https://www.twinkl.co.uk/resource/t2-m-1388-new-interpreting- bar-charts-activity-sheets Assessment: https://www.iknowit.com/lessons/d-interpreting-bar-graphs.html https://www.liveworksheets.com/jz1866402zx https://www.liveworksheets.com/worksheets/en/Math/Statistics/F requency-Tally_Tables_od1868968ug Term II NUMBER Whole Number (Operations) • Solve problems using whole numbers involving the four operations. • Demonstrate an understanding of algorithms, mental strategies and estimation strategies. Fractions • Develop and apply procedures to solve problems involving fractions and the four operations. GEOMETRY NUMBER Whole Number (Operations) https://www.youtube.com/watch?v=HAhg0uXn9GA https://www.onlinemathlearning.com/grade- 4.html#Multiplication https://www.mathplayground.com/grade_4_games.html https://www.youtube.com/watch?v=eIUoIhfupuA https://www.youtube.com/watch?v=tncIVXID8-8 https://www.youtube.com/watch?v=HdU_rf7eMTI https://www.k5learning.com/free-math-worksheets/fourth- grade-4/mental-multiplication https://www.mathsisfun.com/multiplication-tips-tricks.html https://www.liveworksheets.com/worksheets/en/Math/Mass/Converting_Metric_Units_of_Mass_fs1656238oh https://www.liveworksheets.com/worksheets/en/Math/Mass/Converting_Metric_Units_of_Mass_fs1656238oh https://www.liveworksheets.com/worksheets/en/Math/Mass/Convert_and_compare_mass_jp240979bx https://www.liveworksheets.com/worksheets/en/Math/Mass/Convert_and_compare_mass_jp240979bx https://www.youtube.com/watch?v=nGDYjEJCHUM https://www.youtube.com/watch?v=OmLl6pkvV-I https://www.twinkl.co.uk/resource/t2-m-1388-new-interpreting-bar-charts-activity-sheets https://www.twinkl.co.uk/resource/t2-m-1388-new-interpreting-bar-charts-activity-sheets https://www.iknowit.com/lessons/d-interpreting-bar-graphs.html https://www.liveworksheets.com/jz1866402zx https://www.liveworksheets.com/worksheets/en/Math/Statistics/Frequency-Tally_Tables_od1868968ug https://www.liveworksheets.com/worksheets/en/Math/Statistics/Frequency-Tally_Tables_od1868968ug https://www.youtube.com/watch?v=HAhg0uXn9GA https://www.onlinemathlearning.com/grade-4.html#Multiplication https://www.onlinemathlearning.com/grade-4.html#Multiplication https://www.mathplayground.com/grade_4_games.html https://www.youtube.com/watch?v=eIUoIhfupuA https://www.youtube.com/watch?v=tncIVXID8-8 https://www.youtube.com/watch?v=HdU_rf7eMTI https://www.k5learning.com/free-math-worksheets/fourth-grade-4/mental-multiplication https://www.k5learning.com/free-math-worksheets/fourth-grade-4/mental-multiplication https://www.mathsisfun.com/multiplication-tips-tricks.html 273 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Angles • Demonstrate an understanding of angles. MEASUREMENT Time Accurately read and record time to the minute and solve practical problems involving time. https://www.mathsisfun.com/associative-commutative- distributive.html https://www.mathmammoth.com/preview/tests/End_of_Yea r_Test_Grade4.pdf https://www.liveworksheets.com/eb1259425ft https://www.iknowit.com/fourth-grade.html https://www.youtube.com/watch?v=l0JyMFDNyjM https://www.youtube.com/watch?v=eFpRWIyTDqQ Fractions https://www.youtube.com/watch?v=PKY8cbq-qoY https://www.youtube.com/watch?v=BArqkejVKnc https://www.youtube.com/watch?v=ov-0T87LHZg https://www.youtube.com/watch?v=aMJZXKRhEzE https://www.youtube.com/watch?v=mJUvxRy-flQ https://www.youtube.com/watch?v=sWObNz8Wp7c https://www.youtube.com/watch?v=OTE4Ia5IinA https://www.youtube.com/watch?v=19OwocV_tGc https://www.mathgoodies.com/lessons/unit16/solve-word- problems https://www.onlinemathlearning.com/fraction-word- problems.html GEOMETRY Angles https://www.youtube.com/watch?v=O3V2AdwoBBU https://www.youtube.com/watch?v=X9w3WvP9nQ8 https://www.mathsisfun.com/rightangle.html https://www.youtube.com/watch?v=hfbbttTYOOw MEASUREMENT https://www.mathsisfun.com/associative-commutative-distributive.html https://www.mathsisfun.com/associative-commutative-distributive.html https://www.mathmammoth.com/preview/tests/End_of_Year_Test_Grade4.pdf https://www.mathmammoth.com/preview/tests/End_of_Year_Test_Grade4.pdf https://www.liveworksheets.com/eb1259425ft https://www.youtube.com/watch?v=l0JyMFDNyjM https://www.youtube.com/watch?v=eFpRWIyTDqQ https://www.youtube.com/watch?v=PKY8cbq-qoY https://www.youtube.com/watch?v=BArqkejVKnc https://www.youtube.com/watch?v=ov-0T87LHZg https://www.youtube.com/watch?v=aMJZXKRhEzE https://www.youtube.com/watch?v=mJUvxRy-flQ https://www.youtube.com/watch?v=sWObNz8Wp7c https://www.youtube.com/watch?v=OTE4Ia5IinA https://www.youtube.com/watch?v=19OwocV_tGc https://www.mathgoodies.com/lessons/unit16/solve-word-problems https://www.mathgoodies.com/lessons/unit16/solve-word-problems https://www.onlinemathlearning.com/fraction-word-problems.html https://www.onlinemathlearning.com/fraction-word-problems.html https://www.youtube.com/watch?v=O3V2AdwoBBU https://www.youtube.com/watch?v=X9w3WvP9nQ8 https://www.mathsisfun.com/rightangle.html https://www.youtube.com/watch?v=hfbbttTYOOw 274 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Time https://www.youtube.com/watch?v=r2K1Py9U87I https://www.youtube.com/watch?v=f1AavpvRLvo https://www.vocabulary.cl/Basic/Telling_Time.htm https://www.internet4classrooms.com/online_practice/com mon_core/math_mathematics_3rd_third_grade/quiz_word_ problems_time_minutes_within_hour_3rd_third_grade_mat h_mathematics_question_1.htm https://uk.ixl.com/maths/time Term III NUMBER Decimals • Demonstrate an understanding of decimals up to hundredths. • Develop an understanding of the comparison of decimals. • Develop an understanding of rounding to whole numbers and tenths • Develop and apply procedures to solve problems involving the addition and subtraction of decimals. • Use estimation skills to check solutions to problems and determine reasonableness of answers. Problem Solving • Solve multistep problems involving whole numbers, fractions and decimals using algorithms, mental strategies and other problem-solving strategies. • Solve problems involving direct proportion. NUMBER Decimals https://www.youtube.com/watch?v=SRoepFHelKg https://www.khanacademy.org/math/cc-fourth-grade- math/imp-decimals https://www.youtube.com/watch?v=5HA792ltlYM https://www.youtube.com/watch?v=FZhWVy8INyk https://www.k5learning.com/free-math-worksheets/fourth- grade-4/decimals https://www.mathsisfun.com/adding-decimals.html https://www.k5learning.com/free-math-worksheets/fifth- grade-5/decimals-addition-subtraction https://www.youtube.com/watch?v=CvdmFpehPZc Problem Solving https://www.mathsisfun.com/puzzles/number-puzzles- index.html https://uk.ixl.com/maths/year-4/addition-and-subtraction- word-problems https://uk.ixl.com/maths/year-4/multiplication-and-division- word-problems https://www.youtube.com/watch?v=r2K1Py9U87I https://www.youtube.com/watch?v=f1AavpvRLvo https://www.vocabulary.cl/Basic/Telling_Time.htm https://www.internet4classrooms.com/online_practice/common_core/math_mathematics_3rd_third_grade/quiz_word_problems_time_minutes_within_hour_3rd_third_grade_math_mathematics_question_1.htm https://www.internet4classrooms.com/online_practice/common_core/math_mathematics_3rd_third_grade/quiz_word_problems_time_minutes_within_hour_3rd_third_grade_math_mathematics_question_1.htm https://www.internet4classrooms.com/online_practice/common_core/math_mathematics_3rd_third_grade/quiz_word_problems_time_minutes_within_hour_3rd_third_grade_math_mathematics_question_1.htm https://www.internet4classrooms.com/online_practice/common_core/math_mathematics_3rd_third_grade/quiz_word_problems_time_minutes_within_hour_3rd_third_grade_math_mathematics_question_1.htm https://uk.ixl.com/maths/time https://www.youtube.com/watch?v=SRoepFHelKg https://www.khanacademy.org/math/cc-fourth-grade-math/imp-decimals https://www.khanacademy.org/math/cc-fourth-grade-math/imp-decimals https://www.youtube.com/watch?v=5HA792ltlYM https://www.youtube.com/watch?v=FZhWVy8INyk https://www.k5learning.com/free-math-worksheets/fourth-grade-4/decimals https://www.k5learning.com/free-math-worksheets/fourth-grade-4/decimals https://www.mathsisfun.com/adding-decimals.html https://www.k5learning.com/free-math-worksheets/fifth-grade-5/decimals-addition-subtraction https://www.k5learning.com/free-math-worksheets/fifth-grade-5/decimals-addition-subtraction https://www.youtube.com/watch?v=CvdmFpehPZc https://www.mathsisfun.com/puzzles/number-puzzles-index.html https://www.mathsisfun.com/puzzles/number-puzzles-index.html https://uk.ixl.com/maths/year-4/addition-and-subtraction-word-problems https://uk.ixl.com/maths/year-4/addition-and-subtraction-word-problems https://uk.ixl.com/maths/year-4/multiplication-and-division-word-problems https://uk.ixl.com/maths/year-4/multiplication-and-division-word-problems 275 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction GEOMETRY Triangles • Demonstrate an understanding of the different types of triangles based on properties of sides and angles. MEASUREMENT Volume • Demonstrate an understanding of the concept of volume. • Understand that volume can be quantified. • Understand conservation of volume. Area • Demonstrate an understanding of area of regular and irregular plane shapes. STATISTICS • Design survey(s) to solve problem(s) that involves the use of statistical data. • Gather, classify, organize and display data using tables, tally charts and graphs (pictographs, block graphs and bar graphs) and interpret results. • Describe methods and analyse results and make decisions. • Communicate findings and decisions made using vocabulary associated with statistics. Demonstrate an understanding of mode. https://uk.ixl.com/maths/year-4/unit-fractions-modelling- word-problems https://www.youtube.com/watch?v=oNbHgzXcV6U https://www.oercommons.org/courseware/lesson/935/overvi ew https://www.mathgoodies.com/lessons/decimals/solve_word _problems GEOMETRY Triangles https://www.youtube.com/watch?v=1k0G-Y41jRA https://www.youtube.com/watch?v=r4rySgvfDQU MEASUREMENT Volume https://www.youtube.com/watch?v=ol3mdvIA-7E https://uk.ixl.com/maths/year-4/volume https://www.youtube.com/watch?v=YECQ5JGNKIc https://www.youtube.com/watch?v=_3hhoENnRjw https://www.youtube.com/watch?v=OssziXxgI14 Area https://www.youtube.com/watch?v=S8ueaJ_bAUc https://www.youtube.com/watch?v=p8gblx7QY24 https://www.youtube.com/watch?v=x0NHC0cmKfU https://www.youtube.com/watch?v=p8gblx7QY24 https://www.education.com/worksheet/article/an- introduction-to-area/ https://www.commoncoresheets.com/downloadWorksheet.p hp?path=Math/Area/Blocks/English&pageNumber=1 https://uk.ixl.com/maths/year-4/unit-fractions-modelling-word-problems https://uk.ixl.com/maths/year-4/unit-fractions-modelling-word-problems https://www.youtube.com/watch?v=oNbHgzXcV6U https://www.oercommons.org/courseware/lesson/935/overview https://www.oercommons.org/courseware/lesson/935/overview https://www.mathgoodies.com/lessons/decimals/solve_word_problems https://www.mathgoodies.com/lessons/decimals/solve_word_problems https://www.youtube.com/watch?v=1k0G-Y41jRA https://www.youtube.com/watch?v=r4rySgvfDQU https://www.youtube.com/watch?v=ol3mdvIA-7E https://uk.ixl.com/maths/year-4/volume https://www.youtube.com/watch?v=YECQ5JGNKIc https://www.youtube.com/watch?v=_3hhoENnRjw https://www.youtube.com/watch?v=OssziXxgI14 https://www.youtube.com/watch?v=S8ueaJ_bAUc https://www.youtube.com/watch?v=p8gblx7QY24 https://www.youtube.com/watch?v=x0NHC0cmKfU https://www.youtube.com/watch?v=p8gblx7QY24 https://www.education.com/worksheet/article/an-introduction-to-area/ https://www.education.com/worksheet/article/an-introduction-to-area/ https://www.commoncoresheets.com/downloadWorksheet.php?path=Math/Area/Blocks/English&pageNumber=1 https://www.commoncoresheets.com/downloadWorksheet.php?path=Math/Area/Blocks/English&pageNumber=1 276 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction STATISTICS https://www.youtube.com/watch?v=6L2ch1esFGA https://www.youtube.com/watch?v=5sZvuIjCkjg https://www.youtube.com/watch?v=o5Jn2ltB314 https://www.biglearners.com/?blKey=showWSPDFOnPage &wsCatCode=833501adba373f76679d00e1caac6e17 https://www.liveworksheets.com/rx1862132hq https://uk.ixl.com/maths/year-6/find-the-mode Standard Five Term I WHOLE NUMBERS • Solve problems using whole numbers involving the four operations. • Demonstrate an understanding of algorithms, mental strategies, and estimation strategies. • Use estimation strategies (frontend rounding, compensation and compatible numbers) to check and justify answers in problem solving contexts and to determine the strategies. Fractions • Develop and apply procedures to add and subtract fractions and mixed numbers to solve problems. • Develop and apply procedures to multiply a fraction by a whole number and multiply fractions and mixed numbers and to solve problems. • Develop and apply procedures to divide whole numbers by fractions, fractions by WHOLE NUMBERS https://www.youtube.com/watch?v=HAhg0uXn9GA https://www.onlinemathlearning.com/grade- 4.html#Multiplication https://www.mathplayground.com/grade_4_games.html https://www.youtube.com/watch?v=eIUoIhfupuA https://www.youtube.com/watch?v=tncIVXID8-8 https://www.youtube.com/watch?v=HdU_rf7eMTI https://www.k5learning.com/free-math-worksheets/fourth-grade- 4/mental-multiplication https://www.mathsisfun.com/multiplication-tips-tricks.html https://www.mathsisfun.com/associative-commutative- distributive.html https://www.youtube.com/watch?v=l0JyMFDNyjM Assessment: https://www.iknowit.com/lessons/e-tables-four-operations-whole- numbers.html https://www.iknowit.com/lessons/e-tables-four-operations-whole- numbers.html Fractions https://www.youtube.com/watch?v=kMPhdAXlM8k https://www.youtube.com/watch?v=KofyGPXoCzQ https://www.youtube.com/watch?v=6L2ch1esFGA https://www.youtube.com/watch?v=5sZvuIjCkjg https://www.youtube.com/watch?v=o5Jn2ltB314 https://www.biglearners.com/?blKey=showWSPDFOnPage&wsCatCode=833501adba373f76679d00e1caac6e17 https://www.biglearners.com/?blKey=showWSPDFOnPage&wsCatCode=833501adba373f76679d00e1caac6e17 https://www.liveworksheets.com/rx1862132hq https://uk.ixl.com/maths/year-6/find-the-mode https://www.youtube.com/watch?v=HAhg0uXn9GA https://www.onlinemathlearning.com/grade-4.html#Multiplication https://www.onlinemathlearning.com/grade-4.html#Multiplication https://www.mathplayground.com/grade_4_games.html https://www.youtube.com/watch?v=eIUoIhfupuA https://www.youtube.com/watch?v=tncIVXID8-8 https://www.youtube.com/watch?v=HdU_rf7eMTI https://www.k5learning.com/free-math-worksheets/fourth-grade-4/mental-multiplication https://www.k5learning.com/free-math-worksheets/fourth-grade-4/mental-multiplication https://www.mathsisfun.com/multiplication-tips-tricks.html https://www.mathsisfun.com/associative-commutative-distributive.html https://www.mathsisfun.com/associative-commutative-distributive.html https://www.youtube.com/watch?v=l0JyMFDNyjM https://www.iknowit.com/lessons/e-tables-four-operations-whole-numbers.html https://www.iknowit.com/lessons/e-tables-four-operations-whole-numbers.html https://www.iknowit.com/lessons/e-tables-four-operations-whole-numbers.html https://www.iknowit.com/lessons/e-tables-four-operations-whole-numbers.html https://www.youtube.com/watch?v=kMPhdAXlM8k https://www.youtube.com/watch?v=KofyGPXoCzQ 277 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction whole numbers, and fractions to solve problems. • Solve problems involving addition and subtraction of fractions including mixed numbers. • Solve problems involving the multiplication of a fraction by a whole number, fraction by fraction and mixed numbers • Develop and apply algorithms to divide a whole number by a fraction, a fraction by a whole number and a fraction by a fraction. • Solve problems involving the division of : a fraction by a whole number, and a fraction by a fraction Decimals ● Develop and apply the procedures to multiply decimals by whole numbers and to divide a decimal by a whole number (up to hundredths) to solve problems. ● Solve problems involving multiplication and division of decimals and whole numbers Per Cent • Demonstrate an understanding of percent concretely, pictorially, and symbolically. • Develop an understanding of percent, concretely, pictorially and symbolically. https://www.youtube.com/watch?v=ZRHvs5S_Z0A https://www.youtube.com/watch?v=-5RSmRGduFo https://www.youtube.com/watch?v=KE2NsR6l7xY Decimals https://www.youtube.com/watch?v=tsOibhsgYoQ https://www.youtube.com/watch?v=44RVduSjrzY https://www.youtube.com/watch?v=Sah_q6YkF5o Per Cent https://www.youtube.com/watch?v=Lvr2YsxG10o https://www.mathsisfun.com/percentage.html https://www.youtube.com/watch?v=FaDtge_vkbg https://www.youtube.com/watch?v=lCNZE8E48TA https://www.youtube.com/watch?v=-Xt4UDk7Kzw https://www.youtube.com/watch?v=DhcM-oe1ZyQ https://www.youtube.com/watch?v=PZDg0_djUtE https://www.youtube.com/watch?v=rR95Cbcjzus Assessment: https://www.liveworksheets.com/hs2067356as https://www.liveworksheets.com/tq842882an https://www.iknowit.com/lessons/e-percent-as-a-fraction-out-of- 100.html Problem Solving https://www.youtube.com/watch?v=wtrA3hpzY_A https://www.youtube.com/watch?v=5-52CG2Bkws https://www.youtube.com/watch?v=vXSbgGjjVnk https://www.youtube.com/watch?v=LQljuPsy_RE&list=PLndjM wSH7MSXqoRs4aFEtDcJlhlj3UXtN https://www.youtube.com/watch?v=GFysDV7wLFQ https://www.youtube.com/watch?v=ZRHvs5S_Z0A https://www.youtube.com/watch?v=-5RSmRGduFo https://www.youtube.com/watch?v=KE2NsR6l7xY https://www.youtube.com/watch?v=tsOibhsgYoQ https://www.youtube.com/watch?v=44RVduSjrzY https://www.youtube.com/watch?v=Sah_q6YkF5o https://www.youtube.com/watch?v=Lvr2YsxG10o https://www.mathsisfun.com/percentage.html https://www.youtube.com/watch?v=FaDtge_vkbg https://www.youtube.com/watch?v=lCNZE8E48TA https://www.youtube.com/watch?v=-Xt4UDk7Kzw https://www.youtube.com/watch?v=DhcM-oe1ZyQ https://www.youtube.com/watch?v=PZDg0_djUtE https://www.youtube.com/watch?v=rR95Cbcjzus https://www.liveworksheets.com/hs2067356as https://www.liveworksheets.com/tq842882an https://www.iknowit.com/lessons/e-percent-as-a-fraction-out-of-100.html https://www.iknowit.com/lessons/e-percent-as-a-fraction-out-of-100.html https://www.youtube.com/watch?v=wtrA3hpzY_A https://www.youtube.com/watch?v=5-52CG2Bkws https://www.youtube.com/watch?v=vXSbgGjjVnk https://www.youtube.com/watch?v=LQljuPsy_RE&list=PLndjMwSH7MSXqoRs4aFEtDcJlhlj3UXtN https://www.youtube.com/watch?v=LQljuPsy_RE&list=PLndjMwSH7MSXqoRs4aFEtDcJlhlj3UXtN https://www.youtube.com/watch?v=GFysDV7wLFQ 278 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Calculate the percent of a quantity. • Express a quantity as a percentage of another. • Relate per cents to fractions (halves, quarters, fifths tenths) and decimals. • Compare and order fractions, per cents and decimals. • Solve problems involving fractions, decimals and per cents. Problem Solving • Create and solve one-step and multi-step problems involving whole numbers, fractions, mixed numbers, decimals, per cents including money using algorithms, mental strategies, and other problem- solving strategies. • Create and solve real-life, one-step and multi-step problems involving whole numbers, fractions, mixed numbers, decimals, per cents and money (including profit and loss, discount). • Solve problems involving unequal sharing. GEOMETRY Solids and Plane Shapes • Describe solids in terms of their properties. • Classify and determine the properties of quadrilaterals. GEOMETRY Solids and Plane Shapes https://www.youtube.com/watch?v=zI3rUMrRLF8 https://www.youtube.com/watch?v=3nLpD6bE4fE&t=186s https://www.youtube.com/watch?v=lSOQbzhMMrU https://www.youtube.com/watch?v=3-CxG85wwEs https://www.youtube.com/watch?v=e5TNRU_t-fM https://www.youtube.com/watch?v=hlD_j3AtxGs https://www.youtube.com/watch?v=0OW2bU0So-4 https://www.youtube.com/watch?v=5CeBlu260Rw Assessment: https://uk.ixl.com/maths/year-6/identify-three-dimensional- figures https://uk.ixl.com/maths/year-6/count-vertices-edges-and-faces MEASUREMENT Linear: Perimeter https://www.youtube.com/watch?v=g4rkjj_PNWg https://www.mathsisfun.com/definitions/perimeter.html Assessment: https://www.iknowit.com/lessons/d-perimeter.html Mass/Weight https://www.youtube.com/watch?v=4HnyNMhkBs0 https://www.youtube.com/watch?v=xK6j5BnVIdo https://www.youtube.com/watch?v=G0UoVYbsl50 https://www.youtube.com/watch?v=vbX83p0xJ9c Time https://www.youtube.com/watch?v=UhMM68fq9FA https://www.youtube.com/watch?v=7PkpCDrDVHs https://www.youtube.com/watch?v=zI3rUMrRLF8 https://www.youtube.com/watch?v=3nLpD6bE4fE&t=186s https://www.youtube.com/watch?v=lSOQbzhMMrU https://www.youtube.com/watch?v=3-CxG85wwEs https://www.youtube.com/watch?v=e5TNRU_t-fM https://www.youtube.com/watch?v=hlD_j3AtxGs https://www.youtube.com/watch?v=0OW2bU0So-4 https://www.youtube.com/watch?v=5CeBlu260Rw https://uk.ixl.com/maths/year-6/identify-three-dimensional-figures https://uk.ixl.com/maths/year-6/identify-three-dimensional-figures https://uk.ixl.com/maths/year-6/count-vertices-edges-and-faces https://www.youtube.com/watch?v=g4rkjj_PNWg https://www.mathsisfun.com/definitions/perimeter.html https://www.iknowit.com/lessons/d-perimeter.html https://www.youtube.com/watch?v=4HnyNMhkBs0 https://www.youtube.com/watch?v=xK6j5BnVIdo https://www.youtube.com/watch?v=G0UoVYbsl50 https://www.youtube.com/watch?v=vbX83p0xJ9c https://www.youtube.com/watch?v=UhMM68fq9FA https://www.youtube.com/watch?v=7PkpCDrDVHs 279 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Explore and describe cross-sections of solids, base and height. • Solve problems involving solids and plane shapes. • Classify and compare quadrilaterals according to their attributes (angles, sides, perpendicular and parallel). • Solve problems involving solids and plane shapes. MEASUREMENT Linear: Perimeter ● Develop and use proficiently the formulae to calculate the perimeter of squares and rectangles in problem- solving. Mass/Weight ● Solve problems involving mass/weight. Time ● Solve problems involving time. Assessment: https://www.thatquiz.org/tq-g/math/time/ Term II MEASUREMENT Linear: Perimeter • Develop and use proficiently the formulae to calculate the perimeter of squares and rectangles in problem- solving. Mass/Weight • Solve problems involving mass/weight. Time • Solve problems involving time. Volume MEASUREMENT Linear: Perimeter https://www.youtube.com/watch?v=g4rkjj_PNWg https://www.mathsisfun.com/definitions/perimeter.html https://www.khanacademy.org/math/cc-third-grade- math/3rd-perimeter/imp-perimeter/v/perimeter-of-a-shape https://learn.moe.gov.tt/pluginfile.php/350740/mod_resourc e/content/1/12%2008%2020%20GEOMETRY%20Solids% 20and%20Plane%20Shapes- %20Shapes%20with%20same%20perimeter.pdf Assessment: https://www.thatquiz.org/tq-g/math/time/ https://www.youtube.com/watch?v=g4rkjj_PNWg https://www.mathsisfun.com/definitions/perimeter.html https://www.khanacademy.org/math/cc-third-grade-math/3rd-perimeter/imp-perimeter/v/perimeter-of-a-shape https://www.khanacademy.org/math/cc-third-grade-math/3rd-perimeter/imp-perimeter/v/perimeter-of-a-shape https://learn.moe.gov.tt/pluginfile.php/350740/mod_resource/content/1/12%2008%2020%20GEOMETRY%20Solids%20and%20Plane%20Shapes-%20Shapes%20with%20same%20perimeter.pdf https://learn.moe.gov.tt/pluginfile.php/350740/mod_resource/content/1/12%2008%2020%20GEOMETRY%20Solids%20and%20Plane%20Shapes-%20Shapes%20with%20same%20perimeter.pdf https://learn.moe.gov.tt/pluginfile.php/350740/mod_resource/content/1/12%2008%2020%20GEOMETRY%20Solids%20and%20Plane%20Shapes-%20Shapes%20with%20same%20perimeter.pdf https://learn.moe.gov.tt/pluginfile.php/350740/mod_resource/content/1/12%2008%2020%20GEOMETRY%20Solids%20and%20Plane%20Shapes-%20Shapes%20with%20same%20perimeter.pdf 280 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Solve problems in volume Area • Solve problems in real-life contexts involving area. • Solve problems involving perimeter and area. STATISTICS • Design survey(s) to solve problem(s) that involves the use of statistical data. • Gather, classify, organize, and display using tables, tally charts, and graphs (pictographs, block graphs, and bar graphs) and interpret results. • Describe methods, analyse results, and make decisions. • Communicate findings and recommendations using vocabulary associated with statistics. • Demonstrate an understanding of mode and mean Solve problems involving mean/average. https://www.iknowit.com/lessons/d-perimeter.html https://learn.moe.gov.tt/pluginfile.php/350864/mod_resourc e/content/1/13%2008%2020%20MEASUREMENT%20Per imeter.pdf https://uk.ixl.com/maths/year-5/perimeter-word-problems Mass/Weight https://www.youtube.com/watch?v=4HnyNMhkBs0 https://www.youtube.com/watch?v=xK6j5BnVIdo https://www.youtube.com/watch?v=G0UoVYbsl50 https://www.youtube.com/watch?v=vbX83p0xJ9c Assessment: https://www.faspassmaths.com/sea-past-paper-solutions https://www.khanacademy.org/math/cc-third-grade- math/imp-measurement-and-data/imp-mass/e/measure-mass Time https://www.youtube.com/watch?v=UhMM68fq9FA https://www.youtube.com/watch?v=7PkpCDrDVHs Assessment: https://www.thatquiz.org/tq-g/math/time/ https://learn.moe.gov.tt/pluginfile.php/350737/mod_resourc e/content/1/12%2008%2020%20MEASURENEMT- %20Time.pdf Volume https://uk.ixl.com/maths/year-5/volume-of-irregular-figures- made-of-unit-cubes https://www.iknowit.com/lessons/d-perimeter.html https://learn.moe.gov.tt/pluginfile.php/350864/mod_resource/content/1/13%2008%2020%20MEASUREMENT%20Perimeter.pdf https://learn.moe.gov.tt/pluginfile.php/350864/mod_resource/content/1/13%2008%2020%20MEASUREMENT%20Perimeter.pdf https://learn.moe.gov.tt/pluginfile.php/350864/mod_resource/content/1/13%2008%2020%20MEASUREMENT%20Perimeter.pdf https://uk.ixl.com/maths/year-5/perimeter-word-problems https://www.youtube.com/watch?v=4HnyNMhkBs0 https://www.youtube.com/watch?v=xK6j5BnVIdo https://www.youtube.com/watch?v=G0UoVYbsl50 https://www.youtube.com/watch?v=vbX83p0xJ9c https://www.faspassmaths.com/sea-past-paper-solutions https://www.khanacademy.org/math/cc-third-grade-math/imp-measurement-and-data/imp-mass/e/measure-mass https://www.khanacademy.org/math/cc-third-grade-math/imp-measurement-and-data/imp-mass/e/measure-mass https://www.youtube.com/watch?v=UhMM68fq9FA https://www.youtube.com/watch?v=7PkpCDrDVHs https://www.thatquiz.org/tq-g/math/time/ https://learn.moe.gov.tt/pluginfile.php/350737/mod_resource/content/1/12%2008%2020%20MEASURENEMT-%20Time.pdf https://learn.moe.gov.tt/pluginfile.php/350737/mod_resource/content/1/12%2008%2020%20MEASURENEMT-%20Time.pdf https://learn.moe.gov.tt/pluginfile.php/350737/mod_resource/content/1/12%2008%2020%20MEASURENEMT-%20Time.pdf https://uk.ixl.com/maths/year-5/volume-of-irregular-figures-made-of-unit-cubes https://uk.ixl.com/maths/year-5/volume-of-irregular-figures-made-of-unit-cubes 281 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Area https://learn.moe.gov.tt/pluginfile.php/350743/mod_resourc e/content/1/12%2008%2020%20MEASUREMENT%20Are a.pdf https://uk.ixl.com/maths/year-3/area-of-figures-on-grids https://uk.ixl.com/maths/year-6/area-and-perimeter-word- problems STATISTICS https://www.youtube.com/watch?v=zi7qQ2eHZlc https://www.worksheetfun.com/2016/01/28/tally-chart-1- worksheet/ https://www.youtube.com/watch?v=my6LVtFrzAk&t=9s https://www.youtube.com/watch?v=ReW4MPqXTvA&t=68 s https://www.youtube.com/watch?v=k3aKKasOmIw https://www.youtube.com/watch?v=B1HEzNTGeZ4 https://video.search.yahoo.com/yhs/search?fr=yhs-adk- adk_sbyhp&hsimp=yhs- adk_sbyhp&hspart=adk&p=tally+and+frequency#action=vi ew&id=13&vid=6d7755dd1db19adc84fb1fa429ab1194 https://www.mathmammoth.com/preview/Mean_Mode_Bar _Graphs_Lesson_Grade_5.pdf https://learn.moe.gov.tt/pluginfile.php/351039/mod_resourc e/content/1/14%2008%2020%20S5%20STATISTICS%20- %20Mental%20Mathematics%20Statistics.pdf https://www.liveworksheets.com/gn1456697sl https://www.liveworksheets.com/cj551231ze https://www.liveworksheets.com/du1862209fz https://learn.moe.gov.tt/pluginfile.php/350743/mod_resource/content/1/12%2008%2020%20MEASUREMENT%20Area.pdf https://learn.moe.gov.tt/pluginfile.php/350743/mod_resource/content/1/12%2008%2020%20MEASUREMENT%20Area.pdf https://learn.moe.gov.tt/pluginfile.php/350743/mod_resource/content/1/12%2008%2020%20MEASUREMENT%20Area.pdf https://uk.ixl.com/maths/year-3/area-of-figures-on-grids https://uk.ixl.com/maths/year-6/area-and-perimeter-word-problems https://uk.ixl.com/maths/year-6/area-and-perimeter-word-problems https://www.youtube.com/watch?v=zi7qQ2eHZlc https://www.worksheetfun.com/2016/01/28/tally-chart-1-worksheet/ https://www.worksheetfun.com/2016/01/28/tally-chart-1-worksheet/ https://www.youtube.com/watch?v=my6LVtFrzAk&t=9s https://www.youtube.com/watch?v=ReW4MPqXTvA&t=68s https://www.youtube.com/watch?v=ReW4MPqXTvA&t=68s https://www.youtube.com/watch?v=k3aKKasOmIw https://www.youtube.com/watch?v=B1HEzNTGeZ4 https://video.search.yahoo.com/yhs/search?fr=yhs-adk-adk_sbyhp&hsimp=yhs-adk_sbyhp&hspart=adk&p=tally+and+frequency#action=view&id=13&vid=6d7755dd1db19adc84fb1fa429ab1194 https://video.search.yahoo.com/yhs/search?fr=yhs-adk-adk_sbyhp&hsimp=yhs-adk_sbyhp&hspart=adk&p=tally+and+frequency#action=view&id=13&vid=6d7755dd1db19adc84fb1fa429ab1194 https://video.search.yahoo.com/yhs/search?fr=yhs-adk-adk_sbyhp&hsimp=yhs-adk_sbyhp&hspart=adk&p=tally+and+frequency#action=view&id=13&vid=6d7755dd1db19adc84fb1fa429ab1194 https://video.search.yahoo.com/yhs/search?fr=yhs-adk-adk_sbyhp&hsimp=yhs-adk_sbyhp&hspart=adk&p=tally+and+frequency#action=view&id=13&vid=6d7755dd1db19adc84fb1fa429ab1194 https://www.mathmammoth.com/preview/Mean_Mode_Bar_Graphs_Lesson_Grade_5.pdf https://www.mathmammoth.com/preview/Mean_Mode_Bar_Graphs_Lesson_Grade_5.pdf https://learn.moe.gov.tt/pluginfile.php/351039/mod_resource/content/1/14%2008%2020%20S5%20STATISTICS%20-%20Mental%20Mathematics%20Statistics.pdf https://learn.moe.gov.tt/pluginfile.php/351039/mod_resource/content/1/14%2008%2020%20S5%20STATISTICS%20-%20Mental%20Mathematics%20Statistics.pdf https://learn.moe.gov.tt/pluginfile.php/351039/mod_resource/content/1/14%2008%2020%20S5%20STATISTICS%20-%20Mental%20Mathematics%20Statistics.pdf https://www.liveworksheets.com/gn1456697sl https://www.liveworksheets.com/cj551231ze https://www.liveworksheets.com/du1862209fz 282 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Term III • Mathematics Assessment Objectives on the Revised Assessment Framework for the SEA 2021 – 2023 Conduct of Review and Practice Tests • SEA 2019 Mathematics Specimen Paper • SEA 2019 Mathematics Specimen Paper 2 • Revised Assessment Framework for the SEA 2021 – 2023 • SEA 2021 Mathematics Specimen Paper https://www.moe.gov.tt/publications/ https://www.moe.gov.tt/publications/ 283 Physical Education Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Infant One General {Terms I/II/III} ❑ Demonstrate movement skills and concepts- personal/general space, levels, pathways, directions, form shapes, weight- bearing and transference. • Weight bearing • General and Personal Space https://learn.moe.gov.tt/pluginfile.php/343510/mod_folder/con tent/0/Movement%20Skills%20and%20Concepts%201- %20Introduction%20to%20Our%20Body.mp4?forcedownloa d=1 https://www.youtube.com/watch?v=- LqxE4xmwoo&ab_channel=PHSports https://www.youtube.com/watch?v=Vbg- qzbC9ts&ab_channel=JessicaParker ❑ Perform basic gymnastic skills- V-sit and log roll. • Log Roll https://www.youtube.com/watch?v=5ZE8tDHYBIQ&ab_chan nel=mygymfun ❑ Demonstrate basic locomotor skills- walking and running techniques (on the spot). ❑ Demonstrate basic manipulative skills throwing, catching and striking Healthy Habits • Practice healthy habits - drinking water, eating breakfast regularly and washing hands and face after physical activities. https://www.youtube.com/watch?v=Br4sQmiJ1jU&ab_channe l=SmileandLearn-English Safe Practices • Choose safe playing areas when engaging in physical activities. ❑ Know that there is a specific attire for participating in Physical Education class and physical activities. https://learn.moe.gov.tt/pluginfile.php/343510/mod_folder/content/0/Movement%20Skills%20and%20Concepts%201-%20Introduction%20to%20Our%20Body.mp4?