teaching english grammar 9781488624391
TRANSCRIPT
PART ACurriculum, Teaching and Assessment.....................................................
M01_CAMP4391_02_SE_C01.indd 1 9/03/2018 9:48 am
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2 ▒ TEACHING ENGLISH GRAMMARA
C: E
nglis
h (V
5): F
ound
atio
n/P
repa
rato
ry/
Kin
derg
arte
nS
ente
nce
gram
mar
, pu
nctu
atio
n an
d sp
ellin
gC
onte
nt d
escr
iptio
nsLe
sson
Ach
ieve
men
t sta
ndar
ds a
nd a
sses
smen
t
Und
erst
and
that
text
s ca
n ta
ke m
any
form
s, c
an b
e ve
ry s
hort
(for
ex
ampl
e an
exi
t sig
n) o
r qu
ite lo
ng (f
or e
xam
ple
an in
form
atio
n bo
ok o
r a
film
) and
that
sto
ries
and
info
rmat
ive
text
s ha
ve d
iffer
ent
purp
oses
(AC
ELA
143
0)
Und
erst
and
that
som
e la
ngua
ge in
wri
tten
text
s is
unl
ike
ever
yday
sp
oken
lang
uage
(AC
ELA
1431
)
Und
erst
and
that
pun
ctua
tion
is a
feat
ure
of w
ritt
en te
xt d
iffer
ent f
rom
le
tter
s; r
ecog
nise
how
cap
ital l
ette
rs a
re u
sed
for
nam
es a
nd th
at
capi
tal l
ette
rs a
nd fu
ll st
ops
sign
al th
e be
ginn
ing
and
end
of s
ente
nces
(A
CE
LA14
32
)
Und
erst
and
conc
epts
abo
ut p
rint
and
scr
een,
incl
udin
g ho
w b
ooks
, fil
m a
nd s
impl
e di
gita
l tex
ts w
ork,
and
kno
w s
ome
feat
ures
of p
rint
, fo
r ex
ampl
e di
rect
iona
lity
(AC
ELA
143
3)
Rec
ogni
se th
at te
xts
are
mad
e up
of w
ords
and
gro
ups
of w
ords
that
m
ake
mea
ning
(AC
ELA
143
4)
Rec
ogni
se th
at s
ente
nces
are
key
uni
ts fo
r exp
ress
ing
idea
s (A
CELA
1435
)
Exp
lore
the
diff
eren
t con
trib
utio
n of
wor
ds a
nd im
ages
to m
eani
ng in
st
orie
s an
d in
form
ativ
e te
xts
(AC
ELA
178
6)
Und
erst
and
the
use
of v
ocab
ular
y in
fam
iliar
con
text
s re
late
d to
eve
ryda
y ex
perie
nces
, per
sona
l int
eres
ts a
nd to
pics
taug
ht a
t sch
ool (
ACEL
A14
37)
Rec
ogni
se a
nd g
ener
ate
rhym
ing
wor
ds, a
llite
ratio
n pa
tter
ns, s
ylla
bles
an
d so
unds
(pho
nem
es) i
n sp
oken
wor
ds (A
CE
LA14
39
)
Segm
ent s
ente
nces
into
indi
vidu
al w
ords
and
ora
lly b
lend
and
se
gmen
t ons
et a
nd r
ime
in s
ingl
e sy
llabl
e sp
oken
wor
ds, a
nd is
olat
e,
blen
d an
d m
anip
ulat
e ph
onem
es in
sin
gle
sylla
ble
wor
ds (A
CE
LA18
19)
Rec
ogni
se a
nd n
ame
all u
pper
and
low
er c
ase
lett
ers
(gra
phem
es) a
nd
know
the
mos
t com
mon
sou
nd th
at e
ach
lett
er re
pres
ents
(ACE
LA14
40)
Wri
te c
onso
nant
-vow
el-c
onso
nant
(CV
C) w
ords
by
repr
esen
ting
som
e so
unds
with
the
appr
opri
ate
lett
ers,
and
ble
nd s
ound
s as
soci
ated
with
le
tter
s w
hen
read
ing
CV
C w
ords
(AC
ELA
182
0)
Und
erst
and
how
to u
se k
now
ledg
e of
lett
ers
and
soun
ds in
clud
ing
onse
t and
rim
e to
spe
ll w
ords
(AC
ELA
143
8)
Kno
w h
ow to
rea
d an
d w
rite
som
e hi
gh-f
requ
ency
wor
ds a
nd o
ther
fa
mili
ar w
ords
(AC
ELA
1817
)
Und
erst
and
that
wor
ds a
re u
nits
of m
eani
ng a
nd c
an b
e m
ade
of m
ore
than
one
mea
ning
ful p
art (
AC
ELA
1818
)
Del
iver
sho
rt o
ral p
rese
ntat
ions
to p
eers
(AC
ELA
1647
)
Intr
odu
ctio
n to
gra
mm
arN
ote:
Eng
lish
is w
ritt
en u
sing
sen
tenc
es,
and
sent
ence
s be
gin
with
a c
apita
l let
ter
and
end
with
a fu
ll st
op (o
r !
or ?
).
1. S
impl
e an
d co
mpo
und
sent
ence
s•
List
eac
h an
imal
nam
e on
a s
epar
ate
card
•
Pro
vide
chi
ldre
n w
ith a
list
of w
ords
de
scri
bing
diff
eren
t way
s an
imal
s m
ove;
e.g
. tra
mp,
pro
wl,
slith
er, e
tc.
• A
sk c
hild
ren
to m
atch
ani
mal
s to
di
ffer
ent w
ays
of m
ovin
g•
Ask
chi
ldre
n to
act
out
the
diff
eren
t w
ays
of m
ovin
g•
Und
erta
ke jo
int c
onst
ruct
ion
of
sim
ple
two-
wor
d se
nten
ces;
e.g
.El
epha
nts
tram
p.Li
ons
prow
l.Sn
akes
slit
her.
• Jo
in tw
o (o
r th
ree)
sim
ple
sent
ence
s w
ith a
nd o
r bu
t; e.
g.
Elep
hant
s tr
amp
and
lions
pro
wl b
ut
snak
es s
lithe
r.2
. Pre
posi
tiona
l phr
ases
• Ta
ke c
hild
ren
on a
wal
k ar
ound
the
scho
ol g
roun
ds
• B
ased
on
whe
re y
ou g
o on
the
wal
k, d
evel
op a
list
of p
repo
sitio
nal
phra
ses;
e.g
.in
pai
rs
at th
e do
oral
ong
the
vera
ndah
dow
n th
e st
airs
to th
e pa
th(S
ee P
art C
on
teac
hing
str
ateg
ies.
)
3. A
dd p
repo
sitio
nal p
hras
es to
the
child
ren’
s si
mpl
e se
nten
ces
e.g.
Elep
hant
s tr
amp
alon
g th
e ve
rand
ah.
4. A
dd a
djec
tives
e.g.
Larg
e el
epha
nts
tram
p al
ong
the
woo
d ve
rand
ah.
Rec
eptiv
e m
ode
s: L
iste
ning
, re
adin
g an
d vi
ewin
gB
y th
e en
d of
the
Foun
datio
n ye
ar, s
tude
nts
use
pred
ictin
g an
d qu
estio
ning
str
ateg
ies
to m
ake
mea
ning
from
text
s.
They
rec
all o
ne o
r tw
o ev
ents
from
text
s w
ith fa
mili
ar to
pics
.
They
und
erst
and
that
ther
e ar
e di
ffer
ent t
ypes
of t
exts
and
that
thes
e ca
n ha
ve s
imila
r ch
arac
teri
stic
s.
They
iden
tify
conn
ectio
ns b
etw
een
text
s an
d th
eir
pers
onal
exp
erie
nce.
They
rea
d sh
ort,
deco
dabl
e an
d pr
edic
tabl
e te
xts
with
fam
iliar
vo
cabu
lary
and
sup
port
ive
imag
es, d
raw
ing
on th
eir
deve
lopi
ng
know
ledg
e of
con
cept
s of
pri
nt, s
ound
s an
d le
tter
s an
d de
codi
ng a
nd
self-
mon
itori
ng s
trat
egie
s.
They
rec
ogni
se th
e le
tter
s of
the
Eng
lish
alph
abet
, in
uppe
r an
d lo
wer
ca
se, a
nd k
now
and
use
the
mos
t com
mon
sou
nds
repr
esen
ted
by
mos
t let
ters
.
They
rea
d hi
gh-f
requ
ency
wor
ds a
nd b
lend
sou
nds
oral
ly to
rea
d co
nson
ant-
vow
el-c
onso
nant
wor
ds.
They
use
app
ropr
iate
inte
ract
ion
skill
s to
list
en a
nd r
espo
nd to
oth
ers
in a
fam
iliar
env
ironm
ent.
They
list
en fo
r rh
yme,
lett
er p
atte
rns
and
soun
ds in
wor
ds.
Pro
duct
ive
mo
des:
Spe
akin
g, w
ritin
g an
d cr
eatin
gSt
uden
ts u
nder
stan
d th
at th
eir
text
s ca
n re
flect
thei
r ow
n ex
peri
ence
s.
They
iden
tify
and
desc
ribe
like
s an
d di
slik
es a
bout
fam
iliar
text
s,
obje
cts,
cha
ract
ers
and
even
ts.
In in
form
al g
roup
and
who
le c
lass
set
tings
, stu
dent
s co
mm
unic
ate
clea
rly.
They
rete
ll ev
ents
and
exp
erie
nces
with
pee
rs a
nd k
now
n ad
ults
.
They
iden
tify
and
use
rhym
e, a
nd o
rally
ble
nd a
nd s
egm
ent
soun
ds
in w
ords
.
Whe
n w
ritin
g, s
tude
nts
use
fam
iliar
wor
ds a
nd p
hras
es a
nd im
ages
to
conv
ey id
eas.
Thei
r writ
ing
show
s ev
iden
ce o
f sou
nd a
nd le
tter
kno
wle
dge,
beg
inni
ng
writ
ing
beha
viou
rs a
nd e
xper
imen
tatio
n w
ith c
apita
l let
ters
and
full
stop
s.
They
cor
rect
ly fo
rm k
now
n up
per-
and
low
er-c
ase
lett
ers.
Spec
ifica
lly,
stud
ents
:•
repe
at p
arts
of t
exts
, nur
sery
rhy
mes
, cum
ulat
ive
stor
y lin
es,
rhym
ing
phra
ses,
etc
. (e.
g. B
row
n B
ear
Bro
wn
Bea
r; m
any
Dr
Seus
s st
orie
s an
d rh
ymes
; Old
Wom
an W
ho S
wal
low
ed a
Fly
; The
Hou
se
that
Jac
k B
uilt,
etc
.)•
wri
te s
ente
nces
usi
ng p
unct
uatio
n (c
aps,
full
stop
, ? !
)
M01_CAMP4391_02_SE_C01.indd 2 9/03/2018 9:48 am
Sample
page
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PART A CURRICULUM, TEACHING AND ASSESSMENT ▒ 3
Spec
ifica
lly:
1 .
Stu
dent
s ar
e in
trod
uced
to a
ll co
ncep
ts o
f pri
nt.
2
. Te
xts
tell
a st
ory
and/
or g
ive
info
rmat
ion.
3
. W
ords
are
use
d in
a p
artic
ular
ord
er.
4
. P
atte
rns
of w
ords
mak
e m
eani
ng.
5
. W
ords
are
mad
e up
of l
ette
rs.
6
. Th
ere
are
spac
es b
etw
een
wor
ds.
7 .
Wor
ds a
re o
rgan
ised
in p
hras
es; e
.g. i
nto
the
hous
e.
8.
Wor
ds a
re o
rgan
ised
in s
ente
nces
.
9.
Ker
nel s
ente
nces
hav
e a
noun
and
ver
b; e
.g. D
ogs
bark
.10
. Se
nten
ces
have
a c
apita
l let
ter
and
full
stop
(or
? or
!).
11.
Som
e pa
tter
ns o
f sim
ple
sent
ence
s/(p
hras
es/c
laus
es) i
nclu
de:
noun
+ v
erb
(ker
nel s
ente
nce)
D
ogs
bark
.ad
ject
ive
+ n
oun
big
dogs
adje
ctiv
e +
nou
n +
ver
b B
ig d
ogs
bark
.ad
ject
ive
+ n
oun
+ v
erb
+ a
dver
b/ad
verb
ial p
hras
e or
cla
use
Big
dog
s ba
rk lo
udly
.Sm
all d
ogs
bark
in th
e m
orni
ng.
prep
ositi
onal
phr
ase
(and
pos
ition
wor
ds)
Dog
s ba
rk in
the
mor
ning
at c
ars
for
fun.
12.
Cap
ital l
ette
rs a
re u
sed
for
nam
es a
nd p
lace
s.13
. St
uden
ts le
arn
to r
ecog
nise
hig
h-fr
eque
ncy
wor
ds.
14.
Stud
ents
dev
elop
voc
abul
ary
and
topi
c w
ords
.15
. St
uden
ts u
nder
stan
d an
d us
e pr
esen
t, pa
st a
nd fu
ture
tens
e.
Pun
ctua
tion
• C
apita
l let
ter
at b
egin
ning
of s
ente
nce
• Fu
ll st
op o
r ?
or
! a
t end
Soun
ds,
lett
ers
and
wo
rds
• P
hone
mic
aw
aren
ess
• Le
tter
kno
wle
dge
• W
ords
hav
e le
tter
s an
d so
unds
in
sequ
ence
• R
hym
ing
wor
ds a
nd th
eir
use
in
onse
t and
rim
e
• w
rite
sim
ple
reco
unts
(usi
ng s
impl
e an
d ke
rnel
sen
tenc
es)
• di
scus
s st
orie
s an
d in
form
atio
n te
xts
• un
ders
tand
pro
cedu
res
(e.g
. rec
ipes
)•
disc
uss
stor
y pr
efer
ence
s, w
ith r
easo
ns•
wri
te fa
mili
ar w
ords
and
phr
ases
. Not
e: In
vent
ed s
pelli
ng s
how
s so
me
valid
ity (e
.g. g
odbi
for
good
bye,
tbgn
for
tobo
ggan
).
