CAPS SERBIAN SECOND ADDITIONAL LANGUAGE IP

CURRICULUM AND ASSESSMENT POLICY STATEMENT GRADES 4-6 LANGUAGES SERBIAN SECOND ADDITIONAL LANGUAGE 1

CONTENTS SECTION 1 INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT ..... 3 1.1 Background ...................................................................................................................................................... 3 1.2 Overview ........................................................................................................................................................... 3 1.3 General aims of the South African curriculum ............................................................................................. 4 1.4 Time allocation ................................................................................................................................................. 5 1.4.1 Foundation Phase ..................................................................................................................................... 5 1.4.2 Intermediate Phase ................................................................................................................................... 6 1.4.3 Senior Phase ............................................................................................................................................ 7 1.4.4 Grades 10-12 ............................................................................................................................................ 7 SECTION 2: INTRODUCING THE LANGUAGES .................................................................................... 9 2.1 Languages in the Curriculum and Assessment Policy Statement ............................................................. 9 2.1.1 Language levels....................................................................................................................................... 9 2.1.2 The language skills ................................................................................................................................ 11 2.1.3 Language teaching approaches ............................................................................................................ 14 2.2 Time allocation ............................................................................................................................................... 15 2.3 Learning and Teaching Support Materials .................................................................................................. 16 SECTION 3: CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS...................................... 17 3.1 Overview of skills, content and strategies .................................................................................................. 17 3.2 Spread of texts across Grades 4 – 6 ............................................................................................................ 26 3.2.1 Spread of text table................................................................................................................................ 26 3.2.2 Summary of text types across the phase .............................................................................................. 28 3.2.3 Lenght of text for Second Additional Language (to be produced by learners) ...................................... 31 3.2.4 Lenght of text for Second Additional Language (for learners to engage with) ...................................... 31 3.2.5 Vocabulary to be achieved by Second Additional Language learners .................................................. 32 3.3 Teaching plans ............................................................................................................................................... 32 3.4 Content and teaching plans for Serbian Second Additional Language................................................... 34 SECTION 4: ASSESSMENT IN SECOND ADDITIONAL LANGUAGE .................................................. 91 4.1 Introduction .................................................................................................................................................... 91 4.2 Informal or daily assessment ....................................................................................................................... 92 4.3 Formal assessment ....................................................................................................................................... 92 4.4. Programme of Assessment .......................................................................................................................... 95 4.5 Recording and reporting ............................................................................................................................... 96 4.6 Moderation of assessment ........................................................................................................................... 97 4.7 General ................................................................................................................................................................ 97 GLOSSARY.............................................................................................................................................. 98 2

SECTION 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT 1.1 BACKGROUND The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 OVERVIEW (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and 3

(v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.= (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and 4

• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). 1.4 TIME ALLOCATION 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: GRADE R GRADES 1-2 GRADE 3 SUBJECT (HOURS) (HOURS) (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills 6 6 7 Beginning Knowledge (1) (1) (2) Creative Arts (2) (2) (2) Physical Education (2) (2) (2) Personal and Social Well-being (1) (1) (1) 5

TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R - 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills 4 Creative Arts (1,5) Physical Education (1) Personal and Social Well-being (1,5) TOTAL 27,5 Schools offering an optional language or at least Second Additional Language level may do so if they can make an arrangement for the allocation of additional time to the allocated 27.5 hours. 6

1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 Schools offering an optional language or at least Second Additional Language level may do so if they can make an arrangement for the allocation of additional time to the allocated 27.5 hours. 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: SUBJECT TIME ALLOCATION PER WEEK (HOURS) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 12 (3x4h) A minimum of any three subjects selected from Group BAnnexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements 7

of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document. TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. 8

SECTION 2: INTRODUCING THE LANGUAGES 2.1 Languages in the Curriculum and Assessment Policy Statement Language is a tool for thought and communication. It is also a cultural and aesthetic means commonly shared among a people to make better sense of the world they live in. Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their world other than it is; better than it is; clearer than it is. It is through language that cultural diversity and social relations are expressed and constructed, and it is through language that such constructions can be altered, broadened and refined. 2.1.1 Language levels Language learning in the Intermediate Phase includes all the official languages in South Africa, namely, Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi (Sesotho sa Leboa), Sesotho, Setswana, Siswati, Tshivenda, Xitsonga and non-official languages, namely, Arabic, French, German, Gujarati, Hebrew, Hindi, Italian, Latin, Modern Greek, Portuguese, Spanish, Tamil, Telugu, Urdu. All official languages can be offered at Home, First Additional, or Second Additional Language levels. All non-official languages are offered on at least Second Additional Language level. Language learning in Grades 4 - 9 includes all the official languages in South Africa. All these official languages can be offered at Home, First Additional, or Second Additional Language levels. Non-official languages may be offered on at least Second Additional Language level where such languages have been developed. The Home Language is the language first acquired by learners while First Additional language is the language learnt in addition to one’s home language. The Second Additional Language is the further language that a learner can learn, that enables broader communication and promotes multilingualism as enshrined in the Constitution and the Language in Education Policy. The language may be in use within the community or culture and will enhance nation building and intercultural understanding. Many South African schools do not offer the home languages of some or all of the enrolled learners but rather have one or two languages offered at home language level. As a result, the names Home Language, First Additional and Second Additional Language refer to the proficiency levels at which the language is offered, and not the native (Home) or acquired (as in the Additional)languages. For the purposes of this policy, any reference to Home Language should be understood to refer to the level and not the language itself. The Home Language level provides for language proficiency that reflects the mastery of basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum. Emphasis is placed on the teaching of the listening, speaking, Reading and Writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in. However, the emphasis and marks allocated for Reading and Writing from Grades 7 onwards are greater than that for speaking and listening because the demands on learners’ literacy increase as they prepare for further and higher education and the world of work. The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills. In Grades 2 and 3 learners start to build literacy on this oral foundation. They also apply the literacy skills they have already learned in their Home Language. In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, Reading and Writing 9

skills. At this stage the majority of children are learning through the medium of their First Additional Language, English, and should be getting more exposure to it. Greater emphasis is therefore given to using the First Additional Language for the purposes of thinking and reasoning. This enables learners to develop their cognitive academic skills, which they need to study subjects like Science in English. They also engage more with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language. By the time learners enter Grade 7, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in Grades 4-6, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in further grades. These standards must be such that learners can use their additional language at a high level of proficiency to prepare them for further or higher education or the world of work. The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills. In Grades 4 - 6 learners start to build their oral and literacy skills. They also apply the oral and literacy skills they have already learned in their Home and First Additional Languages. In Grades 7-9, learners will continue to strengthen their Listening and Speaking while developing their Reading and Writing skills. By the time learners enter Grade 7, they should try to communicate in their Second Additional Language at both interpersonal and social levels. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in Grades 4-6, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in further grades. These standards must be such that learners can use their additional language at a level of proficiency to prepare them for further or higher education or the world of work. 2.1.1.1 Specific aims of learning Second Additional Languages Learning a Second Additional Language should enable learners to:  acquire the language skills necessary to communicate appropriately in the target language at a basic level;  listen, speak, read/view and write the language with growing confidence and enjoyment. These skills and attitudes form the basis for life-long learning;  express, orally and in writing, and emotions in order to become comfortable in the language;  use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing;  use language to access and manage communication in other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning;  use language as a means for expressing information on familiar topics; for interacting with a familiar range of texts; and for reading texts for enjoyment, basic information and communication. 2.1.1.2 Teaching the Second Additional Language In order to learn an Additional Language well, one needs as much exposure to it as possible in order to build linguistic competence and basic discourse competence. Teachers should therefore ensure that learners listen to and read the Additional Language in the time allocated for various purposes. The learners need opportunities to listen to the Additional Language for information and comprehension (e.g. a dialogue) and for pleasure (e.g. a song). Even more 10

importantly, they need opportunities to read and view the Additional Language for information (e.g. instructions to make a sandwich), pleasure (e.g. a simple story). Research shows that the best way to develop a wide vocabulary is through reading of appropriate texts. It is very important that oral, written and visual texts are at the right level for learners. If the texts are too difficult, learners will get discouraged and they will not learn anything; if they are too easy, there will be no challenge and little learning will take place. An important role of the language teacher is to match the level of text to the level of the learner. Throughout the Intermediate Phase, learners should be listening to and reading texts that are in line with their developing language skills. Learners also need to use their Additional Language as often as possible. They need opportunities to listen, speak, read and, to a lesser extent, write the Additional Language for interpersonal reasons (e.g. a dialogue), to develop their creativity (e.g. performing a song, role playing, etc.), to develop communicative skills (e.g. expressing an opinion, meeting and greeting). Learners need to understand the purpose for which they are speaking. Throughout the Intermediate Phase, learners should be doing oral exercises that are in line with their developing language skills. It is necessary that learners get regular and timely feedback on their orals so that they know where and how to improve. An important role of a language teacher is to provide high quality feedback, which is at the heart of good assessment. Learners also need to know the basics of language: grammar, vocabulary, spelling and punctuation. Generally, teachers will deal with these aspects of language in context. For example, they can make learners aware of the structure and features used in giving directions (commands are used). There is also a place for direct/explicit teaching of the basics and the opportunity to practise them. When planning a two-week unit of lessons, teachers should integrate language skills, together with the basics of language. They should choose a text type and a topic / theme that will interest learners; little learning can be achieved if learners are not engaged and motivated. For example, a topic for phrases / sentences might be ‘My school’. Teachers could introduce the topic through listening and/or reading, building the language and vocabulary knowledge necessary for speaking. For example, learners could read a short text presenting the vocabulary and language structures. Once learners are familiar with the language necessary for this topic, they could then write the phrase / sentence. This would provide further opportunities for working with language. Teachers should provide feedback throughout the process and administer an appropriate assessment activity at the end. In Grades 4 - 6, it is important that: There is a strong focus on Listening and Speaking There is continued support for the development of vocabulary, sentence and paragraph construction, and grammar in context Learners work with a variety of texts, including visual texts. These texts increase in difficulty as they move through the grades 2.1.2 THE LANGUAGE SKILLS The Second Additional Language curriculum is packaged according to the following skills: 1 Listening and Speaking 2 Reading and Viewing 3 Writing and Presenting 11