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/343510/mod_folder/content/0/Movement%20Skills%20and%20Concepts%201-%20Introduction%20to%20Our%20Body.mp4?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/343510/mod_folder/content/0/Movement%20Skills%20and%20Concepts%201-%20Introduction%20to%20Our%20Body.mp4?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/343510/mod_folder/content/0/Movement%20Skills%20and%20Concepts%201-%20Introduction%20to%20Our%20Body.mp4?forcedownload=1 https://www.youtube.com/watch?v=-LqxE4xmwoo&ab_channel=PHSports https://www.youtube.com/watch?v=-LqxE4xmwoo&ab_channel=PHSports https://www.youtube.com/watch?v=Vbg-qzbC9ts&ab_channel=JessicaParker https://www.youtube.com/watch?v=Vbg-qzbC9ts&ab_channel=JessicaParker https://www.youtube.com/watch?v=5ZE8tDHYBIQ&ab_channel=mygymfun https://www.youtube.com/watch?v=5ZE8tDHYBIQ&ab_channel=mygymfun https://www.youtube.com/watch?v=Br4sQmiJ1jU&ab_channel=SmileandLearn-English https://www.youtube.com/watch?v=Br4sQmiJ1jU&ab_channel=SmileandLearn-English 284 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Infant Two General {Terms I/II/III} ❑ Demonstrate movement skills and concepts- weight-bearing and transference, shapes https://www.youtube.com/watch?v=- LqxE4xmwoo&ab_channel=PHSports ❑ Perform basic gymnastic skills- stork stand and side roll • Stork Stand • Side Roll https://learn.moe.gov.tt/pluginfile.php/343843/mod_folder/con tent/0/Movement%20Skills%20and%20Concepts%203- %20Our%20Body%202.mp4?forcedownload=1 https://learn.moe.gov.tt/mod/resource/view.php?id=5916 https://www.youtube.com/watchv=2N_jfXrrekk&ab_channel= TumblTrak https://www.youtube.com/watch?v=2N_jfXrrekk&ab_channel =TumblTrak ❑ Demonstrate basic loco motor skills- running and jumping with improved techniques • Running https://learn.moe.gov.tt/mod/resource/view.php?id=7022 ❑ Demonstrate basic manipulative skills- two-handed throw and catch, striking • Two hand underhand catch • Striking https://learn.moe.gov.tt/mod/resource/view.php?id=7023 https://www.youtube.com/watch?v=Zonj3Geiayw&ab_channe l=CoachMay%27sPE • Practice the healthy habits of drinking water, eating breakfast regularly and washing hands and face after physical activities. https://learn.moe.gov.tt/pluginfile.php/354317/mod_folder/con tent/0/Washing%20hands%20second%20year%20%281%29.p psx?forcedownload=1 https://www.youtube.com/watch?v=-LqxE4xmwoo&ab_channel=PHSports https://www.youtube.com/watch?v=-LqxE4xmwoo&ab_channel=PHSports https://learn.moe.gov.tt/pluginfile.php/343843/mod_folder/content/0/Movement%20Skills%20and%20Concepts%203-%20Our%20Body%202.mp4?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/343843/mod_folder/content/0/Movement%20Skills%20and%20Concepts%203-%20Our%20Body%202.mp4?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/343843/mod_folder/content/0/Movement%20Skills%20and%20Concepts%203-%20Our%20Body%202.mp4?forcedownload=1 https://learn.moe.gov.tt/mod/resource/view.php?id=5916 https://www.youtube.com/watch?v=2N_jfXrrekk&ab_channel=TumblTrak https://www.youtube.com/watch?v=2N_jfXrrekk&ab_channel=TumblTrak https://www.youtube.com/watch?v=2N_jfXrrekk&ab_channel=TumblTrak https://www.youtube.com/watch?v=2N_jfXrrekk&ab_channel=TumblTrak https://learn.moe.gov.tt/mod/resource/view.php?id=7022 https://learn.moe.gov.tt/mod/resource/view.php?id=7023 https://www.youtube.com/watch?v=Zonj3Geiayw&ab_channel=CoachMay%27sPE https://www.youtube.com/watch?v=Zonj3Geiayw&ab_channel=CoachMay%27sPE https://learn.moe.gov.tt/pluginfile.php/354317/mod_folder/content/0/Washing%20hands%20second%20year%20%281%29.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/354317/mod_folder/content/0/Washing%20hands%20second%20year%20%281%29.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/354317/mod_folder/content/0/Washing%20hands%20second%20year%20%281%29.ppsx?forcedownload=1 285 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction https://www.youtube.com/watchv=kmNHn3uj_pA&ab_chann el=PinkfongBabySharkKids%27Songs%26Stories https://www.youtube.com/watchv=YCAseZe0RPI&ab_chann el=SesameStreet https://www.youtube.com/watchv=Ux7TU8MH8Po&ab_chan nel=WonderGroveKids Safe Practices • Choose safe playing areas when engaging in Physical activities. • Know that there is a specific attire for participating in Physical Education class and physical activities. Standard One General {Terms I/II/III} ❑ Demonstrate movement skills and concepts- create a sequence of movement activities https://learn.moe.gov.tt/pluginfile.php/336446/mod_folder/con tent/0/Movement%20Skills%20and%20Concepts%20- %20Activity%202%20Fundamental%20Movement%20Skills. pdf?forcedownload=1 ❑ Perform basic gymnastic skills- scale stand. • Front and Back Scale https://learn.moe.gov.tt/pluginfile.php/334860/mod_folder/con tent/0/Gymnastic%20Skills%20- %20Scale%20Stand%201%20Front%20Scale.pdf?forcedownl oad=1 https://www.youtube.com/watch?v=ilBByuwM8hk https://www.youtube.com/watch?v=kmNHn3uj_pA&ab_channel=PinkfongBabyShark-Kids%27Songs%26Stories https://www.youtube.com/watch?v=kmNHn3uj_pA&ab_channel=PinkfongBabyShark-Kids%27Songs%26Stories https://www.youtube.com/watch?v=YCAseZe0RPI&ab_channel=SesameStreet https://www.youtube.com/watch?v=YCAseZe0RPI&ab_channel=SesameStreet https://www.youtube.com/watch?v=Ux7TU8MH8Po&ab_channel=WonderGroveKids https://www.youtube.com/watch?v=Ux7TU8MH8Po&ab_channel=WonderGroveKids https://learn.moe.gov.tt/pluginfile.php/336446/mod_folder/content/0/Movement%20Skills%20and%20Concepts%20-%20Activity%202%20Fundamental%20Movement%20Skills.pdf?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/336446/mod_folder/content/0/Movement%20Skills%20and%20Concepts%20-%20Activity%202%20Fundamental%20Movement%20Skills.pdf?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/336446/mod_folder/content/0/Movement%20Skills%20and%20Concepts%20-%20Activity%202%20Fundamental%20Movement%20Skills.pdf?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/336446/mod_folder/content/0/Movement%20Skills%20and%20Concepts%20-%20Activity%202%20Fundamental%20Movement%20Skills.pdf?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/334860/mod_folder/content/0/Gymnastic%20Skills%20-%20Scale%20Stand%201%20Front%20Scale.pdf?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/334860/mod_folder/content/0/Gymnastic%20Skills%20-%20Scale%20Stand%201%20Front%20Scale.pdf?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/334860/mod_folder/content/0/Gymnastic%20Skills%20-%20Scale%20Stand%201%20Front%20Scale.pdf?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/334860/mod_folder/content/0/Gymnastic%20Skills%20-%20Scale%20Stand%201%20Front%20Scale.pdf?forcedownload=1 https://www.youtube.com/watch?v=ilBByuwM8hk 286 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction ❑ Demonstrate basic locomotor skills- jumping, running with improved technique, landing technique • Running https://learn.moe.gov.tt/pluginfile.php/334859/mod_folder/con tent/0/Locomotor%20Skills%20- %20locomotor%20movement%201.ppsx?forcedownload=1 https://www.youtube.com/watch?v=M9LCgq_4VOE ❑ Demonstrate basic manipulative skills- striking using hand/feet/equipment, throwing, catching with improved proficiency, underhand throw • Striking • Underhand Throw https://learn.moe.gov.tt/pluginfile.php/334857/mod_folder/con tent/0/Manipulative%20Skills%20-%20Striking%20- %201.ppsx?forcedownload=1 https://www.youtube.com/watch?v=EMJIMHONg0E https://www.youtube.com/watch?v=kaGQwft4c3w https://youtu.be/08AIvWfmJlo?list=PLYGRaluWWTojV3An 2WEgsQ4qGFy_91jDL https://youtu.be/dxnX2W3LcDY?list=PLYGRaluWWTo jV3An2WEgsQ4qGFy_91jDL Healthy Habits • Understand simple changes that occur in the body during physical activities. https://learn.moe.gov.tt/pluginfile.php/354318/mod_folder/con tent/0/Healthy%20Habits%20- https://learn.moe.gov.tt/pluginfile.php/334859/mod_folder/content/0/Locomotor%20Skills%20-%20locomotor%20movement%201.ppsx?forcedownload= https://learn.moe.gov.tt/pluginfile.php/334859/mod_folder/content/0/Locomotor%20Skills%20-%20locomotor%20movement%201.ppsx?forcedownload= https://learn.moe.gov.tt/pluginfile.php/334859/mod_folder/content/0/Locomotor%20Skills%20-%20locomotor%20movement%201.ppsx?forcedownload= https://www.youtube.com/watch?v=M9LCgq_4VOE https://learn.moe.gov.tt/pluginfile.php/334857/mod_folder/content/0/Manipulative%20Skills%20-%20Striking%20-%201.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/334857/mod_folder/content/0/Manipulative%20Skills%20-%20Striking%20-%201.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/334857/mod_folder/content/0/Manipulative%20Skills%20-%20Striking%20-%201.ppsx?forcedownload=1 https://www.youtube.com/watch?v=EMJIMHONg0E https://www.youtube.com/watch?v=kaGQwft4c3w https://youtu.be/08AIvWfmJlo?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/08AIvWfmJlo?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://learn.moe.gov.tt/pluginfile.php/354318/mod_folder/content/0/Healthy%20Habits%20-%20Washing%20Hands%20and%20Face.pptx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/354318/mod_folder/content/0/Healthy%20Habits%20-%20Washing%20Hands%20and%20Face.pptx?forcedownload=1 287 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Know the benefits of drinking adequate water, making healthy food choices, and washing hands and face after physical activities. %20Washing%20Hands%20and%20Face.pptx?forcedownloa d=1 Safe Practices • Know that there is a specific attire for participating in Physical Education class and physical activities. https://learn.moe.gov.tt/pluginfile.php/356715/mod_folder/con tent/0/Safe%20Practices%20- %20Suitable%20attire%20for%20physical%20activity.docx?f orcedownload=1 Standard Two General {Terms I/II/III} ❑ Demonstrate movement skills and concepts- create sequence of movement activities involving shapes, balances and weight-transference https://www.youtube.com/watch?v=wBdLgOddkWk&ab_cha nnel=Mr.ThomasPhysicalEducationOnlineClass ❑ Perform basic gymnastic skills • Side scale https://www.youtube.com/watch?v=x0XJpZDa0m4 ❑ Demonstrate basic locomotor skills- improved techniques for jumping and landing, running • Jumping and Landing https://learn.moe.gov.tt/pluginfile.php/329088/mod_folder/con tent/0/Jumping%20and%20Landing%20Lesson%201%20Fina l.docx?forcedownload=1 Demonstrate basic manipulative skills- apply throwing, catching and striking skills individually and with increased difficulty. • Striking https://learn.moe.gov.tt/course/view.php?id=408 ❑ Healthy Habits: Understand simple changes that occur in the body during physical activities. • Know the benefits of drinking adequate water, making healthy food choices, and washing hands and face after physical activities. • Explain personal hygiene practices after participating in physical activities. https://learn.moe.gov.tt/pluginfile.php/324576/mod_resource/c ontent/1/BREAKFAST%20CROSSWORD.pdf https://learn.moe.gov.tt/pluginfile.php/324577/mod_resource/c ontent/1/Healthy%20Habits%20Crossword.pdf https://learn.moe.gov.tt/pluginfile.php/354318/mod_folder/content/0/Healthy%20Habits%20-%20Washing%20Hands%20and%20Face.pptx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/354318/mod_folder/content/0/Healthy%20Habits%20-%20Washing%20Hands%20and%20Face.pptx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/356715/mod_folder/content/0/Safe%20Practices%20-%20Suitable%20attire%20for%20physical%20activity.docx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/356715/mod_folder/content/0/Safe%20Practices%20-%20Suitable%20attire%20for%20physical%20activity.docx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/356715/mod_folder/content/0/Safe%20Practices%20-%20Suitable%20attire%20for%20physical%20activity.docx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/356715/mod_folder/content/0/Safe%20Practices%20-%20Suitable%20attire%20for%20physical%20activity.docx?forcedownload=1 https://www.youtube.com/watch?v=wBdLgOddkWk&ab_channel=Mr.ThomasPhysicalEducationOnlineClass https://www.youtube.com/watch?v=wBdLgOddkWk&ab_channel=Mr.ThomasPhysicalEducationOnlineClass https://www.youtube.com/watch?v=x0XJpZDa0m4 https://learn.moe.gov.tt/pluginfile.php/329088/mod_folder/content/0/Jumping%20and%20Landing%20Lesson%201%20Final.docx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/329088/mod_folder/content/0/Jumping%20and%20Landing%20Lesson%201%20Final.docx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/329088/mod_folder/content/0/Jumping%20and%20Landing%20Lesson%201%20Final.docx?forcedownload=1 https://learn.moe.gov.tt/course/view.php?id=408 https://learn.moe.gov.tt/pluginfile.php/324576/mod_resource/content/1/BREAKFAST%20CROSSWORD.pdf https://learn.moe.gov.tt/pluginfile.php/324576/mod_resource/content/1/BREAKFAST%20CROSSWORD.pdf https://learn.moe.gov.tt/pluginfile.php/324577/mod_resource/content/1/Healthy%20Habits%20Crossword.pdf https://learn.moe.gov.tt/pluginfile.php/324577/mod_resource/content/1/Healthy%20Habits%20Crossword.pdf 288 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction https://learn.moe.gov.tt/pluginfile.php/324575/mod_folder/con tent/0/Physical%20Activity%20and%20Exercise.pdf?forcedo wnload=1 ❑ Distinguish dress code for participating in Physical Education class and physical activities as opposed to other activities. • Safe Practices https://www.youtube.com/watch?v=nqhSj1YfNvY&ab_chann el=JessicaKessel Standard Three General {Terms I/II/III} ❑ Apply fundamental movement skills and concepts using a variety of movement concepts and sequences e.g balance and weight transference in performing sequence: balancing on 1 part, 2 parts, 3 parts and 4 parts https://www.youtube.com/watch?v=wBdLgOddkWk&ab_cha nnel=Mr.ThomasPhysicalEducationOnlineClass https://www.youtube.com/watch?v=0R6har- SMig&ab_channel=RexPeebles ❑ Perform basic gymnastic skills- Y Scale. Specialized Skills (Locomotor/Manipulative) ❑ Apply learned locomotor and manipulative skills of running, throwing, catching, jumping and striking individually with increased difficulty. https://learn.moe.gov.tt/course/view.php?id=409 Healthy Habits • List the benefits to be derived from: - Participating in regular physical activities - Drinking a regular intake of water - Engaging in personal hygiene after physical activities. • Monitor nutrition/healthy eating https://learn.moe.gov.tt/course/view.php?id=409 Safe Practices https://learn.moe.gov.tt/course/view.php?id=409 https://learn.moe.gov.tt/pluginfile.php/324575/mod_folder/content/0/Physical%20Activity%20and%20Exercise.pdf?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/324575/mod_folder/content/0/Physical%20Activity%20and%20Exercise.pdf?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/324575/mod_folder/content/0/Physical%20Activity%20and%20Exercise.pdf?forcedownload=1 https://www.youtube.com/watch?v=nqhSj1YfNvY&ab_channel=JessicaKessel https://www.youtube.com/watch?v=nqhSj1YfNvY&ab_channel=JessicaKessel https://www.youtube.com/watch?v=wBdLgOddkWk&ab_channel=Mr.ThomasPhysicalEducationOnlineClass https://www.youtube.com/watch?v=wBdLgOddkWk&ab_channel=Mr.ThomasPhysicalEducationOnlineClass https://www.youtube.com/watch?v=0R6har-SMig&ab_channel=RexPeebles https://www.youtube.com/watch?v=0R6har-SMig&ab_channel=RexPeebles https://learn.moe.gov.tt/course/view.php?id=409 https://learn.moe.gov.tt/course/view.php?id=409 https://learn.moe.gov.tt/course/view.php?id=409 289 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Distinguish dress code that is required for Physical Education class and physical activities as opposed to other activities. https://www.youtube.com/watch?v=nqhSj1YfNvY&ab_chann el=JessicaKessel Standard Four General {Terms I/II/III} ❑ Execute simple Movement Skills and Concepts and Gymnastic routines with confidence, (using previously taught low-level skills (rolls, V-sit, stork stand, scale stands) https://youtu.be/vXQ9XpOSIYE?list=PLYGRaluWWTojV3A n2WEgsQ4qGFy_91jDL Specialized Skills (Locomotor/Manipulative) • Demonstrate simple combinations of motor skills (running, throwing, catching, jumping and striking) individually, with increased competence. https://youtu.be/cRjO1IGwbLo?list=PLYGRaluWWTojV3An 2WEgsQ4qGFy_91jDL https://youtu.be/tHRvquNKf1Q?list=PLYGRaluWWTojV3An 2WEgsQ4qGFy_91jDL https://youtu.be/IvySZYSZFNY?list=PLYGRaluWWTojV3A n2WEgsQ4qGFy_91jDL https://youtu.be/NDZhgfrmogA?list=PLYGRaluWWTojV3A n2WEgsQ4qGFy_91jDL https://youtu.be/g4aNXE3i7AE?list=PLYGRaluWWTojV3An 2WEgsQ4qGFy_91jDL https://www.youtube.com/watch?v=nqhSj1YfNvY&ab_channel=JessicaKessel https://www.youtube.com/watch?v=nqhSj1YfNvY&ab_channel=JessicaKessel https://youtu.be/vXQ9XpOSIYE?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/vXQ9XpOSIYE?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/cRjO1IGwbLo?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/cRjO1IGwbLo?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/tHRvquNKf1Q?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/tHRvquNKf1Q?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/IvySZYSZFNY?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/IvySZYSZFNY?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/NDZhgfrmogA?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/NDZhgfrmogA?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/g4aNXE3i7AE?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/g4aNXE3i7AE?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL 290 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction https://youtu.be/tQO0kwC- mmI?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL Healthy Habits • Use physical activities for positive social interaction • Maintain healthy lifestyles through physical activities, healthy diet and personal hygiene • Assume leadership roles and responsibilities. ❑ Explain the importance of various foods to the body for participating in physical activity. https://learn.moe.gov.tt/pluginfile.php/395082/mod_folder/con tent/0/Activity%20%232%20Uses%20of%20Water%20%28N EW%20FORMAT%201%29.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/349139/mod_folder/con tent/0/Activity%20%236%20Importance%20of%20Carbohydr ates%20for%20Physical%20Activities.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/395082/mod_folder/con tent/0/Activity%20%234%20Personal%20Hygiene%20New% 20Format%201.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/395082/mod_folder/con tent/0/Activity%20%235%20Importance%20of%20variuos%2 0foods%20for%20Physical%20Activities.ppsx?forcedownloa d=1 Safe Practices • Apply knowledge of appropriate attire that is required for participating in physical activities https://youtu.be/tQO0kwC-mmI?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/tQO0kwC-mmI?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://learn.moe.gov.tt/pluginfile.php/395082/mod_folder/content/0/Activity%20%232%20Uses%20of%20Water%20%28NEW%20FORMAT%201%29.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/395082/mod_folder/content/0/Activity%20%232%20Uses%20of%20Water%20%28NEW%20FORMAT%201%29.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/395082/mod_folder/content/0/Activity%20%232%20Uses%20of%20Water%20%28NEW%20FORMAT%201%29.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/349139/mod_folder/content/0/Activity%20%236%20Importance%20of%20Carbohydrates%20for%20Physical%20Activities.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/349139/mod_folder/content/0/Activity%20%236%20Importance%20of%20Carbohydrates%20for%20Physical%20Activities.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/349139/mod_folder/content/0/Activity%20%236%20Importance%20of%20Carbohydrates%20for%20Physical%20Activities.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/395082/mod_folder/content/0/Activity%20%234%20Personal%20Hygiene%20New%20Format%201.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/395082/mod_folder/content/0/Activity%20%234%20Personal%20Hygiene%20New%20Format%201.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/395082/mod_folder/content/0/Activity%20%234%20Personal%20Hygiene%20New%20Format%201.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/395082/mod_folder/content/0/Activity%20%235%20Importance%20of%20variuos%20foods%20for%20Physical%20Activities.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/395082/mod_folder/content/0/Activity%20%235%20Importance%20of%20variuos%20foods%20for%20Physical%20Activities.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/395082/mod_folder/content/0/Activity%20%235%20Importance%20of%20variuos%20foods%20for%20Physical%20Activities.ppsx?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/395082/mod_folder/content/0/Activity%20%235%20Importance%20of%20variuos%20foods%20for%20Physical%20Activities.ppsx?forcedownload=1 291 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction Standard Five General {Terms I/II/III} ❑ Execute simple Movement Skills and Concepts and Gymnastic routines with increasing confidence, (using previously taught low-level skills (rolls, V-sit, stork stand, scale stands) Specialized Skills (Locomotor/Manipulative) • Demonstrate simple combinations of motor skills (running, throwing, catching, jumping and striking) individually, with increased competence. https://youtu.be/cUy- nGjLWQM?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91 jDL https://youtu.be/GXN9cYj6eX8?list=PLYGRaluWWTojV3A n2WEgsQ4qGFy_91jDL https://youtu.be/1p4uz6uxbo8?list=PLYGRaluWWTojV3An2 WEgsQ4qGFy_91jDL https://youtu.be/tT5cjM3m_Tk?list=PLYGRaluWWTojV3An 2WEgsQ4qGFy_91jDL Healthy Habits • List the benefits to be derived from: - Participating in regular physical activities - Drinking a regular intake of water - Engaging in personal hygiene after physical activities. ❑ Explain the importance of various foods to the body for physical activity. https://learn.moe.gov.tt/course/view.php?id=1118#section-1 Safe Practices https://learn.moe.gov.tt/pluginfile.php/343510/mod_folder/con tent/0/Movement%20Skills%20and%20Concepts%201- https://youtu.be/cUy-nGjLWQM?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/cUy-nGjLWQM?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/cUy-nGjLWQM?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/GXN9cYj6eX8?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/GXN9cYj6eX8?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/1p4uz6uxbo8?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/1p4uz6uxbo8?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/tT5cjM3m_Tk?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://youtu.be/tT5cjM3m_Tk?list=PLYGRaluWWTojV3An2WEgsQ4qGFy_91jDL https://learn.moe.gov.tt/course/view.php?id=1118#section-1 https://learn.moe.gov.tt/pluginfile.php/343510/mod_folder/content/0/Movement%20Skills%20and%20Concepts%201-%20Introduction%20to%20Our%20Body.mp4?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/343510/mod_folder/content/0/Movement%20Skills%20and%20Concepts%201-%20Introduction%20to%20Our%20Body.mp4?forcedownload=1 292 Class Term Learning Outcomes Suggested Online Tools/Resources for Instruction • Apply knowledge of appropriate attire that is required for participating in physical activities %20Introduction%20to%20Our%20Body.mp4?forcedownloa d=1 https://www.youtube.com/watch?v=- LqxE4xmwoo&ab_channel=PHSports https://www.youtube.com/watch?v=Vbg- qzbC9ts&ab_channel=JessicaParker https://learn.moe.gov.tt/pluginfile.php/343510/mod_folder/content/0/Movement%20Skills%20and%20Concepts%201-%20Introduction%20to%20Our%20Body.mp4?forcedownload=1 https://learn.moe.gov.tt/pluginfile.php/343510/mod_folder/content/0/Movement%20Skills%20and%20Concepts%201-%20Introduction%20to%20Our%20Body.mp4?forcedownload=1 https://www.youtube.com/watch?v=-LqxE4xmwoo&ab_channel=PHSports https://www.youtube.com/watch?v=-LqxE4xmwoo&ab_channel=PHSports https://www.youtube.com/watch?v=Vbg-qzbC9ts&ab_channel=JessicaParker https://www.youtube.com/watch?v=Vbg-qzbC9ts&ab_channel=JessicaParker 293 Social Studies Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) Infant One I • Interpretation of age- appropriate maps and Graphs - drawing of family tree • Appreciate aspect of self- e.g. physical appearance, skills and talents for example use appropriate colours, reading and presenting information. • Valuing the diverse aspects of our society-knowing and celebrating festivals and celebrations and national days Relationship among family members https://learn.moe.gov.tt/mod/resource/view.php?id=8376 Infant Newspaper Pullout on Republic Day http://www.moe.gov.tt/wp-content/uploads/2020/09/Infant-Activity-Pack- Week-1-V2.pdf Infant Newspaper Pullout on Divali https://www.moe.gov.tt/wp-content/uploads/2020/11/Infants-Activity-Pack- Week-9.pub_.pdf Power Point to support and Independence Day Lesson https://learn.moe.gov.tt/pluginfile.php/13653/mod_resource/content/1/ppt-to- support-independence-lesson.pdf Independence Day Power Point Presentation https://learn.moe.gov.tt/pluginfile.php/344658/mod_resource/content/0/Indepen dence%20Day%20-%20Infants%201%2025th%20June%2C%202020.pdf Republic Day Power Point Presentation https://learn.moe.gov.tt/pluginfile.php/344657/mod_resource/content/0/Republi c%20Day%20-%20Infants%2025th%20June%2C%202020.pdf II • Describe the weather conditions experienced (sunny, rainy, windy, and cloudy); Match weather conditions to the appropriate symbols Power Point presentation on Weather Conditions https://learn.moe.gov.tt/mod/resource/view.php?id=8377 Weather Conditions Song #1 https://learn.moe.gov.tt/mod/url/view.php?id=6073 https://learn.moe.gov.tt/mod/resource/view.php?id=8376 http://www.moe.gov.tt/wp-content/uploads/2020/09/Infant-Activity-Pack-Week-1-V2.pdf http://www.moe.gov.tt/wp-content/uploads/2020/09/Infant-Activity-Pack-Week-1-V2.pdf https://www.moe.gov.tt/wp-content/uploads/2020/11/Infants-Activity-Pack-Week-9.pub_.pdf https://www.moe.gov.tt/wp-content/uploads/2020/11/Infants-Activity-Pack-Week-9.pub_.pdf https://learn.moe.gov.tt/pluginfile.php/13653/mod_resource/content/1/ppt-to-support-independence-lesson.pdf https://learn.moe.gov.tt/pluginfile.php/13653/mod_resource/content/1/ppt-to-support-independence-lesson.pdf https://learn.moe.gov.tt/pluginfile.php/344658/mod_resource/content/0/Independence%20Day%20-%20Infants%201%2025th%20June%2C%202020.pdf https://learn.moe.gov.tt/pluginfile.php/344658/mod_resource/content/0/Independence%20Day%20-%20Infants%201%2025th%20June%2C%202020.pdf https://learn.moe.gov.tt/pluginfile.php/344657/mod_resource/content/0/Republic%20Day%20-%20Infants%2025th%20June%2C%202020.pdf https://learn.moe.gov.tt/pluginfile.php/344657/mod_resource/content/0/Republic%20Day%20-%20Infants%2025th%20June%2C%202020.pdf https://learn.moe.gov.tt/mod/resource/view.php?id=8377 https://learn.moe.gov.tt/mod/url/view.php?id=6073 294 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) • Valuing the diverse aspects of our society-knowing and celebrating festivals and celebrations and national days Weather Conditions Song #2 https://learn.moe.gov.tt/mod/url/view.php?id=6076 Infant Newspaper Pullout on Easter https://www.moe.gov.tt/wp-content/uploads/2021/03/INFANTS.pdf III • Follow guidelines and instructions- For example, students are able to demonstrate safe practices at home and in the online environment. • Demonstrate appropriate behaviour s-good hygiene, basic courtesies. • Valuing the diverse aspects of our society-knowing and celebrating festivals and celebrations and national days Infant Newspaper Pullout on being responsible students http://www.moe.gov.tt/wp-content/uploads/2021/04/Infants-Activity-Pack- Week-1-Term-3.pdf Infant Newspaper Pullout on Healthy Habits https://www.moe.gov.tt/wp-content/uploads/2021/04/Infants.pdf Health