See
Par
t D fo
r as
sess
men
t and
ana
lysi
s of
the
follo
win
g:•
wri
ting
• la
ngua
ge u
se
• sp
ellin
g.
Edi
ting
task
s fo
r w
ritin
gM
eani
ngR
erea
d to
see
that
you
r w
ritin
g m
akes
sen
se.
Rea
d to
see
if y
ou le
ft o
ut a
ny w
ords
.
Che
ck to
see
if th
e w
ords
are
in th
e co
rrec
t ord
er.
Stru
ctur
eC
ompl
ete
two
(or
mor
e) s
impl
e se
nten
ces.
Add
mor
e in
form
atio
n by
add
ing
“and
” and
ano
ther
idea
.
Che
ck th
e or
der
of s
ente
nces
.
Pro
ofre
adin
g (c
opy-
read
ing)
Und
erlin
e w
ords
that
you
r te
ache
r ca
n he
lp y
ou w
ith.
Use
a r
ed p
en to
che
ck y
our
capi
tal l
ette
r an
d fu
ll st
op.
Use
cap
ital l
ette
rs fo
r pr
oper
nam
es o
f peo
ple
and
plac
es.
AC
: Eng
lish
(V5)
: Yea
r 1
Sen
tenc
e gr
amm
ar,
punc
tuat
ion
and
spel
ling
Con
tent
des
crip
tions
Less
onA
chie
vem
ent s
tand
ards
and
ass
essm
ent
Und
erst
and
that
peo
ple
use
diff
eren
t sys
tem
s of
com
mun
icat
ion
to
cate
r to
diff
eren
t nee
ds a
nd p
urpo
ses
and
that
man
y pe
ople
may
use
si
gn s
yste
ms
to c
omm
unic
ate
with
oth
ers
(AC
ELA
144
3)
Und
erst
and
that
the
purp
oses
text
s se
rve
shap
e th
eir
stru
ctur
e in
pr
edic
tabl
e w
ays
(AC
ELA
1447
)
Und
erst
and
patt
erns
of r
epet
ition
and
con
tras
t in
sim
ple
text
s (A
CE
LA14
48
)
Rec
ogni
se th
at d
iffer
ent t
ypes
of p
unct
uatio
n, in
clud
ing
full
stop
s,
ques
tion
mar
ks a
nd e
xcla
mat
ion
mar
ks, s
igna
l sen
tenc
es th
at m
ake
stat
emen
ts, a
sk q
uest
ions
, exp
ress
em
otio
n or
giv
e co
mm
ands
(A
CE
LA14
49
)
Intr
odu
ctio
n to
gra
mm
ar
Not
e: E
nglis
h is
wri
tten
usi
ng s
ente
nces
, an
d se
nten
ces
begi
n w
ith a
cap
ital l
ette
r an
d en
d w
ith a
full
stop
(or
! or
?).
Sim
ple
sent
ence
sP
att
ern
1N
oun
(sub
ject
) + v
erb
Elep
hant
s ea
t.
Pa
tter
n 2
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b B
ig e
leph
ants
eat
.
Rec
eptiv
e m
ode
s: L
iste
ning
, re
adin
g an
d vi
ewin
gB
y th
e en
d of
Yea
r 1,
stu
dent
s un
ders
tand
the
diff
eren
t pur
pose
s of
te
xts.
They
mak
e co
nnec
tions
to p
erso
nal e
xper
ienc
e w
hen
expl
aini
ng
char
acte
rs a
nd m
ain
even
ts in
sho
rt te
xts.
They
iden
tify
that
text
s se
rve
diff
eren
t pur
pose
s an
d th
at th
is a
ffec
ts
how
they
are
org
anis
ed.
They
des
crib
e ch
arac
ters
, set
tings
and
eve
nts
in d
iffer
ent t
ypes
of
liter
atur
e.
Stud
ents
rea
d al
oud,
with
dev
elop
ing
fluen
cy.
They
rea
d sh
ort t
exts
with
som
e un
fam
iliar
voc
abul
ary,
sim
ple
and
com
poun
d se
nten
ces
and
supp
ortiv
e im
ages
.
Whe
n re
adin
g, th
ey u
se k
now
ledg
e of
the
rela
tions
hip
betw
een
soun
ds a
nd le
tter
s, h
igh-
freq
uenc
y w
ords
, sen
tenc
e bo
unda
ry
punc
tuat
ion
and
dire
ctio
nalit
y to
mak
e m
eani
ng.
M01_CAMP4391_02_SE_C01.indd 3 9/03/2018 9:48 am
Sample
page
s
4 ▒ TEACHING ENGLISH GRAMMARC
onte
nt d
escr
iptio
nsLe
sson
Ach
ieve
men
t sta
ndar
ds a
nd a
sses
smen
t
Iden
tify
the
part
s of
a s
impl
e se
nten
ce th
at r
epre
sent
“W
hat’s
ha
ppen
ing?
”, “W
hat s
tate
is b
eing
des
crib
ed?”
, “W
ho o
r w
hat i
s in
volv
ed?”
and
the
surr
ound
ing
circ
umst
ance
s (A
CE
LA14
51)
Exp
lore
diff
eren
ces
in w
ords
that
rep
rese
nt p
eopl
e, p
lace
s an
d th
ings
(n
ouns
, inc
ludi
ng p
rono
uns)
, hap
peni
ngs
and
stat
es (v
erbs
), qu
aliti
es
(adj
ectiv
es) a
nd d
etai
ls s
uch
as w
hen,
whe
re a
nd h
ow (a
dver
bs)
(AC
ELA
145
2)
Und
erst
and
the
use
of v
ocab
ular
y in
eve
ryda
y co
ntex
ts a
s w
ell a
s a
grow
ing
num
ber
of s
choo
l con
text
s, in
clud
ing
appr
opria
te u
se o
f for
mal
an
d in
form
al te
rms
of a
ddre
ss in
diff
eren
t con
text
s (A
CELA
1454
)
Com
pare
diff
eren
t kin
ds o
f im
ages
in n
arra
tive
and
info
rmat
ive
text
s an
d di
scus
s ho
w th
ey c
ontr
ibut
e to
mea
ning
(AC
ELA
145
3)
Und
erst
and
conc
epts
abo
ut p
rint
and
scr
een,
incl
udin
g ho
w d
iffer
ent
type
s of
text
s ar
e or
gani
sed
usin
g pa
ge n
umbe
ring
, tab
les
of c
onte
nt,
head
ings
and
title
s, n
avig
atio
n bu
tton
s, b
ars
and
links
(AC
ELA
145
0)
Und
erst
and
how
to s
pell
one
and
two
sylla
ble
wor
ds w
ith c
omm
on
lett
er p
atte
rns
(AC
ELA
177
8)
Segm
ent c
onso
nant
ble
nds
or c
lust
ers
into
sep
arat
e ph
onem
es a
t the
be
ginn
ings
and
end
s of
one
syl
labl
e w
ords
(AC
ELA
182
2)
Rec
ogni
se a
nd k
now
how
to u
se s
impl
e gr
amm
atic
al m
orph
emes
to
crea
te w
ord
fam
ilies
(AC
ELA
145
5)
Man
ipul
ate
phon
emes
in s
poke
n w
ords
by
addi
tion,
del
etio
n an
d su
bstit
utio
n of
initi
al, m
edia
l and
fina
l pho
nem
es to
gen
erat
e ne
w
wor
ds (A
CE
LA14
57)
Use
sho
rt v
owel
s, c
omm
on lo
ng v
owel
s, c
onso
nant
ble
nds
whe
n w
ritin
g, a
nd b
lend
thes
e to
rea
d on
e-sy
llabl
e w
ords
(AC
ELA
145
8)
Und
erst
and
that
a le
tter
can
rep
rese
nt m
ore
than
one
sou
nd a
nd th
at
a sy
llabl
e m
ust c
onta
in a
vow
el s
ound
(AC
ELA
145
9)
Spec
ifica
lly:
As
per
prep
arat
ory/
kind
erga
rten
yea
r, pl
us:
B.1
Typ
es o
f te
xts
Text
s ha
ve p
urpo
ses
that
sha
pe s
truc
ture
Text
s te
ll st
orie
s an
d gi
ve in
form
atio
n
B.2
Par
agra
phs
Dev
elop
rec
ogni
tion
of p
arag
raph
s
B.3
Sen
tenc
e kn
ow
ledg
e an
d co
nstr
uctio
nU
nder
stan
d th
at p
atte
rns
of w
ords
mak
e m
eani
ngLe
arn
abou
t phr
ases
and
sen
tenc
es
B.4
Pun
ctua
tion
Cap
ital l
ette
r an
d fu
ll st
op fo
r se
nten
ceC
apita
ls fo
r na
mes
and
pla
ces
Pa
tter
n 3
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b +
nou
n (o
bjec
t)
Big
ele
phan
ts e
at h
ay.
Pa
tter
n 4
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b +
nou
n (o
bjec
t) +
adv
erb/
adve
rbia
l B
ig e
leph
ants
eat
hay
in th
e fie
ld.
(Adv
erbi
al a
s a
prep
ositi
onal
phr
ase)
Pa
tter
n 5
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b +
nou
n (o
bjec
t) +
two
adve
rbia
ls (p
hras
e an
d w
ord)
Big
ele
phan
ts e
at h
ay in
the
field
hun
grily
.
Tell
child
ren
som
e ve
rbs
do n
ot h
ave
noun
s im
med
iate
ly a
fter
them
; e.g
. Fi
sh s
wim
. (Se
e P
art B
on
verb
s.)
Teac
hers
sub
stitu
te n
ouns
and
ver
bs
usin
g th
e pa
tter
ns a
bove
to c
onst
ruct
ne
w s
ente
nces
. For
exa
mpl
e:
From
sim
ple
to c
ompl
ex s
ente
nces
Intr
oduc
e jo
inin
g w
ords
: bec
ause
, as,
if,
so th
at, w
hen,
whe
re
Mai
n cl
ause
and
sub
ordi
nate
(or
de
pend
ent)
cla
use*
*U
se th
e ex
pres
sion
s “m
ain
clau
se” a
nd
“oth
er c
laus
e”
Big
ele
phan
ts e
at h
ay b
ecau
se th
ey d
o no
t eat
mea
t. B
ig e
leph
ants
eat
hay
whe
n th
ey a
re
hung
ry.
Big
ele
phan
ts e
at h
ay s
o th
at th
ey c
an
grow
big
.B
ig e
leph
ants
eat
hay
alth
ough
they
w
ould
like
app
les
bett
er.
Mai
n cl
ause
and
/but
/or
mai
n cl
ause
Big
ele
phan
ts e
at h
ay b
ut th
ey d
o no
t eat
m
eat.
Big
ele
phan
ts e
at h
ay a
nd d
rink
wat
er.
Big
ele
phan
ts e
at h
ay o
r th
ey g
o hu
ngry
.(S
ee P
arts
B a
nd C
on
clau
ses.
)
Pun
ctua
tion
Cap
ital a
t beg
inni
ng o
f sen
tenc
eFu
ll st
op o
r ?
or
! a
t end
They
rec
all k
ey id
eas
and
reco
gnis
e lit
eral
and
impl
ied
mea
ning
in
text
s.
They
list
en to
oth
ers
whe
n ta
king
par
t in
conv
ersa
tions
, usi
ng
appr
opri
ate
lang
uage
feat
ures
and
inte
ract
ion
skill
s.
Pro
duct
ive
mo
des:
Spe
akin
g, w
ritin
g an
d cr
eatin
gSt
uden
ts u
nder
stan
d ho
w c
hara
cter
s in
text
s ar
e de
velo
ped
and
give
re
ason
s fo
r pe
rson
al p
refe
renc
es.
They
cre
ate
text
s th
at s
how
und
erst
andi
ng o
f the
con
nect
ion
betw
een
wri
ting,
spe
ech
and
imag
es.
They
cre
ate
shor
t tex
ts fo
r a
smal
l ran
ge o
f pur
pose
s.
They
inte
ract
in p
air,
grou
p an
d cl
ass
disc
ussi
ons,
taki
ng tu
rns
whe
n re
spon
ding
.
They
mak
e sh
ort p
rese
ntat
ions
on
fam
iliar
topi
cs.
Whe
n w
ritin
g, s
tude
nts
prov
ide
deta
ils a
bout
idea
s or
eve
nts,
and
de
tails
abo
ut th
e pa
rtic
ipan
ts in
thos
e ev
ents
.
They
acc
urat
ely
spel
l hig
h-fr
eque
ncy
wor
ds a
nd w
ords
with
reg
ular
sp
ellin
g pa
tter
ns.
They
use
cap
ital l
ette
rs a
nd fu
ll st
ops
and
corr
ectly
form
all
uppe
r- a
nd
low
er-c
ase
lett
ers.
Spec
ifica
lly,
stud
ents
:•
wri
te s
ente
nces
usi
ng p
unct
uatio
n (c
aps,
full
stop
, ? !
) •
wri
te r
ecou
nts,
pro
cedu
res
and
pers
onal
not
es/l
ette
rs•
disc
uss
stor
ies
and
info
rmat
ion
• di
scus
s st
ory
pref
eren
ces,
with
rea
sons
• w
rite
fam
iliar
wor
ds a
nd p
hras
es•
use
inve
nted
spe
lling
(of u
nfam
iliar
wor
ds) t
hat i
s va
lid (e
.g.
godb
i for
goo
dbye
, tbg
n fo
r to
bogg
an).
See
Par
t D fo
r ch
eckl
ists
on
the
follo
win
g:•
wri
ting
• la
ngua
ge u
se
• sp
ellin
g.
Edi
ting
task
s fo
r w
ritin
gM
eani
ngC
heck
that
the
topi
c se
nten
ce is
cle
ar to
the
read
er.
Che
ck th
at y
our
wor
ds s
uit t
he ti
tle a
nd to
pic.
Rea
d to
see
if y
ou h
ave
left
out
any
wor
ds.
Che
ck th
at th
e w
ords
are
in th
e co
rrec
t ord
er.
Stru
ctur
eSe
para
te y
our
para
grap
hs w
ith a
line
spa
ce.