4 Language Structures and Conventions Listening and Speaking Listening and Speakingare central to learning in all subjects. Through effective Listening and Speaking strategies, learners collect and synthesise information, construct knowledge, solve problems, and express ideas and opinions. In Grades 4 - 6, Second Additional Language learners will use Listening and Speaking skills to communicate at a basic level. In this phase, learners’ spoken language still needs to be scaffolded (i.e. modelled and supported, for example, with vocabulary and sentence frames). The teacher needs to make sure that all learners get opportunities to speak in the target language. Because learners will progress at a different pace, the teacher needs to tailor speaking opportunities (e.g. the questions asked) to the level of the individual child. As the children move through the grades, the teacher should expect children to speak more and their utterances should become longer. Teaching time should include daily practice of short Listening and Speaking activities as well as longer focused activities spread out through the week. In Grades 4- 6, teachers should approach listening as a three-phase activity: Pre-listening: This prepares learners for listening to an oral text in their Additional Language. For example, the teacher could use a visual text and ask a general, focusing question in advance which the learners must answer after they have listened to the text for the first time. During listening: It is good practice for the teacher to read (or play) a listening text several times, asking different questions each time. It is helpful to move from questions which enable learners to understand the general meaning of the text, to more specific questions that require a more detailed understanding of the text. By doing this, the teacher is helping learners to develop listening strategies. Post listening: Learners answer further questions, review notes, use information (e.g. to label a picture). Speaking happens informally in the classroom, for example, in group work. Learners also need opportunities to practise the kind of informal conversations they might not normally have in the classroom. Teachers should provide instruction in formal speaking and presenting, for example, a prepared, reading aloud, etc. This will often be a two- step process: Planning and organising ideas and information Practising and presenting: demonstrating an awareness of audience and context; the use of appropriate and accurate Language Structures and Conventions; clear delivery; use of appropriate verbal and non-verbal techniques, etc. Reading and Viewing Reading and viewing skills are central to successful learning across the curriculum, as well as for full participation in society, the world of work and the global context. Learners develop reading and viewing skills of a familiar range of texts, including visual texts, for information. If necessary, use shared reading at the beginning of Grade 4 to guide learners into this phase. This method can be used from time to time if sufficient books at this level are available. This could be alternated with storytelling. If books at this level are not available, then use texts from a textbook or reader/s. Use also methods such as Reading with and Reading to the whole class. 12

Use guided group reading and independent/pair reading methods and gradually get learners to do more and more independent reading. The independent reading stipulated in the teaching plans must be accommodated within the time allocated for reading. Encourage learners to do independent reading in any spare time that they have. Set basic comprehension activities to ensure that learners understand what they read. The reading process The introduction of the reading process consists of the pre-reading, reading and post reading stages. Activities that the Teacher will assist the learner in can be summarised as follows: Pre-reading: Activating prior knowledge and making connections. Looking at the source, author, publication date and type of text. Browsing through the first paragraph of a section - formulating expectancies. Reading: Pause occasionally to check comprehension and to let the ideas sink in Use the context to work out the meaning of unknown words as much as is possible; where this is not possible, use a dictionary Visualise what is being read Continue reading even if parts are not always clearly understood. Reread a section if it is not understood at all. Read confusing sections aloud, at a slower pace, or both. Ask someone to help for understanding a difficult section Add reading marks and annotate key points Reflect on what is being read Post reading: When the need arises to recall specific information, outline key ideas and a few supporting details Write key words to help clarifying and recalling main ideas. Think about new questions on the topic Understanding - confirm the understanding of the text Extend thinking - use ideas that are seen in the text Writing and presenting Writing is a powerful instrument of communication that allows learners to construct and communicate thoughts and ideas coherently. Frequent writing practice across a variety of familiar contexts, tasks and subjects enables learners to communicate functionally and creatively. The aim is to introduce writing skills to develop and present appropriate written texts. In the Intermediate Phase, Second Additional Language learners will need careful support and guidance to develop writing skills. Writing is important because it forces learners to think about grammar and spelling. This encourages learners to process the language, speeds up language acquisition and increases accuracy. Learners will learn to write a range of familiar creative and informational texts, initially using writing frames as support and gradually learning to write particular text types independently. They will also employ the writing process to produce well organised, grammatically 13

correct writing texts. Process approach to writing Writing and designing texts is a process which consists of the following stages: Pre-writing / planning Drafting Revision, editing, proofreading Presenting Learners need an opportunity to put this process into practice and they should: decide on the purpose and audience of a text to be written and/or designed; brainstorm ideas using, for example, mind maps, flow charts or lists; consult relevant sources, select relevant information and organise ideas; produce a first draft which takes into account purpose, audience, topic and text structure read drafts and get feedback from others (classmates or the teacher); edit and proofread the draft; and produce a neat, legible, edited final version. Language Structures and Conventions A good knowledge of vocabulary and grammar provides the foundation for skills development (listening, speaking, Reading and Writing) in the Second Additional Language. Intermediate Phase learners will be introduced to language structure and conventions in the target language. Through interacting with a variety of familiar texts, learners extend their use of vocabulary and correctly apply language structures. In the Intermediate Phase, Second Additional Language learners will take more notice of words and grammatical structures they are already familiar with. Learners will explore progressively how language is used. They will also be able to use this knowledge to experiment with language to build meaning (from word and sentence levels to whole texts), and to see how a text and its context are related. It is expected that Language Structures and Conventions will be taught in context as other language skills are taught and developed. However, in the Intermediate Phase time should be set aside for formal instruction and practice in Language Structures and Conventions. The teaching plans contain a list of language items that should be covered in each grade. These are listed at the beginning of each term. When selecting listening and reading texts for each two week cycle, make sure that they contain some of the language items that need to be covered that term. Create activities related to these texts that will enable learners to use these items, in context. Similarly, the writing texts learners will write will include some of the language items. Give learners guidance on appropriate and correct usage of these items. Select some of the items that learners have difficulty with and give them formal practice (duringthe time per week set aside for this). 2.1.3 Language teaching approaches The approaches to teaching language in these documents are text-based, communicative, integrated and process oriented. The text-based approach and the communicative approach are both dependent on the continuous use and production of texts. 14

A text-based approach teaches learners to become competent, confident and critical readers, writers, viewers, and designers of texts. It involves listening to, reading, viewing, and understanding texts. Authentic texts are the main source of content and context for the communicative, integrated learning and teaching of languages. The text-based approach also involves producing different kinds of simple texts for particular purposes. A communicative approach suggeststhat when learning a language a learner should have a great deal of exposure to the target language and many opportunities to practise or produce the language. Learners learn to read by doing a great deal of reading and learn to write by doing much writing. The process approach is usedwhen learners produce oral and written texts. The learners engage in different stages of the listening, speaking, reading, and writing processes. They must think of the audience and the purpose during these processes. This will enable them to communicate and express their thoughts in a natural way. For example,the teaching of writing does not focus on the product only but also focuses on the purpose and process of writing. During process writing, learners are taught how to generate ideas, to think about the purpose and audience, to write drafts, to edit their work, and to present a written product that communicates their thoughts. Approaches to teaching literature / working with texts The main reason for reading literature / texts in the classroom is to create opportunities to apply learned language skills. The teaching of literature / texts is never easy, but it is impossible without personal, thoughtful, and honest interpretations and comments from the learners themselves. Unless they learn how to understand texts on their own, they will not have learned much. Ways to approach the teaching of literature would involve some or all of the following: Make every attempt to read as much of the text in class as possible without breaking for any other activity. It is essential that learners have a clear idea of what is going on at the most basic level of the text. Read as many as possible in class, and ensure that learners read poems as well. Writing activities that demand a basic understanding of the text being read can prove very helpful in raising language skills levels and raising appreciation of skills levels attained. Class discussions can be fruitful as long as everyone is involved and it leads to written work. Finally, work with texts should be approached as a unit, a whole. Following is a summary of the main text types encountered in the Intermediate Phase and the language structures inherent in these text types. This information will assist in structuring activities on the different texts so that learners can engage with these language structures. Select only a few language structures to give attention to each time when teaching these text types. 2.2 TIME ALLOCATION The recommended teaching time for Second Additional Language in the Intermediate Phase is 1.5 hours per week. All language content is provided within a two week cycle (3 hours). The following time allocation for the different language skills is suggested. Skills Time Allocation per Time allocation per Two Week Cycle % week (Hours) (Minutes) Listening & Speaking 1.5 75 40 15

Reading & Viewing: Comprehension & 55 30 Literature Writing & Presenting 35 20 Language Structures and Conventions 15 10 (this is also integrated into the 4 skills) Total 180 (3 hours) 100 2.3 LEARNING AND TEACHING SUPPORT MATERIALS Each learner should have: An approved language textbook A reader/readers containing the following genre / text types: Stories Poetry Information texts Social texts A dictionary or word list Access to a range of reading material to accommodate different reading levels e.g. a selection of readers with sufficient copies of texts at each level in a class and school. Texts for shared reading in Grade 4. These may be books or other enlarged texts or the prescribed textbook or readers. The teacher should have: A Curriculum and Assessment Policy Statement Language in Education Policy (LiEP) The language textbook used by learners and other textbooks for resourcepurposes in addition to the approved text A reader/readers containing the recommended genre / text types Dictionaries and reference books (monolingual, bilingual and multilingual dictionaries; thesaurus; encyclopaedia, a good grammar reference book, etc.) A Teacher’s Resource File/Book: this may be a file made up of materials collected by the teacher or a commercially published Teacher’s Guide Access to reading material in a class, school and/or public library in order to guide learners’ reading Audio/visual aids 16