and Well Being Power Point Presentation https://learn.moe.gov.tt/pluginfile.php/344672/mod_resource/content/0/infant% 201%20personal%20hygiene-health.pdf Infant Newspaper Pullout on Eid ul Fitr https://www.moe.gov.tt/wp-content/uploads/2021/05/FINAL-Infants-Activity- Pack-Week-5-Term-3.pdf Infant Newspaper Pullout on Indian Arrival Day https://www.moe.gov.tt/wp-content/uploads/2021/05/Infants-Activity-Pack- Week-8-Term-3-FINAL.pdf Infant Newspaper Pullout on Labour Day https://www.moe.gov.tt/wp-content/uploads/2021/06/Infants-Activity-Pack- Week-12-Term-3-FINAL.pdf Infant Two I • Classifying information for example types of transportation Different types of transportation https://www.youtube.com/watch?v=Qgw1cTXYSTk https://learn.moe.gov.tt/mod/url/view.php?id=6076 https://www.moe.gov.tt/wp-content/uploads/2021/03/INFANTS.pdf http://www.moe.gov.tt/wp-content/uploads/2021/04/Infants-Activity-Pack-Week-1-Term-3.pdf http://www.moe.gov.tt/wp-content/uploads/2021/04/Infants-Activity-Pack-Week-1-Term-3.pdf https://www.moe.gov.tt/wp-content/uploads/2021/04/Infants.pdf https://learn.moe.gov.tt/pluginfile.php/344672/mod_resource/content/0/infant%201%20personal%20hygiene-health.pdf https://learn.moe.gov.tt/pluginfile.php/344672/mod_resource/content/0/infant%201%20personal%20hygiene-health.pdf https://www.moe.gov.tt/wp-content/uploads/2021/05/FINAL-Infants-Activity-Pack-Week-5-Term-3.pdf https://www.moe.gov.tt/wp-content/uploads/2021/05/FINAL-Infants-Activity-Pack-Week-5-Term-3.pdf https://www.moe.gov.tt/wp-content/uploads/2021/05/Infants-Activity-Pack-Week-8-Term-3-FINAL.pdf https://www.moe.gov.tt/wp-content/uploads/2021/05/Infants-Activity-Pack-Week-8-Term-3-FINAL.pdf https://www.moe.gov.tt/wp-content/uploads/2021/06/Infants-Activity-Pack-Week-12-Term-3-FINAL.pdf https://www.moe.gov.tt/wp-content/uploads/2021/06/Infants-Activity-Pack-Week-12-Term-3-FINAL.pdf https://www.youtube.com/watch?v=Qgw1cTXYSTk 295 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) • Report (orally) on assigned activities/projects, for example choosing a career and national days (Independence) • Follow guidelines and instructions, for example following and giving directions using cardinal points; how to respond during an earthquake and fires. • Construct and interpret maps illustrating their immediate surroundings using landmarks. • Valuing the diverse aspects of our society-knowing and celebrating festivals and celebrations and national days • Participate in classroom discussion and activities Using the Four Cardinal Points to give direction https://learn.moe.gov.tt/pluginfile.php/405187/mod_resource/content/0/Primary %20Infant%202%20Social%20Studies%20Mapping%20Your%20Immediate% 20World-%20Lesson%201- The%20Four%20Cardinal%20Points%20%281%29.pdf Earthquake Safety https://learn.moe.gov.tt/course/view.php?id=197 Independence day, Republic day https://learn.moe.gov.tt/course/view.php?id=197 II • List and identify the features of a town and village • State the appropriate ways of garbage disposal • Name a hero in their home, school, community • Valuing the diverse aspects of our society-knowing and celebrating festivals and celebrations and national days Mapping your world: Towns and Villages https://learn.moe.gov.tt/course/view.php?id=197 Disposal of garbage https://learn.moe.gov.tt/course/view.php?id=197 Heroes in your neighbourhood song https://www.youtube.com/watch?v=Cfi4EfQSFMU For the heroes: A Pep Talk from a Kid President https://www.youtube.com/watch?v=tgF1Enrgo2g https://learn.moe.gov.tt/pluginfile.php/405187/mod_resource/content/0/Primary%20Infant%202%20Social%20Studies%20Mapping%20Your%20Immediate%20World-%20Lesson%201-The%20Four%20Cardinal%20Points%20%281%29.pdf https://learn.moe.gov.tt/pluginfile.php/405187/mod_resource/content/0/Primary%20Infant%202%20Social%20Studies%20Mapping%20Your%20Immediate%20World-%20Lesson%201-The%20Four%20Cardinal%20Points%20%281%29.pdf https://learn.moe.gov.tt/pluginfile.php/405187/mod_resource/content/0/Primary%20Infant%202%20Social%20Studies%20Mapping%20Your%20Immediate%20World-%20Lesson%201-The%20Four%20Cardinal%20Points%20%281%29.pdf https://learn.moe.gov.tt/pluginfile.php/405187/mod_resource/content/0/Primary%20Infant%202%20Social%20Studies%20Mapping%20Your%20Immediate%20World-%20Lesson%201-The%20Four%20Cardinal%20Points%20%281%29.pdf https://learn.moe.gov.tt/course/view.php?id=197 https://learn.moe.gov.tt/course/view.php?id=197 https://learn.moe.gov.tt/course/view.php?id=197 https://learn.moe.gov.tt/course/view.php?id=197 https://www.youtube.com/watch?v=Cfi4EfQSFMU https://www.youtube.com/watch?v=tgF1Enrgo2g 296 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) • Participate in classroom discussion and activities III • Name the national emblems of Trinidad and Tobago • Demonstrate appropriate behaviours e.g. recogni sing and showing respect for National Emblems and Symbols • List the characteristics of different weather(sunny, rainy, windy, cloudy) conditions and match images to weather conditions. • Name 3-4 foods students eat daily and the importance of healthy eating • Valuing the diverse aspects of our society-knowing and celebrating festivals and celebrations and national days National Symbols https://www.nalis.gov.tt/resources/subject-guide/national-symbols Independence Day https://learn.moe.gov.tt/course/view.php?id=197 How’s the weather today? https://www.youtube.com/watch?v=6MGRkUlFZws Healthy Foods for Kids https://www.youtube.com/watch?v=kKuYfLM0yDc Things around me: the weather https://learn.moe.gov.tt/course/view.php?id=197 Standard 1 I • State the contribution of the indigenous people of Trinidad and Tobago for example name some places where the indigenous people settled and the foods associated with this group of people Infant Newspaper Pullout on the First Peoples https://www.moe.gov.tt/wp-content/uploads/2020/10/Infants-Activity-Pack- Week-5-V2.pdf National Symbols https://www.nalis.gov.tt/Resources/Subject-Guide/National- Symbols#tabposition_25662 The National Flag https://www.nalis.gov.tt/resources/subject-guide/national-symbols https://learn.moe.gov.tt/course/view.php?id=197 https://www.youtube.com/watch?v=6MGRkUlFZws https://www.youtube.com/watch?v=kKuYfLM0yDc https://learn.moe.gov.tt/course/view.php?id=197 https://www.moe.gov.tt/wp-content/uploads/2020/10/Infants-Activity-Pack-Week-5-V2.pdf https://www.moe.gov.tt/wp-content/uploads/2020/10/Infants-Activity-Pack-Week-5-V2.pdf https://www.nalis.gov.tt/Resources/Subject-Guide/National-Symbols#tabposition_25662 https://www.nalis.gov.tt/Resources/Subject-Guide/National-Symbols#tabposition_25662 297 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) • Recall and understands fact and concepts relating to the history and our National Emblems and symbols For example: Name and identify our National Emblems (namely the Coat of Arms, National Watchwords, the National Anthem, the National Flag and the National Birds) • Complete fill in the blank statements on the facts and concepts relating to our National Emblems and Symbols • Draw an accurate image of the National Flag • Follow guidelines and instructions for example, when completing tasks given in the online setting or assignments via printed worksheets Participate in classroom discussion and activities for example actively sharing pre knowledge and experiences related to the content discussed in class https://www.nalis.gov.tt/Resources/Subject-Guide/National- Flag#tabposition_28441 Newspaper Pullout on Republic Day highlighting the National Flag http://www.moe.gov.tt/wp-content/uploads/2020/09/Infant-Activity-Pack- Week-1-V2.pdf Newspaper Pullout highlighting our Coat of Arms and National Birds https://www.moe.gov.tt/wp-content/uploads/2020/09/Infants-Activity-Pack- Week-2-V1.pdf General videos on the importance of following guidelines and instructions https://www.youtube.com/watch?v=OsSTTkwiQrw https://www.youtube.com/watch?v=C6ju2- IjWhs&list=PLSMZDoMBob74eHpJzhnL7HCBY0BP3p6hW General video on engaging students in the online setting (for teacher’s use) https://www.youtube.com/watch?v=JlM8Cf2jiws https://www.nalis.gov.tt/Resources/Subject-Guide/National-Flag#tabposition_28441 https://www.nalis.gov.tt/Resources/Subject-Guide/National-Flag#tabposition_28441 http://www.moe.gov.tt/wp-content/uploads/2020/09/Infant-Activity-Pack-Week-1-V2.pdf http://www.moe.gov.tt/wp-content/uploads/2020/09/Infant-Activity-Pack-Week-1-V2.pdf https://www.moe.gov.tt/wp-content/uploads/2020/09/Infants-Activity-Pack-Week-2-V1.pdf https://www.moe.gov.tt/wp-content/uploads/2020/09/Infants-Activity-Pack-Week-2-V1.pdf https://www.youtube.com/watch?v=OsSTTkwiQrw https://www.youtube.com/watch?v=C6ju2-IjWhs&list=PLSMZDoMBob74eHpJzhnL7HCBY0BP3p6hW https://www.youtube.com/watch?v=C6ju2-IjWhs&list=PLSMZDoMBob74eHpJzhnL7HCBY0BP3p6hW https://www.youtube.com/watch?v=JlM8Cf2jiws 298 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) II • Describe the season in Trinidad and Tobago and know how it impacts our daily lives for example give details on the seasons experienced in Trinidad and Tobago and explain how it impacts our daily lives by naming two activities we engage in during the different seasons • Follow guidelines and instructions for example, whe n completing tasks given in the online setting or assignments via printed worksheets. • Participate in classroom discussion and activities for example actively sharing pre knowledge and experiences related to the content discussed in class The Wet and Dry Seasons in Trinidad and Tobago (used with teacher guidance) https://ttweathercenter.com/the-wet-season/ https://ttweathercenter.com/climate/the-dry-season/ Circle the months of the Dry Season https://learn.moe.gov.tt/mod/resource/view.php?id=6125 General videos on the importance of following instructions https://www.youtube.com/watch?v=OsSTTkwiQrw https://www.youtube.com/watch?v=C6ju2- IjWhs&list=PLSMZDoMBob74eHpJzhnL7HCBY0BP3p6hW General video on engaging students in the online setting (for teacher’s use) https://www.youtube.com/watch?v=JlM8Cf2jiws III • Exhibits safe practices during natural disasters for example, name two Natural Disasters and discuss safe practices to be adopted before and during natural disasters by describing the safety procedure to be adopted before a hurricane • Follow guidelines and instructions for example, when completing tasks given in the General videos on the importance of following instructions https://www.youtube.com/watch?v=OsSTTkwiQrw https://www.youtube.com/watch?v=C6ju2- IjWhs&list=PLSMZDoMBob74eHpJzhnL7HCBY0BP3p6hW General video on engaging students in the online setting (for teacher’s use) https://www.youtube.com/watch?v=JlM8Cf2jiws https://ttweathercenter.com/the-wet-season/ https://ttweathercenter.com/climate/the-dry-season/ https://learn.moe.gov.tt/mod/resource/view.php?id=6125 https://www.youtube.com/watch?v=OsSTTkwiQrw https://www.youtube.com/watch?v=C6ju2-IjWhs&list=PLSMZDoMBob74eHpJzhnL7HCBY0BP3p6hW https://www.youtube.com/watch?v=C6ju2-IjWhs&list=PLSMZDoMBob74eHpJzhnL7HCBY0BP3p6hW https://www.youtube.com/watch?v=JlM8Cf2jiws https://www.youtube.com/watch?v=OsSTTkwiQrw https://www.youtube.com/watch?v=C6ju2-IjWhs&list=PLSMZDoMBob74eHpJzhnL7HCBY0BP3p6hW https://www.youtube.com/watch?v=C6ju2-IjWhs&list=PLSMZDoMBob74eHpJzhnL7HCBY0BP3p6hW https://www.youtube.com/watch?v=JlM8Cf2jiws 299 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) online setting or assignments via printed worksheets • Participate in classroom discussion and activities for example actively sharing pre knowledge and experiences related to the content discussed in class Standard 2 I • Demonstrate an understanding of the physical geography of Trinidad and Tobago for example’ four (4) features of a map and 3 basic landforms (mountains, rivers, plains) Interpretation of age- appropriate maps- illustrating landforms and basic features of a map. • Distinguish and value how land is used in Trinidad and Tobago. - Identify the ways in which land is used in Trinidad and Tobago- housing, recreation, agriculture, industry and one(1) cause of land pollution. • Follow guidelines and instructions -for example collecting information for project work, completing a map with basic features Features of a map https://learn.moe.gov.tt/course/view.php?id=401 National Symbols https://learn.moe.gov.tt/course/view.php?id=401 Land Use https://learn.moe.gov.tt/course/view.php?id=401 Environment Management Authority-Activity Booklet https://drive.google.com/file/d/1OXcReUpA65NdST82xvtIhQ_YqVoiaop9/vie w Festivals and celebrations https://www.nalis.gov.tt/Resources https://learn.moe.gov.tt/course/view.php?id=401 https://learn.moe.gov.tt/course/view.php?id=401 https://learn.moe.gov.tt/course/view.php?id=401 https://drive.google.com/file/d/1OXcReUpA65NdST82xvtIhQ_YqVoiaop9/view https://drive.google.com/file/d/1OXcReUpA65NdST82xvtIhQ_YqVoiaop9/view https://www.nalis.gov.tt/Resources 300 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) • Participate in classroom discussion and activities Report orally and in writing on assigned project(s) II • Demonstrate an understanding of the need to respect and care for the environment.-Describe two examples of air and water pollution • Describe one(1) way in which they can practice water conservation. • Follow guidelines and instructions -for example collecting information for project work.(religious festivals and celebrations, international days, national celebrations). • Participate in classroom discussion and activities. Report orally and in writing on assigned project(s) Brother Resistance-Mother Earth https://www.youtube.com/watch?v=2x1xk5mzFNQ Causes of water pollution https://www.youtube.com/watch?v=MEb7nnMLcaA World Water Day Toolkit https://www.worldwaterday.org/learn Cause of air pollution https://www.youtube.com/watch?v=fephtrPt6wk Infographic entitled Why waste water? https://www.worldbank.org/en/news/feature/2013/09/03/why-waste-water- infographic Festivals and celebrations https://www.nalis.gov.tt/Resources III • Give the meaning of terms renewable and non- renewable resource. • Give one example of each type • Name one(1) type of tourist and three (3) examples of tourist attractions in Trinidad and Tobago. Natural resources for Kids https://www.youtube.com/results?search_query=what+is+a+renewable+resourc e%3F Tourism in Trinidad and Tobago https://learn.moe.gov.tt/mod/resource/view.php?id=4933 Ministry of Tourism, Culture and the Arts https://www.facebook.com/TourismTT/photos/2960386920667797 https://www.youtube.com/watch?v=2x1xk5mzFNQ https://www.youtube.com/watch?v=MEb7nnMLcaA https://www.worldwaterday.org/learn https://www.youtube.com/watch?v=fephtrPt6wk https://www.worldbank.org/en/news/feature/2013/09/03/why-waste-water-infographic https://www.worldbank.org/en/news/feature/2013/09/03/why-waste-water-infographic https://www.nalis.gov.tt/Resources https://www.youtube.com/results?search_query=what+is+a+renewable+resource%3F https://www.youtube.com/results?search_query=what+is+a+renewable+resource%3F https://learn.moe.gov.tt/mod/resource/view.php?id=4933 https://www.facebook.com/TourismTT/photos/2960386920667797 301 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) • Follow guidelines and instructions -for example collecting information for project work.(religious festivals and celebrations, international days, national celebrations). • Participate in classroom discussion and activities. Report orally and in writing on assigned project(s) Tourist attractions in Tobago https://www.caribbean-beat.com/issue-113/tobagos-hidden- history#axzz72V9sOhzb Festivals and celebrations https://www.nalis.gov.tt/Resources Standard 3 I • Locate T & T in relation to other Caribbean countries for example o On a map of the Caribbean name and locate the following: Trinidad and Tobago in relation to other Caribbean territories. o At least two countries in the following geographic divisions (Greater and Lesser Antilles, Windward and Leeward Islands and South and Central America. o The Caribbean Sea • Following guidelines and instruction, for example • Adheres to steps in research and written and oral guidelines when completing activities and assignments such as posters, Geographic Divisions West Indies | Islands, People, History, Maps, & Facts | Britannica What is the Difference Between the Greater Antilles and the Lesser Antilles? - WorldAtlas Blank Maps of the Caribbean Caribbean Map Black and White Illustration - Twinkl Caribbean Blank Map (sheppardsoftware.com) https://www.caribbean-beat.com/issue-113/tobagos-hidden-history#axzz72V9sOhzb https://www.caribbean-beat.com/issue-113/tobagos-hidden-history#axzz72V9sOhzb https://www.nalis.gov.tt/Resources https://www.britannica.com/place/West-Indies-island-group-Atlantic-Ocean https://www.worldatlas.com/articles/what-is-the-difference-between-the-greater-antilles-and-the-lesser-antilles.html https://www.worldatlas.com/articles/what-is-the-difference-between-the-greater-antilles-and-the-lesser-antilles.html https://www.twinkl.co.uk/illustration/caribbean-map-black-and-white https://www.sheppardsoftware.com/carribeanweb/blankmap.htm 302 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) scrapbooks and graphic organisers. • Participation in class discussion and activities, for example o ask questions o present opinion o make suggestions II Know the threats that impact the surrounding water bodies, for example • State in two sentences the following regarding the Caribbean Sea o Importance (recreation, employment (fishing, sea captain) and transport of goods and people. o The effect of man on biodiversity – overfishing, dumping of garbage, disposal of sewage and waste from factories • Present information using various, for example o written, o spoken o visual and performing arts in the development of projects and presentations as guided by the teacher. Importance of the Caribbean Sea 9 Interesting Facts About the Caribbean’s Natural Environment (caribjournal.com) Threats to the Caribbean Sea https://youtu.be/yUGSb2LiZSg Trinidad and Tobago Ecosystem at Risk https://youtu.be/mAmmqlMzY3g Tackling Ocean Pollution from Turf to Surf Https://youtu.be/43LrsAgRSJA Marine pollution https://youtu.be/dron6aW4UKk https://www.caribjournal.com/2015/05/04/9-interesting-facts-about-the-caribbeans-natural-environment/ https://www.caribjournal.com/2015/05/04/9-interesting-facts-about-the-caribbeans-natural-environment/ https://youtu.be/yUGSb2LiZSg https://youtu.be/mAmmqlMzY3g https://youtu.be/43LrsAgRSJA https://youtu.be/dron6aW4UKk 303 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) • Following guidelines and instruction, for example o Adheres to steps in research and written and oral guidelines when completing activities and assignments such as posters, scrapbooks and graphic organisers. • Participation in class discussion and activities, for example o ask questions o present opinion o make suggestions III • Value the interconnectedness (different cultures) of the Caribbean, for example o Locate on a map the origin of at least the major ethnic groups of Trinidad and Tobago (African, Chinese, European, Indian and Mid- Eastern) o In one sentence state why, the ethnic group came to Trinidad and Tobago. o Using pictures, state at least one example of the following contributions made by the ethnic groups identified above to Trinidad and Tobago: food, First People’s Presence in Trinidad and Tobago https://learn.moe.gov.tt/mod/url/view.php?id=8574 People of Trinidad and Tobago Trinidad and Tobago - People | Britannica African Heritage in the Caribbean https://learn.moe.gov.tt/mod/url/view.php?id=8928 The Chinese in Trinidad and Tobago https://learn.moe.gov.tt/mod/url/view.php?id=8924 Indian Indenture in Trinidad and Tobago https://learn.moe.gov.tt/mod/url/view.php?id=8925 https://learn.moe.gov.tt/mod/url/view.php?id=8574 https://www.britannica.com/place/Trinidad-and-Tobago/People https://learn.moe.gov.tt/mod/url/view.php?id=8928 https://learn.moe.gov.tt/mod/url/view.php?id=8924 https://learn.moe.gov.tt/mod/url/view.php?id=8925 304 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) religion, dress dance and music. o State one example of cultural fusion in music and dance. • Present information using various, for example o Present at least one of the following forms of expression: - written, - spoken - visual and performing arts in the development of projects and presentations as guided by the teacher. • Following guidelines and instruction, for example o Adheres to steps in research and written and oral guidelines when completing activities and assignments such as posters, scrapbooks and graphic organisers. • Participation in class discussion and activities, for example o ask questions o present opinion o make suggestions Festivals and celebrations https://www.nalis.gov.tt/Resources The History of Trinidad and Tobago Heritage https://learn.moe.gov.tt/mod/resource/view.php?id=4933 Research Strategies: https://learn.moe.gov.tt/mod/url/view.php?id=6315 Standard 4 I • Demonstrate an understanding of the use and forms of media. https://www.lexico.com/definition/media (157) What Is Media? | Kids Videos - YouTube The Role and Importance of Media In Our Daily Life (impoff.com) https://www.nalis.gov.tt/Resources https://learn.moe.gov.tt/mod/resource/view.php?id=4933 https://learn.moe.gov.tt/mod/url/view.php?id=6315 https://www.lexico.com/definition/media https://www.youtube.com/watch?v=GI89D1ObYoc https://impoff.com/importance-of-media/ 305 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) • Display caution when using the various forms of media. • Know the physical and emotional changes associated with puberty. • Know and understand the facts and concepts associated with family and changes within the family. (80) The Importance of Media Literacy - YouTube (157) Changes during Puberty - Part 1 | Reaching Adolescence | Don't Memorise - YouTube (157) Emotional Changes - YouTube (157) Types of Families | Social Studies for Kids | Grades 1 - 2 - YouTube (157) TYPES OF FAMILY | LESSON PRESENTATION - YouTube II • Demonstrate an understanding of the political history of Trinidad and Tobago in an age-appropriate manner. • Demonstrate an understanding of the structure and function of government in Trinidad and Tobago. (157) SNAPSHOTS OF HISTORY TRINIDAD AND TOBAGO 50TH ANNIVERSARY - YouTube Republic Day Trinidad and Tobago (aspiringmindstandt.com) III • Demonstrate an understanding of their rights and responsibilities as consumers and how to seek redress • Display national pride and patriotism. • Present information using various forms. Independence Day (nalis.gov.tt) (157) Trinidad and Tobago Flag - National Symbols - YouTube Standard 5 I, II, III • Display problem solving, research and communication skills in relation to an identified social issue or problem. Episode 1 Brainstorming topics: https://www.youtube.com/watch?v=h5HM8GjQwP8 Episode 2 Making a plan: https://www.youtube.com/watch?v=3qqyH-YvzXM Episode 3 Researching: https://www.youtube.com/watch?v=ZaMzYDe0taY https://www.youtube.com/watch?v=TlfsGKDoVIQ https://www.youtube.com/watch?v=TlfsGKDoVIQ https://www.youtube.com/watch?v=ACQ-QAJ7SDc https://www.youtube.com/watch?v=Pw-WaXWEUIs https://www.youtube.com/watch?v=zKpyBOxvxoc https://www.youtube.com/watch?v=-svTM6glOcc https://www.youtube.com/watch?v=-svTM6glOcc https://www.aspiringmindstandt.com/republic-day https://www.nalis.gov.tt/Resources/Subject-Guide/Independence-Day https://www.youtube.com/watch?v=5I_p4iVK_Ek https://www.youtube.com/watch?v=h5HM8GjQwP8 https://www.youtube.com/watch?v=3qqyH-YvzXM 306 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) • Create a project based on any one of the following themes: o Appreciating Our Cultural Heritage o Improving Our Environment o Celebrating our Nationhood o Exploring Social Issues https://www.youtube.com/watch?v=xqKuTW6EWsg Episode 4 Writing a draft: https://www.youtube.com/watch?v=qfuWM897mjI Episode 5 Revising: https://www.youtube.com/watch?v=AsmqTJhFb_Y https://www.youtube.com/watch?v=0Puv0Pss33M https://www.youtube.com/watch?v=gUhxcdzRgLQ https://www.youtube.com/watch?v=xqKuTW6EWsg https://www.youtube.com/watch?v=qfuWM897mjI https://www.youtube.com/watch?v=AsmqTJhFb_Y%20 https://www.youtube.com/watch?v=0Puv0Pss33M https://www.youtube.com/watch?v=gUhxcdzRgLQ 307 Science Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) Infant One I MOE SLMS link for learning activities for all strands: https://learn.moe.gov.tt/course/view.phpid=373 Strand: Individuals and Groups 1.1.1 Assess the importance of the observable parts of the body https://www.youtube.com/watch?v=j6g_OPGdblU https://www.youtube.com/watch?v=C2WJ2bWTV2g https://www.youtube.com/watch?v=8nGRgw1Bwyo Strand: Individuals and Groups 2.1.1 Understand the need for food as a source of energy for survival https://learn.moe.gov.tt/pluginfile.php/326094/mod_reso urce/content/1/Infant%201%20Individual%20and%20Gr oups%20Food%20as%20a%20source%20of%20energy. pdf Additional Resources: https://youtu.be/z9TIlM96lT8 Strand: Individuals and Groups 3.1.1 Value the need for personal hygiene as a means of achieving/ maintaining good health. https://www.youtube.com/watch?v=8QnunFtuth8 https://www.youtube.com/watch?v=Vr6GQN-z_2s https://www.youtube.com/watch?v=Vwokkv9x4Yw Infant One II Strand: Form and Function: 4.1.1 Examine the functions of everyday structures. Students view video such as: https://www.youtube.com/watch?v=ErmhTr0A9pw https://www.youtube.com/watch?v=kWsXIIqVy_Q Also, pictures: https://www.google.com/search?rlz=1C1CHBF_enTT91 0TT911&source=univ&tbm=isch&q=stability+and+stren https://learn.moe.gov.tt/course/view.phpid=373 https://www.youtube.com/watch?v=j6g_OPGdblU https://www.youtube.com/watch?v=C2WJ2bWTV2g https://www.youtube.com/watch?v=8nGRgw1Bwyo https://learn.moe.gov.tt/pluginfile.php/326094/mod_resource/content/1/Infant%201%20Individual%20and%20Groups%20Food%20as%20a%20source%20of%20energy.pdf https://learn.moe.gov.tt/pluginfile.php/326094/mod_resource/content/1/Infant%201%20Individual%20and%20Groups%20Food%20as%20a%20source%20of%20energy.pdf https://learn.moe.gov.tt/pluginfile.php/326094/mod_resource/content/1/Infant%201%20Individual%20and%20Groups%20Food%20as%20a%20source%20of%20energy.pdf https://learn.moe.gov.tt/pluginfile.php/326094/mod_resource/content/1/Infant%201%20Individual%20and%20Groups%20Food%20as%20a%20source%20of%20energy.pdf https://youtu.be/z9TIlM96lT8 https://www.youtube.com/watch?v=8QnunFtuth8 https://www.youtube.com/watch?v=Vr6GQN-z_2s https://www.youtube.com/watch?v=Vwokkv9x4Yw https://www.youtube.com/watch?v=ErmhTr0A9pw https://www.youtube.com/watch?v=kWsXIIqVy_Q https://www.google.com/search?rlz=1C1CHBF_enTT910TT911&source=univ&tbm=isch&q=stability+and+strength+of+home+structures+for+kids&sa=X&ved=2ahUKEwj5t8nkxPDrAhUlzlkKHYiGB4AQsAR6BAgKEAE https://www.google.com/search?rlz=1C1CHBF_enTT910TT911&source=univ&tbm=isch&q=stability+and+strength+of+home+structures+for+kids&sa=X&ved=2ahUKEwj5t8nkxPDrAhUlzlkKHYiGB4AQsAR6BAgKEAE 308 gth+of+home+structures+for+kids&sa=X&ved=2ahUKE wj5t8nkxPDrAhUlzlkKHYiGB4AQsAR6BAgKEAE Strand: Systems and Interactions 6.1.1 Categorise habitats based on their components. https://www.youtube.com/watch?v=Xj1ASC-TlsI Strand: Conservation and Sustainability 8.1.1 Assess the importance of energy as light, sound or heat for domestic purposes. https://www.youtube.com/watch?v=B07C54veLwI https://www.youtube.com/watch?v=6jQ7y_qQYUA https://www.youtube.com/watch?v=AOvcW8l3RzE https://www.youtube.com/watch?v=BEz7RPvQCAI Infant One III Strand: Form and Function 7.1.1 Distinguish between types of forces as either push or pull. Students view video such as: https://www.youtube.com/watch?v=ErmhTr0A9pw https://www.youtube.com/watch?v=kWsXIIqVy_Q https://www.youtube.com/watch?v=rfeVlNL7d9U Also, pictures: https://www.google.com/search?rlz=1C1CHBF_enTT91 0TT911&source=univ&tbm=isch&q=stability+and+stren gth+of+home+structures+for+kids&sa=X&ved=2ahUKE wj5t8nkxPDrAhUlzlkKHYiGB4AQsAR6BAgKEAE Strand: Form and Function 5.1.1 Discriminate among objects, those that can be used as simple machines https://www.youtube.com/watch?v=vAThuCmwp9I https://www.youtube.com/watch?v=E-SnC_WKsCg https://www.youtube.com/watch?v=5t1frJFPSBg Strand: Conservation and Sustainability https://www.youtube.com/watch?v=B07C54veLwI https://www.google.com/search?rlz=1C1CHBF_enTT910TT911&source=univ&tbm=isch&q=stability+and+strength+of+home+structures+for+kids&sa=X&ved=2ahUKEwj5t8nkxPDrAhUlzlkKHYiGB4AQsAR6BAgKEAE https://www.google.com/search?rlz=1C1CHBF_enTT910TT911&source=univ&tbm=isch&q=stability+and+strength+of+home+structures+for+kids&sa=X&ved=2ahUKEwj5t8nkxPDrAhUlzlkKHYiGB4AQsAR6BAgKEAE https://www.youtube.com/watch?v=Xj1ASC-TlsI https://www.youtube.com/watch?v=B07C54veLwI https://www.youtube.com/watch?v=6jQ7y_qQYUA https://www.youtube.com/watch?v=AOvcW8l3RzE https://www.youtube.com/watch?v=BEz7RPvQCAI https://www.youtube.com/watch?v=ErmhTr0A9pw https://www.youtube.com/watch?v=kWsXIIqVy_Q https://www.youtube.com/watch?v=rfeVlNL7d9U https://www.google.com/search?rlz=1C1CHBF_enTT910TT911&source=univ&tbm=isch&q=stability+and+strength+of+home+structures+for+kids&sa=X&ved=2ahUKEwj5t8nkxPDrAhUlzlkKHYiGB4AQsAR6BAgKEAE https://www.google.com/search?rlz=1C1CHBF_enTT910TT911&source=univ&tbm=isch&q=stability+and+strength+of+home+structures+for+kids&sa=X&ved=2ahUKEwj5t8nkxPDrAhUlzlkKHYiGB4AQsAR6BAgKEAE https://www.google.com/search?rlz=1C1CHBF_enTT910TT911&source=univ&tbm=isch&q=stability+and+strength+of+home+structures+for+kids&sa=X&ved=2ahUKEwj5t8nkxPDrAhUlzlkKHYiGB4AQsAR6BAgKEAE https://www.google.com/search?rlz=1C1CHBF_enTT910TT911&source=univ&tbm=isch&q=stability+and+strength+of+home+structures+for+kids&sa=X&ved=2ahUKEwj5t8nkxPDrAhUlzlkKHYiGB4AQsAR6BAgKEAE https://www.youtube.com/watch?v=vAThuCmwp9I https://www.youtube.com/watch?v=E-SnC_WKsCg