Wri
te s
impl
e se
nten
ces.
Add
mor
e in
form
atio
n by
add
ing
“and
” and
ano
ther
idea
.
M01_CAMP4391_02_SE_C01.indd 4 9/03/2018 9:48 am
Sample
page
s
PART A CURRICULUM, TEACHING AND ASSESSMENT ▒ 5
B.5
Par
ts o
f sp
eech
Ve
rbs;
pre
sent
, pas
t and
futu
re te
nse
Deg
ree
of a
djec
tives
Join
ing
wor
ds
B.6
Cohe
sion
Logi
cal s
eque
nce
Pro
noun
sub
stitu
tion;
pro
noun
use
B.7
Voca
bula
ry
Dev
elop
topi
c w
ords
and
voc
abul
ary
choi
ces
B.8
Fig
urat
ive
lang
uage
A
llite
ratio
n; s
imile
(lik
e)
B.9
Eva
luat
ive/
moda
l lan
guag
e Co
uld
have
; mus
t hav
eD
egre
e of
adj
ectiv
es
B.1
0 C
onv
entio
ns o
f E
nglis
h us
age
and
styl
e D
emon
stra
te u
se o
f con
vent
ions
B.1
1 S
pelli
ngR
ecog
nise
hig
h-fr
eque
ncy
wor
dsSp
ell h
igh-
freq
uenc
y w
ords
from
the
list
Spel
l CV
C, a
nd s
ome
CV
CC
wor
dsSp
ell s
elec
ted
topi
c w
ords
B.1
2 E
ditin
g an
d pr
oofr
eadi
ng
See
asse
ssm
ent c
olum
nC
heck
pun
ctua
tion
and
spel
ling
Che
ck w
ord
sequ
ence
and
for
mis
sing
wor
ds
B.1
3 L
angu
age
dial
ects
and
use
sD
iffer
ence
bet
wee
n sp
oken
and
wri
tten
Eng
lish
Intr
oduc
tion
to w
ords
and
sou
nds
of o
ther
lang
uage
s
Cap
ital l
ette
r fo
r pr
oper
nam
e of
per
son
and
plac
e
Spel
ling
PAT:
seg
men
ting
and
blen
ding
Wri
te a
ll le
tter
s w
ithou
t cop
ying
Spel
l mos
t CV
C a
nd V
C w
ords
Spel
l ver
y co
mm
on D
olch
list
wor
ds
Inve
nted
spe
lling
sho
ws:
•
cons
onan
ts a
re in
ord
er
• m
ost v
owel
s ar
e ev
iden
tU
se o
nset
and
rim
e
Add
mor
e in
form
atio
n by
usi
ng a
join
ing
wor
d an
d an
othe
r id
ea.
Che
ck th
e or
der
of s
ente
nces
in y
our
para
grap
h.
Pro
ofre
adin
g (c
opy-
read
ing)
Che
ck y
our
spel
ling.
Und
erlin
e w
ords
that
you
r te
ache
r ca
n he
lp y
ou w
ith.
Use
a r
ed p
en to
che
ck y
our
capi
tal l
ette
r an
d fu
ll st
op.
Use
cap
ital l
ette
rs fo
r al
l pro
per
nam
es o
f peo
ple
and
plac
es.
Che
ck th
at p
lura
ls d
o no
t hav
e an
unn
eces
sary
apo
stro
phe.
Che
ck th
e sp
ellin
g of
hom
opho
nes
(the
ir; t
here
).
Rea
d fo
r co
rrec
t use
of v
erb
tens
e.
Use
a c
aret
¿ or
¡ to
sho
w m
issi
ng w
ord
or in
form
atio
n.
AC
: Eng
lish
(V5)
: Yea
r 2
Sen
tenc
e gr
amm
ar,
punc
tuat
ion
and
spel
ling
Con
tent
des
crip
tions
Less
onA
chie
vem
ent s
tand
ards
and
ass
essm
ent
Iden
tify
lang
uage
that
can
be
used
for
appr
ecia
ting
text
s an
d th
e qu
aliti
es o
f peo
ple
and
thin
gs (A
CE
LA14
62
)
Und
erst
and
that
diff
eren
t typ
es o
f tex
ts h
ave
iden
tifiab
le te
xt
stru
ctur
es a
nd la
ngua
ge fe
atur
es th
at h
elp
the
text
ser
ve it
s pu
rpos
e (A
CE
LA14
63
)
Und
erst
and
how
text
s ar
e m
ade
cohe
sive
thro
ugh
lang
uage
feat
ures
, in
clud
ing
wor
d as
soci
atio
ns, s
ynon
yms,
and
ant
onym
s (A
CE
LA14
64
)
Rec
ogni
se th
at c
apita
l let
ters
sig
nal p
rope
r no
uns
and
com
mas
are
us
ed to
sep
arat
e ite
ms
in li
sts
(AC
ELA
146
5)
Intr
odu
ctio
n to
the
par
ts o
f se
nten
ces
Eng
lish
is w
ritt
en u
sing
sen
tenc
es, a
nd
sent
ence
s be
gin
with
a c
apita
l let
ter
and
end
with
a fu
ll st
op (o
r !
or ?
).
Sim
ple
sent
ence
sP
att
ern
1N
oun
(sub
ject
) + v
erb
Pa
tter
n 2
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b
Rec
eptiv
e m
ode
s: L
iste
ning
, re
adin
g an
d vi
ewin
gB
y th
e en
d of
Yea
r 2, s
tude
nts
unde
rsta
nd h
ow s
imila
r tex
ts s
hare
ch
arac
teris
tics
by id
entif
ying
text
str
uctu
res
and
lang
uage
feat
ures
use
d to
de
scrib
e ch
arac
ters
and
eve
nts,
or t
o co
mm
unic
ate
fact
ual i
nfor
mat
ion.
They
rea
d te
xts
that
con
tain
var
ied
sent
ence
str
uctu
res,
som
e un
fam
iliar
voc
abul
ary,
a s
igni
fican
t num
ber
of h
igh-
freq
uenc
y si
ght
wor
ds a
nd im
ages
that
pro
vide
ext
ra in
form
atio
n.
They
mon
itor
mea
ning
and
sel
f-co
rrec
t usi
ng k
now
ledg
e of
pho
nics
, sy
ntax
, pun
ctua
tion,
sem
antic
s an
d co
ntex
t.
They
use
kno
wle
dge
of a
wid
e va
riet
y of
lett
er-s
ound
rel
atio
nshi
ps to
re
ad w
ords
of o
ne o
r m
ore
sylla
bles
with
flue
ncy.
M01_CAMP4391_02_SE_C01.indd 5 9/03/2018 9:48 am
Sample
page
s
6 ▒ TEACHING ENGLISH GRAMMARC
onte
nt d
escr
iptio
nsLe
sson
Ach
ieve
men
t sta
ndar
ds a
nd a
sses
smen
t
Kno
w s
ome
feat
ures
of t
ext o
rgan
isat
ion
incl
udin
g pa
ge a
nd s
cree
n la
yout
s, a
lpha
betic
al o
rder
, and
diff
eren
t typ
es o
f dia
gram
s, fo
r ex
ampl
e tim
elin
es (A
CE
LA14
66
)
Und
erst
and
that
sim
ple
conn
ectio
ns c
an b
e m
ade
betw
een
idea
s by
us
ing
a co
mpo
und
sent
ence
with
two
or m
ore
clau
ses
usua
lly li
nked
by
a c
oord
inat
ing
conj
unct
ion
(AC
ELA
1467
)
Und
erst
and
that
nou
ns r
epre
sent
peo
ple,
pla
ces,
con
cret
e ob
ject
s an
d ab
stra
ct c
once
pts;
that
ther
e ar
e th
ree
type
s of
nou
ns: c
omm
on,
prop
er a
nd p
rono
uns;
and
that
nou
n gr
oups
/phr
ases
can
be
expa
nded
usi
ng a
rtic
les
and
adje
ctiv
es (A
CE
LA14
68
)
Iden
tify
visu
al r
epre
sent
atio
ns o
f cha
ract
ers’
act
ions
, rea
ctio
ns, s
peec
h an
d th
ough
t pro
cess
es in
nar
rativ
es, a
nd c
onsi
der
how
thes
e im
ages
ad
d to
or
cont
radi
ct o
r m
ultip
ly th
e m
eani
ng o
f acc
ompa
nyin
g w
ords
(A
CE
LA14
69
)
Und
erst
and
the
use
of v
ocab
ular
y ab
out f
amili
ar a
nd n
ew to
pics
and
ex
peri
men
t with
and
beg
in to
mak
e co
nsci
ous
choi
ces
of v
ocab
ular
y to
sui
t aud
ienc
e an
d pu
rpos
e (A
CE
LA14
70
)
Und
erst
and
how
to u
se k
now
ledg
e of
dig
raph
s, lo
ng v
owel
s, b
lend
s an
d si
lent
lett
ers
to s
pell
one-
and
two-
sylla
ble
wor
ds in
clud
ing
som
e co
mpo
und
wor
ds (A
CE
LA14
71)
Bui
ld m
orph
emic
wor
d fa
mili
es u
sing
kno
wle
dge
of p
refix
es a
nd
suffi
xes
(AC
ELA
147
2)
Ora
lly m
anip
ulat
e m
ore
com
plex
sou
nds
in s
poke
n w
ords
thro
ugh
know
ledg
e of
ble
ndin
g an
d se
gmen
ting
soun
ds, p
hone
me
dele
tion
and
subs
titut
ion
in c
ombi
natio
n w
ith u
se o
f let
ters
in r
eadi
ng a
nd
wri
ting
(AC
ELA
1474
)
Use
kno
wle
dge
of le
tter
pat
tern
s an
d m
orph
emes
to r
ead
and
wri
te
high
-fre
quen
cy w
ords
and
wor
ds w
hose
spe
lling
is n
ot p
redi
ctab
le
from
thei
r so
unds
(AC
ELA
182
3)
Use
mos
t let
ter-
soun
d m
atch
es in
clud
ing
vow
el d
igra
phs,
less
co
mm
on lo
ng v
owel
pat
tern
s, le
tter
clu
ster
s an
d si
lent
lett
ers
whe
n re
adin
g an
d w
ritin
g w
ords
of o
ne o
r m
ore
sylla
ble
(AC
ELA
1824
)
Und
erst
and
that
a s
ound
can
be
repr
esen
ted
by v
ario
us le
tter
co
mbi
natio
ns (A
CE
LA18
25
)
Spec
ifica
lly:
Not
e: In
Yea
r 2
, the
focu
s is
on
deve
lopi
ng u
nder
stan
ding
of t
he
conc
epts
list
ed b
elow
, and
on
use
of th
e ac
tiviti
es. M
etal
angu
age
that
is
und
erlin
ed is
to b
e in
trod
uced
and
dev
elop
ed.
B.1
Typ
es o
f te
xts
Stud
ents
are
intr
oduc
ed to
all
five
type
s of
text
Type
s of
text
s ha
ve id
entifi
able
str
uctu
res
Text
s us
e su
itabl
e la
ngua
ge fe
atur
es
B.2
Par
agra
phs
Par
agra
phs
have
one
or
mor
e se
nten
ces
Firs
t sen
tenc
e is
the
topi
c se
nten
ce (b
egin
TE
EL)
Si
mpl
e su
mm
ary
wri
ting
Pa
tter
n 3
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b +
nou
n (o
bjec
t)
Pa
tter
n 4
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b +
nou
n (o
bjec
t) +
circ
umst
ance
(pre
posi
tiona
l ph
rase
)
Pa
tter
n 5
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b +
nou
n (o
bjec
t) +
circ
umst
ance
(pre
posi
tiona
l ph
rase
) + a
dver
b/ad
verb
ial
Big
ele
phan
ts e
at h
ay in
the
field
hun
grily
.
Pa
tter
n 6
Adj
ectiv
e an
d no
un a
s a
noun
gro
up
(nou
n as
sub
ject
of l
ater
ver
b) +
“with
” ph
rase
B
ig e
leph
ants
with
flop
py e
ars
. . .
Pa
tter
n 7
Adj
ectiv
e an
d no
un a
s a
noun
gro
up
(nou
n as
sub
ject
of l
ater
ver
b) +
“with
” ph
rase
+ “t
hat”
cla
use
Big
ele
phan
ts w
ith fl
oppy
ear
s th
at h
ang
dow
n th
eir
side
s . .
.
Pa
tter
n 8
Adj
ectiv
e an
d no
un a
s a
noun
gro
up
(nou
n as
sub
ject
of l
ater
ver
b) +
“with
” ph
rase
+ “t
hat”
cla
use
+ s
imile
Big
ele
phan
ts w
ith fl
oppy
ear
s th
at h
ang
dow
n th
eir
side
s lik
e w
et s
acks
. . .
Pa
tter
n 9
Adj
ectiv
e an
d no
un a
s a
noun
gro
up
(nou
n as
sub
ject
of l
ater
ver
b) +
“with
” ph
rase
+ “t
hat”
cla
use
+ s
imile
+ v
erb
+
(oth
er p
atte
rns,
e.g
. . .
)B
ig e
leph
ants
with
flop
py e
ars
that
han
g do
wn
thei
r si
des
like
wet
sac
ks w
ande
r ac
ross
the
plai
ns o
f Afr
ica.
Teac
her
to s
ubst
itute
nou
ns a
nd v
erbs
us
ing
the
patt
erns
abo
ve to
con
stru
ct
new
sen
tenc
es. F
or e
xam
ple:
From
sim
ple
to c
ompl
ex s
ente
nces
Intr
oduc
e jo
inin
g w
ords
: bec
ause
, as,
if,
so th
at, w
hen,
whe
re
They
iden
tify
liter
al a
nd im
plie
d m
eani
ng, m
ain
idea
s an
d su
ppor
ting
deta
il.
Stud
ents
mak
e co
nnec
tions
bet
wee
n te
xts
by c
ompa
ring
con
tent
.
They
list
en fo
r pa
rtic
ular
pur
pose
s.
They
list
en fo
r an
d m
anip
ulat
e so
und
com
bina
tions
and
rhy
thm
ic
soun
d pa
tter
ns.