SECTION 3: CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS 3.1 OVERVIEW OF SKILLS, CONTENT AND STRATEGIES The following is an overview of the content, skills and strategies to be found in the teaching plans. Overview of content, skills and strategies table Skills Grades 4-6 Content Strategies and sub-skills Listening comprehension Listening and Listening process Listening for information Pre-listening Speaking Pronunciation During listening Listening for enjoyment Listening comprehension Different forms of oral Recording main ideas by retelling, communication: explaining Conversation Listen to and respond to simple questions Directions / instructions / Post- listening procedures Story telling The speaking process Role-play Planning, researching and organising Group discussion Practising andpresenting Short poems and rhymes Communication for social purposes Language games Simple conversations Personal / factual recounts Turn taking conventions Refer toExpressions used in Encouraging use of the additional language Ask and respond to questions. conversational Serbian - Reference list Recount events Informal presentation of familiar event Correct format, vocabulary, language and conventions Reading and Recommended text types: Reading and viewing process: viewing Stories e.g. contemporary realistic Use pre-reading, reading and post reading process and strategies: fiction, traditional stories (myths To understand the text and legends, folk tales, fables), adventure stories, picture stories For close reading of the text (reading comprehension) with captions To demonstrate independent reading progressively (reading for Poetry /Song pleasure, information and learning) Introductory Information texts e.g. Introduce learners to : procedures, factual recounts, Text features - titles, illustrations, headings, subheadings, Social texts e.g. invitations, numbering, captions, headlines, format. greeting cards, letters Text structures - lists, sequential order, description, procedures, Media texts e.g. advertisements, notices, pamphlets main point and narrative sequence. Visual texts: advertising (posters, Parts of a book - title page, table of contents, chapters, glossary, 17

pamphlets, advertisements), etc. cartoon, comic strip, diagram / Reading and viewing strategies graph / table / charts / Rereading photographs / drawings Clarifying Comprehension paragraphs Drawing conclusions / own opinion Text for prepared reading aloud Visual Literacy - (a familiar range of graphic and visual texts e.g. Texts for information advertisements, notices, posters, comics, cartoons, photographs, pictures): Reading of literary texts Poetry/Song Literal meaning Message Sound devices e.g. rhyme, rhythm, punctuation, repetition Story Storyline Characters Setting Information and social texts Audience and purpose Prepared and unprepared reading (Reading aloud ) Use of tone, voice projection, pace, eye contact, posture and gestures Pronounce words correctly Word writing e.g. lists Writing and Process writing: Sentence writing presenting Pre-writing/planning Paragraph writing Brainstorming of vocabulary and ideas in a group Text types Organise ideas Creative writing Drafting Descriptive e.g. descriptions of Word choice people, places, animals, plants, Structuring sentences objects, etc General ideas Narrative e.g. stories, personal recounts Reads own writing Picture stories Gets feedback from teacher Simple Dialogues Revising, editing, proofreading and presenting Revises: improves content and structure of ideas Transactional writing (social, Refines word choice, sentence and paragraph structure functional, and information texts) Messages, greeting cards, Presents neat, legible final version invitations Posters, notices, advertisements Completing a simple form. Language The Serbian Language belongs to the South Slav Language Group comprising Croatian, Bosnian, Structures and Montenegrian, Slovene, Macedonian and Bulgarian. Serbian Language is also part of the large Slav Conventions language group also comprising Russian, Byelorussian, Ukrainian, Polish, Check and Slovak. 18

The Serbian Language has two pronunciation variations: Ijekavski and Ekavski. The latter applies to the modern Serbian language. The modern Serbian language was consolidated by Vuk Stefanovic-Karadzic in the Nineteenth Century and remains in use to date without any variations. Refer to Language Structures and Conventions - Reference list Word Stress Only one syllable in a word can be stressed. The modern Serbian Language has four accents. - Long - // - Falling (Grad) - Short - / - Falling (Kuća) - Long - // - Rising (Ruka) - Short - / - Rising (Noga) The position of accent in a word is defined as follows: - Multi Syllable Words: The first syllable word can have all four accents. The final syllable cannot have accent. - Falling accent is only found on the first syllable - Rising accent can be found on any syllable One syllable word must have falling accent. * Adverbs and auxiliary words and personal pronouns have no accent but they may have a transferred accent: (Pred kuću); (Znam); (Ne znam). Pronunciation Vowels: A, O, E, U, I Consonants: B, C, Č, Ć, D, DŽ, Đ, F, G, H, J, K, L, LJ, M, N, NJ, P, R, S, Š, T, V, Z, Ž Phonetic Sounds, Letter and Scripts : Cyrillic and Roman. 30 Different phonetic sounds in Cyrillic are represented by individual Cyrillic letters.  The Cyrillic Alphabet is written in the following order: А, Б, В, Г , Д, Ђ, Е, Ж, З, И, Ј, К, Л, Љ, М, Н, Њ, О, П , Р, С, Т, Ћ, У, Ф, Х, Ц, Ч, Џ, Ш.  Тhe Roman Alphabet is written in the following order: A, B, C, Č, Ć, D, DŽ, Đ, E, F, G, H, I, J, K, L, LJ, M, N, NJ, O, P, R, S, Š, T, U, V, Z, Ž Nouns Nouns have Gender, Number and Case  Noun Gender - The great majority of masculine nouns end in a consonant in the nominative singular case: - The great majority of feminine nouns end in -a consonant in the nominative singular case - Neuter nouns in the nominative singular end in -o or -e. One neuter noun ends in -a: doba (season)  Noun Number (singular and plural) -Masculine nouns in nominative plural most often end in -i - Feminine nouns in nominative plural most often end In -e other than ones ending In a consonant, which end in -i 19

- Neuter nouns in nominative plural most often end In -a Some nouns only take singular: proper names, uncountable nouns, collective nouns. Some nouns only take plural. Determiners Demonstratives: this, that, those, these (e.g. Ta knjiga je moja.) Quantity 1: all, some, most, no, none (e.g. Neki ljudi su bili tamo.) Quantity 2: both, either, neither (e.g Oba studenta su razumela.) Quantity 3: much, little, many, few, more, less, fewer (e.g. Škola ima puno đaka.) Quantity 4: some, any, another, other, each, every (e.g. Svaki učenik je dobio knjigu.) Pronouns Pronouns are divided into Nominal and Adjectival. Nominal pronouns are Independent words in a sentence; they refer to the individual beings or objects. Adjectival pronouns are dependant words used as adjectives, always with the word they qualify.  Nominal Pronouns - Personal - Interrogative/Relative - Indefinite - Negative - General  Adjectival Pronouns - Personal - Interrogative/Relative - Demonstrative - Indefinite - Negative - General  Pronoun Gender - Only the third person has a different form for each of the three genders: On, ona, ono; oni, one, ona  Emphasised and Unemphasised Forms. The emphasized form is used - When emphasising the person in a sentence - At the start of the sentence - Following the conjunctions a and I Personal pronouns as subject: Ja, ti, on, ona, ono, mi,vi, oni,one (e.g. Ona čita knjigu.) Personal pronouns as direct or indirect object: Ja, ti, on, njen, ono, naše, njihovo (e.g. Ona je dala meni.) Reflexive pronouns: sam, ti si, on je, ona je sama, mi smo, vi ste, oni su (e.g. On je sebe prao sapunom.) Relative pronouns: koji, ko, to, koje, gde (e.g. Čovek koji stoji pored proyora je moj učitelj. Interrogative pronouns: ko, šta, koji, koje, čime (e.g. Čija je ovo knjiga?) Demonstrative pronouns: Ja nevolim to. Indefinite pronouns: bilo ko, bilo gde, svako 20

Adjectives Adjectives are dependent words which qualify nouns and in Serbian it must agree with them in Gender, Number and Case and are either Definite or Indefinite. Position of adjectives, e.g. Stari čovek (before a noun); Dečak je bio neuspesan.(after a verb) Adjectives ending in -ing, e.g. amazing, boring, exciting (e.g. Lekcija je bila dosadana.) Adjectives ending in -ed, e.g. amazed, bored, excited (e.g. Student je bio dosadan.) Comparison of adjectives, e.g. happy, happier, happiest; intelligent, more intelligent, most intelligent (e.g.To je bio najsrećniji dan u mom životu)./ Ona je najbolji učenik u razredu.) Numerical: jedan, dva, tri, jedna Demonstrative: ovo, to, kao Relative: koji,bilo koji Adverbs Adverbs of manner, e.g. pažljivo,nežno,kulturno i brzo. Adverbs of time, e.g. juče,sutra,pre neki dan,prošle godine.prošlog leta. Adverbs of frequency, e.g. uvek obično, učestalo ponekad, nikada Adverbs of probability, e.g. svakako,definitivno.možda, moguće. Adverbs of degree, e.g. kompletno, jako,, totalno, tiho,radije Adverbial phrases, e.g. u bašti, na stolu. Preposition of time: Došla je u Ponedeljak .Preposition of place: Ja živim u 780 Giyani ulici.; Pas je u bašti. Preposition of movement:on je trčao ka, kroz,preko, pored, dole, , u krug Preposition of mathematics: Divided by –Deset podeljeno sa dva je pet.; Deset minus dva je osam; etc. Adjective + preposition, e.g. plaši se od, sramota ga od, dosadno mu sa, nestrpliv, bezobrazan prema. Noun + preposition, e.g. pozivnica za, postupiti na, razlog za, poštovanje za, komentar na Prepositions Simple preposition (one word preposition), e.g. ka,, u,, na, , sa , etc. Compound preposition (two words preposition), e.g. u saglasnosti sa tim Complex preposition, (three and more words preposition), e.g. koliko znamo,u značenju, u poredjenju sa tim, ispred, etc . Preposition of time: Došla je u Ponedeljak. Preposition of place: Ja živim u 780 Giyani ulici.; Pas je u bašti. Preposition of movement:on je trčao ka, kroz,preko, pored, dole, , u krug Preposition of mathematics: Deset podeljeno sa dva je pet.; Deset minus dva je osam; etc. Adjective + preposition, e.g. plaši se od, sramota ga od, dosadno mu sa, nestrpliv, bezobrazan prema. Noun + preposition, e.g. pozivnica za, postupiti na, razlog za, poštovanje za, komentar na Verbs Main, transitive, intransitive, finite, non-finite, copulative, regular, irregular, phrasal, Stative, verbal extensions (derivatives), Verbs with two objects (direct and indirect), e.g. On mi je dao knjigu. 21

Verb tenses Verb tenses Simple present tense, e.g. Ja igram tenis svake nedelje. / Zmije su reptili. Present progressive (or continuous) tense, e.g. Ona momentalno gleda televiziju.. Present perfect tense, e.g. Ja sam živeo citav svoj život u Durbanu. Present perfect progressive (or continuous) tense, e.g. On je učio cele nedelje. Simple past tense, e.g. On se probudio rano i ustao iz kreveta. Past progressive (or continuous) tense, e.g. Deca su spavala dok je izbio požar Past perfect, e.g. On je otišao kući zato što je zaboravio ključeve. Past perfect progressive (or continuous), e.g. Ja sam čekao dva tri sata pre nego što su konačno stigli.Expressing future time: Will/shall + infinitive, e.g. Mrs Molefe će predavati 10 -om razredu./Ja sam sigurna da ćeš uživati u filmu. Ja bih mogao doći sutra kod tebe. Going to + infinitive, e.g. Oni će ići da posete njenu dedu i babu ./Ja mislim da će padati kiša sutra. Simple present tense used to talk about the future, e.g. Sutra je odmor. Future progressive (or continuous), e.g. Radiću cele sledeće nedelje. Serbian verbs change according to the following cases: CASE QUESTION FORM INDICATES EXAMPLE 1. Nominative KO? (Who?); ŠTA? Subject; Part of Dečak uči . Dobar je dečak. (no preposition) (What?); Predicate Belonging (Possesive); Od KOGA? (From Part Quantity Roditelji Nikole Popovića. Pije whom?); ČEGA? (Partitive); Origin mnogo kafe. Iz Grčke je. 2. Genitive (from Whom?), ČIJI? (Ablative); Time Dođi posle časova. Sedim (Whose?), KAKAV? (Temporal); Place; ispred drugarica.Haljina je od (What kind of?) What something is vune. made of Indirect object (To KOME? (To whom?), Poklonio je Katarini CD.Ide ka 3. Dative whom); Direction (Aim ČEMU?(To what?) pošti. movement) KOGA ? (Who?/ Object, Place, Aim, Čitam knjigu. Idemo na Whom?), ŠTA? Movement, Time, 4. Accusative concert. Dolazim za pola sata. (What?), KUDA? Indirect Object (For Kafa je za gospodju. (Where?) whom) Addressing someone 5. Vocative HEJ!!! Gospodine! Violeta! or something 22