https://www.youtube.com/watch?v=5t1frJFPSBg https://www.youtube.com/watch?v=B07C54veLwI 309 9.1.1 Differentiate amongst types of litter as plastic, paper, cans, and glass. https://www.youtube.com/watch?v=6jQ7y_qQYUA https://www.youtube.com/watch?v=AOvcW8l3RzE https://www.youtube.com/watch?v=BEz7RPvQCAI Infant Two I MOE SLMS link for learning activities for all strands: https://learn.moe.gov.tt/course/view.php?id=18 5 Strand: Individuals and Groups 4.1.1 Distinguish healthy foods from non-healthy foods based on Caribbean Food Groups. https://www.youtube.com/watch?v=V5-mRaUfm1M https://www.youtube.com/watch?v=fE8lezHs19s https://www.youtube.com/watch?v=-JldSBUQB34 https://www.youtube.com/watch?v=GnfTHsdTodA https://learn.moe.gov.tt/pluginfile.php/326101/mod_reso urce/content/2/Infant%202%20IG%20Eating%20Conseq uences%20of%20Unhealthy%20Food%20.pdf Strand: Individuals and Groups 4.1.2 Discuss consequences of eating unhealthy foods. https://www.youtube.com/watch?v=5iJcLl0sHic https://learn.moe.gov.tt/pluginfile.php/326101/mod_reso urce/content/2/Infant%202%20IG%20Eating%20Conseq uences%20of%20Unhealthy%20Food%20.pdf Strand: Individuals and Groups 1.1.1 Distinguish between living and non-living things https://youtu.be/9T8RE5ujg_A Strand: Individuals and Groups 2.1.1 Differentiate among animals according to observable characteristics. https://www.youtube.com/watch?v=TW4S4ZnV020 https://www.youtube.com/watch?v=lxH7NBbL9JY https://www.youtube.com/watch?v=dkjFa9uoGEk https://www.youtube.com/watch?v=8N6IiX7JAL4 Infant Two II Strand: Form and Function 6.1.1 Demonstrate the effects of forces that cause objects to: move, come to rest, move faster, change direction. Students view the video with guided instructions from teacher to complete activity https://youtu.be/mEg5GOVpUlE Assessment: https://www.youtube.com/watch?v=6jQ7y_qQYUA https://www.youtube.com/watch?v=AOvcW8l3RzE https://www.youtube.com/watch?v=BEz7RPvQCAI https://learn.moe.gov.tt/course/view.php?id=185 https://learn.moe.gov.tt/course/view.php?id=185 https://www.youtube.com/watch?v=V5-mRaUfm1M https://www.youtube.com/watch?v=fE8lezHs19s https://www.youtube.com/watch?v=-JldSBUQB34 https://www.youtube.com/watch?v=GnfTHsdTodA https://learn.moe.gov.tt/pluginfile.php/326101/mod_resource/content/2/Infant%202%20IG%20Eating%20Consequences%20of%20Unhealthy%20Food%20.pdf https://learn.moe.gov.tt/pluginfile.php/326101/mod_resource/content/2/Infant%202%20IG%20Eating%20Consequences%20of%20Unhealthy%20Food%20.pdf https://learn.moe.gov.tt/pluginfile.php/326101/mod_resource/content/2/Infant%202%20IG%20Eating%20Consequences%20of%20Unhealthy%20Food%20.pdf https://www.youtube.com/watch?v=5iJcLl0sHic https://learn.moe.gov.tt/pluginfile.php/326101/mod_resource/content/2/Infant%202%20IG%20Eating%20Consequences%20of%20Unhealthy%20Food%20.pdf https://learn.moe.gov.tt/pluginfile.php/326101/mod_resource/content/2/Infant%202%20IG%20Eating%20Consequences%20of%20Unhealthy%20Food%20.pdf https://learn.moe.gov.tt/pluginfile.php/326101/mod_resource/content/2/Infant%202%20IG%20Eating%20Consequences%20of%20Unhealthy%20Food%20.pdf https://youtu.be/9T8RE5ujg_A https://www.youtube.com/watch?v=TW4S4ZnV020 https://www.youtube.com/watch?v=lxH7NBbL9JY https://www.youtube.com/watch?v=dkjFa9uoGEk https://www.youtube.com/watch?v=8N6IiX7JAL4 https://youtu.be/mEg5GOVpUlE 310 https://learn.moe.gov.tt/pluginfile.php/326102/mod_reso urce/content/1/Infant%20two_Systems%20and%20Intera ctions_Effect%20of%20forces.pdf Strand: Form and Function 5.1.1 Distinguish among solids based on physical properties. https://youtu.be/WNJIX_3hBHY Strand: Conservation and Sustainability 8.1.1 Explain that energy is conserved and converted into other form(s) in devices. https://youtu.be/ftj23FRS2LI https://youtu.be/z8a-L1lkq3w https://youtu.be/_F9IC3w8lAQ Infant Two III Strand: Systems and Interactions 3.1.1 Record the changes in growth of a seedling. From Seed to plant - https://mrpakert.wixsite.com/room220/red-kidney-bean- experiment Blossoming beans - https://www.sciencefun.org/kidszone/experiments/blosso ming-beans/ Strand: Systems and Interactions 7.1.1 Compare aquatic and terrestrial habitats based on their components https://www.youtube.com/watch?v=Xj1ASC-TlsI Strand: Conservation and Sustainability 9.1.1 Justify the importance of scientists. Women and girls in science - http://www.niherst.gov.tt/scipop/women-in-science.html Standard One I Strand: Form and Function 3.1.1 Investigate traditional methods such as sieving and handpicking to separate mixtures of solids. MOE SLMS link for learning activities for all strands: https://learn.moe.gov.tt/course/view.php?id=372 https://www.youtube.com/watch?v=dGtV6ZDipEI https://byjus.com/chemistry/sieving/ https://www.vedantu.com/chemistry/handpicking https://learn.moe.gov.tt/pluginfile.php/326102/mod_resource/content/1/Infant%20two_Systems%20and%20Interactions_Effect%20of%20forces.pdf https://learn.moe.gov.tt/pluginfile.php/326102/mod_resource/content/1/Infant%20two_Systems%20and%20Interactions_Effect%20of%20forces.pdf https://learn.moe.gov.tt/pluginfile.php/326102/mod_resource/content/1/Infant%20two_Systems%20and%20Interactions_Effect%20of%20forces.pdf https://youtu.be/WNJIX_3hBHY https://youtu.be/ftj23FRS2LI https://youtu.be/z8a-L1lkq3w https://youtu.be/_F9IC3w8lAQ https://mrpakert.wixsite.com/room220/red-kidney-blooean-experiment https://mrpakert.wixsite.com/room220/red-kidney-blooean-experiment https://www.sciencefun.org/kidszone/experiments/blossoming-beans/ https://www.sciencefun.org/kidszone/experiments/blossoming-beans/ https://www.youtube.com/watch?v=Xj1ASC-TlsI http://www.niherst.gov.tt/scipop/women-in-science.html https://learn.moe.gov.tt/course/view.php?id=372 https://www.youtube.com/watch?v=dGtV6ZDipEI https://byjus.com/chemistry/sieving/ https://www.vedantu.com/chemistry/handpicking 311 Strand: Individuals and Groups 1.1.1 Distinguish between vertebrates and invertebrates. https://www.youtube.com/watch?v=dCm5CcQhU-c https://www.youtube.com/watch?v=WVsUkVTjZyg Strand: Individuals and Groups 2.1.1 Discuss the importance of the work of local scientists. https://www.youtube.com/watch?v=_uqncgUXzek https://www.youtube.com/watch?v=wl4CWyalBgw https://www.youtube.com/watch?v=rlPRKToz2nc https://www.youtube.com/watch?v=4F8GCyOpsbU Strand: Systems and Interactions 7.1.1 Investigate relationships that exist within ecosystems. https://www.youtube.com/watch?v=Wr-CRKsTYGs https://www.youtube.com/watch?v=yi3ToVYfpnc Standard One II MOE SLMS link for learning activities for all strands: Strand: Systems and Interaction 6.1.1 Examine the use of forces including twists and turns. https://www.youtube.com/watch?v=94zy9gF40pE https://primaryleap.co.uk/primary-resources/1936/year- 6/science/unit-6e-forces-in-action/twist,-push-or-pull https://k8schoollessons.com/forces-and-motion/ https://www.youtube.com/watch?v=vAThuCmwp9I https://www.youtube.com/watch?v=rfeVlNL7d9U Assessment: https://learn.moe.gov.tt/pluginfile.php/326078/mod_reso urce/content/1/Std%201%20-%20SI- Twist%20and%20turn%20forces.pdf Strand: Form and Function 5.1.1 Differentiate among various types of simple machines as levers, pulleys, wheel and axle. https://www.youtube.com/watch?v=8GHRZabpsQE https://www.youtube.com/watch?v=LSfNYpCprw4 https://www.youtube.com/watch?v=iQu3GY509ZM https://www.youtube.com/watch?v=aoXnhyY5RTk Strand: Systems and Interaction 8.1.1 Assess the importance of the daily cycle. https://www.youtube.com/watch?v=2yD0SdWdk7s Assessment https://www.youtube.com/watch?v=dCm5CcQhU-c https://www.youtube.com/watch?v=WVsUkVTjZyg https://www.youtube.com/watch?v=_uqncgUXzek https://www.youtube.com/watch?v=wl4CWyalBgw https://www.youtube.com/watch?v=rlPRKToz2nc https://www.youtube.com/watch?v=4F8GCyOpsbU https://www.youtube.com/watch?v=Wr-CRKsTYGs https://www.youtube.com/watch?v=yi3ToVYfpnc https://www.youtube.com/watch?v=94zy9gF40pE https://primaryleap.co.uk/primary-resources/1936/year-6/science/unit-6e-forces-in-action/twist,-push-or-pull https://primaryleap.co.uk/primary-resources/1936/year-6/science/unit-6e-forces-in-action/twist,-push-or-pull https://k8schoollessons.com/forces-and-motion/ https://www.youtube.com/watch?v=vAThuCmwp9I https://www.youtube.com/watch?v=rfeVlNL7d9U https://learn.moe.gov.tt/pluginfile.php/326078/mod_resource/content/1/Std%201%20-%20SI-Twist%20and%20turn%20forces.pdf https://learn.moe.gov.tt/pluginfile.php/326078/mod_resource/content/1/Std%201%20-%20SI-Twist%20and%20turn%20forces.pdf https://learn.moe.gov.tt/pluginfile.php/326078/mod_resource/content/1/Std%201%20-%20SI-Twist%20and%20turn%20forces.pdf https://www.youtube.com/watch?v=8GHRZabpsQE https://www.youtube.com/watch?v=LSfNYpCprw4 https://www.youtube.com/watch?v=iQu3GY509ZM https://www.youtube.com/watch?v=aoXnhyY5RTk https://www.youtube.com/watch?v=2yD0SdWdk7s 312 https://learn.moe.gov.tt/pluginfile.php/326076/mod_reso urce/content/1/Std%201%20-SI%20- %20Day%20and%20night%20.pdf Strand: Form and Function 4.1.1 Evaluate the usefulness of objects/structures based on the materials used to make them. https://www.youtube.com/watch?v=ntav1tKuw68 Activity https://learn.moe.gov.tt/pluginfile.php/326081/mod_reso urce/content/1/Std%201%20-%20FF-MATERIALS%20- %20PAPER.pdf Assessment https://learn.moe.gov.tt/pluginfile.php/326080/mod_reso urce/content/1/Std%201%20-%20FF%20- %20Material%20choices.pdf Standard One III Strand Conservation and Sustainability 10.1.1 Evaluate how wind had been used as a source of energy. https://www.youtube.com/watch?v=4HdxQhBRDUI https://www.youtube.com/watch?v=2N96LRquGhI&t=1 1s https://www.youtube.com/watch?v=SQpbTTGe_gk Strand: Conservation and Sustainability 10.1.2 Create models of traditional devices that use wind. https://www.youtube.com/watch?v=KOd6-PFkEy8 https://www.youtube.com/watch?v=5Unmgp3DFO0 Strand: Conservation and Sustainability 9.1.1 Compare the wet and dry seasons based on activities that take place in each. https://www.youtube.com/watch?v=Ako3kWJBsTY https://www.metoffice.gov.tt/Climate Standard Two I Strand: Form and Function 5.1.1 Investigate the movement of water through various soil types. https://www.youtube.com/watch?v=uS7zfeK4OTQ https://www.youtube.com/watch?v=z_HYyVCyt9k http://www.fao.org/3/i7957e/i7957e.pdf https://learn.moe.gov.tt/pluginfile.php/326076/mod_resource/content/1/Std%201%20-SI%20-%20Day%20and%20night%20.pdf https://learn.moe.gov.tt/pluginfile.php/326076/mod_resource/content/1/Std%201%20-SI%20-%20Day%20and%20night%20.pdf https://learn.moe.gov.tt/pluginfile.php/326076/mod_resource/content/1/Std%201%20-SI%20-%20Day%20and%20night%20.pdf https://www.youtube.com/watch?v=ntav1tKuw68 https://learn.moe.gov.tt/pluginfile.php/326081/mod_resource/content/1/Std%201%20-%20FF-MATERIALS%20-%20PAPER.pdf https://learn.moe.gov.tt/pluginfile.php/326081/mod_resource/content/1/Std%201%20-%20FF-MATERIALS%20-%20PAPER.pdf https://learn.moe.gov.tt/pluginfile.php/326081/mod_resource/content/1/Std%201%20-%20FF-MATERIALS%20-%20PAPER.pdf https://learn.moe.gov.tt/pluginfile.php/326080/mod_resource/content/1/Std%201%20-%20FF%20-%20Material%20choices.pdf https://learn.moe.gov.tt/pluginfile.php/326080/mod_resource/content/1/Std%201%20-%20FF%20-%20Material%20choices.pdf https://learn.moe.gov.tt/pluginfile.php/326080/mod_resource/content/1/Std%201%20-%20FF%20-%20Material%20choices.pdf https://www.youtube.com/watch?v=4HdxQhBRDUI https://www.youtube.com/watch?v=2N96LRquGhI&t=11s https://www.youtube.com/watch?v=2N96LRquGhI&t=11s https://www.youtube.com/watch?v=SQpbTTGe_gk https://www.youtube.com/watch?v=KOd6-PFkEy8 https://www.youtube.com/watch?v=5Unmgp3DFO0 https://www.youtube.com/watch?v=Ako3kWJBsTY https://www.metoffice.gov.tt/Climate https://www.youtube.com/watch?v=uS7zfeK4OTQ https://www.youtube.com/watch?v=z_HYyVCyt9k http://www.fao.org/3/i7957e/i7957e.pdf 313 Strand: Form and Function 6.1.1 Assess the importance of minerals. MOE SLMS link for learning activities for all strands: https://learn.moe.gov.tt/course/view.php?id=370 http://kids.britannica.com/kids/article/natural- resource/399553 Strand: Individuals and Groups: 1.1.1 Categorize vertebrates into classes. https://www.youtube.com/watch?v=HQdiSMUZEDA Strand: Systems and Interactions 7.1.1 Demonstrate that plants need light and water for growth. https://www.youtube.com/watch?v=qRKoGO7hNXg https://www.youtube.com/watch?v=qkIEjgynmYY https://www.youtube.com/watch?v=qULkjDccCeY Standard Two II Strand: Form and Function 2.1.1 Differentiate among the three states of matter. https://youtu.be/julOZ_LHkVk https://youtu.be/gez2rmeCpfE https://www.youtube.com/watch?v=JQ4WduVp9k4 https://www.youtube.com/watch?v=wclY8F-UoTE https://www.youtube.com/watch?v=Pu0uZUKSC-s Assessment: https://learn.moe.gov.tt/pluginfile.php/323242/mod_reso urce/content/2/States%20of%20Matter.pdf Strand: Form and Function: 4.1.1 Investigate substances that dissolve in water. https://www.youtube.com/watch?v=Kdc51ROgSq4 https://www.youtube.com/watch?v=QNyQGTHa2hM Strand: Systems and Interactions 8.1.1 Justify the importance of the water cycle in making water available for life processes. https://www.youtube.com/watch?v=s0bS-SBAgJI Strand: Form and Function 3.1.1 Investigate the separation of solids from mixtures using filtration and magnetism. https://www.youtube.com/watch?v=jW2QBZnP7Tw&lis t=TLPQMjAwMzIwMjChQu2pgR3iKg&index=8 https://www.youtube.com/watch?v=DR9w4koW2EA https://www.youtube.com/watch?v=K0IPqYfmFF4 https://learn.moe.gov.tt/course/view.php?id=370 http://kids.britannica.com/kids/article/natural-resource/399553 http://kids.britannica.com/kids/article/natural-resource/399553 https://www.youtube.com/watch?v=HQdiSMUZEDA https://www.youtube.com/watch?v=qRKoGO7hNXg https://www.youtube.com/watch?v=qkIEjgynmYY https://www.youtube.com/watch?v=qULkjDccCeY https://youtu.be/julOZ_LHkVk https://youtu.be/gez2rmeCpfE https://www.youtube.com/watch?v=JQ4WduVp9k4 https://www.youtube.com/watch?v=wclY8F-UoTE https://www.youtube.com/watch?v=Pu0uZUKSC-s https://learn.moe.gov.tt/pluginfile.php/323242/mod_resource/content/2/States%20of%20Matter.pdf https://learn.moe.gov.tt/pluginfile.php/323242/mod_resource/content/2/States%20of%20Matter.pdf https://www.youtube.com/watch?v=Kdc51ROgSq4 https://www.youtube.com/watch?v=QNyQGTHa2hM https://www.youtube.com/watch?v=s0bS-SBAgJI https://www.youtube.com/watch?v=jW2QBZnP7Tw&list=TLPQMjAwMzIwMjChQu2pgR3iKg&index=8 https://www.youtube.com/watch?v=jW2QBZnP7Tw&list=TLPQMjAwMzIwMjChQu2pgR3iKg&index=8 https://www.youtube.com/watch?v=DR9w4koW2EA https://www.youtube.com/watch?v=K0IPqYfmFF4 314 Strand: Systems and Interactions 10.1.1 Justify the need to conserve potable water. https://www.youtube.com/watch?v=SKFMgHkls8c https://www.youtube.com/watch?v=DnFirDGdoiI https://www.youtube.com/watch?v=E6pjj2gVnWA Standard Two III Strand: Conservation and Sustainability 10.1.1 Justify the need to conserve potable water. Elaborations: (7.1.1, 7.2.1, 6.3.1, 4.3.1, 3.3.1,2.3.1) https://www.youtube.com/watch?v=yT_PMZUSzDA Strand: Conservation and Sustainability 9.1.1 Examine the use of fossil fuels such as petroleum and natural gas. https://www.youtube.com/watch?v=Qw6uXh9yM54 http://kids.britannica.com/kids/article/natural- resource/399553 https://www.youtube.com/watch?v=1kUE0BZtTRc https://www.youtube.com/watch?v=wMOpMka6PJI Standard Three I Strand: Systems and Interactions 6.1.1 Justify that interdependency exists among plants and animals. MOE SLMS link for learning activities for all strands: https://learn.moe.gov.tt/course/view.php?id=369 https://www.youtube.com/watch?v=pasB5FxhVUk https://www.youtube.com/watch?v=wXJiHr8jWBs https://www.youtube.com/watch?v=dDhOupA-28A Strand: Systems and Interactions 5.1.1 Justify the need to protect aquatic habitats including wetlands. https://www.youtube.com/watch?v=kL-9TB4qAho https://www.youtube.com/watch?v=RdiBtE0mAXg Strand: Form and Function: 3.1.1 Investigate the separation of soluble solids from solutions. https://www.youtube.com/watch?v=PX0X3e68XVM https://www.education.com/science-fair/article/earth- science_sun-dried/ Standard Three II Strand: Individuals and Groups https://www.youtube.com/watch?v=Ka3q7bj45x0 https://www.youtube.com/watch?v=V5RSpMQQOpw https://www.youtube.com/watch?v=F3ElGMVU6SY https://www.youtube.com/watch?v=SKFMgHkls8c https://www.youtube.com/watch?v=DnFirDGdoiI https://www.youtube.com/watch?v=E6pjj2gVnWA https://www.youtube.com/watch?v=yT_PMZUSzDA https://www.youtube.com/watch?v=Qw6uXh9yM54 http://kids.britannica.com/kids/article/natural-resource/399553 http://kids.britannica.com/kids/article/natural-resource/399553 https://www.youtube.com/watch?v=1kUE0BZtTRc https://www.youtube.com/watch?v=wMOpMka6PJI https://learn.moe.gov.tt/course/view.php?id=369 https://www.youtube.com/watch?v=pasB5FxhVUk https://www.youtube.com/watch?v=wXJiHr8jWBs https://www.youtube.com/watch?v=dDhOupA-28A https://www.youtube.com/watch?v=kL-9TB4qAho https://www.youtube.com/watch?v=RdiBtE0mAXg https://www.youtube.com/watch?v=PX0X3e68XVM https://www.education.com/science-fair/article/earth-science_sun-dried/ https://www.education.com/science-fair/article/earth-science_sun-dried/ https://www.youtube.com/watch?v=Ka3q7bj45x0 https://www.youtube.com/watch?v=V5RSpMQQOpw https://www.youtube.com/watch?v=F3ElGMVU6SY 315 1.1.1 Discriminate among the stages in the life cycle of animals showing complete metamorphosis. https://www.youtube.com/watch?v=TvmQiWpgX5c https://www.youtube.com/watch?v=wFfO7f8Vr9c https://www.youtube.com/watch?v=Ka3q7bj45x0 https://pestremovalwarrior.com/housefly-life-cycle- various-stages-of-development/ https://socratic.org/questions/what-does-the- metamorphosis-of-a-frog-involve Assessment: https://learn.moe.gov.tt/pluginfile.php/323177/mod_reso urce/content/1/Life%20Cycles%20frog.pdf Strand: Form and Function: 2.1.1 Examine distinguishing features in animals and plants that allow for variation and adaptation. https://www.youtube.com/watch?v=I8q1m0jbvCo Strand: Form and Function 4.1.1 Examine the external parts of the flower. https://www.amnh.org/learn-teach/curriculum- collections/biodiversity-counts/plant-identification/plant- morphology/parts-of-a-flower https://youtu.be/SiFaN2xQg5g https://youtu.be/493WeySyf-8 Standard Three III Strand: Conservation and Sustainability 7.1.1 Examine the uses of solar energy as an alternative to fossil fuels. https://www.youtube.com/watch?v=inPtRWtvDaM Strand: Conservation and Sustainability 8.1.1 Evaluate the effects of pollution: • on land, • in air, and • in water. https://www.youtube.com/watch?v=Om42Lppkd9w https://www.youtube.com/watch?v=bGWr5jXJfbs http://www.eschooltoday.com/ https://www.youtube.com/watch?v=TvmQiWpgX5c https://www.youtube.com/watch?v=wFfO7f8Vr9c https://www.youtube.com/watch?v=Ka3q7bj45x0 https://pestremovalwarrior.com/housefly-life-cycle-various-stages-of-development/ https://pestremovalwarrior.com/housefly-life-cycle-various-stages-of-development/ https://socratic.org/questions/what-does-the-metamorphosis-of-a-frog-involve https://socratic.org/questions/what-does-the-metamorphosis-of-a-frog-involve https://www.youtube.com/watch?v=I8q1m0jbvCo https://www.amnh.org/learn-teach/curriculum-collections/biodiversity-counts/plant-identification/plant-morphology/parts-of-a-flower https://www.amnh.org/learn-teach/curriculum-collections/biodiversity-counts/plant-identification/plant-morphology/parts-of-a-flower https://www.amnh.org/learn-teach/curriculum-collections/biodiversity-counts/plant-identification/plant-morphology/parts-of-a-flower https://youtu.be/SiFaN2xQg5g https://youtu.be/493WeySyf-8 https://www.youtube.com/watch?v=inPtRWtvDaM https://www.youtube.com/watch?v=Om42Lppkd9w https://www.youtube.com/watch?v=bGWr5jXJfbs http://www.eschooltoday.com/ 316 Standard Four I MOE SLMS link for learning activities for all strands: https://learn.moe.gov.tt/course/view.php?id=86 1 Strand: Systems and Interaction: 5.1.1 Differentiate between weather and climate. https://learn.moe.gov.tt/pluginfile.php/328400/mod_reso urce/content/2/Standard%204_SI_Climate%20and%20W eather.pdf Strand: Form and Function: 3.1.1 Investigate the properties of materials such as: • ability to transmit sound and light, • absorbency • strength https://learn.moe.gov.tt/pluginfile.php/328420/mod_reso urce/content/1/Standard%204%20Lesson%20Primary- %20Properties%20of%20materials%20%28Sound%29.p df Standard Four II Strand: Individuals and Groups 1.1.1 Examine the biological changes that take place in animals and plants during the growth process. https://youtu.be/mYpVP29sTiY http://theseedsite.co.uk/lifecycle.html Assessment: https://learn.moe.gov.tt/pluginfile.php/328402/mod_reso urce/content/1/Standard%204%20_%20IG%20_%20Gro wth%20in%20plants.pdf https://learn.moe.gov.tt/pluginfile.php/328403/mod_reso urce/content/1/Standard%204_IG_Growth%20in%20hu mans%20.pdf Strand: Form and Function: 3.1.1 Investigate the properties of materials such as: • conduction of heat and electricity. https://learn.moe.gov.tt/pluginfile.php/328404/mod_reso urce/content/1/std%204_FF_Properties%20of%20Materi als_electrical.pdf https://learn.moe.gov.tt/pluginfile.php/328506/mod_reso urce/content/1/Standard%204%20Lesson%20Primary%2 https://learn.moe.gov.tt/course/view.php?id=861 https://learn.moe.gov.tt/course/view.php?id=861 https://learn.moe.gov.tt/pluginfile.php/328400/mod_resource/content/2/Standard%204_SI_Climate%20and%20Weather.pdf https://learn.moe.gov.tt/pluginfile.php/328400/mod_resource/content/2/Standard%204_SI_Climate%20and%20Weather.pdf https://learn.moe.gov.tt/pluginfile.php/328400/mod_resource/content/2/Standard%204_SI_Climate%20and%20Weather.pdf https://learn.moe.gov.tt/pluginfile.php/328420/mod_resource/content/1/Standard%204%20Lesson%20Primary-%20Properties%20of%20materials%20%28Sound%29.pdf https://learn.moe.gov.tt/pluginfile.php/328420/mod_resource/content/1/Standard%204%20Lesson%20Primary-%20Properties%20of%20materials%20%28Sound%29.pdf https://learn.moe.gov.tt/pluginfile.php/328420/mod_resource/content/1/Standard%204%20Lesson%20Primary-%20Properties%20of%20materials%20%28Sound%29.pdf https://learn.moe.gov.tt/pluginfile.php/328420/mod_resource/content/1/Standard%204%20Lesson%20Primary-%20Properties%20of%20materials%20%28Sound%29.pdf https://youtu.be/mYpVP29sTiY http://theseedsite.co.uk/lifecycle.html https://learn.moe.gov.tt/pluginfile.php/328402/mod_resource/content/1/Standard%204%20_%20IG%20_%20Growth%20in%20plants.pdf https://learn.moe.gov.tt/pluginfile.php/328402/mod_resource/content/1/Standard%204%20_%20IG%20_%20Growth%20in%20plants.pdf https://learn.moe.gov.tt/pluginfile.php/328402/mod_resource/content/1/Standard%204%20_%20IG%20_%20Growth%20in%20plants.pdf https://learn.moe.gov.tt/pluginfile.php/328403/mod_resource/content/1/Standard%204_IG_Growth%20in%20humans%20.pdf https://learn.moe.gov.tt/pluginfile.php/328403/mod_resource/content/1/Standard%204_IG_Growth%20in%20humans%20.pdf https://learn.moe.gov.tt/pluginfile.php/328403/mod_resource/content/1/Standard%204_IG_Growth%20in%20humans%20.pdf https://learn.moe.gov.tt/pluginfile.php/328404/mod_resource/content/1/std%204_FF_Properties%20of%20Materials_electrical.pdf https://learn.moe.gov.tt/pluginfile.php/328404/mod_resource/content/1/std%204_FF_Properties%20of%20Materials_electrical.pdf https://learn.moe.gov.tt/pluginfile.php/328404/mod_resource/content/1/std%204_FF_Properties%20of%20Materials_electrical.pdf https://learn.moe.gov.tt/pluginfile.php/328506/mod_resource/content/1/Standard%204%20Lesson%20Primary%20Science%20-%20Properties%20of%20materials_heat.pdf https://learn.moe.gov.tt/pluginfile.php/328506/mod_resource/content/1/Standard%204%20Lesson%20Primary%20Science%20-%20Properties%20of%20materials_heat.pdf 317 0Science%20- %20Properties%20of%20materials_heat.pdf Strand: Form and Function 4.1.1 Investigate the factors that affect the stability of simple structures https://learn.moe.gov.tt/pluginfile.php/328439/mod_reso urce/content/1/Standard%204_FF_Modifying%20simple %20structures%20to%20improve%20stability.pdf Standard Four III Strand: Individuals and Groups: 2.1.1 Justify the need for eating healthy foods (balanced and natural). https://www.youtube.com/watch?v=ZHWZ3BLMKQA https://www.youtube.com/watch?v=YimuIdEZSNY Strand: Conservation and Sustainability: 6.1.1 Differentiate between renewable and non- renewable sources of energy. https://www.youtube.com/watch?v=PLBK1ux5b7U https://www.youtube.com/watch?v=w16-Uems2Qo Strand: Conservation and Sustainability: 7.1.1 Investigate the Greenhouse Effect and its link to Global Warming. https://www.youtube.com/watch?v=Ke140nuy15E https://learn.moe.gov.tt/pluginfile.php/328421/mod_reso urce/content/1/Std%204%20Greenhouse%20Effect.pdf Standard Five I Strand: Conservation and Sustainability: 2.1.1 Justify the use of energy efficient devices and practices to conserve electrical energy. https://www.youtube.com/watch?v=mMe2rdg42a0 https://www.youtube.com/watch?v=4pJ_GBUwrZs https://www.youtube.com/watch?v=uLCii659k_8 Standard Five II Strand: Conservation and Sustainability 3.1.1 Justify the need to reduce the effects of Global Warming https://learn.moe.gov.tt/pluginfile.php/328427/mod_reso urce/content/1/Standard%204_CS_Greenhouse%20and% 20Enhanced%20Greenhouse%20Effect.pdf Strand: Conservation and Sustainability 4.1.1 Appraise strategies used for conserving and sustaining the environment. https://www.youtube.com/watch?v=eIQUOIyE7q0 https://www.youtube.com/watch?v=lJToF8D9bdU https://en.unesco.org/greencitizens/stories/educational- activities-involve-children-protection-environment Assessment: https://learn.moe.gov.tt/pluginfile.php/328421/mod_reso urce/content/1/Std%204%20Greenhouse%20Effect.pdf https://learn.moe.gov.tt/pluginfile.php/328506/mod_resource/content/1/Standard%204%20Lesson%20Primary%20Science%20-%20Properties%20of%20materials_heat.pdf https://learn.moe.gov.tt/pluginfile.php/328506/mod_resource/content/1/Standard%204%20Lesson%20Primary%20Science%20-%20Properties%20of%20materials_heat.pdf https://learn.moe.gov.tt/pluginfile.php/328439/mod_resource/content/1/Standard%204_FF_Modifying%20simple%20structures%20to%20improve%20stability.pdf https://learn.moe.gov.tt/pluginfile.php/328439/mod_resource/content/1/Standard%204_FF_Modifying%20simple%20structures%20to%20improve%20stability.pdf https://learn.moe.gov.tt/pluginfile.php/328439/mod_resource/content/1/Standard%204_FF_Modifying%20simple%20structures%20to%20improve%20stability.pdf https://www.youtube.com/watch?v=ZHWZ3BLMKQA https://www.youtube.com/watch?v=YimuIdEZSNY https://www.youtube.com/watch?v=PLBK1ux5b7U https://www.youtube.com/watch?v=w16-Uems2Qo https://www.youtube.com/watch?v=Ke140nuy15E https://learn.moe.gov.tt/pluginfile.php/328421/mod_resource/content/1/Std%204%20Greenhouse%20Effect.pdf https://learn.moe.gov.tt/pluginfile.php/328421/mod_resource/content/1/Std%204%20Greenhouse%20Effect.pdf https://www.youtube.com/watch?v=mMe2rdg42a0 https://www.youtube.com/watch?v=4pJ_GBUwrZs https://www.youtube.com/watch?v=uLCii659k_8 https://learn.moe.gov.tt/pluginfile.php/328427/mod_resource/content/1/Standard%204_CS_Greenhouse%20and%20Enhanced%20Greenhouse%20Effect.pdf https://learn.moe.gov.tt/pluginfile.php/328427/mod_resource/content/1/Standard%204_CS_Greenhouse%20and%20Enhanced%20Greenhouse%20Effect.pdf https://learn.moe.gov.tt/pluginfile.php/328427/mod_resource/content/1/Standard%204_CS_Greenhouse%20and%20Enhanced%20Greenhouse%20Effect.pdf https://www.youtube.com/watch?v=eIQUOIyE7q0 https://www.youtube.com/watch?v=lJToF8D9bdU https://en.unesco.org/greencitizens/stories/educational-activities-involve-children-protection-environment https://en.unesco.org/greencitizens/stories/educational-activities-involve-children-protection-environment https://learn.moe.gov.tt/pluginfile.php/328421/mod_resource/content/1/Std%204%20Greenhouse%20Effect.pdf https://learn.moe.gov.tt/pluginfile.php/328421/mod_resource/content/1/Std%204%20Greenhouse%20Effect.pdf 318 Spanish Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) Infant One I/II/III 1.1.1. Say hello and goodbye in Spanish.(hola, adiós) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 0920 https://learn.moe.gov.tt/mod/resource/view.php?id=5 707 https://learn.moe.gov.tt/mod/url/view.php?id=7943 Assessment is built into these resources. I/II/III 2.1.1. Introduce themselves to others in Spanish. (Hola, soy ___; Hola, me llamo… Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 2172 (Adapt slides 1 to 17 to use for this topic.) Assessment is built into these resources. I/II/III 3.1.1. Name family members in Spanish (papá, mamá, hermano, hermana, tío, tía, abuelo, abuela) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=8 489 Assessment is built into these resources. I/II/III 4.1.1. Identify self in Spanish as boy or girl. (Hola, soy niño/ Hola, soy niña) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=8 229 https://learn.moe.gov.tt/mod/resource/view.php?id=10920 https://learn.moe.gov.tt/mod/resource/view.php?id=10920 https://learn.moe.gov.tt/mod/resource/view.php?id=5707 https://learn.moe.gov.tt/mod/resource/view.php?id=5707 https://learn.moe.gov.tt/mod/url/view.php?id=7943 https://learn.moe.gov.tt/mod/resource/view.php?id=12172 https://learn.moe.gov.tt/mod/resource/view.php?id=12172 https://learn.moe.gov.tt/mod/resource/view.php?id=8489 https://learn.moe.gov.tt/mod/resource/view.php?id=8489 https://learn.moe.gov.tt/mod/resource/view.php?id=8229 https://learn.moe.gov.tt/mod/resource/view.php?id=8229 319 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) Assessment is built into these resources. I/II/III 5.1.1. Say ‘good morning’ and ‘good afternoon’ in Spanish. (Buenos días, Buenas tardes) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 0920 Assessment is built into these resources. I/II/III 6.1.1. Identify classroom objects in Spanish. ¿Qué cosa es? (la mesa, la silla, el lápiz, el libro, la bolsa) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 1162 Assessment is built into these resources. I/II/III 7.1.1 .Count from 1-10 in Spanish. ¿Qué número es? (uno, dos, tres, cuatro, cinco, seis siete, ocho, nueve, diez) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=7 685 Assessment is built into these resources. I/II/III 9.1.1. Say the words ‘yes’ and ‘no’ in Spanish and other selected languages. Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=8 222 Assessment is built into these resources. I/II/III 12.1.1. State their age in Spanish. (¿Cuántos años tienes? Tengo cinco años) Resources from YouTube Link: https://www.youtube.com/watch?v=JfpFDOS34yU (NB. Not an OER.) https://learn.moe.gov.tt/mod/resource/view.php?id=10920 https://learn.moe.gov.tt/mod/resource/view.php?id=10920 https://learn.moe.gov.tt/mod/resource/view.php?id=11162 https://learn.moe.gov.tt/mod/resource/view.php?id=11162 https://learn.moe.gov.tt/mod/resource/view.php?id=7685 https://learn.moe.gov.tt/mod/resource/view.php?id=7685 https://learn.moe.gov.tt/mod/resource/view.php?id=8222 https://learn.moe.gov.tt/mod/resource/view.php?id=8222 https://www.youtube.com/watch?v=JfpFDOS34yU 320 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) I/II/III 13.1.1. Enquire about the well-being of others in Spanish. How are you? (Qué tal?) 13.1.2. Respond in Spanish to questions about their well-being. Fine. (Bien) Not so well. (Mal) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 0920 Assessment is built into these resources. I/II/III 14.1.1. Identify selected parts of the body in Spanish. ¿Qué parte del cuerpo es? (los ojos, la nariz, la boca, la mano, el pie) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 0919 https://learn.moe.gov.tt/mod/url/view.php?id=6433 https://learn.moe.gov.tt/mod/url/view.php?id=6434 Assessment is built into these resources. Infant Two I/II/III 1.1.1. State where they live in Spanish. Where do you live? (¿Dónde vives?) I live in _____. (Vivo en ____ .) YouTube Link: https://www.youtube.com/watch?v=EE_a68V1C2k Assessment is built into these resources. (NB NOT OER) I/II/III 2.1.1. Identify modes of transport in Spanish ¿Qué transporte es? (el carro, el avión, la bicicleta, el autobús, la motocicleta, el barco, el pie) YouTube Link: https://www.youtube.com/watch?v=Ko_pZPsqcco Assessment is built into these resources. (NB NOT OER) I/II/III 4.1.1. Identify selected places in their community in Spanish. Adapt PPT from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=10920 https://learn.moe.gov.tt/mod/resource/view.php?id=10920 https://learn.moe.gov.tt/mod/resource/view.php?id=10919 https://learn.moe.gov.tt/mod/resource/view.php?id=10919 https://learn.moe.gov.tt/mod/url/view.php?id=6433 https://learn.moe.gov.tt/mod/url/view.php?id=6434 https://www.youtube.com/watch?v=EE_a68V1C2k https://www.youtube.com/watch?v=Ko_pZPsqcco 321 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) ¿Qué lugar es? (la tienda, la escuela, el parque, el mercado, el supermercado) https://learn.moe.gov.tt/mod/resource/view.php?id=1 2135 Assessment is built into these resources. I/II/III 5.1.1. State the name of their school in Spanish. (Mi escuela es ___ ) I/II/III 6.1.1. Identify selected areas on their school compound in Spanish. ¿Qué lugar es? (la clase, la oficina, la cantina, el patio, la biblioteca, el baño) YouTube Link: https://www.youtube.com/watch?v=M_4zIsy-ClA Assessment is built into these resources. (NB NOT OER) I/II/III 7.1.1. Identify friends in Spanish. ( …(Name)… es mi amigo/ amiga.; Mi amigo es … /Mi amiga es …) YouTube Link: https://www.youtube.com/watch?v=SOw_bU4jaSI https://www.youtube.com/watch?v=EgdK1qwklgc Assessment is built into these resources. (NB NOT OER) I/II/III 8.1.1. State in Spanish the key persons in their school. ¿Quién es? (el maestro/la maestra, ,el secretario/la secretaria, el director/la directora, el guardia, el limpiador/la limpiadora, el alumno/la alumna,el amigo/la amiga) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 1101 https://learn.moe.gov.tt/mod/resource/view.php?id=1 1065 Assessment is built into these resources. I/II/III 9.1.1. Name selected fruits in Spanish. ¿Qué fruta es? (el mango, la piña, la naranja, el plátano, la papaya) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 0926 https://learn.moe.gov.tt/mod/resource/view.php?id=12135 https://learn.moe.gov.tt/mod/resource/view.php?id=12135 https://www.youtube.com/watch?v=M_4zIsy-ClA https://www.youtube.com/watch?v=SOw_bU4jaSI https://www.youtube.com/watch?v=EgdK1qwklgc https://learn.moe.gov.tt/mod/resource/view.php?id=11101 https://learn.moe.gov.tt/mod/resource/view.php?id=11101 https://learn.moe.gov.tt/mod/resource/view.php?id=11065 https://learn.moe.gov.tt/mod/resource/view.php?id=11065 https://learn.moe.gov.tt/mod/resource/view.php?id=10926 https://learn.moe.gov.tt/mod/resource/view.php?id=10926 322 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) Assessment is built into these resources. I/II/III 10.1.1. Identify selected colours in Spanish. ¿Qué color es? (rojo, amarillo, azul, verde, negro, blanco, gris, marrón, color de naranja, morado, rosado) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 0924 Assessment is built into these resources. I/II/III 11.1.1. Greet others in Spanish on special occasions. YouTube Link: https://www.youtube.com/watch?v=pChMqhBGkjQ Assessment is built into these resources. (NB NOT OER) Standard 1 I/II/III 2.1.2. Use appropriate Spanish titles to address adults. (Señorita, Señor, Señora) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=5 436 Assessment is built into these resources. I/II/III 3.1.1. Say what day of the week it is in Spanish. ¿Qué día es? (lunes, martes miércoles, jueves, viernes, sábado, domingo) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 1139 Assessment is built into these resources. I/II/III 3.1.2. State selected leisure and work activities in Spanish. (juego, veo la tele, canto, bailo, leo, escribo) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 1009 https://learn.moe.gov.tt/mod/resource/view.php?id=10924 https://learn.moe.gov.tt/mod/resource/view.php?id=10924 https://www.youtube.com/watch?v=pChMqhBGkjQ https://learn.moe.gov.tt/mod/resource/view.php?id=5436 https://learn.moe.gov.tt/mod/resource/view.php?id=5436 https://learn.moe.gov.tt/mod/resource/view.php?id=11139 https://learn.moe.gov.tt/mod/resource/view.php?id=11139 https://learn.moe.gov.tt/mod/resource/view.php?id=11009 https://learn.moe.gov.tt/mod/resource/view.php?id=11009 323 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) Assessment is built into these resources. I/II/III 3.1.3. Identify selected sports in Spanish. ¿Qué deporte es ? (el fútbol, el críquet, la natación, el tenis, el baloncesto) 3.1.4. Say which sport they practise. (Practico ….) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 1010 https://learn.moe.gov.tt/mod/url/view.php?id=5761 Assessment is built into these resources. I/II/III 4.1.1. Identify common occupations in Spanish. ¿Qué profesión es? (el maestro/ la maestra, el director/ la directora, el médico/ la médica, el pescador/ la pescadera, el/la policía) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 1007 Assessment is built into these resources. I/II/III 4.1.2. State in Spanish if an establishment is ‘Open’ or ‘Closed’. (ABIERTO, CERRADO) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=6 918 Assessment is built into these resources. I/II/III 4.1.3. Count from 11-20 in Spanish. ¿Qué número es? (once, doce, trece, catorce, quince, dieciséis, diecisiete, dieciocho, diecinueve, veinte) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 1008 Assessment is built into these resources. Standard 2 I/II/III 1.1.3. State the four cardinal points in Spanish. Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=11010 https://learn.moe.gov.tt/mod/resource/view.php?id=11010 https://learn.moe.gov.tt/mod/url/view.php?id=5761 https://learn.moe.gov.tt/mod/resource/view.php?id=11007 https://learn.moe.gov.tt/mod/resource/view.php?id=11007 https://learn.moe.gov.tt/mod/resource/view.php?id=6918 https://learn.moe.gov.tt/mod/resource/view.php?id=6918 https://learn.moe.gov.tt/mod/resource/view.php?id=11008 https://learn.moe.gov.tt/mod/resource/view.php?id=11008 324 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) https://learn.moe.gov.tt/mod/resource/view.php?id=1 4580 Assessment is built into these resources. I/II/III 2.1.1. Identify in Spanish elements of a simplified water cycle. Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 4591 Assessment is built into these resources. I/II/III 2.1.2. State the months of the year in Spanish. ¿Qué mes es? (enero, febrero, marzo, abril, mayo, junio, julio, agosto, setiembre, octubre, noviembre, diciembre) 2.1.3. State the month of their birthday in Spanish. ¿En qué mes es tu cumpleaños ? (Mi cumpleaños es en _____.) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=6 375 Assessment is built into these resources. I/II/III 3.1.1. Recognize the Spanish word names for the numbers 1 to 10. (uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=7 685 Assessment is built into these resources. Standard 3 I/II/III 1.1.1. Name in Spanish the bodies of water that surround Trinidad and Tobago. (El Mar Caribe, El Golfo de Paria, El Océano Atlántico, El Canal de Colón) 1.1.2. Name in Spanish the bodies of water in the Caribbean. Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=6 378 Assessment is built into these resources. https://learn.moe.gov.tt/mod/resource/view.php?id=14580 https://learn.moe.gov.tt/mod/resource/view.php?id=14580 https://learn.moe.gov.tt/mod/resource/view.php?id=14591 https://learn.moe.gov.tt/mod/resource/view.php?id=14591 https://learn.moe.gov.tt/mod/resource/view.php?id=6375 https://learn.moe.gov.tt/mod/resource/view.php?id=6375 https://learn.moe.gov.tt/mod/resource/view.php?id=7685 https://learn.moe.gov.tt/mod/resource/view.php?id=7685 https://learn.moe.gov.tt/mod/resource/view.php?id=6378 https://learn.moe.gov.tt/mod/resource/view.php?id=6378 325 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) (El Mar Caribe, El Océano Atlántico, El Golfo de Méjico) I/II/III 1.1.3. Identify Spanish vocabulary related to oceans/seas. (el mar, el pez, el barco, el pescador) I/II/III 4.1.1. Describe in Spanish, simple weather conditions related to tropical climate. ¿Qué tiempo hace? (Hace sol, Hace calor, Está lloviendo, Hace viento, Está nublado) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=6 437 Assessment is built into these resources. I/II/III 6.1.1. Know how to welcome others in Spanish. Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=6 438 Assessment is built into these resources. Standard 4 I/II/III 2.1.1. Express, in Spanish, likes and dislikes of selected aspects of the Hispanic culture. ((No)Me gusta … la comida latina la ropa latina la música latina la lengua española el fútbol el baile latino Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=6 382 Assessment is built into these resources. I/II/III 3.1.1. Name basic forms of media in Spanish. ¿Qué media es? (la computadora, el internet, el sitio de web, la televisión, la televisión por cable, la radio, los diarios) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=6 381 https://learn.moe.gov.tt/mod/resource/view.php?id=6437 https://learn.moe.gov.tt/mod/resource/view.php?id=6437 https://learn.moe.gov.tt/mod/resource/view.php?id=6438 https://learn.moe.gov.tt/mod/resource/view.php?id=6438 https://learn.moe.gov.tt/mod/resource/view.php?id=6382 https://learn.moe.gov.tt/mod/resource/view.php?id=6382 https://learn.moe.gov.tt/mod/resource/view.php?id=6381 https://learn.moe.gov.tt/mod/resource/view.php?id=6381 326 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) Assessment is built into these resources. I/II/III 3.1.2..State in Spanish how they use different forms of media. (Uso la computadora, Navego el internet, Veo la televisión, Escucho la radio, Leo los diarios) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=6 381 Assessment is built into these resources. I/II/III 4.1.1. Use ‘There is more…’(Hay más…’), ‘There is less …’ (‘Hay menos…’) to describe various changes to our world. YouTube Link: https://www.youtube.com/watch?v=LW09yH_eV2g Assessment is built into these resources. (NB NOT OER) Standard 5 I/II/III 1.1.1. State their nationality and that of others in Spanish. ¿Cuál es tu nacionalidad? (Soy trinitario/Soy trinitaria, Soy tobaguense) ¿Cuál es su nacionalidad? Es trinitario/Es trinitaria, tobaguense, americano/americana, jamaicano/jamaicana, español/ española, venezolano/ venezolana) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=5 774 Assessment is built into these resources. I/II/III 1.1.2. Recognize flags of selected Spanish- speaking countries. (Venezuela, Cuba, Puerto Rico, Colombia, Panamá, Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/url/view.php?id=7743 Assessment is built into these resources. I/II/III 2.1.1. State in Spanish selected items of clothing that they wear. YouTube Link: https://learn.moe.gov.tt/mod/resource/view.php?id=6381 https://learn.moe.gov.tt/mod/resource/view.php?id=6381 https://www.youtube.com/watch?v=LW09yH_eV2g https://learn.moe.gov.tt/mod/resource/view.php?id=5774 https://learn.moe.gov.tt/mod/resource/view.php?id=5774 https://learn.moe.gov.tt/mod/url/view.php?id=7743 327 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) ¿Qué llevas? (Llevo uniforme, pantalones, camiseta, camisa, falda, vestido.) https://www.youtube.com/watch?v=ejwMNvyp8EI Assessment is built into these resources. (NB NOT OER) I/II/III 2.1.3. Describe their physical appearance (height, size) in Spanish. ¿Cómo eres? (Soy alto/alta, Soy bajo/baja, Soy delgado/delgada, Soy gordo/gorda, Soy mediano/mediana) Resources from MOE SLMS Link: https://learn.moe.gov.tt/mod/resource/view.php?id=1 1356 https://learn.moe.gov.tt/mod/resource/view.php?id=1 1357 https://learn.moe.gov.tt/mod/resource/view.php?id=1 1358 https://learn.moe.gov.tt/mod/resource/view.php?id=1 1359 Assessment is built into these resources. https://www.youtube.com/watch?v=ejwMNvyp8EI https://learn.moe.gov.tt/mod/resource/view.php?id=11356 https://learn.moe.gov.tt/mod/resource/view.php?id=11356 https://learn.moe.gov.tt/mod/resource/view.php?id=11357 https://learn.moe.gov.tt/mod/resource/view.php?id=11357 https://learn.moe.gov.tt/mod/resource/view.php?id=11358 https://learn.moe.gov.tt/mod/resource/view.php?id=11358 https://learn.moe.gov.tt/mod/resource/view.php?id=11359 https://learn.moe.gov.tt/mod/resource/view.php?id=11359 328 Visual and Performing Arts Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction Infants One Term I Art ❑ Recognize texture in a variety of materials ❑ Manipulate materials of different textures to make a collage ❑ Produce handprints of self, family and friends using various colours. https://learn.moe.gov.tt/course/view.php?id =364 Dance ❑ Demonstrate body actions involving the whole body and parts of the body ❑ Move in space at different levels https://www.youtube.com/watch?v=71hqR T9U0wg https://www.youtube.com/watch?v=RgAcQ KieE4U&t=66s https://www.youtube.com/watch?v=bjgVTf dM_4I • LMS – Learning with Delight Infants 1&2 Drama ❑ Manipulate bodies in the exploration of personal space ❑ Communicate using mime and hand gestures https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 Music ❑ Identify and classify sounds from the environment into the following families, giving reasons for their choices: machines, animals, people. ❑ Identify and classify sounds from the environment into the following families, giving reasons for their choices: weather, animals, musical instruments. ❑ Discriminate between high/low sounds in their environment. https://learn.moe.gov.tt/mod/resource/view. php?id=5081 https://learn.moe.gov.tt/mod/resource/view. php?id=5082 https://learn.moe.gov.tt/mod/resource/view. php?id=7017. https://learn.moe.gov.tt/mod/resource/view. php?id=5901 https://learn.moe.gov.tt/course/view.php?id=364 https://learn.moe.gov.tt/course/view.php?id=364 https://www.youtube.com/watch?v=71hqRT9U0wg https://www.youtube.com/watch?v=71hqRT9U0wg https://www.youtube.com/watch?v=RgAcQKieE4U&t=66s https://www.youtube.com/watch?v=RgAcQKieE4U&t=66s https://www.youtube.com/watch?v=bjgVTfdM_4I https://www.youtube.com/watch?v=bjgVTfdM_4I https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/mod/resource/view.php?id=5081 https://learn.moe.gov.tt/mod/resource/view.php?id=5081 https://learn.moe.gov.tt/mod/resource/view.php?id=5082 https://learn.moe.gov.tt/mod/resource/view.php?id=5082 https://learn.moe.gov.tt/mod/resource/view.php?id=7017 https://learn.moe.gov.tt/mod/resource/view.php?id=7017 https://learn.moe.gov.tt/mod/resource/view.php?id=5901 https://learn.moe.gov.tt/mod/resource/view.php?id=5901 329 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction https://learn.moe.gov.tt/mod/resource/view. php?id=12212 Term II Art ❑ Identify lines and shapes https://learn.moe.gov.tt/course/view.php?id =364 Dance ❑ Mirror forms and items from their immediate environment creating shapes with the whole body or parts of the body ❑ Move efficiently in personal and general space at different levels https://www.youtube.com/watch?v=0B6Ge 0FzHG0 https://www.youtube.com/watch?v=Vbg- qzbC9ts https://www.youtube.com/watch?v=bjgVTf dM_4I https://www.youtube.com/watch?v=71hqR T9U0wg https://www.youtube.com/watch?v=RgAcQ KieE4U&t=66s https://www.youtube.com/watch?v=bjgVTf dM_4I • LMS – Learning with Delight Infants 1&2 Drama ❑ Present stories using simple gestures, actions and voice inflections ❑ Combine sounds to produce a simple soundscape https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 Music ❑ Imitate melodic phrases. ❑ Sing simple action/folk songs from memory in their singing voices, using correct pitches and appropriate actions. Fred the Moose Song ♫ Brain Breaks for Children ♫ Kids Repeat After Me Songs by The Learning Station - YouTube https://learn.moe.gov.tt/mod/resource/view.php?id=12212 https://learn.moe.gov.tt/mod/resource/view.php?id=12212 https://learn.moe.gov.tt/course/view.php?id=364 https://learn.moe.gov.tt/course/view.php?id=364 https://www.youtube.com/watch?v=0B6Ge0FzHG0 https://www.youtube.com/watch?v=0B6Ge0FzHG0 https://www.youtube.com/watch?v=Vbg-qzbC9ts https://www.youtube.com/watch?v=Vbg-qzbC9ts https://www.youtube.com/watch?v=bjgVTfdM_4I https://www.youtube.com/watch?v=bjgVTfdM_4I https://www.youtube.com/watch?v=71hqRT9U0wg https://www.youtube.com/watch?v=71hqRT9U0wg https://www.youtube.com/watch?v=RgAcQKieE4U&t=66s https://www.youtube.com/watch?v=RgAcQKieE4U&t=66s https://www.youtube.com/watch?v=bjgVTfdM_4I https://www.youtube.com/watch?v=bjgVTfdM_4I https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://www.youtube.com/watch?v=DylJ5tCSxp0 https://www.youtube.com/watch?v=DylJ5tCSxp0 https://www.youtube.com/watch?v=DylJ5tCSxp0 330 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction ❑ Move imaginatively and creatively in two different ways to musical excerpts in varied meters (times) and tempi (speeds). https://www.youtube.com/watch?v=71hqR T9U0wg (“If You’re Happy and You Know It”) • (Classical, Parang) https://learn.moe.gov.tt/mod/resource/vie w.php?id=12344 • (Calypso, Reggae) https://learn.moe.gov.tt/mod/resource/vie w.php?id=12345 Term III Art ❑ Manipulate materials to make 3-D objects ❑ Construct a model of familiar building https://www.youtube.com/watch?v=jVY3ou CwedU https://learn.moe.gov.tt/course/view.php?id =364 Dance ❑ Explore locomotor movements using general space ❑ Demonstrate an awareness of selected rhythms https://www.youtube.com/watch?v=bjgVTf dM_4I https://www.youtube.com/watch?v=71hqR T9U0wg https://www.youtube.com/watch?v=RgAcQ KieE4U&t=66s https://www.youtube.com/watch?v=bjgVTf dM_4I • LMS – Learning with Delight Infants 1&2 Drama ❑ Combine movements to create simple actions in the performance of ring games ❑ Imitate everyday actions through posture, voice and hand gestures https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 • Body Postures https://www.youtube.com/watch?v=71hqRT9U0wg https://www.youtube.com/watch?v=71hqRT9U0wg https://learn.moe.gov.tt/mod/resource/view.php?id=12344 https://learn.moe.gov.tt/mod/resource/view.php?id=12344 https://learn.moe.gov.tt/mod/resource/view.php?id=12345 https://learn.moe.gov.tt/mod/resource/view.php?id=12345 https://www.youtube.com/watch?v=jVY3ouCwedU https://www.youtube.com/watch?v=jVY3ouCwedU https://learn.moe.gov.tt/course/view.php?id=364 https://learn.moe.gov.tt/course/view.php?id=364 https://www.youtube.com/watch?v=bjgVTfdM_4I https://www.youtube.com/watch?v=bjgVTfdM_4I https://www.youtube.com/watch?v=71hqRT9U0wg https://www.youtube.com/watch?v=71hqRT9U0wg https://www.youtube.com/watch?v=RgAcQKieE4U&t=66s https://www.youtube.com/watch?v=RgAcQKieE4U&t=66s https://www.youtube.com/watch?v=bjgVTfdM_4I https://www.youtube.com/watch?v=bjgVTfdM_4I https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 331 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction https://www.youtube.com/watch?v=T1PJf6 DVz50 Music ❑ Maintain a steady beat using body percussion and non-tuned percussion. ❑ Maintain a steady beat to accompany simple songs and chants. ❑ Sing simple action/folk songs from memory in their singing voices, using correct pitches and appropriate actions https://learn.moe.gov.tt/mod/resource/view. php?id=12059 https://www.youtube.com/watch?v=W85mb xvL2KQ https://www.youtube.com/watch?v=y6fhn4 PZ_yM Infants Two Term I Art ❑ Produce hand puppets to represent familiar persons ❑ Create patterns using colour and / or textures https://learn.moe.gov.tt/course/view.php?id =365 Dance ❑ Move in general and personal space to present ideas based on an idea/theme/story ❑ Create movement sequences involving stillness and motion https://www.youtube.com/watch?v=RgAcQ KieE4U&t=66s https://www.youtube.com/watch?v=EPQp WWh8M1I https://www.youtube.com/watch?v=bjgVTf dM_4I https://www.youtube.com/watch?v=71hqR T9U0wg https://www.youtube.com/watch?v=RgAcQ KieE4U&t=66s https://www.youtube.com/watch?v=bjgVTf dM_4I LMS – Learning with Delight Infants 1&2 https://www.youtube.com/watch?v=T1PJf6DVz50 https://www.youtube.com/watch?v=T1PJf6DVz50 https://learn.moe.gov.tt/mod/resource/view.php?id=12059 https://learn.moe.gov.tt/mod/resource/view.php?id=12059 https://www.youtube.com/watch?v=W85mbxvL2KQ https://www.youtube.com/watch?v=W85mbxvL2KQ https://www.youtube.com/watch?v=y6fhn4PZ_yM https://www.youtube.com/watch?v=y6fhn4PZ_yM https://learn.moe.gov.tt/course/view.php?id=365 https://learn.moe.gov.tt/course/view.php?id=365 https://www.youtube.com/watch?v=RgAcQKieE4U&t=66s https://www.youtube.com/watch?v=RgAcQKieE4U&t=66s https://www.youtube.com/watch?v=EPQpWWh8M1I https://www.youtube.com/watch?v=EPQpWWh8M1I https://www.youtube.com/watch?v=bjgVTfdM_4I https://www.youtube.com/watch?v=bjgVTfdM_4I https://www.youtube.com/watch?v=71hqRT9U0wg https://www.youtube.com/watch?v=71hqRT9U0wg https://www.youtube.com/watch?v=RgAcQKieE4U&t=66s https://www.youtube.com/watch?v=RgAcQKieE4U&t=66s https://www.youtube.com/watch?v=bjgVTfdM_4I https://www.youtube.com/watch?v=bjgVTfdM_4I 332 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction Drama ❑ Use facial expressions and hand gestures to communicate feelings ❑ Create a story and depict scenarios from the story https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 • Taking Pictures (Animated Short Film) by Simon Taylor https://www.youtube.com/watch?v=gxlJN8 bk6yg&list=PLHRnekuiDt9wyRdc6Zgdl12 SQ4HSc1hZd • “Mouse for Sale” by Wouter Bongaerts- Disney Favourite https://www.youtube.com/watch?v=UB3nK CNUBB4&list=PL2laUn5FkXCLCyYeviM ddjHf-172c7CCn • Meet Disgust- Inside out https://www.youtube.com/watch?v=7yKL4 XdvoFs&list=PL2laUn5FkXCLCyYeviMd djHf-172c7CCn&index=4 • Meet Anger- Inside out https://www.youtube.com/watch?v=6x4lp2 X214Y&list=PL2laUn5FkXCLCyYeviMdd jHf-172c7CCn&index=5 • Meet Fear- Inside out https://www.youtube.com/watch?v=LWtqK MeBfcc&list=PL2laUn5FkXCLCyYeviMd djHf-172c7CCn&index=5 Music ❑ Listen to short musical excerpts and use body movements to indicate the following: long/short sounds. https://www.youtube.com/watch?v=PNWrr Lxtfxs https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://www.youtube.com/watch?v=gxlJN8bk6yg&list=PLHRnekuiDt9wyRdc6Zgdl12SQ4HSc1hZd https://www.youtube.com/watch?v=gxlJN8bk6yg&list=PLHRnekuiDt9wyRdc6Zgdl12SQ4HSc1hZd https://www.youtube.com/watch?v=gxlJN8bk6yg&list=PLHRnekuiDt9wyRdc6Zgdl12SQ4HSc1hZd https://www.youtube.com/watch?v=UB3nKCNUBB4&list=PL2laUn5FkXCLCyYeviMddjHf-172c7CCn https://www.youtube.com/watch?v=UB3nKCNUBB4&list=PL2laUn5FkXCLCyYeviMddjHf-172c7CCn https://www.youtube.com/watch?v=UB3nKCNUBB4&list=PL2laUn5FkXCLCyYeviMddjHf-172c7CCn https://www.youtube.com/watch?v=7yKL4XdvoFs&list=PL2laUn5FkXCLCyYeviMddjHf-172c7CCn&index=4 https://www.youtube.com/watch?v=7yKL4XdvoFs&list=PL2laUn5FkXCLCyYeviMddjHf-172c7CCn&index=4 https://www.youtube.com/watch?v=7yKL4XdvoFs&list=PL2laUn5FkXCLCyYeviMddjHf-172c7CCn&index=4 https://www.youtube.com/watch?v=6x4lp2X214Y&list=PL2laUn5FkXCLCyYeviMddjHf-172c7CCn&index=5 https://www.youtube.com/watch?v=6x4lp2X214Y&list=PL2laUn5FkXCLCyYeviMddjHf-172c7CCn&index=5 https://www.youtube.com/watch?v=6x4lp2X214Y&list=PL2laUn5FkXCLCyYeviMddjHf-172c7CCn&index=5 https://www.youtube.com/watch?v=LWtqKMeBfcc&list=PL2laUn5FkXCLCyYeviMddjHf-172c7CCn&index=5 https://www.youtube.com/watch?v=LWtqKMeBfcc&list=PL2laUn5FkXCLCyYeviMddjHf-172c7CCn&index=5 https://www.youtube.com/watch?v=LWtqKMeBfcc&list=PL2laUn5FkXCLCyYeviMddjHf-172c7CCn&index=5 https://www.youtube.com/watch?v=PNWrrLxtfxs https://www.youtube.com/watch?v=PNWrrLxtfxs 333 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction ❑ Name a combination of string and percussion instruments by sight and sound. ❑ Match instruments by sight and sound to their corresponding string and percussion families • (Identify percussion instruments) https://learn.moe.gov.tt/mod/resource/vie w.php?id=11854. • (Identify string instruments) https://learn.moe.gov.tt/mod/resource/vie w.php?id=11103. • (Different instruments) https://learn.moe.gov.tt/mod/url/view.php?i d=7923 • (Match percussion instruments) https://learn.moe.gov.tt/mod/resource/vie w.php?id=11855 Term II Art ❑ Create a collage using varied materials and pictures https://learn.moe.gov.tt/course/view.php?id =365 Dance ❑ Explore movements of the entire body in general and personal space and include dynamic elements ❑ Use appropriate words and phrases to describe the dynamic elements including expressions of feelings https://www.youtube.com/watch?v=bjgVTf dM_4I https://www.youtube.com/watch?v=DxFgfu Od0i0 https://www.youtube.com/watch?v=71hqR T9U0wg https://www.youtube.com/watch?v=RgAcQ KieE4U&t=66s https://www.youtube.com/watch?v=bjgVTf dM_4I • LMS – Learning with Delight Infants 1&2 https://learn.moe.gov.tt/mod/resource/view.php?id=11854 https://learn.moe.gov.tt/mod/resource/view.php?id=11854 https://learn.moe.gov.tt/mod/resource/view.php?id=11103 https://learn.moe.gov.tt/mod/resource/view.php?id=11103 https://learn.moe.gov.tt/mod/url/view.php?id=7923 https://learn.moe.gov.tt/mod/url/view.php?id=7923 https://learn.moe.gov.tt/mod/resource/view.php?id=11855 https://learn.moe.gov.tt/mod/resource/view.php?id=11855 https://learn.moe.gov.tt/course/view.php?id=365 https://learn.moe.gov.tt/course/view.php?id=365 https://www.youtube.com/watch?v=bjgVTfdM_4I https://www.youtube.com/watch?v=bjgVTfdM_4I https://www.youtube.com/watch?v=DxFgfuOd0i0 https://www.youtube.com/watch?v=DxFgfuOd0i0 https://www.youtube.com/watch?v=71hqRT9U0wg https://www.youtube.com/watch?v=71hqRT9U0wg https://www.youtube.com/watch?v=RgAcQKieE4U&t=66s https://www.youtube.com/watch?v=RgAcQKieE4U&t=66s https://www.youtube.com/watch?v=bjgVTfdM_4I https://www.youtube.com/watch?v=bjgVTfdM_4I 334 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction Drama ❑ Role-play the varied effects of consuming healthy and unhealthy foods ❑ Create and present a simple portfolio https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 Music ❑ Name a combination of wind instruments by sight and sound. ❑ Match instruments by sight and sound to their corresponding wind families ❑ Sing simple folk/traditional/ action songs by rote independently and in groups, with increased pitch accuracy (>85%) and a pleasing tone. ❑ Add new words or phrases to simple familiar nursery rhymes or songs • (Wind instruments) https://learn.moe.gov.tt/mod/resource/view. php?id=11858 • (Different instruments) https://learn.moe.gov.tt/mod/url/view.php?i d=7924 • (Match wind instruments) https://learn.moe.gov.tt/mod/resource/vie w.php?id=11859 • Action song “Get Funky” https://www.youtube.com/watch?v=w6YbS xMhsQ0 https://learn.moe.gov.tt/pluginfile.php/1377 0/mod_resource/content/1/Composing- Lyrics.pdf https://learn.moe.gov.tt/mod/resource/view. php?id=5902 Term III Art ❑ Draw familiar buildings in the community https://learn.moe.gov.tt/course/view.php?id =365 Dance ❑ Use simple traditional steps to create movement sequences ❑ Work in groups to present a short dance using steps from any cultural form, add an element of a traditional costume e.g., scarf, basket https://www.youtube.com/watch?v=cmTbip 891LU https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/mod/resource/view.php?id=11858 https://learn.moe.gov.tt/mod/resource/view.php?id=11858 https://learn.moe.gov.tt/mod/url/view.php?id=7924 https://learn.moe.gov.tt/mod/url/view.php?id=7924 https://learn.moe.gov.tt/mod/resource/view.php?id=11859 https://learn.moe.gov.tt/mod/resource/view.php?id=11859 https://www.youtube.com/watch?v=w6YbSxMhsQ0 https://www.youtube.com/watch?v=w6YbSxMhsQ0 https://learn.moe.gov.tt/pluginfile.php/13770/mod_resource/content/1/Composing-Lyrics.pdf https://learn.moe.gov.tt/pluginfile.php/13770/mod_resource/content/1/Composing-Lyrics.pdf https://learn.moe.gov.tt/pluginfile.php/13770/mod_resource/content/1/Composing-Lyrics.pdf