Pro
duct
ive
mo
des:
Spe
akin
g, w
ritin
g an
d cr
eatin
gW
hen
disc
ussi
ng th
eir
idea
s an
d ex
peri
ence
s, s
tude
nts
use
ever
yday
la
ngua
ge fe
atur
es a
nd to
pic-
spec
ific
voca
bula
ry.
They
exp
lain
thei
r pr
efer
ence
s fo
r as
pect
s of
text
s us
ing
othe
r te
xts
as
com
pari
sons
.
They
cre
ate
text
s th
at s
how
how
imag
es s
uppo
rt th
e m
eani
ng o
f the
te
xt.
Stud
ents
cre
ate
text
s, d
raw
ing
on th
eir
own
expe
rien
ces,
thei
r im
agin
atio
n an
d in
form
atio
n th
ey h
ave
lear
ned.
They
use
a v
arie
ty o
f str
ateg
ies
to e
ngag
e in
gro
up a
nd c
lass
di
scus
sion
s an
d m
ake
pres
enta
tions
.
They
acc
urat
ely
spel
l wor
ds w
ith r
egul
ar s
pelli
ng p
atte
rns
and
spel
l w
ords
with
less
com
mon
long
vow
el p
atte
rns.
They
use
pun
ctua
tion
accu
rate
ly, a
nd w
rite
wor
ds a
nd s
ente
nces
le
gibl
y us
ing
unjo
ined
upp
er-
and
low
er-c
ase
lett
ers.
Spec
ifica
lly,
stud
ents
:•
wri
te s
ente
nces
usi
ng r
equi
red
punc
tuat
ion
• w
rite
rec
ount
s, p
roce
dure
s an
d pe
rson
al n
otes
/let
ters
• w
rite
nar
rativ
es, p
oem
s an
d pe
rsua
sive
text
s•
disc
uss
and
wri
te s
tori
es a
nd in
form
atio
n te
xts
• di
scus
s st
ory
pref
eren
ces,
with
rea
sons
• w
rite
fam
iliar
wor
ds a
nd p
hras
es•
use
inve
nted
spe
lling
(of u
nfam
iliar
wor
ds) t
hat i
s va
lid.
See
Par
t D fo
r ch
eckl
ists
on
the
follo
win
g:•
wri
ting
• la
ngua
ge u
se
• sp
ellin
g.
Edi
ting
task
s fo
r w
ritin
gM
eani
ngC
heck
topi
c se
nten
ce is
cle
ar to
the
read
er.
Impr
ove
deta
il in
(one
or
all)
para
grap
hs o
f you
r dr
aft.
Che
ck th
at y
our
wor
ds s
uit t
he ti
tle a
nd to
pic.
Pro
vide
two
sam
ples
of a
llite
ratio
n.
Rer
ead
to s
ee th
at w
hat y
ou h
ave
wri
tten
mak
es s
ense
.
Rea
d to
see
if y
ou h
ave
left
out
any
wor
ds.
Rea
d to
che
ck th
at th
e w
ords
are
in th
e co
rrec
t ord
er.
M01_CAMP4391_02_SE_C01.indd 6 9/03/2018 9:48 am
Sample
page
s
PART A CURRICULUM, TEACHING AND ASSESSMENT ▒ 7
B.3
Sen
tenc
e kn
ow
ledg
e an
d co
nstr
uctio
nSi
mpl
e, c
ompl
ex a
nd c
ompo
und
Stat
emen
ts, q
uest
ions
and
com
man
dsG
roup
s, p
hras
es a
nd c
laus
esP
atte
rns
of s
impl
e se
nten
ces
Nou
n gr
oup
Nou
n gr
oup
and
phra
se; n
oun
grou
p an
d cl
ause
Cla
use:
mus
t hav
e a
verb
Adj
ectiv
al p
hras
e an
d cl
ause
Pre
posi
tiona
l phr
ase
B.4
Pun
ctua
tion
Bou
ndar
y m
arke
rs; t
itles
; com
ma
for
lists
Apo
stro
phes
of o
mis
sion
and
pos
sess
ion
B.5
Par
ts o
f sp
eech
Verb
: doi
ng, b
eing
, etc
.; he
lpin
g; v
erb
grou
pN
oun:
pro
per,
conc
rete
and
abs
trac
tA
djec
tive
and
adve
rbP
ositi
on, r
efer
ring
and
join
ing
wor
ds
B.6
Cohe
sion
Pro
noun
as
refe
rrin
g w
ord
Rel
ativ
e pr
onou
n in
adj
ectiv
al c
laus
eLo
gica
l rel
atio
nshi
ps o
f pla
ce a
nd ti
me
Wor
d as
soci
atio
ns (s
ynon
yms,
wor
d se
ts)
B.7
Voca
bula
ryE
xper
imen
t with
new
wor
ds a
nd c
hoic
esD
eriv
e vo
cabu
lary
from
fam
iliar
and
new
topi
csSe
lect
voc
abul
ary
for
purp
ose
and
audi
ence
Exp
lore
use
of v
ocab
ular
y by
cha
ract
ers
in a
sto
ry
Exp
lore
con
nota
tion
and
mul
tiple
mea
ning
s
B.8
Fig
urat
ive
lang
uage
A
llite
ratio
n, s
imile
, ono
mat
opoe
ia
B.9
Eva
luat
ive
and
moda
l lan
guag
eCo
uld
have
; mus
t hav
eD
egre
e of
adj
ectiv
es
B.1
0 C
onv
entio
ns o
f E
nglis
h us
age
and
styl
eSu
bjec
t–ve
rb a
gree
men
t; no
un–p
rono
un a
gree
men
t
B.1
1 S
pelli
ngD
olch
20
0 o
r eq
uiva
lent
Scho
ol s
pelli
ng p
rogr
amP
honi
cs a
nd m
orph
emic
s
B.1
2 E
ditin
g an
d pr
oofr
eadi
ngSe
e as
sess
men
t col
umn
B.1
3 L
angu
age
dial
ects
and
use
sA
lpha
betic
al o
rder
to th
ird le
tter
in a
wor
dU
se o
f ind
exes
and
dic
tiona
ries
Dia
gram
s, ta
bles
and
cha
rts
Mai
n cl
ause
and
sub
ordi
nate
(or
de
pend
ent)
cla
use*
*
Use
the
expr
essi
ons
“mai
n cl
ause
” and
“o
ther
cla
use”
Big
ele
phan
ts e
at h
ay b
ecau
se th
ey d
o no
t eat
mea
t. B
ig e
leph
ants
eat
hay
whe
n th
ey a
re
hung
ry.
Big
ele
phan
ts e
at h
ay s
o th
at th
ey c
an
grow
big
.B
ig e
leph
ants
eat
hay
alth
ough
they
w
ould
like
app
les
bett
er.
Mai
n cl
ause
and
/but
/or
mai
n cl
ause
Big
ele
phan
ts e
at h
ay b
ut th
ey d
o no
t eat
m
eat.
Big
ele
phan
ts e
at h
ay a
nd d
rink
wat
er.
Big
ele
phan
ts e
at h
ay o
r th
ey g
o hu
ngry
.(S
ee P
arts
B a
nd C
on
clau
ses.
)
Pun
ctua
tion
Cap
ital a
t beg
inni
ng o
f sen
tenc
eFu
ll st
op o
r ?
or
! a
t end
Cap
ital l
ette
r fo
r pr
oper
nam
e of
per
son
and
plac
eA
post
roph
e of
om
issi
on (c
an’t)
Apo
stro
phe
of p
osse
ssio
n (S
ue’s
)C
once
pt o
f plu
ral
Spel
ling
Spel
l mos
t req
uire
d w
ords
Spel
l req
uire
d D
olch
list
wor
ds
Inve
nted
spe
lling
sho
ws:
• co
nson
ants
are
in o
rder
• vo
wel
s ar
e m
ostly
cor
rect
Use
ons
et a
nd r
ime
inde
pend
ently
Pho
nics
and
mor
phem
es
App
ly L
ook/
expl
ore,
Say
, Cov
er, W
rite
, Ch
eck
Stra
tegy
for
leve
l of s
pelli
ng
deve
lopm
ent
Stru
ctur
eSe
para
te y
our
para
grap
hs w
ith a
line
spa
ce.
Wri
te s
impl
e, c
ompo
und
and
com
plex
sen
tenc
es.
Che
ck th
e or
der
of s
ente
nces
in e
ach
para
grap
h.
Vary
type
s of
sen
tenc
e in
a p
arag
raph
.
Pro
ofre
adin
g (c
opy-
read
ing)
Che
ck y
our
spel
ling.
Und
erlin
e w
ords
that
you
r te
ache
r ca
n he
lp y
ou w
ith.
Use
a r
ed p
en to
che
ck y
our
punc
tuat
ion.
Mar
k th
e bo
unda
ries
of y
our
sent
ence
s.
Use
cap
ital l
ette
rs fo
r al
l pro
per
nam
es o
f peo
ple
and
plac
es.
Che
ck th
at a
ll pu
nctu
atio
n is
pla
ced
with
in th
e sp
eech
mar
ks.
Che
ck th
at p
lura
ls d
o no
t hav
e an
unn
eces
sary
apo
stro
phe.
Che
ck th
at e
ach
subj
ect a
gree
s w
ith it
s ve
rb in
num
ber.
Che
ck th
at p
rono
uns
agre
e in
num
ber.
Che
ck th
e sp
ellin
g of
hom
opho
nes
(the
ir; t
here
).
Che
ck u
se o
f plu
rals
suc
h as
mic
e, o
xen,
age
ndas
, roo
fs, h
oove
s.
Use
a c
aret
¿ or
¡ to
sho
w m
issi
ng w
ord
or in
form
atio
n.
M01_CAMP4391_02_SE_C01.indd 7 9/03/2018 9:48 am
Sample
page
s
8 ▒ TEACHING ENGLISH GRAMMAR
AC
: Eng
lish
(V5)
: Yea
r 3
Sen
tenc
e gr
amm
ar,
punc
tuat
ion
and
spel
ling
Con
tent
des
crip
tions
Less
onA
chie
vem
ent s
tand
ards
and
ass
essm
ent
Und
erst
and
how
diff
eren
t typ
es o
f tex
ts v
ary
in u
se o
f lan
guag
e ch
oice
s, d
epen
ding
on
thei
r pu
rpos
e an
d co
ntex
t (fo
r ex
ampl
e te
nse
and
type
s of
sen
tenc
es) (
AC
ELA
147
8)
Und
erst
and
that
par
agra
phs
are
a ke
y or
gani
satio
nal f
eatu
re o
f wri
tten
te
xts
(AC
ELA
147
9)
Exa
min
e ho
w e
valu
ativ
e la
ngua
ge c
an b
e va
ried
to b
e m
ore
or le
ss
forc
eful
(AC
ELA
1477
).
Kno
w th
at w
ord
cont
ract
ions
are
a fe
atur
e of
info
rmal
lang
uage
and
th
at a
post
roph
es o
f con
trac
tion
are
used
to s
igna
l mis
sing
lett
ers
(AC
ELA
148
0)
Iden
tify
the
feat
ures
of o
nlin
e te
xts
that
enh
ance
nav
igat
ion
(ACE
LA17
90)
Und
erst
and
that
a c
laus
e is
a u
nit o
f gra
mm
ar u
sual
ly c
onta
inin
g a
subj
ect a
nd a
ver
b an
d th
at th
ese
need
to b
e in
agr
eem
ent (
ACE
LA14
81)
Und
erst
and
that
ver
bs r
epre
sent
diff
eren
t pro
cess
es, f
or e
xam
ple
do
ing,
thin
king
, say
ing
and
rela
ting
and
that
thes
e pr
oces
ses
are
anch
ored
in ti
me
thro
ugh
tens
e (A
CE
LA14
82
)
Iden
tify
the
effe
ct o
n au
dien
ces
of te
chni
ques
, for
exa
mpl
e sh
ot s
ize,
ve
rtic
al c
amer
a an
gle
and
layo
ut in
pic
ture
boo
ks, a
dver
tisem
ents
and
fil
m s
egm
ents
(AC
ELA
148
3)
Lear
n ex
tend
ed a
nd te
chni
cal v
ocab
ular
y an
d w
ays
of e
xpre
ssin
g op
inio
n in
clud
ing
mod
al v
erbs
and
adv
erbs
(AC
ELA
148
4)
Und
erst
and
how
to u
se le
tter
-sou
nd r
elat
ions
hips
and
less
com
mon
le
tter
pat
tern
s to
spe
ll w
ords
(AC
ELA
148
5)
Rec
ogni
se a
nd k
now
how
to w
rite
mos
t hig
h-fr
eque
ncy
wor
ds
incl
udin
g so
me
hom
opho
nes
(AC
ELA
148
6)
Und
erst
and
how
to a
pply
kno
wle
dge
of le
tter
-sou
nd r
elat
ions
hips
, sy
llabl
es, a
nd b
lend
ing
and
segm
entin
g to
flue
ntly
rea
d an
d w
rite
m
ultis
ylla
bic
wor
ds w
ith m
ore
com
plex
lett
er p
atte
rns
(AC
ELA
182
6)
Kno
w h
ow to
use
com
mon
pre
fixes
and
suf
fixes
, and
gen
eral
isat
ions
fo
r ad
ding
a s
uffix
to a
bas
e w
ord
(AC
ELA
1827
)
Spec
ifica
lly:
Not
e: A
ll co
ncep
ts a
nd te
rms
liste
d ar
e to
be
deve
lope
d an
d us
ed in
lo
nger
and
mor
e co
mpl
ex s
ente
nces
and
text
s. S
tude
nts
are
requ
ired
to u
se u
nder
lined
met
alan
guag
e te
rms
whe
n di
scus
sing
text
s.
In Y
ear
3, t
he fo
cus
is a
lso
on d
evel
opin
g un
ders
tand
ing
of th
e co
ncep
ts li
sted
bel
ow, a
nd o
n us
e of
act
iviti
es.