SA KIM? (With Tools (Means Pišem perom. Šetam ulicom. 6. Instrumental whom?), ČIME? (With weapons, place, times Subotom ne radim. Idem u what?) and accompaniment) grad sa kolegom. O KOME ?(About Razgovaramo o filmu. Šetaju whom?), O ČEMU? Indirect object (About 7. Locative po gradu.Stanuju u centru About what?), GDE? place and time) Johanesburga. (Where?) Cases All nominal words (Nouns, Pronouns, Adjectives and Numbers) change according to the case. Cases are various forms of the same nominal word: change (or inflexion). According to the case this is called DECLENSION. PALATALISATION is specific to Serbian Language an certain cases, whereby K, G, H change to C,Z, S Majka - Majci Knjiga - Knjizi Snaha - Snasi This change Is not applied to the personal names and other nouns. Modals Auxiliary linked to modals To express ability/inability, e.g.Ja mogu da pričam Nemački./ Ja ne mogu da pričam Francuski./On će moći da se vrati na posao.. On ne može da se vrati na posao. To express permission, e.g. Mogu li da koristim vaše kupatilo? Mogu li da završim ranije? Mogu li da pitam pitanje? Da naravno da možes. To express instructions/requests, e.g. Želite li da otvorite prozor, molim vas ? To express possibility/impossibility, e.g. Ovo može praviti probleme.Nemožes biti ozbiljan./ Mogao bi biti u pravu. l On njie mogao da zna. To express probability/improbability, e.g. Mi bi trebali da stignemo u Joburg u 10 uveče. / Mi smo mislili da će mo stići u Johanesburg u 10 h. Ne bi trebalo biti problema. / Oni su mislili da ne bi trebalo biti problema. To express certainty, e.g. Mora da su zaboravili. Conditional First conditional to express a real possibility, e.g . Ako pada kiša, mi cemo otkayati rezervaciju sentences Second conditional to express something that is unlikely or improbable, e.g. Ako pobedim na lotou, Ja ću kupiti mojoj majci kuću sa deset soba. Third conditional to express something that is hypothetical, e.g. Da sam učio malo više bolje bi prošao na velikoj maturi Passive and Simple present tense, e.g. Kapija se zaključava svako veče u 6 sati uveče active voice .Present progressive (continuous) tense, e.g. Soba je trenutno očišćena. Present perfect tense, e.g. Novi super market je otvoren ove godine. 23

Simple past tense, e.g. Biblioteka je bila zatvorena za vreme odmora .Past progressive (or continuous), e.g. Oni su morali da čekaju dok se kola čiste .Past perfect, e.g. On je bio otrovan od strane njegove devojke. Future time, e.g. Sledeće godine razred će voditi gosp. Dube./ Sledeće godine će biti sazidana nova biblioteka. Reported Reported questions, e.g. Pitala me je zašto je prekasno?./ On me je pitao koju vrstu muzike volim da speech slušam. ‘That’ clauses, e.g. Ona je rekla da nije znala./ Ona mi je rekla da je izgubila knjigu. Sentence Statement: ” Novak Đoković je posato svetski prvak u tenisu.” structures Questions :Kako si? Command / imperative: Dоđi odmah kući! Spelling Spelling patterns, spelling rules and conventions, abbreviations, acronyms Vocabulary All according to the colloquial and contemporary understanding and interpretation of Serbian idioms - in development line with heritage and historical literature. and figurative Synonyms, antonyms, paronyms, polysemes, homonyms, homophones, alliteration (consonance and language assonance), one word for a phrase Figures of speech (simile, metaphor, personification, oxymoron, metonymy, onomatopoeia, hyperbole, contrast, irony, sarcasm, anti-climax, symbol, euphemism, litotes, oxymoron, paradox, pun, understatement, synecdoche) Idiomatic expressions/idioms/proverbs Borrowed, inherited, new words (neologisms), and etymology (origin of words Punctuation Full stop, exclamation mark, question mark, comma, colon, semi-colon, apostrophe, quotation marks, parentheses, ellipses, hyphen. Connectors Chronological/sequential order: first, second, third, before, after, when, later, until, at last, next, nedavno, prethodno, naknadno Explanation / cause and effect: , uzročno, zato, za ovaj rezon, odonda, kao rezultat se, rok je do, zbog toga, prati to, ako… onda Procedure: prvi, drugi, treći 24

Expressions used in conversational Serbian - Reference list ASKING PERMISSION / REQUESTS INTERRUPTING Can I…..? Excuse me, could I ...? May I….? Sorry, do you think I could ...? Would it be possible for me…..? Excuse me, do you know ...? Is it all right if….? I beg your pardon, could you help me? (formal) Would it be ok if…? Do you mind if I …? Please let / permit / allow me to … Would you agree to …? OFFERING HELP SEEKING ASSISTANCE May I help you? Can I have help with…..? Can I help you? Would you help me to…..? Are you looking for something? I need help with … Would you like some help? Please assist me … (formal) Do you need some help? Please lend a hand with … What can I do for you today? APOLOGISING COMPLAINING Sorry. I’m sorry to have to say this, but... I’m sorry for…. I’m sorry to bother you, but... I regret…… Maybe you forgot to... Please forgive me for … I think you might have forgotten to... I apologise for … Excuse me if I’m out of line, but... Pardon me. There may have been a misunderstanding about... Excuse me. Don’t get me wrong, but ... I beg your pardon. GIVING ADVICE STATING A PREFERENCE I don’t think you should …….. Would you like to …. You ought to….. I’d rather…… You ought not to……... Why don’t we ...? If I were you, I’d ……. Well, I’d prefer …….. What do you think? If I were in your position, I’d … What do you think we should do? If I were in your shoes, I’d …. If it were up to me, I’d … You had better …. I think we should …. You shouldn’t……. Whatever you do, don’t……. 25

GUESSING, INFERRING GIVING IMPRECISE INFORMATION I’d say he’s about ready to ... There are about …. It might need some … There are approximately. He could be ... There are a large number of …. It looks like ... ……. predicts up to ….. Perhaps he needs some… It’s kind of … Maybe they want to ... It’s the type of … It’s difficult to say, but I’d guess that … They’re the sort of ….. I’m not really sure, but I think … It’s difficult to say, but I’d guess I’m not really sure, but I think … SAYING GOODBYE EVALUATING YOURSELF This worked well / was effective because…. Long trips, vacations, short outings Have a good trip. I did this well because…. Enjoy your vacation. It would have been better if I had ... Have a good journey. This could be improved by…. Enjoy your holidays. Progress is /is not evident because … Enjoy! This succeeds because … Have a good time at (destination place such as a restaurant) Have a good time in (destination city) GREETING AFTER A TRIP How was your vacation / holiday in…? Did you enjoy your time in (destination)? How was your journey / flight / trip? 3.2 SPREADS OF TEXTS ACROSS GRADES 4-6 A variety of texts have been selected for each two week period. The key texts are captured below. Learners will engage with some or all of the texts in a two week period, that is, they will listen to or present orally or read or write. 3.2.1 Spread of texts table Grade 4 Grade 5 Grade 6 Weeks Term 1 1-2 Story Story Story; language game 3-4 Information text e.g. narrative Information text with visuals e.g. Information text: descriptive account; recount, map, maps/pictures/ conversation; media text e.g. advert narrative recount 5-6 Story and descriptions of Story, role-play, description of Story people or characters people; invitation; message 26

7-8 Information text : instructions, Information text: instructions; Information text with visuals e.g. lists language game maps/pictures instructions; definitions 9 - 10 Song, poem Poem; song Poem; Song description of a person; description of an object/animal/plant/place; language game Weeks Term 2 11 - 12 Story Story Story and message, conversation 13 - 14 Information text with visuals Information text with visuals e.g. Information text e.g. description of e.g. pictures; poster; maps/pictures; descriptions of object/animal/ plant/place; visual text e.g. directions, description of an object/s/ plants/animals/places pictures /maps /photographs object 15 - 16 Personal recount Personal recount Story, personal recount; role play 17- 18 Procedures, instructions Information text: instructions; Reads information text with visuals e.g. information text with visuals factual account timetables and television schedules/ maps/ e.g. pictures/ pictures; definitions; language game maps/photographs 19 - 20 FORMAL ASSESSMENT Weeks Term 3 21- 22 Story, description of Story; oral description of Story; oral descriptions of places/animals/ person/animal/character, places/people; personal recount plants / objects dialogue 23 - 24 Information text e.g. factual Information text with visuals e.g. Information text with visuals e.g. recount audio-visual text e.g. maps/pictures /maps/pictures/ talk; poster/ notices; conversation 25 - 26 Story; poem Story; poem Story; poem 27- 28 Information text with visuals Information text -; conversation; Information texts -language game; mind e.g. pictures; descriptions of language game; descriptions of map places/plants/animals/objects places/plants/animals/objects descriptions of procedures procedures places/plants/animals/objects procedures 2 9 - 30 role-play; dialogue; conversation; dialogue conversation; dialogue 27

Weeks Term 4 31- 32 Conversation, language Story, language game; personal Story; conversation; dialogue game; story recount 33 - 34 Information text with visuals Information text: factual text; information text talk; language game; e.g. pictures; visual text e.g. poster definitions; posters/notices; messages 35 - 36 Story, language game Story, poem, personal recount Story, poem 37 - 38 Conversation; talk; Information text, conversation; Information text and visual text poster; Information text; visual text poster; visual text e.g. chart advertisement e.g. poster/notice 39 - 40 FORMAL ASSESSMENT 3.2.2 Summary of text types across the phase The tables below describe the range of text types that learners should be taught to write in Grades 4-6; other texts could also be included where appropriate. Some of these texts are not included in the teaching plan tables. This does not mean that they should not form part of teaching and learning as they are equally important. Text type Language structures found in each text type Personal recounts Descriptive language, e.g. adjectives, adverbs Verb tenses, e.g. past tense (simple past) Time words to connect events, e.g. adverbs of time Words which tell us:gde ? Kome? Sa kim? Kome? Simple Sentences Connectors, e.g. sledeći,uskoro,posle i sl . Direct and Indirect Speech Nouns and pronouns Factual recounts Adverbs and Adverbial phrases Nouns and pronouns Prepositions Verb tenses, e.g. past tense (simple past) Verbs Story and plays Action words, e.g. verbs 28