https://learn.moe.gov.tt/mod/resource/view.php?id=5902 https://learn.moe.gov.tt/mod/resource/view.php?id=5902 https://learn.moe.gov.tt/course/view.php?id=365 https://learn.moe.gov.tt/course/view.php?id=365 https://www.youtube.com/watch?v=cmTbip891LU https://www.youtube.com/watch?v=cmTbip891LU 335 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction Drama ❑ Create tableaux by manipulating whole body, levels and shapes ❑ Manipulate the body to depict various modes of transportation https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 • Modes of Transport for Kids- Types of Transportation Video for Kids https://www.youtube.com/watch?v=d0ySC2 tzlZI Music ❑ Maintain a steady pulse/beat using body percussion and un-tuned percussion with increased accuracy (95-100%) ❑ Accurately play simple rhythmic patterns by rote, on un-tuned percussion instruments to accompany simple songs and chants. https://learn.moe.gov.tt/mod/resource/view. php?id=12059 https://www.youtube.com/watch?v=OkJ_Sc H5lHY https://learn.moe.gov.tt/mod/resource/view. php?id=11619 https://www.youtube.com/watch?v=aXZWg Of2lSA Standard One Term I Art ❑ Use paper clay to make an object ❑ Create hand puppets https://learn.moe.gov.tt/course/view.php?id =367 https://www.youtube.com/watch?v=uu1qEu m7XGU Dance ❑ Extend dance vocabulary to include the expression of moods ❑ Show 3 different moods through the expressive use of facial expression, gestures and whole-body movement https://www.youtube.com/watch?v=utZr0d Pu5sk • LMS- Learning with Delight – Standard 1 Drama ❑ Demonstrate an understanding of levels ❑ Communicate using mime and hand gestures https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 • Body Language https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://www.youtube.com/watch?v=d0ySC2tzlZI https://www.youtube.com/watch?v=d0ySC2tzlZI https://learn.moe.gov.tt/mod/resource/view.php?id=12059 https://learn.moe.gov.tt/mod/resource/view.php?id=12059 https://www.youtube.com/watch?v=OkJ_ScH5lHY https://www.youtube.com/watch?v=OkJ_ScH5lHY https://learn.moe.gov.tt/mod/resource/view.php?id=11619 https://learn.moe.gov.tt/mod/resource/view.php?id=11619 https://www.youtube.com/watch?v=aXZWgOf2lSA https://www.youtube.com/watch?v=aXZWgOf2lSA https://learn.moe.gov.tt/course/view.php?id=367 https://learn.moe.gov.tt/course/view.php?id=367 https://www.youtube.com/watch?v=uu1qEum7XGU https://www.youtube.com/watch?v=uu1qEum7XGU https://www.youtube.com/watch?v=utZr0dPu5sk https://www.youtube.com/watch?v=utZr0dPu5sk https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 336 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction https://www.youtube.com/watch?v=1sfM- xx7tHI • Body Language- BBC Bitesize Foundation Language and Literacy https://www.youtube.com/watch?v=0m8FT Ysp0wg • Nonverbal Communication (Mr Bean Version) https://www.youtube.com/watch?v=he75R D_aKLM • Positive Body Language https://www.youtube.com/watch?v=6vT6sq jBFr Music ❑ Imitate simple melodic phrases by rote using their singing voices ❑ Move imaginatively and creatively in two different ways to two slow/fast musical excerpts in varied meters. https://learn.moe.gov.tt/mod/resource/view. php?id=12510 https://learn.moe.gov.tt/mod/resource/view. php?id=5079 https://www.youtube.com/watch?v=NwT5o X_mqS0 https://learn.moe.gov.tt/mod/resource/view. php?id=12654 Term II Art ❑ Make and present a simple poster https://learn.moe.gov.tt/course/view.php?id =367 Dance ❑ Create soundscapes to stimulate movements ❑ Respond to sounds created using locomotor and axial movements https://www.youtube.com/watch?v=u2Adz6 cdDzsyou https://www.youtube.com/watch?v=1sfM-xx7tHI https://www.youtube.com/watch?v=1sfM-xx7tHI https://www.youtube.com/watch?v=0m8FTYsp0wg https://www.youtube.com/watch?v=0m8FTYsp0wg https://www.youtube.com/watch?v=he75RD_aKLM https://www.youtube.com/watch?v=he75RD_aKLM https://www.youtube.com/watch?v=6vT6sqjBFr https://www.youtube.com/watch?v=6vT6sqjBFr https://learn.moe.gov.tt/mod/resource/view.php?id=12510 https://learn.moe.gov.tt/mod/resource/view.php?id=12510 https://learn.moe.gov.tt/mod/resource/view.php?id=5079 https://learn.moe.gov.tt/mod/resource/view.php?id=5079 https://www.youtube.com/watch?v=NwT5oX_mqS0 https://www.youtube.com/watch?v=NwT5oX_mqS0 https://learn.moe.gov.tt/mod/resource/view.php?id=12654 https://learn.moe.gov.tt/mod/resource/view.php?id=12654 https://learn.moe.gov.tt/course/view.php?id=367 https://learn.moe.gov.tt/course/view.php?id=367 https://www.youtube.com/watch?v=u2Adz6cdDzsyou https://www.youtube.com/watch?v=u2Adz6cdDzsyou 337 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction • LMS Learning with Delight – Standard 1 Drama ❑ Communicate using hands and voice ❑ Combine various sounds to produce a simple soundscape https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 Music ❑ Imitate short, simple rhythmic phrases using body percussion and un-tuned percussion instruments. ❑ Maintain rhythmic patterns using body percussion and un-tuned percussion to accompany simple songs and chants https://learn.moe.gov.tt/mod/resource/view. php?id=5080 https://www.youtube.com/watch?v=cqX3aF FSOxQ Term III Art ❑ Draw a picture of a family. https://learn.moe.gov.tt/course/view.php?id =367 Dance ❑ Demonstrate correct technique and style in the Bele dance ❑ Create a one-minute Bele sequence using different directions and spatial patterns. Show correct technique and style https://www.youtube.com/watch?v=wz_3f_ 5VnpI&list=RDxAAl_NgVDtc&index=5 Drama ❑ Combine movements of body parts to create simple actions in the performance of ring games ❑ Role-play through the imitation of everyday actions using posture, voice and hand gestures https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 • Little Sally Walker https://www.youtube.com/watch?v=4t9dmo gwNLE • Brown Girl in the Ring https://www.youtube.com/watch?v=7Rg5Xf LJLx0 • Afouyèkè https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/mod/resource/view.php?id=5080 https://learn.moe.gov.tt/mod/resource/view.php?id=5080 https://www.youtube.com/watch?v=cqX3aFFSOxQ https://www.youtube.com/watch?v=cqX3aFFSOxQ https://learn.moe.gov.tt/course/view.php?id=367 https://learn.moe.gov.tt/course/view.php?id=367 https://www.youtube.com/watch?v=wz_3f_5VnpI&list=RDxAAl_NgVDtc&index=5 https://www.youtube.com/watch?v=wz_3f_5VnpI&list=RDxAAl_NgVDtc&index=5 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://www.youtube.com/watch?v=4t9dmogwNLE https://www.youtube.com/watch?v=4t9dmogwNLE https://www.youtube.com/watch?v=7Rg5XfLJLx0 https://www.youtube.com/watch?v=7Rg5XfLJLx0 338 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction https://www.youtube.com/watch?v=8A6Lq 829Lg8 • Kokiyoko https://www.youtube.com/watch?v=zqYOC TdR63E • Duck Duck Goose https://www.youtube.com/watch?v=gWNZ MziSl4k • Rockin’ Robin https://www.youtube.com/watch?v=n5BgrG EQaBQ Music ❑ Sing a simple action/folk ❑ Create simple rhythms using body percussion and un-tuned percussion instruments. https://www.youtube.com/watch?v=WSe- M3EFIEA https://www.youtube.com/watch?v=w6YbS xMhsQ0 Standard Two Term I Art ❑ Create and paint a relief model using papier maché or clay ❑ Make models and costumes to depict the resources of Trinidad and Tobago. https://learn.moe.gov.tt/course/view.php?id =356 Dance ❑ Connect levels and shapes to depict various forms ❑ Use 3 shapes - wide, narrow, spiral – at high, low and medium levels to create a movement sequence https://www.youtube.com/watch?v=UGuD9 Geeb2k Drama ❑ Locate the four main areas of the stage https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 https://www.youtube.com/watch?v=8A6Lq829Lg8 https://www.youtube.com/watch?v=8A6Lq829Lg8 https://www.youtube.com/watch?v=zqYOCTdR63E https://www.youtube.com/watch?v=zqYOCTdR63E https://www.youtube.com/watch?v=gWNZMziSl4k https://www.youtube.com/watch?v=gWNZMziSl4k https://www.youtube.com/watch?v=n5BgrGEQaBQ https://www.youtube.com/watch?v=n5BgrGEQaBQ https://www.youtube.com/watch?v=WSe-M3EFIEA https://www.youtube.com/watch?v=WSe-M3EFIEA https://www.youtube.com/watch?v=w6YbSxMhsQ0 https://www.youtube.com/watch?v=w6YbSxMhsQ0 https://learn.moe.gov.tt/course/view.php?id=356 https://learn.moe.gov.tt/course/view.php?id=356 https://www.youtube.com/watch?v=UGuD9Geeb2k https://www.youtube.com/watch?v=UGuD9Geeb2k https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 339 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction Music ❑ Sing folk, traditional and nation building songs ❑ Depict the melodic contour (shape) of familiar songs/excerpts. https://learn.moe.gov.tt/mod/resource/view. php?id=5239 (School Vendor Woman) https://learn.moe.gov.tt/mod/resource/view. php?id=5662. https://learn.moe.gov.tt/mod/resource/view. php?id=6279 Term II Art ❑ Create a poster using the elements of layout and design https://learn.moe.gov.tt/course/view.php?id =356 Dance ❑ Use stimuli to create movement sequences ❑ Create a short dance showing the importance of water. Incorporate the following elements – Direction (left, up, forward), Dynamics (sudden, sustained) https://www.youtube.com/watch?v=UGuD9 Geeb2k Drama ❑ Create group tableaux depicting land features ❑ Work effectively as a team player https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 Music ❑ Sing folk, traditional and nation building songs Term III Art ❑ Use elements of design in construction activities ❑ Make models and costumes to represent culture in T&T https://learn.moe.gov.tt/course/view.php?id =356 Dance ❑ Travel using a combination of space and dynamic elements ❑ Travel directly (straight line) or indirectly (varied directions) I in general space using heavy and light movements https://www.youtube.com/watch?v=UGuD9 Geeb2k Drama ❑ Role-play folk characters using voice, body movement and costume https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 • Trinbago Stories • (Youtube Channel) https://learn.moe.gov.tt/mod/resource/view.php?id=5239 https://learn.moe.gov.tt/mod/resource/view.php?id=5239 https://learn.moe.gov.tt/mod/resource/view.php?id=5662 https://learn.moe.gov.tt/mod/resource/view.php?id=5662 https://learn.moe.gov.tt/mod/resource/view.php?id=6279 https://learn.moe.gov.tt/mod/resource/view.php?id=6279 https://learn.moe.gov.tt/course/view.php?id=356 https://learn.moe.gov.tt/course/view.php?id=356 https://www.youtube.com/watch?v=UGuD9Geeb2k https://www.youtube.com/watch?v=UGuD9Geeb2k https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/view.php?id=356 https://learn.moe.gov.tt/course/view.php?id=356 https://www.youtube.com/watch?v=UGuD9Geeb2k https://www.youtube.com/watch?v=UGuD9Geeb2k https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 340 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction https://www.youtube.com/channel/UCd7SK 68pSVunGdIpVFz8zrA • Indian Caribbean Folklore https://www.nalis.gov.tt/Resources/Subject- Guide/Indian-Caribbean-Folklore • Folk Tales, Fables and Legends- NALIS Collection http://library2.nalis.gov.tt/gsdl/cgi- bin/library.cgi?e=q-01000-00---off- 0folkstor--00-1----0-10-0---0---0direct-10--- 4-------0-1l--11-en-50---20-about---00-3-1- 00-0--4--0--0-0-11-10-0utfZz-8- 00&a=p&p=about Music ❑ Play two ostinati (repeated rhythmic patterns using gadget and body percussion) https://www.youtube.com/watch?v=puNsY cbTETI Ging Gang Gooli - YouTube Standard Three Term I Art ❑ Recognise that a combination of materials can be used to create 3-dimensional objects. ❑ Construct a model of a car using the assemblage or ❑ constructional method of sculpting https://learn.moe.gov.tt/course/view.php?id =368 Dance ❑ Respond to a wide range of accompaniment ❑ Create a one-minute dance using movements which incorporate fast, slow and moderate tempi https://www.youtube.com/watch?v=Sux_Ut 4nKGw Drama ❑ Create a scenario based on the theme Oceans, incorporating the techniques of flashback and flashforward https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 https://www.youtube.com/channel/UCd7SK68pSVunGdIpVFz8zrA https://www.youtube.com/channel/UCd7SK68pSVunGdIpVFz8zrA https://www.nalis.gov.tt/Resources/Subject-Guide/Indian-Caribbean-Folklore https://www.nalis.gov.tt/Resources/Subject-Guide/Indian-Caribbean-Folklore http://library2.nalis.gov.tt/gsdl/cgi-bin/library.cgi?e=q-01000-00---off-0folkstor--00-1----0-10-0---0---0direct-10---4-------0-1l--11-en-50---20-about---00-3-1-00-0--4--0--0-0-11-10-0utfZz-8-00&a=p&p=about http://library2.nalis.gov.tt/gsdl/cgi-bin/library.cgi?e=q-01000-00---off-0folkstor--00-1----0-10-0---0---0direct-10---4-------0-1l--11-en-50---20-about---00-3-1-00-0--4--0--0-0-11-10-0utfZz-8-00&a=p&p=about http://library2.nalis.gov.tt/gsdl/cgi-bin/library.cgi?e=q-01000-00---off-0folkstor--00-1----0-10-0---0---0direct-10---4-------0-1l--11-en-50---20-about---00-3-1-00-0--4--0--0-0-11-10-0utfZz-8-00&a=p&p=about http://library2.nalis.gov.tt/gsdl/cgi-bin/library.cgi?e=q-01000-00---off-0folkstor--00-1----0-10-0---0---0direct-10---4-------0-1l--11-en-50---20-about---00-3-1-00-0--4--0--0-0-11-10-0utfZz-8-00&a=p&p=about http://library2.nalis.gov.tt/gsdl/cgi-bin/library.cgi?e=q-01000-00---off-0folkstor--00-1----0-10-0---0---0direct-10---4-------0-1l--11-en-50---20-about---00-3-1-00-0--4--0--0-0-11-10-0utfZz-8-00&a=p&p=about http://library2.nalis.gov.tt/gsdl/cgi-bin/library.cgi?e=q-01000-00---off-0folkstor--00-1----0-10-0---0---0direct-10---4-------0-1l--11-en-50---20-about---00-3-1-00-0--4--0--0-0-11-10-0utfZz-8-00&a=p&p=about https://www.youtube.com/watch?v=puNsYcbTETI https://www.youtube.com/watch?v=puNsYcbTETI https://www.youtube.com/watch?v=Ssnzq6CgGZY&list=PLVk8mp09hG88pT2FrG5VeP0Y3jSOuo0wc https://learn.moe.gov.tt/course/view.php?id=368 https://learn.moe.gov.tt/course/view.php?id=368 https://www.youtube.com/watch?v=Sux_Ut4nKGw https://www.youtube.com/watch?v=Sux_Ut4nKGw https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 341 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction Music ❑ Sing folk, traditional and nation building songs independently and in groups with proper diction https://learn.moe.gov.tt/mod/resource/view. php?id=10796 https://learn.moe.gov.tt/mod/resource/view. php?id=11050 Term II Art ❑ Construct a desk organizer using the assemblage or constructional method of sculpting https://learn.moe.gov.tt/course/view.php?id =368 Dance ❑ Interpret and portray folk tales in dance ❑ Create a short dance depicting a folk-lore character, trace a clear spatial pattern, showing a beginning, middle and end to the dance https://www.youtube.com/watch?v=eKsJ_X pnw9I Drama ❑ Present improvised scene based on sacred and secular festivals ❑ Create scenarios in small groups that show similarities and differences in festivals of Trinidad and Tobago https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 • Festivals https://www.nalis.gov.tt/Resources/Subject- Guide/Festivals • Tobago Heritage Festival https://www.youtube.com/watch?v=ilka8i_e TKY Music ❑ Research the music of two popular Caribbean artistes and document their findings using a combination of at least three varied media (e.g. pictures, text, audio and video recordings). Term III Art ❑ Use paint on fabric to create replicas of flags of T&T and Caribbean countries https://learn.moe.gov.tt/course/view.php?id =368 Dance ❑ Understand the process involved in videotaping dance ❑ Videotape a short dance presented by a peer https://www.youtube.com/watch?v=Jk4sqP DHGRE https://learn.moe.gov.tt/mod/resource/view.php?id=10796 https://learn.moe.gov.tt/mod/resource/view.php?id=10796 https://learn.moe.gov.tt/mod/resource/view.php?id=11050 https://learn.moe.gov.tt/mod/resource/view.php?id=11050 https://learn.moe.gov.tt/course/view.php?id=368 https://learn.moe.gov.tt/course/view.php?id=368 https://www.youtube.com/watch?v=eKsJ_Xpnw9I https://www.youtube.com/watch?v=eKsJ_Xpnw9I https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://www.nalis.gov.tt/Resources/Subject-Guide/Festivals https://www.nalis.gov.tt/Resources/Subject-Guide/Festivals https://www.youtube.com/watch?v=ilka8i_eTKY https://www.youtube.com/watch?v=ilka8i_eTKY https://learn.moe.gov.tt/course/view.php?id=368 https://learn.moe.gov.tt/course/view.php?id=368 https://www.youtube.com/watch?v=Jk4sqPDHGRE https://www.youtube.com/watch?v=Jk4sqPDHGRE 342 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction Drama ❑ Create presentations based on festivals from other Caribbean countries https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 • Festivals and Events https://www.caribbean- beat.com/culture/festivals-and-events- culture#axzz70VjbORzU • Must Do Festivals in Barbados https://www.visitbarbados.org/must-do- festivals-in-barbados Music ❑ Differentiate between simple, duple, triple and quadruple meters https://learn.moe.gov.tt/mod/resource/view. php?id=5660 Standard Four Term I Art ❑ Become aware of the variation of line, shape, texture, colour and tone in 3-dimensional work ❑ Produce practical 3-D items https://learn.moe.gov.tt/course/view.php?id =374 Dance ❑ Become aware of the elements of a production (rehearsal, costuming, music, staging, lighting etc. ) ❑ View a dance performance and identify 3 elements https://ausdance.org.au/articles/details/prod ucing-a-dance-performance Drama ❑ Develop a scenario based on articles, advertisements, and pictures collected in their Drama portfolio https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 Music ❑ Identify the form (structure) of musical excerpts as being call and response https://www.youtube.com/watch?v=-- ClJOVp5Pg https://www.youtube.com/watch?v=PmjuK RvdEM8 Term II Art ❑ Construct mobile using models created https://learn.moe.gov.tt/course/view.php?id =374 Dance ❑ Explore solutions to social problems through movement exploration https://www.youtube.com/watch?v=WEbE KKfBcwI https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://www.caribbean-beat.com/culture/festivals-and-events-culture#axzz70VjbORzU https://www.caribbean-beat.com/culture/festivals-and-events-culture#axzz70VjbORzU https://www.caribbean-beat.com/culture/festivals-and-events-culture#axzz70VjbORzU https://www.visitbarbados.org/must-do-festivals-in-barbados https://www.visitbarbados.org/must-do-festivals-in-barbados https://learn.moe.gov.tt/mod/resource/view.php?id=5660 https://learn.moe.gov.tt/mod/resource/view.php?id=5660 https://learn.moe.gov.tt/course/view.php?id=374 https://learn.moe.gov.tt/course/view.php?id=374 https://ausdance.org.au/articles/details/producing-a-dance-performance https://ausdance.org.au/articles/details/producing-a-dance-performance https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://www.youtube.com/watch?v=--ClJOVp5Pg https://www.youtube.com/watch?v=--ClJOVp5Pg https://www.youtube.com/watch?v=PmjuKRvdEM8 https://www.youtube.com/watch?v=PmjuKRvdEM8 https://learn.moe.gov.tt/course/view.php?id=374 https://learn.moe.gov.tt/course/view.php?id=374 https://www.youtube.com/watch?v=WEbEKKfBcwI https://www.youtube.com/watch?v=WEbEKKfBcwI 343 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction ❑ Create a 1–2-minute dance depicting one social issue Drama ❑ Investigate the elements of a production https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 • Lola and the Battle of the Bugs https://www.youtube.com/watch?v=B4nZE TVOOOU Music ❑ Sing nation building songs and songs from other Caribbean islands https://learn.moe.gov.tt/mod/resource/view. php?id=5661 https://learn.moe.gov.tt/mod/resource/view. php?id=11740 (Reggae) Term III Art ❑ Create a portfolio folder ❑ Create a Narrative Drawing, cartoon or comic strip https://learn.moe.gov.tt/course/view.php?id =374 Dance ❑ Discuss the protocol of performance preparation ❑ Prepare a presentation to highlight important pre-performance practices https://ausdance.org.au/articles/details/prod ucing-a-dance-performance Drama ❑ Create a sculpted piece ❑ Mirror movements https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 Music ❑ Clap/tap/play characteristic rhythmic patterns of popular Caribbean musical genres https://learn.moe.gov.tt/mod/resource/view. php?id=11738 (Calypso) https://learn.moe.gov.tt/mod/resource/view. php?id=11739 (Soca) Standard Five Term I Art ❑ Create simple props and costumes https://learn.moe.gov.tt/course/view.php?id =374 Dance ❑ Explore the process of journaling ❑ Document the process of creating a short dance using various media https://www.youtube.com/watch?v=657o3K 1d-6M https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://www.youtube.com/watch?v=B4nZETVOOOU https://www.youtube.com/watch?v=B4nZETVOOOU https://learn.moe.gov.tt/mod/resource/view.php?id=5661 https://learn.moe.gov.tt/mod/resource/view.php?id=5661 https://learn.moe.gov.tt/mod/resource/view.php?id=11740 https://learn.moe.gov.tt/mod/resource/view.php?id=11740 https://learn.moe.gov.tt/course/view.php?id=374 https://learn.moe.gov.tt/course/view.php?id=374 https://ausdance.org.au/articles/details/producing-a-dance-performance https://ausdance.org.au/articles/details/producing-a-dance-performance https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/mod/resource/view.php?id=11738 https://learn.moe.gov.tt/mod/resource/view.php?id=11738 https://learn.moe.gov.tt/mod/resource/view.php?id=11739 https://learn.moe.gov.tt/mod/resource/view.php?id=11739 https://learn.moe.gov.tt/course/view.php?id=374 https://learn.moe.gov.tt/course/view.php?id=374 https://www.youtube.com/watch?v=657o3K1d-6M https://www.youtube.com/watch?v=657o3K1d-6M 344 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction https://www.youtube.com/watch?v=Jsb_zQ ySqvs Drama ❑ Create scenarios that showcase Trinidad and Tobago to the world https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 • The Complete Opening Ceremony, ‘The Spirit of Wild Oceans’ CARIFESTA XIV 2019 https://www.youtube.com/watch?v=58ojd_ PqrlM Music ❑ Sing nation building songs and other songs from the Caribbean regions and around the world https://learn.moe.gov.tt/mod/resource/view. php?id=11738 Term II Art ❑ Create a portfolio folder https://learn.moe.gov.tt/course/view.php?id =374 Dance ❑ Explore the creative use of elements which highlight our cultural heritage ❑ Use 6-8 steps to create a short dance highlighting a Carnival character and incorporate the elements of space and dynamics https://www.youtube.com/watch?v=3NFnf BQlVag Drama ❑ In groups, document the production process through research, collecting material gathered in journal or portfolio https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 Music ❑ Identify prominent rhythms, meters, genres, instruments and textures in a variety of local and foreign music. https://learn.moe.gov.tt/mod/resource/view. php?id=11739 https://learn.moe.gov.tt/mod/resource/view. php?id=11740 Term III Art ❑ Complete an art journal introducing Trinidad & Tobago to the world https://artjournalist.com/how-to-start-an-art- journal/ Dance ❑ Explore the creative use of elements which highlight our cultural heritage https://www.youtube.com/watch?v=Yvdpn5 vq70w https://www.youtube.com/watch?v=Jsb_zQySqvs https://www.youtube.com/watch?v=Jsb_zQySqvs https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://www.youtube.com/watch?v=58ojd_PqrlM https://www.youtube.com/watch?v=58ojd_PqrlM https://learn.moe.gov.tt/mod/resource/view.php?id=11738 https://learn.moe.gov.tt/mod/resource/view.php?id=11738 https://learn.moe.gov.tt/course/view.php?id=374 https://learn.moe.gov.tt/course/view.php?id=374 https://www.youtube.com/watch?v=3NFnfBQlVag https://www.youtube.com/watch?v=3NFnfBQlVag https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/mod/resource/view.php?id=11739 https://learn.moe.gov.tt/mod/resource/view.php?id=11739 https://learn.moe.gov.tt/mod/resource/view.php?id=11740 https://learn.moe.gov.tt/mod/resource/view.php?id=11740 https://artjournalist.com/how-to-start-an-art-journal/ https://artjournalist.com/how-to-start-an-art-journal/ https://www.youtube.com/watch?v=Yvdpn5vq70w https://www.youtube.com/watch?v=Yvdpn5vq70w 345 Class Term Subject Learning Outcomes Suggested Online Tools/Resources for Instruction ❑ Use the La Diablesse folk character and create a dance sequence which brings the character to life Drama ❑ In groups, create a presentation that documents the production process using the best pieces of research material gathered in journal or portfolio https://learn.moe.gov.tt/course/index.php?ca tegoryid=204 Music ❑ Identify the main melody and harmonizing part (in 2-part songs) How to Find Harmony (The Easy Way) - YouTube How to SING IN HARMONY: Happy Birthday - YouTube https://learn.moe.gov.tt/course/index.php?categoryid=204 https://learn.moe.gov.tt/course/index.php?categoryid=204 https://www.youtube.com/watch?v=RK7k34mJo2s https://www.youtube.com/watch?v=RK7k34mJo2s https://www.youtube.com/watch?v=faq5AC93nJI https://www.youtube.com/watch?v=faq5AC93nJI 346 Values Character and Citizenship Education Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) Infant One I ❑ Respect for self and others (is considerate to others, values self and resolves conflicts amicably). ❑ Care for self and others (engages in safe and healthy practices). Definition of respect video https://www.youtube.com/watch?v=GOzrAK4gOSo Importance of showing respecting to others video https://www.youtube.com/watch?v=tbIo9qztEn0 Online power point presentation on respect https://learn.moe.gov.tt/mod/resource/view.php?id=12370 Infant Newspaper Pullout on Respect for myself and others and my country https://www.moe.gov.tt/wp-content/uploads/2021/02/Infants- Activity-Pack-Week-6-Term-2.pub_.pdf Care for others online power point presentation https://learn.moe.gov.tt/pluginfile.ph p/348740/mod_resource/content/0/Care%20for%20Others%2013th %20July%202020.pdf II • Trustworthy behavior (honest and dependable in the classroom and at play). • Demonstrates responsible behavior (appreciates the benefits of responsible behavior). Being Trustworthy video https://www.youtube.com/watch?v=qWxk2QFblEE Being Responsible video https://www.youtube.com/watch?v=iVs5GkGYwMc Short Story on Responsibility https://www.youtube.com/watch?v=cvKM6SATnpo https://www.youtube.com/watch?v=GOzrAK4gOSo https://www.youtube.com/watch?v=tbIo9qztEn0 https://learn.moe.gov.tt/mod/resource/view.php?id=12370 https://www.moe.gov.tt/wp-content/uploads/2021/02/Infants-Activity-Pack-Week-6-Term-2.pub_.pdf https://www.moe.gov.tt/wp-content/uploads/2021/02/Infants-Activity-Pack-Week-6-Term-2.pub_.pdf https://learn.moe.gov.tt/pluginfile.php/348740/mod_resource/content/0/Care%20for%20Others%2013th%20July%202020.pdf https://learn.moe.gov.tt/pluginfile.php/348740/mod_resource/content/0/Care%20for%20Others%2013th%20July%202020.pdf https://learn.moe.gov.tt/pluginfile.php/348740/mod_resource/content/0/Care%20for%20Others%2013th%20July%202020.pdf https://www.youtube.com/watch?v=qWxk2QFblEE https://www.youtube.com/watch?v=iVs5GkGYwMc https://www.youtube.com/watch?v=cvKM6SATnpo 347 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) III • Fairness to all persons (includes others while at work or play). • Good citizenship (knows the national emblems und and understands that he/she is a citizen of T&T). Power point presentation on being fair https://learn.moe.gov.tt/mod/resource/view.php?id=8454 Infant Newspaper Pullout on Fairness: https://www.moe.gov.tt/wpcontent/uploads/2020/10/Infants.pdf National Symbols https://www.nalis.gov.tt/Resources/Subject-Guide/National- Symbols#tabposition_25662 The National Flag https://www.nalis.gov.tt/Resources/Subject-Guide/National- Flag#tabposition_28441 Newspaper Pullout on Republic Day highlighting the National Flag http://www.moe.gov.tt/wp-content/uploads/2020/09/Infant-Activity- Pack-Week-1-V2.pdf Newspaper Pullout highlighting our Coat of Arms and National Birds https://www.moe.gov.tt/wp-content/uploads/2020/09/Infants- Activity-Pack-Week-2-V1.pdf Infant Two I Teachers can select the value(s) which was/were implemented and develop a checklist (see example) • Trustworthy behavior (is truthful and honest) Children that steal, lie and do not share https://www.youtube.com/watch?v=qVV6PHRbOYw I’ll do it: Taking responsibility https://learn.moe.gov.tt/mod/resource/view.php?id=8454 https://www.moe.gov.tt/wp-content/uploads/2020/10/Infants.pdf https://www.nalis.gov.tt/Resources/Subject-Guide/National-Symbols#tabposition_25662 https://www.nalis.gov.tt/Resources/Subject-Guide/National-Symbols#tabposition_25662 https://www.nalis.gov.tt/Resources/Subject-Guide/National-Flag#tabposition_28441 https://www.nalis.gov.tt/Resources/Subject-Guide/National-Flag#tabposition_28441 http://www.moe.gov.tt/wp-content/uploads/2020/09/Infant-Activity-Pack-Week-1-V2.pdf http://www.moe.gov.tt/wp-content/uploads/2020/09/Infant-Activity-Pack-Week-1-V2.pdf https://www.moe.gov.tt/wp-content/uploads/2020/09/Infants-Activity-Pack-Week-2-V1.pdf https://www.moe.gov.tt/wp-content/uploads/2020/09/Infants-Activity-Pack-Week-2-V1.pdf https://www.youtube.com/watch?v=qVV6PHRbOYw 348 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) • Demonstrates responsible behavior (shows self- discipline and resourcefulness, acts responsibly) • Respect for self, others and the environment (respects the personal space of others, behaves respectfully and resolves conflicts amicably) https://www.youtube.com/watch?v=YpJKWcI6CL8 Respecting others https://www.youtube.com/watch?v=tbIo9qztEn0 II • Care for others and the environment (kind and considerate to others and shows concern for the environment) • Fairness to all persons (speaks out against unfair acts) Being kind to each other https://www.youtube.com/watch?v=dtV1__WSe78 Environmental Policy and Planning Division-Green Days by Activity Series Primary School Edition- Issue 1 (Ministry of Planning and Development) https://drive.google.com/file/d/18r9C_7w83GbSjPk14HdpD9FjLEB 1iq0J/view Environmental Management Authority-Litter Activity Booklet(Teachers’ Resource-teacher can