As
per
Year
s 1
and
2, p
lus:
B.1
Typ
es o
f te
xts
All
type
s of
text
s: p
urpo
ses
and
cont
exts
Cho
osin
g la
ngua
ge fe
atur
es to
sui
t
Intr
odu
ctio
n to
the
par
ts o
f se
nten
ces
Eng
lish
is w
ritt
en u
sing
sen
tenc
es, a
nd
sent
ence
s be
gin
with
a c
apita
l let
ter
and
end
with
a fu
ll st
op (o
r !
or ?
).
Sim
ple
sent
ence
sP
att
ern
1N
oun
(sub
ject
) + v
erb
Pa
tter
n 2
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b
Pa
tter
n 3
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b +
nou
n (o
bjec
t)
Pa
tter
n 4
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b +
nou
n (o
bjec
t) +
circ
umst
ance
(pre
posi
tiona
l ph
rase
)
Pa
tter
n 5
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b +
no
un (o
bjec
t) +
circ
umst
ance
+ a
dver
b/ad
verb
ial
Pa
tter
n 6
Adj
ectiv
e an
d no
un a
s a
noun
gro
up
(nou
n as
sub
ject
of l
ater
ver
b) +
“with
” ph
rase
(adj
ectiv
al p
hras
e)B
ig e
leph
ants
with
flop
py e
ars
. . .
Pa
tter
n 7
Adj
ectiv
e an
d no
un a
s a
noun
gro
up
(nou
n as
sub
ject
of l
ater
ver
b) +
“with
” ph
rase
+ “t
hat”
cla
use
(adj
ectiv
al c
laus
e)B
ig e
leph
ants
with
flop
py e
ars
that
han
g do
wn
thei
r si
des
. . .
Pa
tter
n 8
Adj
ectiv
e an
d no
un a
s a
noun
gro
up
(nou
n as
sub
ject
of l
ater
ver
b) +
adj
ectiv
al
phra
se +
adj
ectiv
al c
laus
e +
sim
ile (l
ike;
as
. . .
as)
Big
ele
phan
ts w
ith fl
oppy
ear
s th
at h
ang
dow
n th
eir
side
s lik
e w
et s
acks
(or
as fl
at
as p
anca
kes)
. . .
Rec
eptiv
e m
ode
s: L
iste
ning
, re
adin
g an
d vi
ewin
gB
y th
e en
d of
Yea
r 3, s
tude
nts
unde
rsta
nd h
ow c
onte
nt c
an b
e or
gani
sed
usin
g di
ffer
ent t
ext s
truc
ture
s de
pend
ing
on th
e pu
rpos
e of
the
text
.
They
und
erst
and
how
lang
uage
feat
ures
, im
ages
and
voc
abul
ary
choi
ces
are
used
for
diff
eren
t eff
ects
.
They
rea
d te
xts
that
con
tain
var
ied
sent
ence
str
uctu
res,
a r
ange
of
punc
tuat
ion
conv
entio
ns, a
nd im
ages
that
pro
vide
ext
ra in
form
atio
n.
They
use
pho
nics
and
wor
d kn
owle
dge
to fl
uent
ly r
ead
mor
e co
mpl
ex
wor
ds.
They
iden
tify
liter
al a
nd im
plie
d m
eani
ng c
onne
ctin
g id
eas
in d
iffer
ent
part
s of
a te
xt.
They
sel
ect i
nfor
mat
ion,
idea
s an
d ev
ents
in te
xts
that
rel
ate
to th
eir
own
lives
and
to o
ther
text
s.
They
list
en to
oth
ers’
vie
ws
and
resp
ond
appr
opri
atel
y, u
sing
in
tera
ctio
n sk
ills.
Pro
duct
ive
mo
des:
Spe
akin
g, w
ritin
g an
d cr
eatin
gSt
uden
ts u
nder
stan
d ho
w la
ngua
ge fe
atur
es a
re u
sed
to li
nk a
nd
sequ
ence
idea
s.
They
und
erst
and
how
lang
uage
can
be
used
to e
xpre
ss fe
elin
gs a
nd
opin
ions
on
topi
cs.
Thei
r te
xts
incl
ude
wri
ting
and
imag
es to
exp
ress
and
dev
elop
in s
ome
deta
il ex
peri
ence
s, e
vent
s, in
form
atio
n, id
eas
and
char
acte
rs.
Stud
ents
cre
ate
a ra
nge
of te
xts
for
fam
iliar
and
unf
amili
ar a
udie
nces
.
They
con
trib
ute
activ
ely
to c
lass
and
gro
up d
iscu
ssio
ns, a
skin
g qu
estio
ns, p
rovi
ding
use
ful f
eedb
ack
and
mak
ing
pres
enta
tions
.
They
dem
onst
rate
und
erst
andi
ng o
f gra
mm
ar, a
nd c
hoos
e vo
cabu
lary
an
d pu
nctu
atio
n ap
prop
riate
to th
e pu
rpos
e an
d co
ntex
t of t
heir
writ
ing.
They
use
kno
wle
dge
of le
tter
-sou
nd r
elat
ions
hips
incl
udin
g co
nson
ant
and
vow
el c
lust
ers
and
high
-fre
quen
cy w
ords
to s
pell
accu
rate
ly.
They
rer
ead
and
edit
thei
r w
ritin
g, c
heck
ing
thei
r w
ork
for
appr
opri
ate
voca
bula
ry, s
truc
ture
and
mea
ning
.
They
wri
te u
sing
join
ed le
tter
s th
at a
re a
ccur
atel
y fo
rmed
and
co
nsis
tent
in s
ize.
Spec
ifica
lly,
stud
ents
:•
wri
te s
ente
nces
usi
ng a
ll re
quire
d pu
nctu
atio
n•
wri
te a
var
iety
of s
ente
nces
: sim
ple,
com
poun
d, c
ompl
ex•
wri
te r
ecou
nts,
pro
cedu
res
and
pers
onal
not
es/l
ette
rs
M01_CAMP4391_02_SE_C01.indd 8 9/03/2018 9:48 am
Sample
page
s
PART A CURRICULUM, TEACHING AND ASSESSMENT ▒ 9
B.2
Par
agra
phs
Topi
c se
nten
ces
and
intr
oduc
tion
to th
eme
Link
s be
twee
n pa
ragr
aphs
B.3
Sen
tenc
e kn
ow
ledg
e an
d co
nstr
uctio
nA
ll pa
tter
ns a
s sh
own
in c
entr
al c
olum
nC
ompo
und
sent
ence
sC
laus
e: m
ust h
ave
a ve
rb
Com
plex
sen
tenc
e an
d jo
inin
g w
ord
Very
com
plex
nou
n gr
oup
Mai
n no
un a
nd s
ubje
ct o
f ver
bA
djec
tival
phr
ase
and
clau
seN
oun
grou
p be
fore
and
aft
er th
e ve
rbA
dver
b an
d/or
adv
erbi
al p
hras
e/cl
ause
B.4
Pun
ctua
tion
Bou
ndar
y m
arke
rs a
s us
ual,
plus
:C
omm
a: a
fter
voc
ativ
e (J
ohn,
can
you
tell
me
. . .?
)C
omm
a: u
se w
ithin
quo
tatio
ns/s
peec
h A
post
roph
e of
om
issi
onA
post
roph
e of
pos
sess
ion
(sin
gula
r an
d pl
ural
) for
nou
ns a
nd
pron
ouns
Pos
sess
ive
pron
ouns
: do
not u
se a
n ap
ostr
ophe
Dire
ct a
nd in
dire
ct (o
r re
port
ed) s
peec
h
B.5
Par
ts o
f sp
eech
Ve
rb a
nd v
erb
grou
pM
ain
verb
and
hel
ping
ver
b (is
goi
ng, h
as g
one)
Tens
e: p
ast,
futu
re, p
rese
nt; s
impl
e an
d co
ntin
uous
Verb
s: d
oing
, see
ing,
thin
king
, fee
ling,
bei
ng, h
avin
g w
ords
Nou
ns: n
amin
g w
ords
for
pers
ons,
pla
ces,
thin
gs, e
tc.
Nou
ns: c
omm
on, p
rope
r, co
ncre
te, a
bstr
act,
colle
ctiv
eA
djec
tives
and
adv
erbs
Deg
ree
of a
djec
tives
and
adv
erbs
Adv
erbs
: tel
l how
, whe
n, w
here
and
why
Adv
erbi
al p
hras
e: p
repo
sitio
nal p
hras
e A
dver
bs a
nd a
dver
bial
phr
ases
/cla
uses
P
repo
sitio
n an
d pr
epos
ition
al p
hras
eJo
inin
g w
ord
(con
junc
tion)
Art
icle
s: d
efini
te a
nd in
defin
ite (t
he, a
, an)
B.6
Cohe
sion
Logi
cal r
elat
ions
hips
of t
ime
and
plac
eC
ompa
riso
n an
d co
ntra
stU
se o
f tex
t con
nect
ives
Wor
d as
soci
atio
ns (s
ynon
yms,
wor
d se
ts)
Rel
ated
and
rep
eate
d w
ords
thro
ugh
a te
xt (w
ord
sets
)P
rono
un: r
efer
ring
wor
dD
emon
stra
tive
pron
oun
(thi
s, th
ese,
thos
e) (c
ompa
re d
emon
stra
tive
adje
ctiv
e: th
is b
ook,
etc
.)R
elat
ive
pron
oun
used
in a
djec
tival
cla
use
B.7
Voca
bula
ryC
once
pt o
f num
ber:
sin
gula
r an
d pl
ural
Voca
bula
ry d
evel
opm
ent a
nd c
hoic
e, in
c. c
onno
tatio
n
Pa
tter
n 9
Adj
ectiv
e an
d no
un a
s a
noun
gro
up
(nou
n as
sub
ject
of l
ater
ver
b) +
adj
ectiv
al
phra
se +
adj
ectiv
al c
laus
e +
sim
ile +
ver
b an
d (o
ther
pat
tern
s; e
.g. p
repo
sitio
nal
phra
ses)
Big
ele
phan
ts w
ith fl
oppy
ear
s th
at h
ang
dow
n th
eir
side
s lik
e w
et s
acks
wan
der
acro
ss th
e pl
ains
of A
fric
a.
Pa
tter
n 10
Intr
oduc
tion
of n
oun
grou
p af
ter
the
verb
:B
ig e
leph
ants
wan
der
the
dust
y pl
ains
w
ith s
low
ste
ps th
at k
ick
up th
e di
rt a
s if
they
wer
e m
akin
g th
eir
own
dust
stor
ms.
From
sim
ple
to c
ompl
ex s
ente
nces
Intr
oduc
e jo
inin
g w
ords
: bec
ause
, as,
if,
alth
ough
, so
that
, whe
n, w
here
(sho
w a
ll on
a w
ord
wal
l)
Mai
n cl
ause
and
sub
ordi
nate
(or
de
pend
ent)
cla
use*
*
Use
the
expr
essi
ons
“mai
n cl
ause
” and
“o
ther
cla
use”
Big
ele
phan
ts e
at h
ay b
ecau
se th
ey d
o no
t eat
mea
t. B
ig e
leph
ants
eat
hay
whe
n th
ey a
re
hung
ry.
Big
ele
phan
ts e
at h
ay s
o th
at th
ey c
an
grow
big
.B
ig e
leph
ants
eat
hay
alth
ough
they
w
ould
like
app
les
bett
er.
Mai
n cl
ause
and
/but
/or
mai
n cl
ause
Big
ele
phan
ts e
at h
ay b
ut th
ey d
o no
t eat
m
eat.
Big
ele
phan
ts e
at h
ay a
nd d
rink
wat
er.
Big
ele
phan
ts e
at h
ay o
r th
ey g
o hu
ngry
.(S
ee P
arts
B a
nd C
on
clau
ses.
)
Pun
ctua
tion
Cap
ital a
t beg
inni
ng o
f sen
tenc
eFu
ll st
op o
r ?
or
! a
t end
Cap
ital l
ette
r fo
r pr
oper
nam
e of
per
son
and
plac
eA
post
roph
e of
om
issi
on (c
an’t)
Apo
stro
phe
of p
osse
ssio
n (S
ue’s
)C
once
pt o
f plu
ral
• w
rite
nar
rativ
es, p
oem
s an
d pe
rsua
sive
text
s•
dem
onst
rate
kno
wle
dge
and
purp
ose
of te
xts
• w
rite
sum
mar
ies
from
text
s an
d le
sson
s•
disc
uss
and
wri
te s
tori
es a
nd in
form
atio
n te
xts
• di
scus
s st
ory
pref
eren
ces,
with
rea
sons
• w
rit e
fam
iliar
wor
ds a
nd p
hras
es•
use
inve
nted
spe
lling
(of u
nfam
iliar
wor
ds) t
hat i
s va
lid.
See
Par
t D fo
r ch
eckl
ists
on
the
follo
win
g:•
wri
ting
• la
ngua
ge u
se
• sp
ellin
g.
Edi
ting
task
s fo
r w
ritin
gM
eani
ngR
ewor
k yo
ur in
trod
uctio
n to
impr
ove
purp
ose
and
dire
ctio
n of
you
r dr
aft.
Rew
ork
your
con
clus
ion;
use
a s
umm
ary.
Che
ck th
at th
e to
pic
sent
ence
is c
lear
to th
e re
ader
; e.g
. Far
m a
nim
als
incl
ude
shee
p, c
attle
and
chi
cken
s.
Exp
and
the
mes
sage
in e
ach
para
grap
h; u
se T
EE
L.
Che
ck th
at w
ord
choi
ce s
uits
the
title
and
topi
c.
Use
ord
inal
s (fi
rst,
seco
nd .
. .) a
nd te
xt c
onne
ctiv
es (e
.g. h
owev
er,
neve
rthe
less
, con
sequ
ently
, the
refo
re, s
ubse
quen
tly, t
oget
her
with
, et
c.).
Rep
lace
rep
eate
d w
ords
.
Pro
vide
two
sim
iles
to a
ssis
t des
crip
tion.
Pro
vide
two
sam
ples
of a
llite
ratio
n.
Che
ck th
at w
ritin
g is
app
ropr
iate
for
your
inte
nded
aud
ienc
e.
App
eal t
o yo
ur r
eade
r by
ask
ing
a rh
etor
ical
que
stio
n in
per
suas
ive
text
.