Text type Language structures found in each text type Adverbs to describe actions Adjectives to describe characters and setting Simple and complex sentences Connectors (especially time words) for showing sequence of events, e.g. next, soon, after, then, etc Direct and Indirect Speech A range of verb tenses especially past tense - simple Punctuation, e.g. colon, exclamation marks, question marks Poems Figurative language, e.g. personification, simile, metaphor, etc. Nouns Adjectives Pronouns Adverbs Prepositions Simple sentences Conversations Verbs Prepositions Pronouns Sentence structures, e.g. questions Verb tenses, e.g..simple present, past Information texts Nouns Verb tenses, e.g..simple present Verbs Adjectives Prepositions Determiners Pronouns Vocabulary development, e.g. vocabulary for comparing, contrasting relationships Punctuation, e.g. comma Definitions Verb tenses, e.g..simple present Nouns Adjectives Determiners Descriptions Verb tenses, e.g..simple present, simple past tenses 29

Text type Language structures found in each text type Nouns Adjectives used to give details Determiners Grade 4 Grade 5 Grade 6 INFORMATION Narrative and descriptive recounts e.g. Factual /narrative/descriptive recounts Explanations such as reference books, news, stories, description of e.g. news stories, description of dictionaries, definitions, texts from something - based on fact something - based on fact other subjects General knowledge texts General knowledge texts Factual recounts such as news reports Media texts such as radio Information texts (headline, explain the headline, body, announcements comment), eye-witness accounts Media texts e.g. radio announcements Instructions such as instructions for Information texts: Instructions such as instructions for experiments, rules of games, experiments, rules of games, Media texts: advertisements, posters, directions directions magazine articles Visual texts: maps, photographs, Visual texts: photographs, pictures Instructions such as instructions for pictures experiments, rules of games, directions Visual texts: maps, photographs, pictures LITERARY Narratives: contemporary realistic Narratives e.g. contemporary realistic Narratives such contemporary realistic fiction, myths and legends, fables, fiction, myths and legends, fables, fiction, myths and legends, fables, fantasy, adventure, funny, real life fantasy, adventure, funny, real life fantasy, adventure, funny, real life stories. stories, historical fiction stories, historical fiction, science Personal recounts such as oral Personal recounts such as oral fiction, narrative poems anecdotes (events in order), diary anecdotes (sets the scene, events in Personal recounts such as. oral entries order), diary entries anecdotes (sets the scene, events in Poem, play, role play Poem, play, role play order, personal comment), diary entries, autobiographies Poem, play, role play SOCIAL/FUNCTIONAL Conversations e.g. making enquiries, Conversations: making requests, Conversations: making requests, giving information about family explaining, giving information about explaining, giving information about Short social texts: greeting cards, community community notes, messages Short social texts: notices, messages Short social/functional texts: notices, messages 30

3.2.3 Length of Texts for Second Additional Language (to be produced by learners) Text Grade 4 Grade 5 Grade 6 Paragraph Words Sentences 2min 2-3 min 2 min Oral creative texts e.g. Practicing Accents - Practicing Accents - Practicing Accents - Vowels recounts, retelling or Correlated with reading and Correlated with reading and and Consonants, Removal of telling stories comprehension and Cyrillic comprehension and Cyrillic Verbal Colloquial Mistakes material material Written creative and 20 words 30 words 40 words information texts e.g. 1 paragraph 1 paragraph 2 paragraphs recounts, stories, reports Shorter texts, e.g. Messages, notes 10 - 20 words 20 - 30 words 30 - 40 words descriptions 3.2.4 Length of Texts for Second Additional Language (for learners to engage with) Task Grade 4 Grade 5 Grade 6 Longer listening 100-150 / up to 5 mins 150-200 / up to 5 mins 200-250 / up to 5 mins comprehension texts e.g. story, interviews, plays, news reports Shorter listening comprehension texts e.g. announcements, 50-60 words / 1-2 mins 60-70 words / 1-2 mins 70-80 words / 1-2 mins information texts, instructions, directions Reading comprehension/intensive 100-150 words 150-200 words 200-250 words reading texts 31

3.2.5 Vocabulary to be achieved by Second Additional Language learners Term 1 2 3 4 Vocabulary Grade 4 20 - 30 30 - 40 40 - 50 50 - 60 Common spoken words Grade 5 60 - 710 70 - 80 80 - 90 90 - 100 Grade 6 100 - 110 110 - 120 120 - 130 130 - 150 Reading 30 - 50 30 - 50 30 - 50 30 - 50 Grade 4 vocabulary (new (10 - 20) (10 - 20) (10 - 20) (10 - 20) words) Grade 5 50 - 80 50 - 80 50 - 80 50 - 80 Grade 6 80 - 100 80 - 100 80 - 100 80 - 100 Correlated with Correlated with Correlated with Correlated with reading and reading and reading and reading and comprehension of comprehension of comprehension of comprehension of Roman Alpabteth Cyrillic material Cyrillic material Cyrillic material material and and Serbian and Serbian and Serbian Serbian Heritage Heritage Heritage Heritage 3.3 TEACHING PLANS The teaching plan indicates the minimum content to be covered per term. The sequence of the content listed in a two week cycle is not prescribed and the time given is an approximate indication of how long it should take to cover the content. Teachers should design their teaching plans / work schedules using their textbooks to teach the content per two week cycle using appropriate sequence and pace. The content given in a two week cycle are key texts/activities with the main skills and strategies learners need to develop. 3.3.1 How texts link together in the two week cycle Different texts have been used as a basis for designing the two week teaching cycle. They have been selected on the basis of how they link together to form an integrated unit, for example learners will listen to a story and then read a story. They will be asked to write a short oral description of a place or person (that will link to the story) or they might be asked to write a message about the story. Select a theme for each two week cycle that will enable the teacher to link the activities successfully. The reason for using themes is to make it possible to constantly recycle vocabulary and language structures in meaningful contexts. In practice, integration suggests variety: variety of forms, of activities, of texts and themes (see Suggested Themes - Reference List below) 3.3.2 How the texts/activities are sequenced across the two week cycle The texts do not have to be taught in a particular order. In most cases, there should be a Listening and Speaking 32

activity/text to prepare for the reading or writing activity. Sometimes, the Listening and Speaking activity should derive from the reading text. Learners should engage with the different kinds of texts orally and in reading before they are asked to write these texts. In most cases, the text to be listened to e.g. a story will be different to and at a higher level than the one that learners will read. This is because their listening skills are more developed than their reading skills. 3.3.3 The type of texts prescribed and recommended There are prescribed text types that are to be taught in every two week cycle. These are specified in the teaching plan and should be contained in the prescribed textbook. In most cases, no specific story type is prescribed. Choices may be made from the variety of contemporary stories, imaginative stories (e.g. adventure, and traditional stories (e.g. myths, legends and fables) that are available. The same is true of poems and songs. In all cases, this additional reading should relate to the topics and themes chosen for the prescribed texts in that two week cycle. This is very important as it consolidates the Second Additional Language learner’s knowledge and understanding of the vocabulary and concepts related to the topic. 3.3.4 Number of key texts in a two week cycle In the early part of the year, there is usually only one text type or activity per two week cycle. There will sometimes be two text types or activities per two week cycle. Teach these text types and the related activities bearing in mind that learners will be exposed to them numerous times during the course of the year. 3.3.5 How the Language Structures and Conventions are addressed The content of the “Language Structures and Conventions” section is derived from the types of texts prescribed under the headings Listening and Speaking, Reading, and Writing and will naturally be given attention in the process of engaging with the texts and during the time allocated for Listening and Speaking, Reading and Writing. For example, if a story is being done, learners will naturally use the simple past tense and will read texts using this tense. However, it is also important that activities be developed that focus on particular language structures, in context. Choose items from the “Language Structure and Conventions” section to give learners additional practice in these aspects. Construct activities that are meaningful to learners and that relate to the texts they are studying in the two week cycle. More activities of this nature should be done as learners make progress from Grade 4 to 6. Select very carefully which rules to be explained to learners and keep these to a minimum. Second Additional Language learners learn a language through constant exposure to it and through using to it. Practice in Language Structures and Conventions will refine these skills. Teaching should integrate all the language skills and language structures as they are interrelated. All of these should be taught in context. Suggested Themes - Reference List Animals House Body Likes and dislikes Clothes Music Colours Nature/environment Days and Months Places Emotions School Family Sport Food Time Greetings Transport Hobbies Weather and seasons 33

3.4 CONTENT AND TEACHING PLANS FOR SERBIAN SECOND ADDITIONAL LANGUAGE GRADE 4 SERBIAN SECOND ADDITIONAL LANGUAGE GRADE 4 TERM 1 Language Structures and Conventions Skill Listening and Speaking (ORAL) Reading and viewing Writing and Presenting 1-2 Listening and Speaking basic Reading Introduce script Working with words conversation in target language (e.g. Builds on phonic knowledge to spell Reads words based on written Writes basic words words e.g. builds word families based greetings) conversation Writes words about the story on how they sound or look. Answers simple questions Answers basic questions about the text Builds on knowledge of sight words Names characters in the story Expresses feelings about the text Code switches if necessary Discusses new vocabulary from the read Working with words text Understands and uses words in context Practises Listening and Speaking Emphasize the practice of phonics Spellsfive words from read text Vocabulary in context 3-4 Listening and Speaking Reading Writing Working with words Builds on phonic knowledge to spell conversation in target language (e.g. Reads words based on conversation Introduce script words e.g. builds word families based communication in the classroom) Writes basic words on how they sound or look. Answers questions Uses appropriate vocabulary Builds on knowledge of sight words Discusses new vocabulary Code switches if necessary Vocabulary in context 5-6 Listens to a story Reading Introduce script Working with words 34