select appropriate activity, e.g. p.12) https://drive.google.com/file/d/1OXcReUpA65NdST82xvtIhQ_YqV oiaop9/view Mr. Oma’s Classroom-Fairness https://www.youtube.com/watch?v=rGm5Hnq6Ff4 Build Character Build Success-Fairness https://www.youtube.com/watch?v=AqPeMprcEDw https://www.youtube.com/watch?v=YpJKWcI6CL8 https://www.youtube.com/watch?v=tbIo9qztEn0 https://www.youtube.com/watch?v=dtV1__WSe78 https://drive.google.com/file/d/18r9C_7w83GbSjPk14HdpD9FjLEB1iq0J/view https://drive.google.com/file/d/18r9C_7w83GbSjPk14HdpD9FjLEB1iq0J/view https://drive.google.com/file/d/1OXcReUpA65NdST82xvtIhQ_YqVoiaop9/view https://drive.google.com/file/d/1OXcReUpA65NdST82xvtIhQ_YqVoiaop9/view https://www.youtube.com/watch?v=rGm5Hnq6Ff4 https://www.youtube.com/watch?v=AqPeMprcEDw 349 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) III • Good citizenship (understands that children have rights, shows care for country and aware of the persons who represent his/her community) UN Convention on the Rights of the Child(Teacher’s resource- poster) https://www.childcomm.tas.gov.au/wp- content/uploads/2015/06/UNCRC-poster-youth-friendly.pdf Activities 3,4 https://www.amnesty.org.uk/files/2017- 10/Learning%20about%20Human%20Rights%20in%20the%20Prim ary%20School.pdf Standard 1 I • Demonstrate trustworthy behavior for example demonstrate trustworthy behavior by being truthful and dependable • Respect for self and others for example shows respect for classmates when they are making a contribution to the class • Good citizenship for example know and state the national emblems of Trinidad and Tobago Trustworthiness- Dependability https://learn.moe.gov.tt/pluginfile.php/321419/mod_resource/content /1/Trustworthiness-Dependability.pdf Dependability YouTube Video https://www.youtube.com/watch?v=mKnDICbnN3o Definition for Respect YouTube Video https://www.youtube.com/watch?v=GOzrAK4gOSo National Symbols https://www.nalis.gov.tt/Resources/Subject-Guide/National- Symbols#tabposition_25662 II • Demonstrates responsible behavior for example acts responsibly when completing assigned class work Responsibility power point presentation https://learn.moe.gov.tt/mod/resource/view.php?id=12723 Importance of keeping your surroundings clean https://www.childcomm.tas.gov.au/wp-content/uploads/2015/06/UNCRC-poster-youth-friendly.pdf https://www.childcomm.tas.gov.au/wp-content/uploads/2015/06/UNCRC-poster-youth-friendly.pdf https://www.amnesty.org.uk/files/2017-10/Learning%20about%20Human%20Rights%20in%20the%20Primary%20School.pdf https://www.amnesty.org.uk/files/2017-10/Learning%20about%20Human%20Rights%20in%20the%20Primary%20School.pdf https://www.amnesty.org.uk/files/2017-10/Learning%20about%20Human%20Rights%20in%20the%20Primary%20School.pdf https://learn.moe.gov.tt/pluginfile.php/321419/mod_resource/content/1/Trustworthiness-Dependability.pdf https://learn.moe.gov.tt/pluginfile.php/321419/mod_resource/content/1/Trustworthiness-Dependability.pdf https://www.youtube.com/watch?v=mKnDICbnN3o https://www.youtube.com/watch?v=GOzrAK4gOSo https://www.nalis.gov.tt/Resources/Subject-Guide/National-Symbols#tabposition_25662 https://www.nalis.gov.tt/Resources/Subject-Guide/National-Symbols#tabposition_25662 https://learn.moe.gov.tt/mod/resource/view.php?id=12723 350 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) • Care for others and for country for example shows concern and care for one’s immediate environment such as the home environment https://www.youtube.com/watch?v=QGvw_e1N5Ho III • Fairness to all persons for example understands that all persons are to be treated fairly and that rules help to maintain fairness Being Fair https://learn.moe.gov.tt/pluginfile.php/321374/mod_resource/content /1/Fairness.pdf Standard 2 I • Trustworthy behavior (understands/displays loyalty) for example, singing the national anthem and saying the national pledge with pride. • Responsible behavior (shows responsibility for self at work, home and play), for example, handing in assignments on time, completing work neatly. • Respect for self, others (respects the property of others and complies with rules) for example, being on time for assembly and classes and/or wearing the required uniform or approved wear for classes. National Pledge https://learn.moe.gov.tt/course/view.php?id=448 Story-I'll do it, taking responsibility https://www.youtube.com/watch?v=YpJKWcI6CL8 Rings of responsibility https://www.youtube.com/watch?v=fQSnzrB5bso Respect https://learn.moe.gov.tt/pluginfile.php/302287/mod_resource/content /1/VCCE-Standard%202-Respect.pd II • Care for the environment (shows care for property, the environment and resources) for example, speaking about/verbally expressing the ways they do not pollute the environment. • Fairness to all persons (encourages others to be fair and understands the difference Caring for the environment through responsible behaviour https://learn.moe.gov.tt/pluginfile.php/302299/mod_resource/content /1/VCCE-Standard%202-Responsibility.pdf “Win or lose” https://freestoriesforkids.com/children/stories-and-tales/win-or-lose https://www.youtube.com/watch?v=QGvw_e1N5Ho https://learn.moe.gov.tt/pluginfile.php/321374/mod_resource/content/1/Fairness.pdf https://learn.moe.gov.tt/pluginfile.php/321374/mod_resource/content/1/Fairness.pdf https://learn.moe.gov.tt/course/view.php?id=448 https://www.youtube.com/watch?v=YpJKWcI6CL8 https://www.youtube.com/watch?v=fQSnzrB5bso https://learn.moe.gov.tt/pluginfile.php/302287/mod_resource/content/1/VCCE-Standard%202-Respect.pd https://learn.moe.gov.tt/pluginfile.php/302287/mod_resource/content/1/VCCE-Standard%202-Respect.pd https://learn.moe.gov.tt/pluginfile.php/302299/mod_resource/content/1/VCCE-Standard%202-Responsibility.pdf https://learn.moe.gov.tt/pluginfile.php/302299/mod_resource/content/1/VCCE-Standard%202-Responsibility.pdf https://freestoriesforkids.com/children/stories-and-tales/win-or-lose 351 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) between fair and unfair) for example, awaiting their turn to respond in the class. Fairness https://www.youtube.com/watch?app=desktop&v=CrZiZwyAsBw OR https://www.youtube.com/watch?app=desktop&v=AqPeMprcEDw III • Good citizenship (distinguishes between rights, privileges and responsibilities and displays moral and social responsibility at school and in the community; verbally expresses willingness to help others/have helped others in the community/society; displays a positive attitude to learning and school). Being a good citizen-worksheet https://www.youtube.com/watch?app=desktop&v=LKCtzuvBZPc (T eacher’s resource) Rights and privileges https://learn.moe.gov.tt/pluginfile.php/302301/mod_resource/content /1/VCCE-Standard%202-Citizenship.pdf Standard 3 I • Trustworthy behavior (displays loyalty and shows courage on behalf of others), for example: Shows courage on behalf of friends by informing the teacher about incidents of bullying, teasing and other inappropriate behaviour. • Demonstrates responsible behavior (makes responsible choices), for example:The student is punctual at the start of all class sessions. Judging Others (loyalty and courage): https://learn.moe.gov.tt/mod/resource/view.php?id=7788 Rules and Responsibilities https://learn.moe.gov.tt/mod/resource/view.php?id= 7787 II • Respect for self and others (shows respect for different cultures of the Caribbean), for example: Speaks positively and participates in all school activities. • Care for self and others (demonstrates care for the environment), for example Activity: https://learn.moe.gov.tt/mod/resource/view.php?id=14993 Answers: https://learn.moe.gov.tt/mod/resource/view.php?id=14994 Empathy: https://learn.moe.gov.tt/mod/resource/view.php?id=3251 https://www.youtube.com/watch?app=desktop&v=CrZiZwyAsBw https://www.youtube.com/watch?app=desktop&v=AqPeMprcEDw https://www.youtube.com/watch?app=desktop&v=LKCtzuvBZPc https://learn.moe.gov.tt/pluginfile.php/302301/mod_resource/content/1/VCCE-Standard%202-Citizenship.pdf https://learn.moe.gov.tt/pluginfile.php/302301/mod_resource/content/1/VCCE-Standard%202-Citizenship.pdf https://learn.moe.gov.tt/mod/resource/view.php?id=7788 https://learn.moe.gov.tt/mod/resource/view.php?id=7787 https://learn.moe.gov.tt/mod/resource/view.php?id=7787 https://learn.moe.gov.tt/mod/resource/view.php?id=14993 https://learn.moe.gov.tt/mod/resource/view.php?id=14994 https://learn.moe.gov.tt/mod/resource/view.php?id=3251 352 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) o Uses kind words when interacting in the online or fac- to-face environment for example, please, thank you, excuse me. o Does not make derogatory remarks (verbal or in the class chat) in all situations. o Express concern for marine life. Care for Oceans: https://learn.moe.gov.tt/mod/resource/view.php?id=3251 III • Fairness to all persons (makes informed and fair decisions), for example: Student treatment of classmates must be equal regardless of ethnicity, class, religion, ability and physical attributes. • Good citizenship (informed about local and regional events and participates and volunteers in age-appropriate activities), for example o Identifies all public holidays in Trinidad and Tobago. o Actively participates in the celebration of all public holidays (activities may include artwork or craft items, for example, making a deeya for Divali, greeting card for Christmas, Flower for Mother’s Day, singing of nation building songs, dance and re-enactment of historical events) Understanding Fairness: https://learn.moe.gov.tt/mod/url/view.php?id=8492 Independence Day: https://learn.moe.gov.tt/mod/url/view.php?id=6328 Republic Day: https://learn.moe.gov.tt/mod/url/view.php?id=6326 Standard 4 I • Trustworthy behavior (displays actions that show/build trust). • Demonstrates responsible behavior (makes responsible choices and uses media responsibly). (121) Character Videos for kids - Trustworthiness - YouTube Trustworthiness (slideshare.net) (121) Responsible Use of Technology for Kids - First Mobile - Cyberbullying - Fake News - Online Privacy - YouTube (121) Characteristics of a Responsible Digital Citizen - YouTube https://learn.moe.gov.tt/mod/resource/view.php?id=3251 https://learn.moe.gov.tt/mod/resource/view.php?id=3251 https://learn.moe.gov.tt/mod/url/view.php?id=8492 https://learn.moe.gov.tt/mod/url/view.php?id=6328 https://learn.moe.gov.tt/mod/url/view.php?id=6326 https://www.youtube.com/watch?v=qWxk2QFblEE https://www.slideshare.net/shawkyallam/trustworthiness-58128915 https://www.youtube.com/watch?v=JkkTN0pQ_Ug https://www.youtube.com/watch?v=JkkTN0pQ_Ug https://www.youtube.com/watch?v=5V56hPW_mwU 353 Class Term Learning Outcomes SUGGESTED ONLINE TOOLS/RESOURCES for INSTRUCTION (Teaching and Assessment) II • Respect for self and others (respects the rights of others to privacy and communicates respectfully). • Care for self and others (shows consideration for others when using the media). (80) Show Some Respect - YouTube (80) Be The Best Version of Yourself Online: Respect and Self- Respect - YouTube III • Fairness to all persons (defends the rights of others and impartial decisions). • Good citizenship (uses appropriate methods to seek redress for other and understands social justice and citizenship). (121) The Zorbs: Fairness in the Spotlight (Episode 7) - YouTube Fairness: Suspending Judgement (studyassistant.org) Character Education Justice and Fairness. - ppt video online download (slideplayer.com) (121) Character Education Fairness - YouTube Standard 5 I • Demonstrates responsible behavior (makes responsible choices and uses media responsibly). • Respect for self and others (respects the rights of others to privacy and communicates respectfully). • Care for self and others (shows consideration for others when using the media). (121) Responsible Use of Technology for Kids - First Mobile - Cyberbullying - Fake News - Online Privacy - YouTube Teaching Kids How To Use Social Media Responsibly (fortheloveofteachers.com) (157) Active Listening: How To Communicate Effectively - YouTube (157) Social Media Safety Tips - YouTube II • Trustworthy behavior (displays actions that show/build trust). • Fairness to all persons (defends the rights of others and impartial decisions). (157) Character Videos for kids - Trustworthiness - YouTube (157) October CC trait - Trustworthiness - YouTube (157) Build Character Build Success: FAIRNESS - YouTube III • Good citizenship (uses appropriate methods to seek redress for other and understands social justice and citizenship). (157) Character education: justice - YouTube (157) What is Social Justice? - YouTube https://www.youtube.com/watch?v=t40SZtaJo84 https://www.youtube.com/watch?v=v5iOiqo7Vvc https://www.youtube.com/watch?v=v5iOiqo7Vvc https://www.youtube.com/watch?v=I1CZQa_xRMU https://www.studyassistant.org/fairness-suspending-judgement/ https://slideplayer.com/slide/10851391/ https://slideplayer.com/slide/10851391/ https://www.youtube.com/watch?v=vHQ0gI4BaSI https://www.youtube.com/watch?app=desktop&v=JkkTN0pQ_Ug https://www.youtube.com/watch?app=desktop&v=JkkTN0pQ_Ug https://www.fortheloveofteachers.com/teaching-kids-how-to-use-social-media-responsibly/ https://www.fortheloveofteachers.com/teaching-kids-how-to-use-social-media-responsibly/ https://www.youtube.com/watch?v=BW82k7lwI_U https://www.youtube.com/watch?v=BW82k7lwI_U https://www.youtube.com/watch?v=vPlWDFtP0T0 https://www.youtube.com/watch?v=qWxk2QFblEE https://www.youtube.com/watch?v=r9h5lGJZHeY https://www.youtube.com/watch?v=AqPeMprcEDw https://www.youtube.com/watch?v=TiX9kNmdiy4 https://www.youtube.com/watch?v=QojPDlEWL9Y 354 9 BROCHURES on Online Tools 1. (exception) Considerations for preparation of printed instructional materials. 2. English Language Arts – EnglishMaven.Org 3. Social Studies – National Symbols 4. Science – Slido 5. ICT- Teach-ICT website 6. TVET- Transfer of images from a camera to word document 7. VAPA – Journal keeping on Mobile 8. VAPA (Music) – Perfect EAR app: A music school in your pocket 9. VAPA (Visual Arts) – TRYCOLORS app: A virtual art class 10. VAPA – Enhance Your PPT presentation 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 APPENDICES 377 Appendix A - English Language Arts Classroom Reading Intervention Plan Classroom Reading Intervention Plan 1. Step One Meet with the previous teacher of your class. Collect any information he/she may have on your new students’ performance in literacy areas (end of term test results, other literacy assessment information, etc.). 2. Step Two Assess students’ reading strengths and needs with literacy assessment instruments (See Table 1 below). More than one assessment may be needed. It is recommended that a quick screening test be done first, followed by the use of diagnostic assessments. Observe students carefully during all assessment sessions. Make records of students’ mistakes. Information from steps one and two will become your baseline data (this information indicates the students’ strengths and weaknesses) Table 1- Reading Areas and Corresponding Literacy Assessment Instruments Reading Areas Sample of Literacy Assessment Instruments Oral Reading Fluency (Screening) Teacher made passages, Fry’s Oral Reading Test, Passages from the class text, Cool Tools Phonemic Awareness Teacher made tests, Phonemic Awareness Test, Cool Tools Phonics Teacher made test, Informal Phonics Inventory, Jolly Phonics Test, Fry’s Phonics Test, Cool Tools, Quick Phonics Screener Vocabulary Dolch Sight Word List, Fry’s Sight Word List, San Diego Quick Assessment, Cool Tools 378 Comprehension Teacher made test, Informal Reading Inventory, Cool Tools The information gathered will show specific areas of weaknesses in reading. Use the data to target the missing skills in planning and for instruction in the reading intervention sessions. Research has shown that teacher consistency is a key factor in helping weak readers to improve. 3. Step Three Use the results (baseline data) to group students based on reading levels, common mistakes recorded, or missing skills observed. (Suggested Groupings: Independent level, instructional and frustrated level) o Independent level- the level at which a child can read and understand a text on his/her own with ease and confidence. o Instructional level- the level at which a child needs the support of a teacher. This is the level where the student is introduced to a lot of new vocabulary. o Frustrated level-the level at which the child is unable to read without adequate word recognition and comprehension. The material is too hard for the reader!! 4. Step Four Plan reading intervention instruction (for the frustrated level grouping) according to the students’ needs and set learning targets (Refer to Table 2 for areas of focus). Pay attention to the amount of work to be done with the students and the sequence. A commercial reading remediation programme can also be used. Table 2- Types of Readers and Possible Areas for Instructional Attention Types of Readers Possible Areas of Instructional Needs Frustrated Level/ Struggling readers (Poor decoders) Phonemic Awareness, Phonics, Word Recognition skills, Vocabulary, Fluency, Comprehension 379 Instructional Readers Vocabulary, Fluency, Comprehension Independent Readers Wide Reading, Vocabulary, Comprehension 5. Step Five Indicate your remediation structure as follows: Names of students: Struggling reader registry needed for the class. Frequency- Number of sessions per week. Sessions should be held daily. Minimum number suggested (three times per week) Duration: No less than 20 minutes for Infants One and Two. No less than thirty (30) minutes per session Standard One and higher. Time Identified: Specific time period needed (daily). Example: 11:10 a.m. to 11:30 a.m. Be consistent in upholding the time slot chosen. It should become routine. Instructional sequence per session: See templates below 6. Step Six Instruct students (frustrated level grouping) in the missing skills in order to close the gap. Model, scaffold and give corrective feedback in all sessions. Keep the sessions lively and active! Remember the other students should be working on literacy activities independently or in a small group. (N.B. Use of literacy centres). 7. Step Seven Monitor students’ progress regularly and document their progress in learning of the missing skills and their movement toward meeting the target goals. Make use of checklists. Allow the student to also self-monitor their individual progress as well. 8. Step Eight Conduct regular assessment and evaluation (suggested every two weeks). This is to ensure that the student achieves mastery of the skills. 380 9. Step Nine Set new learning goals as each skill is learnt. 10. Step Ten Motivate students regularly!!! Sample Classroom Reading Remediation Plan Template (Struggling Readers) Week __________ Literacy Area Skill Objectives Strategy Resources Lesson Assessment Phonics Structural analysis Vocabulary Oral Reading Comprehension Sample Small Group Daily Plans (Integrated Approach) for a 35-minute session Day 1 Reading Areas Time Phonics (words containing silent e) 10 mins Word Recognition- Structural Analysis (Inflectional ending- “-s add to silent e ending verbs e.g. make) 10mins 381 Vocabulary- Words from Phonics, Word Recognition and the Dolch Sight word list) 5 mins Oral Reading- Repeated reading of decodable text / sentences/ paragraphs based on Phonics, Word Recognition and Vocabulary elements being taught 10 mins Day 2 Reading Areas Time Phonics (Practice and review words containing silent e) 10 mins Word Recognition- Structural Analysis Review (Inflectional ending- “-ing add to silent e ending verbs e.g. make, use, dine, tape) 10mins Vocabulary- Words from Phonics, Word Recognition and Practice and review using the Dolch Sight word list) 5 mins Oral Reading- Repeated reading of decodable text/ sentences / paragraphs based on Phonics, Word Recognition and Vocabulary elements being taught 10 mins Day 3 Reading Areas Time Phonics (Practice and review words containing silent e) 5 mins Word Recognition- (Practice and Review Structural Analysis (Inflectional ending- “-ing, add to silent e ending verbs e.g. make, use, dine, hope) 10mins 382 Vocabulary- Words from Phonics, Word Recognition and Practice and review using the Dolch Sight word list) 5 mins Oral Reading- Repeated reading of decodable text/ using words/ sentences/ paragraphs based on Phonics, Word Recognition and Vocabulary elements being taught 15 mins Day 4 Reading Areas Time Phonics (Practice and review words containing silent e) 5 mins Word Recognition- (Practice and Review Structural Analysis (Inflectional ending- “ed, add to silent e ending verbs e.g. tape, use, dine, scrape) 10mins Vocabulary- Words from Phonics, Word Recognition and Practice and review using the Dolch Sight word list) 5 mins Comprehension: Answering Literal Questions (Who? When? Where? Why? What?). Use of decodable text/ sentences/ paragraphs based on Phonics, Word Recognition and Vocabulary at the students’ independent or instructional reading level. 15 mins Day 5 Reading Areas Time Phonics (Practice and review words containing silent e) 5 mins 383 Word Recognition- (Practice and Review Structural Analysis (Inflectional ending- “ed”, add to silent e ending verbs e.g. , use, dine, ) 10mins Vocabulary- Words from Phonics, Word Recognition and Practice and review using the Dolch Sight word list) 5 mins Comprehension: Answering Literal Questions (Who? When? Where? Why? What?). Use of teacher made text/ sentences / paragraphs based on Phonics, Word Recognition and Vocabulary at the students’ independent or instructional reading level. 15 mins Suggested Structure for the classroom reading intervention session Two lesson structures have been listed below for the teacher to consider: Both options can be used by the teacher to conduct the classroom intervention session. Mini Lesson - Focus on one reading skill 1. Teacher introduces the skill (5 mins.) 2. Teacher guides and students practice (10 mins) 3. Student does independent work with the skill learnt (10 mins) 4. Assessment (5 mins) Integrated Lesson - Many reading skills are addressed 1. Phonics/ Structural Analysis/Vocabulary (10 mins) 2. Oral Reading (Fluency) -5 mins 3. Comprehension- 15mins Skills to be taught In the classroom reading intervention sessions, the teacher:- • needs to provide direct instruction in the reading skills the students are deficient in. (Weak readers will not show much improvement if this is not addressed) • should model, scaffold and give corrective feedback in all sessions. • ensure sessions are kept lively and active! 384 Remember the other students should be working on literacy activities independently or in a small group. (N.B. Use of literacy centres). Whole class instruction should be used to highlight and reinforce the reading skills taught as they are met across the curriculum. What will these weak readers read? The class reader cannot be used until they have acquired proficiency in foundational reading skills. They can however read a variety of materials once they have been carefully selected. They should be provided with skill-based material (e.g. phonics passages, sight words passages, etc.), to apply the skills they are learning. Authentic reading materials should be provided also, this will enable the weaker readers to apply the skills being learnt in continuous text. Reading materials must initially be short so as to build the confidence of the weak reader as they are able to read a selection to completion in a short time. As they gain more confidence and learn more skills the reading material selected can be longer. Teachers can assist the weaker readers by using the following to improve their oral reading fluency: 1. adapted basal reader passages, 2. teacher made passages related to Social Studies and Science, 3. language experience passages, 4. poetry, 5. lower-level reading materials which contain a few unfamiliar words. 385 Sample Monitoring Instrument P-Progressing NP- Not Progressing Student Name: Reading Skill Phonics P NP Reading Skill Structural Analysis P NP Reading Skill Oral Reading Fluency P NP Letters of the alphabet ❑ Root words Phonics Passage 1 Vowels Inflectional endings LEA Passage 2 Vowels –short sound, etc. Compound words Poem Consonants Adapted Passage 3, etc. (bi-weekly) and document their progress in the learning of the missing skills and their movement toward meeting the target goals. Checklists such as the one shown below should be used to monitor students’ performance. Students should be allowed to self-monitor their individual progress as well (weekly). 386 Reading Skills to be taught The skills should be taught concurrently. A cumulative review of the skills being taught should be encouraged at the beginning of each session. Emphasis must be placed on applying the skills in the oral reading of authentic material. Incidental teaching can occur when other skills not yet taught comes up. Teachers have the opportunity to find the target skills and follow the sequence to craft their own plan. The teaching of the skills can be accelerated or decreased according to the progress made by the students. N.B. Comprehension skills have been excluded from this sequence as it was not assessed based on the diagnostic instruments given. However, it can be added to the skills being attended to in the intervention session if the teacher so desires. Data from classroom assessment in comprehension can be used to identify weak readers’ needs in this area. Teachers should also remember that comprehension skills can be taught with a whole class, however, the content, materials and assessments used for such lessons must be adapted to make the skills accessible to the weaker readers. This is a suggested sequence of skills which can be taught in the classroom reading intervention session Sample Sequence of Reading Intervention Skills Word Recognition/ Decoding Skills Oral reading fluency Weeks Phonics Structural analysis Sight words-high frequency words Identification of letters of the alphabet and corresponding sounds Root Words Introduction and Identification of Root words (CVC and high frequency words) Sight words Use of a high frequency word list Phonics related words being learnt are included Structural analysis words being learnt are included Application of skills Repeated reading Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc. LEA passage, etc. Vowel identification Short vowel sounds Inflectional Endings Sight words Use of a high frequency word list Application of skills Repeated reading 387 Word Recognition/ Decoding Skills Oral reading fluency Weeks Phonics Structural analysis Sight words-high frequency words Blending, reading and writing words with short vowel sounds Introduction and Identification of Inflectional endings (1) (s, es, er, en, est, ing, ed, ‘s ) (use of CVC words, high frequency words and other words) Phonics related words being learnt are included Structural analysis words being learnt are included Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc. LEA passage, etc. Phonograms with the short vowel sounds (Introduce chunking- m-at) Blending, reading and writing words based on this skill Compound Words Introduction, Identification and formation of Compound words (1) (CVC words- laptop, sunset, etc.) What does the compound word mean? Sight words Use of a high frequency word list Phonics related words being learnt are included Structural analysis words being learnt are included Application of skills Repeated reading Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc. LEA passage, etc. Consonant identification CVC words Identification of beginning, ending and middle sounds. Blending, reading and writing VC and CVC words Word Syllabication Introduce what is a syllable Identification of number of syllables in known words (cat, laptop, etc.) (use of CVC words and compound words) Sight words Use of a high frequency word list Phonics related words being learnt are included Structural analysis words being learnt are included Application of skills Repeated reading Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc. LEA passage, etc. Identification of the consonant blends Inflectional endings (2) Sight words Use of a high frequency word list Application of skills Repeated reading 388 Word Recognition/ Decoding Skills Oral reading fluency Weeks Phonics Structural analysis Sight words-high frequency words Introduction of Consonant blends (beginning) r, l and s blend families (one rule)-short vowel sounds-CCVC Blending, reading and writing words based on this skill Root words. Add (s) and vice versa What is the root word? Use of CVC, CCVC, high frequency words and other known words) (dogs, laptops) Phonics related words being learnt are included Structural analysis words being learnt are included Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc. LEA passage, etc. Long vowel sounds- Silent e (VCe, CVCe and CCVCe) Blending, reading and writing words given on this skill Inflectional Endings (3) Root word. Add (-ing) and vice versa What is the root word? (Use of, high frequency words and other known words) (eating,) Sight words Use of a high frequency word list Phonics related words being learnt are included Structural analysis words being learnt are included Application of skills Repeated reading Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc. LEA passage, etc. Phonograms with the long vowel sounds – silent e (VCe, CVCe and CCVCe)- ate, tube, plane Blending, reading and writing words based on this skill. Compound Words Identification and formation of Compound words (2) (Use of CVC, CVCe, CCVCe, high frequency words and other known words) Flagpole, cupcake, freetime, What does the compound word mean? Sight words Use of a high frequency word list Phonics related words being learnt