Che
ck th
at w
hat y
ou h
ave
wri
tten
mak
es s
ense
.
Add
, del
ete,
cha
nge
and
rear
rang
e to
impr
ove
mea
ning
.
Stru
ctur
eSe
para
te p
arag
raph
s w
ith a
line
spa
ce.
Vary
par
agra
ph le
ngth
s fo
r ef
fect
and
for
man
agin
g de
tail.
Add
info
rmat
ion
to a
sim
ple
sent
ence
by
addi
ng a
cla
use.
Che
ck th
e or
der
of s
ente
nces
in e
ach
para
grap
h.
Pro
ofre
adin
g (c
opy-
read
ing)
Che
ck y
our
spel
ling.
Und
erlin
e w
ords
that
you
r te
ache
r ca
n he
lp y
ou w
ith.
Mar
k th
e bo
unda
ries
of y
our
sent
ence
s w
ith c
apita
l let
ters
and
full
stop
s (o
r ?
or !
).
Use
cap
ital l
ette
rs fo
r al
l pro
per
nam
es o
f peo
ple
and
plac
es.
M01_CAMP4391_02_SE_C01.indd 9 9/03/2018 9:48 am
Sample
page
s
10 ▒ TEACHING ENGLISH GRAMMARC
onte
nt d
escr
iptio
nsLe
sson
Ach
ieve
men
t sta
ndar
ds a
nd a
sses
smen
t
Exp
erim
enta
tion
with
new
wor
ds a
nd c
hoic
esVo
cabu
lary
of f
amili
ar a
nd n
ew to
pics
Voca
bula
ry s
elec
ted
for
purp
ose
and
audi
ence
Voca
bula
ry u
se b
y ch
arac
ters
in s
tory
B.8
Fig
urat
ive
lang
uage
Alli
tera
tion,
sim
ile, o
nom
atop
oeia
Intr
oduc
tion
to m
etap
hor
B.9
Eva
luat
ive
and
moda
l lan
guag
e D
egre
e of
adj
ectiv
es a
nd a
dver
bsU
se o
f mod
al v
erbs
U
se o
f may
(per
mis
sion
) to
mus
t (ob
ligat
ion)
Em
otio
nal l
angu
age
B.1
0 C
onv
entio
ns o
f E
nglis
h us
age
and
styl
eSu
bjec
t–ve
rb a
gree
men
tU
se o
f ter
ms
and
conc
ept:
subj
ect a
nd v
erb
Subj
ect a
s no
un o
r pr
onou
n, o
r as
mai
n no
un in
nou
n gr
oup
Nou
n–pr
onou
n ag
reem
ent
Num
ber
(and
with
col
lect
ive
noun
s)Q
uant
ifier
s: s
ome,
any
, sev
eral
Coul
d ha
ve, m
ust h
ave,
not
cou
ld o
f, m
ust o
fC
ontr
actio
ns: n
ot u
sed
in fo
rmal
text
sD
iffer
ent f
rom
(nev
er th
an)
B.1
1 S
pelli
ngA
s pe
r sc
hool
pro
gram
or
reso
urce
B.1
2 E
ditin
g an
d pr
oofr
eadi
ngSe
e as
sess
men
t col
umn
B.1
3 L
angu
age
dial
ects
and
use
sA
lpha
betic
al o
rder
to th
ird le
tter
in a
wor
dU
ses
of in
dexe
s an
d di
ctio
nari
esD
iagr
ams:
pie
cha
rts,
tabl
es, e
tc.
Gra
phic
org
anis
ers:
intr
oduc
e to
p-le
vel s
truc
ture
Sim
ple
sum
mar
y in
ow
n w
ords
(ret
ellin
gs, q
uick
wri
tes)
Exp
lori
ng a
nd d
evel
opin
g so
cial
and
inte
ract
iona
lus
es o
f lan
guag
e
Spel
ling
Spel
l mos
t req
uire
d w
ords
Spel
l req
uire
d D
olch
list
wor
ds
Inve
nted
spe
lling
sho
ws:
•
cons
onan
ts a
re in
ord
er•
vow
els
are
mos
tly c
orre
ctU
se o
nset
and
rim
e in
depe
nden
tlyP
honi
cs a
nd m
orph
emes
P
refix
es: u
n-, r
e-, d
is-,
mis
- Su
ffixe
s: -
tion,
-at
ion,
-fu
l, -o
us, -
ly, -
men
tSp
ellin
g: o
ther
lett
er c
ombi
natio
nsIn
flect
ions
: -ed
, -in
g, -
er, -
est,
-s, -
esA
pply
Loo
k, S
ay, C
over
, Wri
te, C
heck
St
rate
gy fo
r le
vel o
f spe
lling
dev
elop
men
t
Use
com
mas
aft
er e
ach
item
in a
list
or
seri
es, b
ut n
ot b
efor
e th
e fin
al
“and
”; e.
g. T
hey
boug
ht e
ggs,
app
les,
milk
and
bre
ad.
Che
ck th
at a
ll pu
nctu
atio
n is
pla
ced
with
in th
e sp
eech
or
quot
atio
n m
arks
.
Und
erlin
e ap
ostr
ophe
s in
gre
en, a
nd ti
ck if
they
hav
e be
en u
sed
corr
ectly
.
Che
ck th
at p
lura
ls d
o no
t hav
e an
unn
eces
sary
apo
stro
phe.
Do
not u
se c
ontr
actio
ns a
nd a
bbre
viat
ions
in fo
rmal
wri
ting.
Che
ck th
at e
ach
subj
ect a
gree
s w
ith it
s ve
rb in
num
ber.
Che
ck th
at p
rono
uns
agre
e in
num
ber.
Che
ck th
e sp
ellin
g of
hom
opho
nes
(the
ir; t
here
).
Rea
d fo
r co
rrec
t use
of v
erb
tens
e.
Che
ck u
se o
f plu
rals
suc
h as
mic
e, o
xen,
age
ndas
, roo
fs, h
oove
s.
Use
a c
aret
¿ or
¡ to
sho
w m
issi
ng w
ord
or in
form
atio
n.
AC
: Eng
lish
(V5)
: Yea
r 4
Sen
tenc
e gr
amm
ar,
punc
tuat
ion
and
spel
ling
Con
tent
des
crip
tions
Less
onA
chie
vem
ent s
tand
ards
and
ass
essm
ent
Und
erst
and
how
text
s va
ry in
com
plex
ity a
nd te
chni
calit
y de
pend
ing
on th
e ap
proa
ch to
the
topi
c, th
e pu
rpos
e an
d th
e in
tend
ed a
udie
nce
(AC
ELA
149
0)
Und
erst
and
how
text
s ar
e m
ade
cohe
sive
thro
ugh
the
use
of
linki
ng d
evic
es in
clud
ing
pron
oun
refe
renc
e an
d te
xt c
onne
ctiv
es
(AC
ELA
1491
)
Intr
odu
ctio
n to
the
par
ts o
f se
nten
ces
Eng
lish
is w
ritt
en u
sing
sen
tenc
es, a
nd
sent
ence
s be
gin
with
a c
apita
l let
ter
and
end
with
a fu
ll st
op (o
r !
or ?
).
Rec
eptiv
e m
ode
s: L
iste
ning
, re
adin
g an
d vi
ewin
gB
y th
e en
d of
Yea
r 4
, stu
dent
s un
ders
tand
that
text
s ha
ve d
iffer
ent t
ext
stru
ctur
es d
epen
ding
on
purp
ose
and
cont
ext.
They
exp
lain
how
lang
uage
feat
ures
, im
ages
and
voc
abul
ary
are
used
to
eng
age
the
inte
rest
of a
udie
nces
.
M01_CAMP4391_02_SE_C01.indd 10 9/03/2018 9:48 am
Sample
page
s
PART A CURRICULUM, TEACHING AND ASSESSMENT ▒ 11
Rec
ogni
se h
ow q
uota
tion
mar
ks a
re u
sed
in te
xts
to s
igna
l dia
logu
e,
title
s an
d qu
oted
(dire
ct) s
peec
h (A
CE
LA14
92
)
Iden
tify
feat
ures
of o
nlin
e te
xts
that
enh
ance
read
abili
ty in
clud
ing
text
, na
viga
tion,
link
s, g
raph
ics
and
layo
ut (A
CELA
1793
)
Und
erst
and
that
the
mea
ning
of s
ente
nces
can
be
enri
ched
thro
ugh
the
use
of n
oun
grou
ps/p
hras
es a
nd v
erb
grou
ps/p
hras
es a
nd
prep
ositi
onal
phr
ases
(AC
ELA
149
3)
Inve
stig
ate
how
quo
ted
(dire
ct) a
nd r
epor
ted
(indi
rect
) spe
ech
wor
k in
di
ffer
ent t
ypes
of t
ext (
AC
ELA
149
4)
Und
erst
and
how
adv
erb
grou
ps/p
hras
es a
nd p
repo
sitio
nal p
hras
es
wor
k in
diff
eren
t way
s to
pro
vide
circ
umst
antia
l det
ails
abo
ut a
n ac
tivity
(AC
ELA
149
5)
Inco
rpor
ate
new
voc
abul
ary
from
a r
ange
of s
ourc
es in
to s
tude
nts’
ow
n te
xts
incl
udin
g vo
cabu
lary
enc
ount
ered
in r
esea
rch
(AC
ELA
149
8)
Und
erst
and
how
to u
se k
now
ledg
e of
lett
er p
atte
rns
incl
udin
g do
uble
le
tter
s, s
pelli
ng g
ener
alis
atio
ns, m
orph
emic
wor
d fa
mili
es, c
omm
on
prefi
xes
and
suffi
xes
and
wor
d or
igin
s to
spe
ll m
ore
com
plex
wor
ds
(AC
ELA
177
9)
Rea
d an
d w
rite
a la
rge
core
of h
igh-
freq
uenc
y w
ords
incl
udin
g ho
mop
hone
s an
d kn
ow h
ow to
use
con
text
to id
entif
y co
rrec
t spe
lling
(A
CE
LA17
80
)
Und
erst
and
how
to u
se p
honi
c kn
owle
dge
to re
ad a
nd w
rite
mul
tisyl
labi
c w
ords
with
mor
e co
mpl
ex le
tter
com
bina
tions
, inc
ludi
ng a
var
iety
of
vow
el s
ound
s an
d kn
own
prefi
xes
and
suffi
xes
(ACE
LA18
28)
Und
erst
and
diff
eren
ces
betw
een
the
lang
uage
of o
pini
on a
nd fe
elin
g an
d th
e la
ngua
ge o
f fac
tual
rep
ortin
g or
rec
ordi
ng (A
CE
LA14
89
)
Spec
ifica
lly:
Not
e: A
ll co
ncep
ts a
nd te
rms
liste
d ar
e to
be
deve
lope
d an
d us
ed in
lo
nger
and
mor
e co
mpl
ex s
ente
nces
and
text
s. S
tude
nts
are
requ
ired
to u
se u
nder
lined
met
alan
guag
e te
rms
whe
n di
scus
sing
text
s.
As
per
Year
s 1–
3 p
lus:
B.1
Typ
es o
f te
xts:
A
ll fiv
e ty
pes
Iden
tifiab
le s
truc
ture
s of
diff
eren
t typ
es o
f tex
tsde
pend
ing
on a
udie
nce,
pur
pose
and
con
text
s of
use
Lang
uage
feat
ures
sui
tabl
e fo
r ty
pe o
f tex
tC
hara
cter
istic
feat
ures
of i
mag
inat
ive
(nar
rativ
e), i
nfor
mat
ive
and
pers
uasi
ve te
xts
Eve
ryda
y te
xts
(lett
ers,
invi
tatio
ns, e
tc.)
Poe
try
text
s: b
alla
d, ly
ric,
form
poe
try
(hai
ku, c
inqu
ain,
lim
eric
k, ta
nka,
et
c.),
free
ver
se
B.2
Par
agra
phs
A p
arag
raph
has
one
or
mor
e se
nten
ces
Topi
c se
nten
ce a
nd th
eme
occu
r in
firs
t sen
tenc
e of
info
rmat
ive
and
pers
uasi
ve te
xts
Nar
rativ
e te
xts
have
var
ied
leng
ths
of p
arag
raph
sN
arra
tive
text
s st
art a
new
par
agra
ph fo
r a
new
spe
aker
Stud
ents
mak
e lin
ks b
etw
een
sele
cted
par
agra
phs
Stud
ents
pla
ce th
e ad
verb
ial p
hras
e/cl
ause
in th
e th
eme
posi
tion
Stud
ents
lear
n su
mm
ary
wri
ting
Sim
ple
sent
ence
sP
att
ern
1N
oun
(sub
ject
) + v
erb
Pa
tter
n 2
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b
Pa
tter
n 3
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b +
nou
n (o
bjec
t)
Pa
tter
n 4
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b +
nou
n (o
bjec
t) +
circ
umst
ance
(pre
posi
tiona
l ph
rase
)
Pa
tter
n 5
Adj
ectiv
e +
nou
n (s
ubje
ct) +
ver
b +
no
un (o
bjec
t) +
circ
umst
ance
+ a
dver
b/ad
verb
ial
Pa
tter
n 6
Adj
ectiv
e an
d no
un a
s a
noun
gro
up
(nou
n as
sub
ject
of l
ater
ver
b) +
“with
” ph
rase
(adj
ectiv
al p
hras
e)B
ig e
leph
ants
with
flop
py e
ars
. . .
Pa
tter
n 7
Adj
ectiv
e an
d no
un a
s a
noun
gro
up
(nou
n as
sub
ject
of l
ater
ver
b) +
“with
” ph
rase
+ “t
hat”
cla
use
(adj
ectiv
al c
laus
e)B
ig e
leph
ants
with
flop
py e
ars
that
han
g do
wn
thei
r si
des
. . .
Pa
tter
n 8
Adj
ectiv
e an
d no
un a
s a
noun
gro
up
(nou
n as
sub
ject
of l
ater
ver
b) +
adj
ectiv
al
phra
se +
adj
ectiv
al c
laus
e +
sim
ile (l
ike;
as
. . .
as)
Big
ele
phan
ts w
ith fl
oppy
ear
s th
at h
ang
dow
n th
eir
side
s lik
e w
et s
acks
(or
as fl
at
as p
anca
kes)
. . .
Pa
tter
n 9
Adj
ectiv
e an
d no
un a
s a
noun
gro
up
(nou
n as
sub
ject
of l
ater
ver
b) +
adj
ectiv
al
phra
se +
adj
ectiv
al c
laus
e +
sim
ile +
ver
b an
d ot
her
patt
erns
(e.g
. pre
posi
tiona
l ph
rase
s as
circ
umst
ance
s an
d ot
her
adve
rbia
ls o
r su
bord
inat
e cl
ause
s)B
ig e
leph
ants
with
flop
py e
ars
that
han
g do
wn
thei
r si
des
like
wet
sac
ks w
ande
r ac
ross
the
plai
ns s
low
ly w
hile
the
sum
mer
pa
sses
.
They
des
crib
e lit
eral
and
impl
ied
mea
ning
con
nect
ing
idea
s in
diff
eren
t te
xts.
They
flue
ntly
rea
d te
xts
that
incl
ude
vari
ed s
ente
nce
stru
ctur
es a
nd
unfa
mili
ar v
ocab
ular
y, in
clud
ing
mul
tisyl
labi
c w
ords
.
They
exp
ress
pre
fere
nces
for
part
icul
ar ty
pes
of te
xts,
and
res
pond
to
othe
rs’ v
iew
poin
ts.
They
list
en fo
r an
d sh
are
key
poin
ts in
dis
cuss
ions
.
Pro
duct
ive
mo
des:
Spe
akin
g, w
ritin
g an
d cr
eatin
gSt
uden
ts u
se la
ngua
ge fe
atur
es to
cre
ate
cohe
renc
e an
d ad
d de
tail
to
thei
r te
xts.
They
und
erst
and
how
to e
xpre
ss a
n op
inio
n ba
sed
on in
form
atio
n in
a te
xt.
They
cre
ate
text
s th
at s
how
und
erst
andi
ng o
f how
imag
es a
nd d
etai
l ca
n be
use
d to
ext
end
key
idea
s.
Stud
ents
cre
ate
stru
ctur
ed te
xts
to e
xpla
in id
eas
for
diff
eren
t aud
ienc
es.
They
mak
e pr
esen
tatio
ns a
nd c
ontr
ibut
e ac
tivel
y to
cla
ss a
nd g
roup
di
scus
sion
s, v
aryi
ng la
ngua
ge a
ccor
ding
to c
onte
xt.
They
dem
onst
rate
und
erst
andi
ng o
f gra
mm
ar, s
elec
tvo
cabu
lary
from
a r
ange
of r
esou
rces
and
use
acc
urat
e sp
ellin
g an
d pu
nctu
atio
n, r
erea
ding
and
edi
ting
thei
r w
ork
to im
prov
e m
eani
ng.
Spec
ifica
lly,
stud
ents
:•
wri
te s
ente
nces
usi
ng a
ll re
quire
d pu
nctu
atio
n•
wri
te a
var
iety
of s
ente
nces
: sim
ple,
com
poun
d an
d co
mpl
ex•
wri
te r
ecou
nts,
pro
cedu
res
and
pers
onal
not
es/l
ette
rs•
wri
te n
arra
tives
, poe
ms
and
pers
uasi
ve te
xts
• de
mon
stra
te k
now
ledg
e an
d pu
rpos
e of
text
s•
wri
te s
umm
arie
s fr
om te
xts
and
less
ons
• di
scus
s an
d w
rite
sto
ries
and
info
rmat
ion
text
s•
disc
uss
stor
y pr
efer
ence
s, w
ith r
easo
ns•
wri
te fa
mili
ar w
ords
and
phr
ases
• us
e in
vent
ed s
pelli
ng (o
f unf
amili
ar w
ords
) tha
t is
valid
.
See
Par
t D fo
r ch
eckl
ists
on
the
follo
win
g:•
wri
ting
• la
ngua
ge u
se
• sp
ellin
g.
Edi
ting
task
s fo
r w
ritin
gM
eani
ngR
ewor
k yo
ur in
trod
uctio
n to
impr
ove
purp
ose
and
dire
ctio
n.
Rew
ork
your
con
clus
ion;
use
a s
umm
ary,
refl
ectio
ns o
n is
sues
and
th
emes
, and
/or
reco
mm
enda
tions
.
Stat
e th
e to
pic
of th
e fir
st s
ente
nce
clea
rly in
the
them
e po
sitio
n.
Exp
and
the
mes
sage
in e
ach
para
grap
h: r
ef. T
EE
L.
Supp
ly r
easo
ns a
s w
ell a
s ex
ampl
es in
you
r pe
rsua
sive
and
in
form
atio
nal t
exts
.
Use
text
con
nect
ives
and
ord
inal
s at
the
star
t of s
ome
para
grap
hs.
M01_CAMP4391_02_SE_C01.indd 11 9/03/2018 9:48 am
Sample
page
s
12 ▒ TEACHING ENGLISH GRAMMARC
onte
nt d
escr
iptio
nsLe
sson
Ach
ieve
men
t sta
ndar
ds a
nd a
sses
smen
t
B.3
Sen
tenc
e kn
ow
ledg
e an
d co
nstr
uctio
nSt
atem
ents
, que
stio
ns a
nd c
omm
ands
Sim
ple,
com
plex
and
com
poun
d se
nten
ces
Com
poun
d se
nten
ces
of tw
o or
mor
e cl
ause
sC
ompl
ex s
ente
nces
of t
wo
or m
ore
clau
ses
A c
laus
e m
ust h
ave
a ve
rbN
oun
grou
p be
fore
and
aft
er th
e ve
rbVe
rb g
roup
(one
or
mor
e w
ords
for
the
actu
al v
erb)
See
item
s in
the
cent
ral c
olum
n
B.4
Pun
ctua
tion
See
item
s in
the
cent
ral c
olum
n
B.5
Par
ts o
f sp
eech
Verb
s: d
oing
, say
ing,
thin
king
, fee
ling,
bei
ng, h
avin
g w
ords
Mai
n ve
rb a
nd h
elpi
ng v
erbs
(hav
e, a
re h
avin
g)U
se o
f ver
b to
be
(bei
ng v
erb)
(a)
bein
g ve
rbs
(I am
thre
e.)
(b)
help
ing
verb
s (I
am g
oing
to a
par
ty.)
Verb
tens
es: s
impl
e an
d co
ntin
uous
pre
sent
, pas
t, fu
ture
Con
sist
ent u
se o
f ten
seVe
rbs:
infle
ctio
ns fo
r pa
st te
nse
and
past
par
ticip
leVe
rbs:
pas
t ten
se (h
as s
aid)
C
heck
cor
rect
use
of t
he p
erfe
ct te
nse
(had
sai
d)N
ouns
: nam
ing
wor
ds fo
r an
imal
s, p
lace
s, id
eas,
thin
gsN
ouns
: hav
e no
un s
uffix
es (-
ity, -
men
t, -o
r, -e
r, -a
r, -n
ess,
-ur
e)N
ouns
: pro
per,
com
mon
, con
cret
e, a
bstr
act a
nd c
olle
ctiv
e no
uns
Adv
erbs
: tel
l how
, whe
n, w
here
and
why
(circ
umst
ance
s)A
dver
bial
phr
ase:
pre
posi
tiona
l phr
ase
(as
circ
umst
ance
)A
dver
b an
d ad
verb
ial p
hras
e/cl
ause
(sub
ordi
nate
cla
use)
Deg
ree
of a
djec
tives
and
adv
erbs
(pos
itive
, com
para
tive
and
supe
rlat
ive)
(bot
h -e
r an
d -e
st; a
nd m
ore/
mos
t)A
djec
tive
in c
ompa
riso
n si
mile
(as
. . .
as .
. .)
Pre
posi
tion
and
prep
ositi
onal
phr
ase
Con
junc
tion
(join
ing
wor
d)A
rtic
les:
a, a
n, th
e (d
efini
te a
nd in
defin
ite a
rtic
le)
Pro
noun
: a r
efer
ring
wor
d
B.6
Cohe
sion
Logi
cal r
elat
ions
hips
of t
ime
and
plac
e, a
nd o
f com
pari
son
and
cont
rast
Text
con
nect
ives
Wor
d as
soci
atio
ns (s
ynon
yms,
ant
onym
s, r
epet
ition
s, w
ord
sets
)R
elat
ed a
nd r
epea
ted
wor
ds th
roug
h a
text
(wor
d se
ts)
Pro
noun
: a r
efer
ring
wor
dP
rono
un u
se in
ref
eren
t str
ings
Dem
onst
rativ
e pr
onou
n (t
his,
that
, the
se, t
hose
) (co
mpa
rede
mon
stra
tive
adje
ctiv
e: th
is b
ook;
that
boo
k)R
elat
ive
pron
oun
used
in a
djec
tival
cla
use;
that
and
whi
ch; o
nly
who
fo
r pe
ople
Pa
tter
n 10
Intr
oduc
tion
of n
oun
grou
p af
ter
the
verb
:B
ig e
leph
ants
wan
der
the
dust
y pl
ains
w
ith s
low
ste
ps th
at k
ick
up th
e di
rt a
s if
they
wer
e m
akin
g th
eir
own
dust
stor
ms.
From
sim
ple
to c
ompl
ex s
ente
nces
Intr
oduc
e jo
inin
g w
ords
: bec
ause
, as,
if,
alth
ough
, so
that
, whe
n, w
here
(sho
w a
ll on
a w
ord
wal
l)
Mai
n cl
ause
and
sub
ordi
nate
cla
use
(inde
pend
ent a
nd d
epen
dent
cla
uses
)B
ig e
leph
ants
eat
hay
bec
ause
they
do
not e
at m
eat.
Big
ele
phan
ts e
at h
ay w
hen
they
are
hu
ngry
.B
ig e
leph
ants
eat
hay
so
that
they
can
gr
ow b
ig.
Big
ele
phan
ts e
at h
ay a
lthou
gh th
ey
wou
ld li
ke a
pple
s be
tter
.
Mai
n cl
ause
and
/but
/or
mai
n cl
ause
Big
ele
phan
ts e
at h
ay b
ut th
ey d
o no
t eat
m
eat.
Big
ele
phan
ts e
at h
ay a
nd d
rink
wat
er.
Big
ele
phan
ts e
at h
ay o
r th
ey g
o hu
ngry
.(S
ee P
arts
B a
nd C
.)
Pun
ctua
tion
Cap
ital l
ette
rs: a
ll us
es r
equi
red
in
clas
sroo
m te
xts
Full
stop
or
? o
r !
at e
nd o
f sen
tenc
eA
post
roph
e of
om
issi
on (c
an’t)
Apo
stro
phe
of p
osse
ssio
n (t
he b
oy’s
; the
gi
rls’
; chi
ld’s
; chi
ldre
n’s
. . .)
Pos
sess
ive
pron
ouns
do
not h
ave
an
apos
trop
he (i
ts)
Col
on: f
or li
sts
and
with
com
mas
Com
ma:
list
s C
omm
a: a
fter
gre
etin
g (J
ohn,
can
you
tell
me
. . .?
) C
omm
a: a
fter
them
ed p
hras
e or
cla
use
Com
ma:
use
with
in q
uota
tions
/spe
ech
Quo
tatio
n m
arks
Che
ck th
at v
ocab
ular
y ch
oice
is a
ppro
pria
te to
the
title
and
topi
cs o
f yo
ur d
raft
.
Circ
le e
ach
pron
oun
in y
our
draf
t, an
d tic
k ea
ch p
rono
un if
it is
doi
ng
its jo
b.
Rep
lace
pro
noun
s an
d de
mon
stra
tives
for
whi
ch th
e re
fere
nce
is n
ot
clea
r.
Che
ck d
emon
stra
tives
at t
he b
egin
ning
of e
ach
sent
ence
or
para
grap
h.
Use
wor
d as
soci
atio
n to
avo
id r
epet
ition
.
Stre
ngth
en n
omin
alis
atio
ns in
rep
orts
and
in o
ther
type
s of
text
s.
Loca
te tw
o no
uns
and
add
a “w
ith” p
hras
e (a
djec
tival
phr
ase)
aft
er
each
nou
n yo
u se
lect
.
Loca
te tw
o no
uns
and
add
a “t
hat/
who
” cla
use
(adj
ectiv
al c
laus
e) a
fter
ea
ch n
oun
you
sele
ct.
Use
sub
ordi
natin
g co
njun
ctio
ns to
add
mor
e in
form
atio
n to
two
mai
n or
inde
pend
ent c
laus
es.
Use
mod
al a
djec
tives
and
adv
erbs
if n
eede
d.
Use
mod
al g
roup
s if
need
ed (e
.g. T
hey
mig
ht w
ant t
o go
.)
Che
ck te
chni
cal v
ocab
ular
y in
info
rmat
ive
text
s.
Pro
vide
two
sim
iles
to a
ssis
t des
crip
tion.
Rep
lace
one
sim
ile w
ith a
met
apho
r.
Pro
vide
two
sam
ples
of a
llite
ratio
n at
app
ropr
iate
pla
ces
in y
our
draf
t.
Use
ano
ther
exa
mpl
e of
figu
rativ
e la
ngua
ge; e
.g. p
erso
nific
atio
n,
onom
atop
oeia
.
Che
ck to
see
that
you
r te
xt is
app
ropr
iate
for
your
inte
nded
aud
ienc
e.
Rer
ead
to s
ee th
at w
hat y
ou h
ave
wri
tten
mak
es s
ense
. (C
hang
e ac
cord
ingl
y.)
Add
, del
ete,
cha
nge
and
rear
rang
e to
impr
ove
mea
ning
.
Rea
d to
see
if a
ny w
ords
hav
e be
en le
ft o
ut.
Rea
d to
che
ck th
at th
e w
ords
are
in th
e co
rrec
t ord
er.
Stru
ctur
eC
heck
that
par
agra
phs
are
appr
opri
ate
for
the
type
of t
ext.
Sepa
rate
par
agra
phs
with
a li
ne s
pace
(pri
nted
text
).