are included Structural analysis words being learnt are included Application of skills Repeated reading Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc. LEA passage, etc. 389 Word Recognition/ Decoding Skills Oral reading fluency Weeks Phonics Structural analysis Sight words-high frequency words The consonant “y” (long e sound-baby Short I sound- hymn Long I sound-my) Blending, reading and writing words given on this skill Suffixes Introduction of suffixes (1). Formation of words and their meaning Ful, ous, y (full of) Helpful, tasty, poisonous What is the root word? Sight words Use of a high frequency word list Phonics related words being learnt are included Structural analysis words being learnt are included Application of skills Repeated reading Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc. LEA passage, etc. Introduction of Consonant blends (ending)-one rule (ft, lf, lt, nd, nt, sk, sp, st, etc.) Blending, reading and writing words given on this skill (VCC, CVCC, CCVCC, CCVCC) Word Syllabication Words with suffixes Dangerous, joyful, greedy Sight words Use of a high frequency word list Phonics related words being learnt are included Structural analysis words being learnt are included Application of skills Repeated reading Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc. LEA passage, etc. Phonograms with the ending consonant blends (Introduce chunking- m-ask) Blending, reading and writing words based on this skill Inflectional Endings (5) Root word. Add (-ing) and vice versa What is the root word? (Use of CVCe and CCVCe, high frequency words and other known words) (making, skating ) Sight words Use of a high frequency word list Phonics related words being learnt are included Structural analysis words being learnt are included Application of skills Repeated reading Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc. LEA passage, etc. Introduction of vowel digraphs – one rule Prefixes (1). Introduction to prefixes. Sight words Use of a high frequency word list Application of skills Repeated reading 390 Word Recognition/ Decoding Skills Oral reading fluency Weeks Phonics Structural analysis Sight words-high frequency words (ay, ai, ee, ea, ie, oa, oe, ow, ue) Blending, reading and writing words given on this skill Formation of words and their meanings. Un, dis, im, in, (not) Root word. Add (prefixes) and vice versa What is the root word? Phonics related words being learnt are included Structural analysis words being learnt are included Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc. LEA passage, etc. Phonograms with vowels and the ending consonant blends (Introduce chunking- m-eet) Blending, reading and writing words based on this skill Word Syllabication Words with prefixes (use of phonics words, structural analysis words, high frequency words and other known words) Sight words Use of a high frequency word list Phonics related words being learnt are included Structural analysis words being learnt are included Application of skills Repeated reading Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc. LEA passage, etc. Hard and soft c (before-e, I, y) Blending, reading and writing words based on this skill Inflectional Endings (4) Root word. Add (-es) and vice versa What is the root word? (Use of high frequency words and other known words) ( beaches, rashes, grasses) Sight words Use of a high frequency word list Phonics related words being learnt are included Structural analysis words being learnt are included Application of skills Repeated reading Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc. LEA passage, etc. Introduction of consonant digraphs Ch, sh, th, wh, ph, Blending, reading and writing words given on this skill Word Syllabication Words with prefixes and suffixes (use of phonics words, structural analysis words, Sight words Use of a high frequency word list Phonics related words being learnt are included Application of skills Repeated reading Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc LEA passage, etc. 391 Word Recognition/ Decoding Skills Oral reading fluency Weeks Phonics Structural analysis Sight words-high frequency words high frequency words and other known words) Structural analysis words being learnt are included. Hard and soft g (before e, i, y) Blending, reading and writing words based on this skill Inflectional Endings (5) Pronunciation of the (ed) ending on known words Ed- /d/; ed-/t/; ed-/id/ Sight words Use of a high frequency word list Phonics related words being learnt are included Structural analysis words being learnt are included Application of skills Repeated reading Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc LEA passage, etc. R controlled vowels (ar, er, ir, or, ur) Blending, reading and writing words based on this skill Inflectional Endings (6) Root word. Add (-ed) and vice versa What is the root word? (Jumped, looked, etc.) (Use of high frequency words, and other known words) Sight words Use of a high frequency word list Phonics related words being learnt are included Structural analysis words being learnt are included Application of skills Repeated reading Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc LEA passage, etc. L controlled vowels (al, all) Blending, reading and writing words based on this skill Use of a high frequency word list Phonics related words being learnt are included Structural analysis words being learnt are included Application of skills Repeated reading Oral reading of skill based words, sentences and short passages e.g. phonics based sentences, etc LEA passage, etc. Appendix B - Sample Lesson Plan –Agricultural Science Level: Standard Two Subject: Agricultural Science Topic: Transplanting Ochro Seedlings Objectives: Students will be able to: State the main steps in transplanting seedlings. Identify the equipment needed for transplanting seedlings. Demonstrate the proper techniques in transplanting ochro seedlings. Collaborate to grow plants. Previous Knowledge/Experience: Students are familiar with seeds and germination. They know the parts of a plant and the basic requirements for plant growth. Students have seen an ochro pod. Students know good environmental practices for growing crops. Students know cultural practices for growing crops. Materials and Resources: Plant pots, potting soil, ochro seedlings, gloves, trowel, instructional sheets, watering can, water, fertilizer, ochro, newspaper. Set Induction: The teacher distributes ochro pods to the students (1 per desk and asks the students to identify the fruit and its uses for e.g. in cooking different dishes. Teacher elicits from pupils where the fruit came from – a plant and where the plant came from – a seed. Teacher reads the story “The Tiny Seed” to students. Teacher elicits from students why some seeds in the story did not grow. The Tiny Seed | Kids Books Read Aloud: https://www.youtube.com/watch?v=kZITtrzoK4c Content/ Body of the Lesson: https://www.youtube.com/watch?v=kZITtrzoK4c 393 Description Of Teaching Strategy Pupil Learning Activities/ Actions SECTION 1: Steps in Transplanting seedlings. Teacher shows pupils a plant pot and an ochro seedling and asks pupils what they think she is going to do with the items. Teacher elicits from pupils the steps in transplanting a seedling to a plant pot. Teacher notes the students’ responses on the board. Teacher elicits from pupils the tools and materials needed to transplant the seedlings and notes them on the board. Pupils observe the items and respond appropriately to the questions. Pupils state the steps in preparing the plant pot and transplanting the seedling. Pupils identify the tools and items needed for the task. SECTION 2: Teacher demonstration. Teacher gathers all the equipment and materials needed for the task. Teacher asks students to identify each item and its use/purpose. Teacher demonstrates to students the proper technique for removing the seedling from the seedling tray to avoid damaging the plant. Teacher demonstrates the transplanting process to the students i.e. adding potting soil, making a hole, adding manure, placing the seedling in the soil, etc. Teacher reviews the steps in transplanting the seedling. Pupils observe and respond appropriately. Pupils observe the teacher carefully. Pupils state the steps in transplanting the ochro seedling. SECTION 3: Practical Activity Teacher places the students in groups of four and distributes an Instructional Sheet. Teacher observes students perform the activity. Pupils gather materials needed for the activity. Pupils follow the instructions and transplant their seedlings. Pupils water their seedlings and place them in a secure area of the school. 394 Closure: The teacher reviews the lesson highlighting the steps in transplanting an ochro seedling. Evaluation: Students would be assessed through teacher observation with a performance checklist while carrying out the task. Sample of Checklist: Pupil Names Personal Safety Selection & Care of Tools Agricultural Skills Teamwork Extension: Pupils will be required to care for and monitor the growth of their plants throughout the duration of the unit as well as keep records. Instructional Sheet TRANSPLANTING OCHRO SEEDLINGS Safety precautions: Before attempting the activity, read carefully: • Ensure all tools are pointed downwards when not in use. • Do not consume the Nutrex solution. • Wear gloves to conduct activity. • Wash hands thoroughly after activity is completed. Materials & Equipment: • Plant pot • Ochro seedling • Gloves 395 • Hand trowel • Potting mixture • Watering can with Nutrex solution • Newspaper Instructions: • Assign one group member to collect materials and equipment. • Spread newspaper on desks. • Remove the seedling carefully from the tray ensuring that soil is kept around the roots. • Fill the plant pot with potting mixture to required amount. • Make a hole in the centre of the soil mixture. • Place the seedling upright in soil (same depth as it was before). • Cover base of seedling with soil, pressing gently around the root stock. • Water seedling thoroughly with Nutrex solution (mixed by teacher). Follow Up Activity: • Place potted seedling in secure, well-lit area. • Clean up work area. • Wash tools. • Return tools and materials to storage room. 396 Appendix C - Drama Checklist Infants 2 SPACE AND LEVELS Teacher can use a video of student participating in lesson for assessment Student can move efficiently in personal space using levels (high, medium, low) □ Using three levels □ Using two levels □ Using one level □ Student does not actively participate in activity Student is aware of self in and while moving in space □ Very aware □ Generally aware □ Somewhat aware □ Unaware □ Student does not actively participate in activity Student moves confidently in space □ Very confidently □ Confidently □ Lacking confidence □ Student does not actively participate in activity MIME AND HAND GESTURES Teacher can use a video or live observation (using a webcam) of student participating in lesson for assessment Student can express themselves creatively using body language □ Outstanding □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can use hand gestures to communicate with peers □ Four gestures □ Three gestures □ Two gestures □ One gesture □ Student does not actively participate in activity COMMUNICATING WITH HANDS AND VOICE Teacher can use a video or voice recording or live observation (using a webcam) of student participating in lesson for assessment 397 Student can use voice inflections to effectively present a short story □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can use hand gestures to effectively present a short story □ 6-8 gestures □ 3-5 gestures □ 2 gestures □ 1 gesture □ Student does not actively participate in activity SOUNDSCAPE Teacher can use a video or voice recording or live observation (using a webcam) of student participating in lesson for assessment Student chooses appropriate sounds for soundscape □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity Student uses voice appropriately to create soundscape □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student chooses appropriate un-tuned percussive instruments to add to soundscape □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity Student can produce a one-minute soundscape based on a given theme □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity APPRECIATION Teacher can use student oral responses in online classroom space or videoed feedback for assessment 398 Student shows appreciation for the work of others □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity RING GAMES Teacher can use a video or live observation (using a webcam) of student participating in lesson for assessment Student can use body actions, while singing, in performance of ring games □ Three or more actions □ Two actions □ One action □ Student performs no action but sings □ Student does not actively participate in activity (neither sings nor does any action) ROLE-PLAY Teacher can use a video or live observation (using a webcam) of student participating in lesson for assessment Student can imitate using posture □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can imitate everyday actions using voice □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can imitate everyday actions using hand gestures □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity 399 Standard One FACIAL EXPRESSIONS AND HAND GESTURES Teacher can use a video or live observation (using a webcam) of student participating in lesson for assessment Student chooses appropriate facial expressions □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student chooses appropriate hand gestures to communicate feelings □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can role-play familial relationships □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity STORY CREATION Teacher can use a video or live observation (using a webcam) of student participating in lesson for assessment Student can work well with others □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity ROLE-PLAY (Healthy Foods) Teacher can use a video or live observation (using a webcam) of student participating in lesson for assessment Student shows an understanding of the effects of consuming healthy/ unhealthy foods □ Excellent □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity 400 PORTFOLIO Teacher can use a video or live observation (using a webcam) of student participating in lesson for assessment Student shows appreciation for others’ personalities □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity Student can create a portfolio of 1-2 pages □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity TABLEAUX Teacher can use a video or live observation (using a webcam) of student participating in lesson for assessment Student can create a still picture with their body □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity BODY Teacher can use a video or live observation (using a webcam) of student participating in lesson for assessment Student use their body to represent mode of transportation □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity 401 Standard Two LEVELS Teacher can use a video or live observation (using a webcam) of student participating in lesson for assessment Student can move efficiently in personal space using levels (high, medium, low) □ Using three levels □ Using two levels □ Using one level □ Student does not actively participate in activity MIME AND HAND GESTURES Teacher can use a video or live observation (using a webcam) of student participating in lesson for assessment Student can use body language to express everyday activities □ Outstanding □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can use hand gestures to communicate with peers □ Five gestures □ Four gestures □ Three gestures □ Two gestures □ One gesture □ Student does not actively participate in activity COMMUNICATING WITH HANDS AND VOICE Teacher can use a video or voice recording* or live observation (using a webcam) of student participating in lesson for assessment Student can use voice inflections to effectively present a short story* □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can use hand gestures to effectively present a short story □ 6-8 gestures □ 3-5 gestures □ 2 gestures □ 1 gesture 402 □ Student does not actively participate in activity APPRECIATION Teacher can use student oral or written responses in online classroom space/ platform/e- journal or videoed feedback for assessment Student shows appreciation for the work of others □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity SOUNDSCAPE Teacher can use a video or voice recording or live observation (using a webcam) of student participating in lesson for assessment Student chooses appropriate sounds for soundscape □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity Student uses voice appropriately to create soundscape □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student chooses appropriate un-tuned percussive instruments to add to soundscape □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity Student can produce a one-minute soundscape based on a given theme □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity RING GAMES Teacher can use a video or live observation (using a webcam) of student participating in lesson for assessment 403 Student can use body actions, while singing, in performance of ring games □ Three or more actions □ Two actions □ One action □ Student performs no action but sings □ Student does not actively participate in activity (neither sings nor does any action) ROLE-PLAY Teacher can use a video or live observation (using a webcam) of student participating in lesson for assessment Student can imitate using posture □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can imitate everyday actions using voice □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can imitate everyday actions using hand gestures □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity 404 Standard Three STAGE AREAS Teacher can use student oral or online quiz responses or videos of student identifying areas using space available at home for assessment Student can identify the main areas of the stage to the cardinal points □ Four areas □ Three areas □ Two areas □ One area □ Student does not actively participate in activity Student can locate the main areas of the stage through movement □ Four areas □ Three areas □ Two areas □ One area □ Student does not actively participate in activity Student can work well in group activities *Work with individuals at home can be considered □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity TABLEAUX Teacher can use a video, photographed or live observation (using a webcam) of student participating in lesson for assessment Student contributes to group presentations *Work with individuals at home can be considered □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity APPRECIATION Teacher can use student oral or written responses in online classroom space/ platform/e- journal or videoed feedback for assessment Student shows appreciation for the contributions of others □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity 405 LOCAL FOLKLORE Teacher can use oral or written responses in online classroom space/ platform, videos, or live observation (using a webcam) of student participating in lesson for assessment Student can identify different folk characters found in Trinidad and Tobago □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can use voice to effectively play a folklore character □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can use body movement to effectively play a folklore character □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can use costume to effectively play a folklore character □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity 406 Standard Four FLASHFORWARD/ FLASHBACK Teacher can use a video or live observation (using a webcam) of student participating in lesson for assessment Student shows appreciation for oceans/ beaches □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity Student contributes to group presentations □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity Student can use the technique of flashforward □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can use the technique of flashback □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity IMPROVISATION (FESTIVALS) Teacher can use oral or written responses in online classroom space/ platform, videos, or live observation (using a webcam) of student participating in lesson for assessment Student shows an understanding of local sacred festivals □ Very good □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student shows an understanding of local secular festivals □ Very good □ Satisfactory □ Fair 407 □ In progress □ Student does not actively participate in activity Student works well with others *Work with individuals at home can be considered □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity SIMILARITIES/ DIFFERENCES (FESTIVALS) Teacher can use oral or written responses in online classroom space/ platform, videos, or live observation (using a webcam) of student participating in lesson for assessment Student can identify the similarities/ differences among sacred festivals of Trinidad and Tobago □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can identify the similarities/ differences among secular festivals of Trinidad and Tobago □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student contributes to group presentations *Work with individuals at home can be considered □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity Student works well with others *Work with individuals at home can be considered □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity PRESENTATIONS (FESTIVALS) Teacher can use oral or written responses in online classroom space/ platform, videos, or live observation (using a webcam) of student participating in lesson for assessment Student can identify festivals from other Caribbean countries □ Very well □ Satisfactory 408 □ Fair □ In progress □ Student does not actively participate in activity Student contributes to group presentations *Work with individuals at home can be considered □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity Student works well with others *Work with individuals at home can be considered □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity 409 Standard Five PORTFOLIO Teacher can use written responses and archival documents in online classroom space/ platform, videos, or live observation (using a webcam) of student participating in lesson for assessment Student demonstrates an understanding of the process involved in creating a portfolio □ Very good □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student portfolio includes (tick all that apply) □ Photos □ Articles □ Advertisements □ Other Student contributes to the development of scenario □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity Scenario presented is aligned to portfolio/ artefact chosen □ Well aligned □ Somewhat aligned □ Not closely aligned □ Not aligned □ Student does not actively participate in activity Student works well with others *Work with individuals at home can be considered □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity ELEMENTS OF PRODUCTION Teacher can use oral or written responses in online classroom space/ platform Student can identify the elements of production □ All □ Most □ Some □ Few 410 □ None □ Student does not actively participate in activity Student can identify production elements observed in a live/ recorded presentation/ production □ >3 □ 3 □ 2 □ 1 □ 0 □ Student does not actively participate in activity Student can explain the elements of production identified □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity SCULPTURES/ MIRRORING Teacher can use a video or live observation (using a webcam) of student participating in lesson for assessment Student can sculpt their bodies into a frozen images □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can sculpt the bodies of their peers into a frozen images *Work with individuals at home can be considered □ Very well □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student can mirror actions done by peers *Work with individuals at home can be considered □ >6 actions □ 4-6 actions □ 3-5 actions □ <3 actions □ 0 actions □ Student does not actively participate in activity Student works well with partner □ Always 411 *Work with individuals at home can be considered □ Sometimes □ Rarely □ Student does not actively participate in activity SHOWCASE TRINIDAD & TOBAGO TO THE WORLD Teacher can use oral or written responses in online classroom space/ platform, videos, or live observation (using a webcam) of student participating in lesson for assessment Student demonstrates an understanding of stage locations □ Very good □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student demonstrates an understanding of elements of production □ Very good □ Satisfactory □ Fair □ In progress □ Student does not actively participate in activity Student contributes to group scenario *Work with individuals at home can be considered □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity Scenario presented is aligned to the given theme □ Well aligned □ Somewhat aligned □ Not closely aligned □ Not aligned □ Student does not actively participate in activity Student works well with others *Work with individuals at home can be considered □ Always □ Sometimes □ Rarely □ Student does not actively participate in activity *Where students are unable to meet separately in a virtual space to complete project/ performance requirements, work with persons available within the home can be considered for assessment. 412 English Language Arts Rubric to diagnose writing Writing (20 marks) Exemplary 5 Proficient 4 Progressing 3 Emerging 2 Makes an attempt 1 Unsatisfactory 0 Content The writing is specific to the writing task and is clearly focused with relevant details evident The writing is related to the writing task and is well- developed and detailed The writing is in response to the writing task and is fairly developed with some details evident The writing demonstrates an incomplete understanding of the writing task. Little related details evident The writing lacks understanding of the writing task No relevant details evident The prompt alone is repeated. No intelligible response Language Use Vivid descriptive and figurative language use Fluent, varied sentences enhance the Relevant descriptive and/or figurative language use Most sentences contribute to Limited use of descriptive or figurative language Some sentences contribute to Descriptive language attempted but usage is weak A combination of sentences and fragments No discernible use of descriptive or figurative language Fragments and run-on Words and sentences are indiscernible 413 clarity of the piece the clarity of the piece the clarity of the piece impede the clarity of the piece sentences impede the clarity of the piece Organisation Purposeful sequencing of sentences and paragraphs Skilful use of transitions Logical sequencing of sentences and paragraphs Logical use of transitions Inconsistent sequencing of sentences and paragraphs Simplistic use of transitions Disorganised sentences and paragraphs Weak transitions Writing is disorganised. No transitions No organisation evident Grammar/ Mechanics Minor lapses in grammar, spelling and/or punctuation do not detract from the fluency and clarity of the writing A few errors in grammar, spelling, punctuation and/or capitalisation do not impede meaning Some errors in grammar, spelling, punctuation and capitalisation at times impede meaning Frequent errors in grammar, spelling, punctuation and capitalisation impede readability Grammatical and mechanical errors make the writing unintelligible Words and sentences are indiscernible 414 English Language Arts Oral Reading Checklist Student:_______________________________ Class:______________________ Teacher:______________________________ Grade Level Passage:________________ Date:____________ Oral Reading Skills Yes No Comments Reads with expression Reads clearly with good pronunciation Reads with an acceptable pace Reads to show meaning of text Punctuation marks are observed Displays morphological (inflectional endings and affixes) awareness Display an understanding of text while reading Reads with confidence Makes an attempt at reading unfamiliar words Makes an attempt to use standard English pronunciation Notes: 415 References Acceleration vs. Remediation vs. Intervention: What’s the Difference? Retrieved from: https://blog.edmentum.com/ Boyes, L., Reid, I., Brain K., and Wilson, J. (2004) Accelerated learning: A literature survey. Unit for Educational Research & Evaluation, University of Bradford. Kulik, J.A., and Kulik, C.C. (1984). Effects of accelerated instruction on students. Review of Educational Research 54(3), 409-425. Meyer, D. (2000). The accelerated learning handbook: A creative guide to designing and delivering faster, more effective training programs. McGraw-Hill Professional. Rollins, S. P. (2014). Learning in the fast lane: 8 ways to put all students on the road to academic success. Virginia: ASCD. Serdyukov, P. (2008). Accelerated learning: What is it? Journal of Research in Innovative Teaching 1(1), 35-59. The Covid-19 induced learning loss – What is it and how it can be mitigated? Retrieved from: https://www.ukfiet.org/2020 The Glossary of Education Reform (2013). Acceleration. Retrieved from https://www.edglossary.org/acceleration/ https://www.edglossary.org/acceleration/