Use
a s
yste
m o
f top
-lev
el s
truc
ture
to o
rgan
ise
info
rmat
ion
in th
e pa
ragr
aph.
M01_CAMP4391_02_SE_C01.indd 12 9/03/2018 9:48 am
Sample
page
s
PART A CURRICULUM, TEACHING AND ASSESSMENT ▒ 13
B.7
Voca
bula
ryD
evel
opm
ent a
nd c
hoic
e, in
c. c
onno
tatio
nE
xper
imen
tatio
n w
ith n
ew w
ords
and
cho
ices
Mor
phem
es (c
omm
on s
uffix
es a
nd p
refix
es)
Voca
bula
ry o
f fam
iliar
and
new
topi
csTe
chni
cal t
erm
s in
con
tent
are
a te
xts
Voca
bula
ry e
ncou
nter
ed in
res
earc
hVo
cabu
lary
sel
ecte
d fo
r pu
rpos
e an
d au
dien
ceVo
cabu
lary
use
by
char
acte
rs in
sto
ryN
onse
nse
wor
ds, s
poon
eris
ms,
pun
s, w
ord
play
B.8
Fig
urat
ive
lang
uage
Alli
tera
tion,
sim
ile, o
nom
atop
oeia
Met
apho
r, pe
rson
ifica
tion,
ass
onan
ceIm
ager
y
B.9
Eva
luat
ive
lang
uage
and
moda
lity
Deg
ree
of a
djec
tives
and
adv
erbs
Eva
luat
ive
lang
uage
: use
of m
odal
ver
bs (m
ay, c
an, m
ight
, cou
ld,
wou
ld, s
houl
d, m
ust)
Mod
ality
: use
of m
ay (p
erm
issi
on),
coul
d (p
ossi
bilit
y)
to m
ust (
oblig
atio
n/ne
cess
ity)
(S lo
w to
hig
h m
odal
ity)
Em
otio
nal l
angu
age
Diff
eren
ces
in la
ngua
ge o
f fee
ling
and
opin
ion
Diff
eren
ces
in fa
ct a
nd o
pini
onU
se o
f opi
nion
sta
tem
ents
and
sum
mar
isin
g ve
rbs
B.1
0 C
onv
entio
ns o
f E
nglis
h us
age
and
styl
eSu
bjec
t–ve
rb a
gree
men
t (nu
mbe
r)U
se o
f ter
ms
subj
ect a
nd v
erb
Nou
n or
pro
noun
as
subj
ect:
agre
es w
ith it
s ve
rbM
ain
noun
in a
nou
n gr
oup:
agr
ees
with
its
verb
Nou
n–pr
onou
n ag
reem
ent
Use
of n
oun
plur
als
in in
form
atio
n te
xt a
nd fo
r ge
nera
lised
pa
rtic
ipan
ts (a
llow
s us
e of
they
, the
m, t
heir,
thei
rs)
Con
cept
of n
umbe
r: s
ingu
lar
and
plur
alN
umbe
r (a
nd w
ith c
olle
ctiv
e no
uns)
Qua
ntifi
ers:
som
e, a
ny, s
ever
al, n
one,
som
eCo
uld
have
, mus
t hav
e, n
ot c
ould
of,
mus
t of
Con
trac
tions
: not
use
d in
form
al te
xts
Diff
eren
t fro
m (n
ever
than
)
Dire
ct a
nd in
dire
ct (o
r re
port
ed) s
peec
h Q
uote
s in
side
oth
er q
uote
sIta
lics
for
title
s (b
ooks
, film
s, e
tc.)
and
for
nam
es o
f shi
ps
Sent
ence
frag
men
tsR
un-o
n se
nten
ces
Spel
ling
Spel
l mos
t req
uire
d w
ords
in th
e cl
assr
oom
list
Sp
ell 3
00
Dol
ch li
st w
ords
or
equi
vale
ntIn
vent
ed s
pelli
ng o
f unf
amili
ar a
nd
chal
leng
ing
wor
ds s
houl
d sh
ow th
at:
• co
nson
ants
/ble
nds
are
in o
rder
• vo
wel
s ar
e m
ostly
cor
rect
• co
mm
on a
ffixe
s ar
e us
ed c
orre
ctly
• sy
llabl
es a
re u
nder
stoo
d
Pho
nolo
gica
l kno
wle
dge
Com
plex
vow
el c
lust
ers
in m
ultis
ylla
bic
wor
ds (t
horo
ughn
ess,
str
aigh
tfor
war
d)Si
lent
beg
inni
ng c
onso
nant
pat
tern
s in
mor
e co
mpl
ex w
ords
(kne
ad, k
noll,
w
reat
h, g
naw
)“-
dge”
and
“-ge
” wor
d pa
tter
ns (e
dge,
st
age)
Dip
htho
ngs
in m
ore
com
plex
wor
ds: “
oi/
oy”;
“ou/
ow” (
voic
e/em
ploy
; mou
ntai
n/ch
owde
r)Vo
wel
pat
tern
s in
acc
ente
d sy
llabl
esC
onso
nant
clu
ster
s: s
trai
ght,
thro
at,
scre
en
Cha
ngin
g fin
al “y
” to
“I”D
oubl
ing
cons
onan
t at s
ylla
ble
brea
k (b
egin
/beg
inni
ng)
Plu
ral p
osse
ssiv
e: d
ogs’
bon
es; c
hild
ren’
s to
ysC
ompa
rativ
e in
flect
ions
: (-e
r, -e
st, -
ier,
-ies
t)P
lura
ls: “
o” v
aria
tions
: rad
ios,
kan
garo
os,
sham
poos
, zoo
s, p
iano
s, b
anjo
s . .
. bu
t ec
hoes
, pot
atoe
s, to
mat
oes
Plu
rals
: cha
ngin
g m
edia
l vow
el:
man
S m
en; w
oman
S w
omen
; fo
ot S
feet
; too
th S
teet
hH
omop
hone
s: e
.g. t
o, to
o, tw
o
Che
ck th
at h
eadi
ngs
and
subh
eadi
ngs
in lo
nger
text
s he
lp th
e re
ader
to
follo
w th
e ov
eral
l top
ic a
nd d
irect
ion
of y
our
text
.
Vary
par
agra
ph le
ngth
s fo
r ef
fect
and
for
man
agin
g de
tail.
Use
a v
arie
ty o
f sim
ple
and
com
plex
sen
tenc
es, a
nd th
e oc
casi
onal
co
mpo
und
sent
ence
.
Vary
sen
tenc
e st
yles
:(a
) st
art s
ome
sent
ence
s w
ith d
epen
dent
cla
uses
(Whi
le w
e w
ere
driv
ing
to th
e be
ach,
. . .
)(b
) st
art s
ome
sent
ence
s w
ith in
com
plet
e de
pend
ent c
laus
es (D
rivi
ng
to th
e be
ach,
. . .
)(c
) st
art s
ome
sent
ence
s w
ith a
n ad
verb
ial (
cond
ition
al o
r m
odal
).
Che
ck th
e or
der
of s
ente
nces
in e
ach
para
grap
h.
Che
ck th
e se
quen
ce o
f eac
h pa
ragr
aph.
Pro
vide
one
par
alle
l str
uctu
re in
the
conc
lusi
on o
r in
the
intr
oduc
tion
of p
ersu
asiv
e te
xts.
Enh
ance
app
eara
nce
and
clar
ity o
f rep
orts
with
num
bers
, bul
lets
, in
dent
s, b
old
and
italic
s.
Che
ck th
at fo
rmat
is a
ppro
pria
te fo
r m
ode:
text
, Pow
erP
oint
, pos
ter,
scre
en.
Pro
ofre
adin
g (c
opy-
read
ing)
Che
ck y
our
spel
ling.
Und
erlin
e w
ords
that
you
r te
ache
r ca
n he
lp y
ou w
ith.
Use
a r
ed p
en to
che
ck y
our
punc
tuat
ion.
Mar
k th
e bo
unda
ries
of y
our
sent
ence
s w
ith c
apita
l let
ters
and
full
stop
s (o
r ?
or !
).
Use
cap
ital l
ette
rs fo
r al
l pro
per
nam
es o
f peo
ple
and
plac
es.
Use
com
mas
aft
er d
epen
dent
cla
uses
or
adve
rbia
ls p
lace
d at
the
begi
nnin
g of
the
sent
ence
.
Use
com
mas
aro
und
adje
ctiv
al c
laus
es in
app
ositi
on.
Use
com
mas
aft
er e
ach
item
in a
list
or
seri
es, b
ut n
ot b
efor
e th
e fin
al
“and
”; e.
g. T
hey
boug
ht e
ggs,
app
les,
milk
and
bre
ad.
Use
a c
olon
to in
trod
uce
a lis
t of i
tem
s in
a te
xt.
Use
a c
omm
a be
fore
tag
ques
tions
; e.g
. Thi
s is
cor
rect
, isn
’t it?
Che
ck th
at a
ll pu
nctu
atio
n is
pla
ced
with
in th
e sp
eech
or
quot
atio
n m
arks
.
Use
sin
gle
quot
atio
n m
arks
for
a qu
ote
with
in a
quo
te o
r sp
eech
.
Use
ital
ics
for
title
s of
boo
ks, fi
lms
and
nam
es o
f shi
ps a
nd v
esse
ls.
(Und
erlin
e in
han
dwri
tten
text
.)
M01_CAMP4391_02_SE_C01.indd 13 9/03/2018 9:48 am
Sample
page
s
14 ▒ TEACHING ENGLISH GRAMMARC
onte
nt d
escr
iptio
nsLe
sson
Ach
ieve
men
t sta
ndar
ds a
nd a
sses
smen
t
B.1
1 S
pelli
ngSe
e ce
ntra
l col
umn
B.1
2 E
ditin
g an
d pr
oofr
eadi
ngSe
e as
sess
men
t col
umn
B.1
3 L
angu
age
dial
ects
and
use
sU
nder
stan
d th
at E
nglis
h ha
s m
any
dial
ects
(reg
iona
l, so
cial
)E
xplo
re a
nd d
evel
op s
ocia
l and
inte
ract
iona
l use
s of
lang
uage
U
nder
stan
d th
at E
nglis
h vo
cabu
lary
use
s w
ords
from
man
y ot
her
lang
uage
s (lo
an w
ords
)E
xplo
re L
atin
influ
ence
s (L
atin
roo
ts)
Exp
lore
voc
al e
ffec
ts: t
one,
pac
e, p
itch,
vol
ume
Use
met
alan
guag
e to
des
crib
e la
ngua
ge e
ffec
ts
Lang
uage
use
is r
equi
red
for:
Alp
habe
tical
ord
er to
four
th le
tter
in a
wor
dU
se o
f ind
exes
and
dic
tiona
ries
Dia
gram
s, ta
bles
and
cha
rts
Use
of t
op-l
evel
str
uctu
reU
se o
f gra
phic
org
anis
ers
Sim
ple
sum
mar
y in
ow
n w
ords
(ret
ellin
gs, q
uick
wri
tes
and
quic
kdra
ws)
Suffi
xes
Sim
ple:
-fu
l, -l
y, -
less
, -ne
ss
Nou
n su
ffixe
s: O
ld E
nglis
h -a
r, -
er, -
or, -
ier
(per
son)
-er
(inst
rum
ent)
-er
(per
son
from
a p
lace
)-o
r (c
ondi
tion)
Nou
n su
ffixe
s: L
atin
-a
ge
-al,
-el
-ary
, -er
y, -
ory
(pla
ces)
-m
ent;
-tud
e; -
ty, -
ity
-ion
, -si
on, -
tion,
-at
ion
Nou
n su
ffixe
s: G
reek
-y
; -is
k; -
ist
Adj
ectiv
e su
ffixe
s: O
ld E
nglis
h-f
ul, -
less
, -so
me,
-w
ard
Verb
s: O
ld E
nglis
h -e
n (t
o m
ake)
Pre
fixe
s (u
nits
of
mea
ning
)Si
mpl
e pr
efixe
s: u
n-, r
e-, d
is-,
mis
-P
refix
es: O
ld E
nglis
h af
ter-
, for
e-, m
is-,
un
-P
refix
es: L
atin
bi-
, bis
-
Spel
ling
beha
vio
urs
Iden
tify
mis
spel
t wor
ds in
ow
n w
ritt
en
text
sU
se s
ourc
es to
spe
ll w
ords
(wal
l cha
rts,
di
ctio
nari
es)
Dev
elop
vis
ualis
atio
n of
wor
dsA
pply
kno
wle
dge
of a
ffixe
sU
se k
now
ledg
e of
gen
eral
isat
ions
and
ru
les
App
ly L
ook,
Say
, Cov
er, W
rite
, Che
ck
Stra
tegy
for
leve
l of s
pelli
ng d
evel
opm
ent
Und
erlin
e ap
ostr
ophe
s in
gre
en, a
nd ti
ck if
they
hav
e be
en u
sed
corr
ectly
.
Che
ck th
at y
our
plur
als
do n
ot h
ave
an u
nnec
essa
ry a
post
roph
e.
Do
not u
se c
ontr
actio
ns a
nd a
bbre
viat
ions
in fo
rmal
wri
ting.
Che
ck th
at e
ach
subj
ect a
gree
s w
ith it
s ve
rb in
num
ber.
Che
ck th
at p
rono
uns
agre
e in
num
ber,
gend
er a
nd c
ase
with
the
noun
s to
whi
ch th
ey r
efer
.
Use
plu
ral p
rono
uns
whe
reve
r po
ssib
le in
info
rmat
ive
text
s.
Che
ck th
e sp
ellin
g of
hom
opho
nes
(the
ir; t
here
).
Rea
d fo
r co
rrec
t use
of v
erb
tens
e.
Rea
d fo
r an
d ch
eck
corr
ectn
ess
for
any
shift
in v
erb
tens
e.
Use
an
abbr
evia
tion
list t
o ch
eck
your
use
of a
bbre
viat
ions
.
Che
ck u
se o
f plu
rals
suc
h as
mic
e, o
xen,
age
ndas
, roo
fs, h
oove
s.
Use
a c
aret
¿ or
¡ to
sho
w m
issi
ng w
ord
or in
form
atio
n.
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