GRADE 4 TERM 1 Language Structures and Conventions Skill Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Breaks word cause; re-če-ni-ca, mo-ž-da Choose from contemporary realistic Reads anextract from the textbook or Writes about a story Writes words or phrases about the story Words starting with selected letters fiction/traditional stories/personal reader/s or Teacher’s Resource File accounts/adventure/real life stories Mixing and matching words about the Writes own words to expresses feelings Working with sentences story with support about the story Builds on use of subject verb concord Text from the textbook or Teacher’s Expresses feelings about the story e.g. Tamo je samo jedna knjiga. / Tamo Records words and their meanings in Resource File Answers questions about the text su samo dve knjige. Answers simple questions a personal dictionary Practises reading Uses drawings or words using the words Uses regular forms of the verb e.g. ići, Names characters in the story correctly Reads aloud introduce the idea of or explanations to show the meaning, šetati. Uses words to express feelings about the story appropriate pronunciation and etc. expression Code switches if necessary 7-8 Listens to and carries out basic Reads basic procedural Introduce script Working with words instructions e.g. recipe/instructions for (instructions)texts e.g. Spells familiar words correctly, using a Writes simple instructions using a making or doing something recipe/instructions for making or doing personal dictionary frame something Number the instructions Uses the dictionary to check spelling and Text from the textbook or Teacher’s Uses the right sequence (rearrange in meanings of words Resource File (TRF) Text from the textbook or Teacher’s Answers questions Resource File (TRF) correct order) Working with sentences Listens and responds appropriately Pre-reading and discussion: predicts Writes the instructions/ words using a Uses the command form. from title and pictures frame Understands and uses negative forms Gives simple instructions Answers questions about the text Corrects spelling using a dictionary Uses tenses (e.g. ‘Ja sam završio.’) Uses correct specific details Discusses sequence of instructions Introduces uses of singular and plural Uses correct sequence Records words and their meanings in Follows the instructions correctly Practises Listening and Speaking for a personal dictionary 35

GRADE 4 TERM 1 Language Structures and Conventions Skill Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Uses drawings or words to show the enrichment Practises reading Vocabulary in context Reads aloud introduce the idea of meaning, etc. Words taken from shared or individually (choose one for daily practice) appropriate pronunciation and read texts Performs a simple rhyme, poem or song expression Responds physically to instructions Plays a language game Emphasize the practice of phonics 9-10 Listens to a song/simple poem Reads a simple poem/s Introduce script Working with words Words belonging to the same lexical field Text from the textbook or Teacher’s Text from the textbook or Teacher’s Writes 2-3 sentences about the e.g. cover and page belong to the Resource File (TRF) Resource File (TRF) selected poem in a frame lexical field “book” Discusses central idea Pre-reading: predicts from title and Writes simple phrases Relates to own experience pictures Working with sentences Practises writing for enrichment Uses question marks Code switches if necessary Uses reading strategies e.g. prediction, Writes words that begin with the same looks at pictures carefully, uses Uses exclamation marks Identifies words which begin with the sound e.g. Naughty /Nomsa contextual clues same sound Vocabulary in context Answers questions about text Expresses feelings stimulated by the text Words taken from shared or individually Identifies rhythm and rhyme read texts Performs song/selected lines Breaks up words into syllables Plays a language game Expresses feelings stimulated by the text Follows instructions correctly Uses vocabulary Reads and solves a word puzzle(for enrichment) Practises Listening and Speaking for Spells words correctly enrichment Shows understanding of meanings of 36

GRADE 4 TERM 1 Language Structures and Conventions Skill Listening and Speaking (ORAL) Reading and viewing Writing and Presenting words (choose one for daily practice) Performs a simple rhyme, poem or song Practises reading Responds physically to instructions Reads aloud with appropriate Plays a simple language game pronunciation, rhythm and expression Emphasize the practice of phonics Reflects on texts read during independent/pair reading Working with words Expresses basic emotional response Records words and their meanings in Builds on phonic knowledge to spell (likes and dislikes ) to texts read. words e.g. builds word families based a personal dictionary on how they sound or look. Uses drawings or sentences/phrases /words using the wor to show the meaning, etc. ds or explanations GRADE 4 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Builds on knowledge of sight words and 11-12 Listens to a story Reads a story Introduce script high frequency words 37

GRADE 4 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Uses knowledge of alphabetical order Choose from contemporary realistic Text from the textbook or Teacher’s Writes a short message and first letters of a word to find words fiction/traditional stories/personal Resource File (TRF) Chooses appropriate content in a dictionary. accounts/ adventure/real life stories Pre-reading and discussion: predicting Addresses text to a person Singular and Plural examples from title and pictures Ends with own name Text from the textbook or Teacher’s Uses the gender forms of some nouns answers questions about the story Records words and their meanings in (e.g. cow/bull) Resource File (TRF) Identifies setting and character Predicts what will happen next a personal dictionary Working with sentences Answers simple questions Does comprehension activity on the Uses drawings or sentences/phrases Builds on use of proper nouns Names characters in the story correctly text (oral) using the words or explanations to show the meaning, etc. Vocabulary in context Discusses new vocabulary from the read Practises Listening and Speaking for text Words taken from shared or individually read texts enrichment Uses a dictionary (choose one for daily practice) Practises reading Performs a simple rhyme, poem or song Reads aloud with appropriate Responds physically to instructions pronunciation, expression and tempo Plays a simple language game Emphasize the practice of phonics 13-14 Listens to information text e.g. simple Reads information text with visuals Writes information textwith support (in Working with words topics e.g. Communication at the garage e.g. /pictures/maps/drawings and a frame) Introduces plurals or supermarket photographs Fills in missing words in a written Words with long vowel sounds: text/summary Text from the textbook or Teacher’s Text from the textbook or Teacher’s Working with sentences Uses appropriate vocabulary Resource File (TRF) Resource File (TRF) Understands and uses of the possessive Uses some new words from the read text form of the noun (e.g. Bongi’s eyes) Identifies specific details Pre-reading and discussion: predicting from title and pictures/visuals Designs a visual text e.g. a poster Bongijeve oči. Relates to personal experience/ 38

GRADE 4 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Code switches if necessary Asks and answers simple questions advertising an event Listens to and responds to simple oral Discusses main idea Introduce script Vocabulary in context conversation/instructions / description Interprets the information in the visuals Selects appropriate information Words taken from shared or individually Follows the Instructions/ description Uses the correct format read texts Reads a visual text e.g. a poster Uses design basic features such as Synonyms (words that are similar in Shows understanding of vocabulary advertising an event colour and different sizes or kinds of meaning e.g. nežno ili mekano. relating to conversation / instructions / Pre-reading: discusses pictures print (font) description Interprets the information Discusses the purpose of the text Records words and their meanings in Listens to a description and describes Discusses some of the language used a personal dictionary an object Identifies and discusses design features Uses drawings or sentences/phrases Identifies the object described correctly using the words or explanations to such as colour and different sizes or Uses words that correctly describe the kinds of print (font) show the meaning, etc. object Uses some new words Uses adjectives Practises Listening and Speaking (choose one for daily practice) Performs a simple rhyme, poem or song Responds physically to instructions Plays a simple language game Emphasize the practice of phonics 15-16 Listens to a story Reads a story Writes a short message/notes Working with words Chooses appropriate content Uses knowledge of alphabetical order Choose from traditional stories/personal Text from the textbook or Teacher’s and first letters of a word to find words 39

GRADE 4 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Addresses text to a person in a dictionary. accounts/ adventure/real life stories Resource File (TRF) Pre-reading and discussion: predicting Ends with own name Reinforce Singular and Plural examples Text from the textbook or Teacher’s from title and pictures Uses the gender forms of some nouns Resource File (TRF) Records words and their meanings in answers questions about the story (e.g. cow / bull) Predicts what will happen next a personal dictionary Introduces setting and character Uses drawings or sentences/phrases Working with sentences Answers simple questions using the words or explanations to Builds on use of proper nouns Names characters in the story Does comprehension activity on the show the meaning, etc. Introduce verbs Identifies characters from oral text (oral) descriptions Discusses new vocabulary from the read Uses different types of adjectives text Builds on understanding and use tenses Practises Listening and Speaking Uses a dictionary Builds on use of subject verb concord (choose one for daily practice) Practises reading Vocabulary in context Performs a simple rhyme, poem or song Reads aloud with appropriate Words taken from shared or individually Responds physically to instructions pronunciation, expression and tempo read texts Plays a simple language game Emphasize the practice of phonics 17-18 Listens to and carries out basic Reads basic procedural (instructions) Introduce script Working with words instructions e.g. recipe/instructions for text e.g. a recipe/instructions for doing or Words with long and double vowel Writes about a procedure with support sounds: making or doing something making something Text from the textbook or Teacher’s Spells familiar words correctly, using a Text from the textbook or Teacher’s Text from the textbook or Teacher’s Resource File (TRF) personal dictionary Resource File (TRF) Resource File (TRF) Fills details into a frame Uses the dictionary to check spelling and Discusses specific details of text Pre-reading with discussion: predicting Uses specific details meanings of words Asks questions to obtain information from title and pictures Builds on knowledge of sight words and Stays on topic in a frame Listens and responds appropriately Discusses specific details of text high frequency words Uses appropriate grammar, spelling and 40

GRADE 4 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Discusses sequence of instructions punctuation Gives instructions (at least two steps) Working with sentences Uses appropriate vocabulary Records words and their meanings in a Uses the command form of the verb e.g. personal dictionary Stop. Introduces the uses of verbs Gives instructions in the correct Labels and/or completes a visual text Teach interrogatives sequence e.g. /drawing/ Vocabulary in context Practises Listening and Speaking /pictures/cartoons/maps/photographs Antonyms (words that are opposite in Listens /read information Includes meaning e.g. glasno / tiho) (Choose one for daily practice) specific details Words taken from shared or individually Responds physically to instructions Uses appropriate vocabulary read texts Gives and follows simple instructions / Writes labels in correct place directions Emphasize the practice of phonics Records words and their meanings in a personal dictionary Uses drawings or sentences / phrases / words or explanations to show the meaning, etc. 19-20 FORMAL ASSESSMENT GRADE 4 TERM 3 41

Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 21-22 Listens to information text e.g. simple Reads information text with visuals Introduce script Working with words topics e.g. My family Text from the e.g. /pictures/maps/drawings and Builds on phonic knowledge to spell Labels and/or completes a visual text words e.g. builds word families based textbook or Teacher’s Resource File photographs e.g. on how they sound or look. (TRF) Text from the textbook or Teacher’s drawing /pictures / cartoons / maps / Builds on knowledge of sight words and Identifies specific details Resource File (TRF) photographs high frequency words Breaks word Relates to personal experience/ Pre-reading and discussion: predicting cause; re-če-ni-ca,mo-ž-da Listens /read information Includes Code switches if necessary from title and pictures/visuals specific details Asks and answers simple questions Uses appropriate vocabulary Listens to and responds to simple oral Working with sentences Discusses main idea Writes labels in correct place / description Builds on use of personal pronouns (e.g. Follows the /description Interprets the information in the visuals I, you, it, us, them) Records words and their meanings in Shows understanding of vocabulary Does comprehension activity on the Reinforces connectors a personaldictionary relating to description Builds on use of demonstrative pronouns text (oral) Uses drawings or sentences / words / (e.g. this, that, those, these) Practises Listening and Speaking for Reads a simple text. phrases to show the meaning, etc. enrichment Discusses main ideas Vocabulary in context Words taken from shared or individually (Choose one for daily practice) Responds to simple questions read texts Performs a simple rhyme, poem or song Practises reading Plays a simple language game Reads aloud with appropriate Gives and follows simple instructions/ pronunciation, expression and tempo directions Tells own news Retells a story heard or read Emphasize the practice of phonics 23-24 Participates in short conversation on Reads information text e.g. a short text Introduce script Working with words a familiar topic / story / poem / song Uses knowledge of alphabetical order Write short information text with Takes turns and first letters of a word to find words Text from the textbook or Teacher’s support in a dictionary. Stays on topic Fills in missing words in a written Resource File (TRF) Reinforces words starting with selected Asks relevant questions 42

GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Pre-reading and discussion: predicts summary/text letters Practises Listening and Speaking for from title and pictures Uses appropriate vocabulary enrichment Working with sentences Answers simple questions e.g. Uses some new words from the read text Begins to use determiners such as one, (Choose one for daily practice) What ? Who? When? Introduce Uses the dictionary to check spelling and two, etc and first, second, last. Performs a simple rhyme, poem or song meanings of words Plays a simple language game complex questions Why...? How do Vocabulary in context you think...? Records words and their meanings in Words taken from shared or individually Gives and follows simple instructions/ a personal dictionary read texts directions Does comprehension activity on the Uses drawings or sentences using the Tells own news text (oral) words or explanations to show the Retells a story heard or read Practises reading meaning, etc. Emphasize the practice of phonics Reads aloud striving for appropriate pronunciation, expression and tempo 25-26 Listens to information contained in a Reads information contained in a Introduce script Working with words poster poster Reads visual text e.g. poster Words starting with selected letters Designs and produces a visual text Identifies specific details Pre-reading: discusses pictures e.g. poster or notice Working with sentences Listens and relates to own experience Discusses what the text is about Uses the correct format Understands and uses countable nouns Discuss information own words Identifies specific information Selects appropriate information (e.g. book - books) Code switching Understands the information Uses basic design features such as Builds on use of adjectives before nouns Discusses the purpose of the text colour and different sizes or kinds of e.g. Malo kuče. Listens to a poem/s/song for Discusses some of the language use print (font) Uses forms of the verb ‘biti e.g.biće ,bilo enrichment je Discusses what the poem is about Identifies and discusses basic design features such as colour and different Words taken from shared or individually Relates to own experience read texts sizes or kinds of print (font) Identifies rhyme and rhythm Identifies words which begin with the Reads a poem/s/song for enrichment 43

GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions same sound Pre-reading: predicts from title and Expresses feelings stimulated by the pictures poem Uses reading strategies with support e.g. Performs poem/selected lines prediction, looks at pictures or text Writes sentences Working with words carefully, uses contextual clues Uses appropriate vocabulary Words with long / short and double vowel Practises Listening and Speaking for Identifies rhythm and rhyme Uses knowledge of syllables to sounds: enrichment Breaks up words into syllables develop new words Practises using words that imitate their Expresses feelings stimulated by the sounds e.g. bees buzz, glass tinkles Records words and their meanings in poem Emphasize the practice of phonics a personal dictionary Practises reading Uses drawings or sentences using the Reads aloud with appropriate words or explanations to show the pronunciation, expression and tempo meaning, etc. 44

GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 27-28 Listens to information text e.g. factual Reads information text with visuals Introduce script recount / narrative e.g. maps / pictures / photographs Labels and/or completes visual text Working with sentences Begins to use prepositions Text from the textbook or Teacher’s Text from the textbook or Teacher’s e.g. maps / pictures / cartoons / Extends use of forms of the verb Resource File (TRF) Resource File (TRF) photographs / drawings Builds on use of connectors to show Pre-reading: predicting from title and Uses appropriate vocabulary Listens to description of and contrast (ali), reason (zato što) and pictures/visuals Labels the text correctly describes places/plants/ purpose (zbog toga). Uses reading strategies Uses correct format for labels e.g. one or animals/objects Vocabulary in context Identifies and comments on main idea two words only Identifies places correctly Words taken from shared or individually and specific details with support Uses words that correctly describe the Records words and their meanings in read texts Interprets information in the visual text place a personal dictionary Uses some new words Does comprehension activity on the Uses drawings or sentences using the Uses adjectives text (oral or written) words or explanations to show the meaning, etc. Practises Listening and Speaking for enrichment (Choose one for daily practice) Performs a simple rhyme, poem or song Plays a simple language game Gives and follows simple instructions/ directions Tells own news Retells a story heard or read Emphasize the practice of phonics 45

GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 29-30 Listens to a dialogue read aloud or Reads dialogue Introduce script Working with words from radio or TV Spells familiar words correctly, using a Writes a dialogue using a frame or personal dictionary Text from the textbook or Teacher’s Text from the textbook or Teacher’s speech bubbles Uses the dictionary to check spelling and Resource File (TRF) Selects appropriate characters Resource File (TRF) meanings of words Pre-reading predicting from title Organises the conversation logically Introduction to Role playsa character or a Working with sentences Identifies the story-line Uses the frame correctly familiar situation Builds on understanding and use of Discusses characters and setting Uses direct speech appropriately Selects appropriate content with support tenses Using basic vocabulary to Expressing Uses vocabulary Uses details accurately Uses adverbs of time (e.g. sutra, juče) feelings stimulated by the text Uses appropriate grammar, spelling, Stays on topic Begins to recognise and use reported Discusses features of the text especially punctuation and spacing Switches from one language to another speech and related punctuations punctuation and format Records words and their meanings in a as appropriate personal dictionary Vocabulary in context Practises Listening and Speaking for Practises reading Words taken from shared or individually Reads aloud with appropriate Records words and their meanings in read texts enrichment pronunciation, expression and tempo a personal dictionary (Choose one for daily practice) Uses drawings or sentences using the Performs a simple rhyme, poem or song words or explanations to show the Plays a simple language game Gives and follows simple instructions/ meaning, etc. directions Tells own news Retells a story heard or read Emphasize the practice of phonics 46

GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 31-32 Participates in conversation on a Reads a short text Writes a passage with structured Working with words familiar topic ( e.g. The School) support Uses the dictionary to check spelling and Choose from contemporary /traditional Uses the frame and fill in missing words meanings of words Text from the textbook or Teacher’s stories/personal accounts/ Uses common vocabulary Words starting with selected letters or Resource File (TRF) adventure//real life stories Asks relevant questions and responds to Records words and their meanings in a sounds Text from the textbook or Teacher’s personal dictionary questions Resource File (TRF) Working with sentences Maintains the conversation Records words and their meanings in Begins to use determiners such as Pre-reading with support: predicts from Respects others’ ideas the title and pictures a personal dictionary prvi,drugi,treći,poslednji. Answers simple questions Uses drawings or sentences using the Builds on use of subject verb concord words or explanations to show the e.g. Tamo je samo jedna knjiga./Tamo Does comprehension activity on the meaning, etc. su samo dve knjige. . text (oral) Builds on the use of tenses Builds on use of prepositions that show Reflects on texts read during position (na ,ispod ,iznad) independent/pair reading visual texts read Vocabulary in context Words taken from shared or individually read texts 33-34 Listens to simpleannouncements Reads information text with visuals Writes a paragraph or 2 - 3 short Working with words e.g. maps / pictures / photographs / sentences using a frame Spells familiar words correctly, using a Text from the textbook or Teacher’s Uses common /familiar vocabulary personal dictionary Resource File (TRF) cartoons including pronouns, connectors and Discusses main ideas Text from the textbook or Teacher’s Working with sentences phrases. Asks t questions Uses connectors to show addition (i) 47

GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Responds appropriately Uses appropriate grammar, spelling and sequence (onda, pre) Resource File (TRF) punctuation Practises Listening and Speaking for Pre-reading with support: predicts from the title and pictures Uses the dictionary to check spellings enrichment and meanings of words Answers simple questions (Choose one for daily practice) Vocabulary in context Draws, labels and/or completes a Performs a simple rhyme, poem or song Does comprehension activity on the visual text e.g. maps / pictures / Words taken from shared or Plays a simple language game text (oral) photographs / cartoons individually readingvocabulary in Gives and follows simple instructions/ Reads visual text e.g. poster or notice Captures the information correctly context directions or pamphlet Shows the links between different parts Words taken from shared or individually Tells own news of the visual correctly Text from the textbook or Teacher’s ead texts Retells a story heard or read Writes sentences describing the visual Resource File (TRF) text Pre-reading: discusses pictures Uses appropriate vocabulary Discusses what the text is about Uses the dictionary to check spelling and Identifies specific information meanings of words Interprets the information Discusses the purpose and audience of Designs and produces a the text Records words and their meanings in Discusses some of the language use a personal dictionary Reflects on texts read during Uses drawings or sentences or words or explanations to show the meaning, etc. independent/pair reading Retells story or main ideas in 2 to 3 sentences Expresses emotional response to texts read. 48

GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 35-36 Listens to a short story with dialogue Reads a story with dialogue Writes a short story with structured Working with words supportUses the frame to fill in missing Uses the dictionary to check spelling and Choose from Text from the textbook or Teacher’s meanings of words Resource File (TRF) words/phrases Text from the textbook or Teacher’s Pre-reading with support: predicts from Uses extended vocabulary including Working with sentences Resource File (TRF) pronouns, connectors and phrases the title and pictures Builds on the use of connectors Predicts what will happen next Discusses, setting and characters Discusses setting and characters Discusses main events in the story Uses the dictionary to check spelling and Develops use of direct speech. Discusses main events in the story meanings of words Gives a personal response to the story Introduces the uses quotation marks for Gives a personal response to the story Identifies which parts of the story is the Records words and their meanings in direct speech Practises Listening and Speaking for dialogue a personal dictionary Vocabulary in context enrichment Role plays the story or a part of the story Uses drawings or sentences /using the or Words taken from shared or individually words or explanations to show the read texts (Choose one for daily practice) Practises reading meaning, etc. Performs a simple rhyme, poem or song Reads aloud with appropriate or part of a story pronunciation and expression Plays a simple language game Reflects on texts read during Gives and follows simple instructions/ independent/pair reading directions Relates to own life Tells own news Retells a story heard or read 37-38 Participates in conversation on a Reads information text on familiar Writes a paragraph / sentences using Working with words familiar topic (e.g. My Friends) topic a frame or speech bubbles Spells familiar words correctly, using a Uses appropriate content personal dictionary Text from the textbook or Teacher’s Text from the textbook or Teacher’s Uses common vocabulary including Uses knowledge of alphabetical order Resource File (TRF) Resource File (TRF) and first letters of a word to find words 49

GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Asks relevant questions and responds to Pre-reading with support: predicts from pronouns, connectors and phrases. in a dictionary questions the title and pictures Uses appropriate spelling and Working with sentences Maintains the conversation Answers simple questions and begins to punctuation Begins to recognise basic reported Respects others’ ideas ask more complex questions e.g. Uses the dictionary to check spellings speech. Why? How do you think? and meanings of words Practises Listening and Speaking for Builds on the use of adverbs and discusses visuals adjectives enrichment Does comprehension activity on the (Choose one for daily practice) text (oral) Performs a simple rhyme, poem or song Vocabulary in context or part of a story Reflects on texts read during Words taken from shared or individually Records words and their meanings in Plays a simple language game independent/pair reading read texts Expresses emotional response to texts a personal dictionary Gives and follows simple instructions/ read. Uses drawings or sentences /words or directions explanations to show the meaning, etc. Tells own news Retells a story heard or read 39-40 FORMAL ASSESSMENT 3.5.2 Grade 5 GRADE 5 50

TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a short story Reads a short story Writes a personal (narrative / Working with words descriptive ) recount of events Uses the dictionary to check spelling and (Choose from fiction / traditional stories / Text from the textbook or reader/s or Selects from experience meanings of words personal accounts / adventure / funny / Teacher’s Resource File (TRF) Chooses appropriate content for the topic Builds on phonic knowledge to spell fantasy / real life stories / historical [instruction will be repeated every words e.g. builds word families based Stays on the topic fiction) fortnight] on how they sound or look. Frame used by all learners Pre-reading: predicting from title and Builds on knowledge of sight words and Text from the textbook or Teacher’s pictures Uses appropriate grammar, spelling and high frequency words Resource File (TRF) [instruction will be punctuation. Uses reading strategies e.g. making repeated every fortnight] Uses vocabulary related to topic Working with sentences predictions, uses phonic and Answers questions Understands and uses countable nouns contextual clues Writes an opinion on a story (for (e.g. knjiga- knjige) Predicts what will happen next Discusses new vocabulary from the read enrichment) Builds on use of proper nouns e.g. with text Retells a story Pre-writing: discusses what they like / capital letter Discusses the title, and where the story Retells events in own words correct dislike Builds on use of personal pronouns (e.g. takes place (setting) sequence, using simple past Writes 2 sentences to express what they Ja ,ti on, oni, one itd. Expresses simple opinion on the story Names the characters correctly like / dislike Uses a dictionary Vocabulary in context Practises Listening and Speaking Creates a personal dictionary Words taken from shared or individually Does comprehension activity on the Labels pages with letters of alphabet read texts (Choose one for daily practice) text (oral or written) Enters 5 words and meanings Performs a short poem or rhyme Practises reading (drawing/sentence using the Plays a simple language game word/explanation of word) Gives and follows simple Reads aloud with striving towards appropriate pronunciation, fluency, and Or continues to enter words into instructions/directions expression dictionary created in Grade 4 Tells own news Reflects on texts read during independent/pair reading Retells story or main ideas in 3 to sentences 51

GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Gives opinion on story 3-4 Takes part in a conversation about a Reads information text with visuals Writes a factual / descriptive recount Working with words familiar topic e.g. charts/tables/ diagrams/ mind maps/ in a frame Builds on phonic knowledge to spell Asks and answers simple questions on Selects appropriate content words e.g. builds word families based maps/ pictures/ graphs/ photographs/ the topic on how they sound or look. drawings/ cartoons Sequences events correctly Code switches if necessary Spells familiar words correctly, using a Uses appropriate vocabulary Text from the textbook or reader/s or personal dictionary Gives other learners a chance to speak Uses appropriate grammar, spelling and Teacher’s Resource File (TRF) Working with sentences Listens to them punctuation Pre-reading: read and discuss title and Builds on understanding and use of Corrects spelling using a dictionary and Gives a factual / descriptive recount look at pictures / diagrams / maps simple tenses Builds on use of modals redrafts Recounts a recent event Uses reading strategies e.g. for general e.g. “Može li pokazati sposobnosti, Tells events in sequence idea, uses contextual clues to find Records words and their meanings in “Mogu li da pitam za dozvolu?, uses meaning a personal dictionary “moram” to show necessity Practises Listening and Speaking for Identifies main facts Writes sentences using the words or Uses regular forms of the verb e.g. walk, enrichment explanations to show the meaning, etc. walked Explains meaning of unfamiliar words (Choose one for daily practice) Answers questions about the text Uses adverbs of time (e.g. tomorrow, Performs a short poem or rhyme/or part yesterday) of a short story Practises reading Reads aloudstriving towards appropriate Vocabulary in context Plays a simple language game pronunciation, fluency, and expression Words taken from shared or individually Gives and follows simple instructions / read texts directions Reflects on texts read during Tells own news independent/pair reading Shares opinions on the text Relates text to own life 52

GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 5-6 Listens to a story with dialogue Reads a story. Writes a simple description of people Working with words Writes at least one paragraph Builds on phonic knowledge to spell (Choose from fiction/traditional Text from the textbook or reader/s or Writes creatively words e.g. builds word families based stories/personal accounts/adventure/ Teacher’s Resource File (TRF) on how they sound or look. Pre-reading: predicts from title and Uses appropriate adjectives /real life stories/ Spells familiar words correctly, using a pictures Uses simple tenses Text from the textbook or Teacher’s personal dictionary Uses reading strategies e.g. makes Writes a short message Resource File (TRF) predictions, uses contextual clues to Working with sentences Organises information Uses an oral description to identify find meaning, reads to find detail Builds on use of prepositions that show people in the story Uses correct format e.g. salutation, date, position (na, ispod,iznad) Answers questions about the story etc. Expresses feelings and opinions about Uses connectors to show addition (i) and the story Reads social texts e.g. invitations Constructs sentences correctly sequence (onda, pre) Answers oral questions about the story Discusses purpose of text Writes a paragraph Capital letters for proper nouns, for titles Uses a dictionary to find meaning of new and initials of people Describes an event Role play: familiar situations words Participates in dialogue Uses connectors Vocabulary in context Practises reading Checks spelling and punctuation Words taken from shared or individually Includes relevant information Reads aloud with appropriate read texts Uses correct tense Records words and their meanings in pronunciation, fluency, and expression Compound words e.g. playground Practises Listening and Speaking for a personal dictionary Reflects on texts read during Writes sentences using the words or enrichment independent/pair reading explanations to show the meaning, etc. (Choose one for daily practice) Uses words to express feelings about the Performs a short poem or rhyme text read Plays a simple language game Gives and follows simple instructions / directions Tells own news 53

GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 7-8 Listens to and carries out instructions Reads procedural Writes instructions within a frame Working with words e.g. for making or doing something. Uses correct specific details Builds on phonic knowledge to spell (instructions ) text Uses correct sequence, using connectors words e.g. builds word families based Text from the textbook or Teacher’s Text from the textbook or reader/s or on how they sound or look. e.g. prvi,sledeći etc. Resource File (TRF) Teacher’s Resource File (TRF) Uses the dictionary to check spelling and Uses simple tenses Responds correctly to instructions, Pre-reading: predicting from title and meanings of words Uses correct structure and format Follows sequence correctly pictures Working with sentences Uses reading strategies e.g. prediction, Records words and their meanings in Practises Listening and Speaking for Understands and uses of the possessive contextual clues a personal dictionary enrichment form of the noun (e.g. Bongijeve oči) Discusses specific details of text Writes sentences using the words or Begins to use determiners such as jedan, (Choose one for daily practice) Discusses sequence of instructions explanations to show the meaning, etc. dva, etc and prvi, drugi, poslednji. Performs a short poem or rhyme/song Carries out instructions (if possible) Begins to use possessive pronouns (e.g. Tells own news moje, tvoje, njeno, njihovo vaše) Does comprehension activity on the Builds on understanding and use of text (oral or written) comparative adjectives Practises reading Uses forms of the verb bitie.g. biće / bilo Reads aloud with appropriate je/ biti; ja sam / je / su; bio / bili pronunciation, fluency, and expression Builds on understanding and use of Reflects on texts read during present progressive independent/pair reading Vocabulary in context Gives short oral review Words taken from shared or individually Includes key points e.g. title, and / topic read texts Gives personal opinion of text 9-10 Listens to a poem/song Reads poem/songs Writes a passage about poem/s Working with words 54

GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Discusses what passage is about Builds on phonic knowledge to spell Text from the textbook or Teacher’s Text from the textbook or reader/s or words e.g. builds word families based Resource File (TRF) Teacher’s Resource File (TRF) Records words and their meanings in on how they sound or look. Talks about the poem /song (what poem Discusses the topic and main ideas in a personal dictionary Spells familiar words correctly, using a is about) the poem personal dictionary Relates to own experience Discusses rhyme Identifies rhyme and rhythm Discusses words that begin with the Working with sentences same sound Uses the gender forms of some nouns Gives personal response (likes / dislikes (e.g. krava / bik ) the poem) Discusses words that imitate their sound Writes sentences using the words or Uses different types of adjectives Discusses comparisons e.g. “He sings explanations to show the meaning, etc. Performs the poem for enrichment including : Koji su materijali napravljeni like a bird.”, “She is a star.” Pronounces words correctly od vune? Answers questions about the poem/s Shows understanding (oral or written) Vocabulary in context Conveys rhythm Words taken from shared or individually Practises reading read texts Reads aloud with appropriate expression, showing understanding Uses good pronunciation, phrasing and tempo Reflects on texts read during independent/pair reading Compares e.g. stories / texts / poems / songs read 55

GRADE 5 TERM 2 Language Structures and Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Conventions 11-12 Listens to a story Reads a story Writes a simple a paragraph with a Working with words frame Uses the dictionary to check spelling (Choose from fiction/traditional Text from the textbook or reader/s or Writes an appropriate opening sentence and meanings of words stories/personal accounts/) Teacher’s Resource File (TRF) Writes about events logically Uses knowledge of alphabetical order Pre-reading: reads with support and Text from the textbook or reader/s or and first letters of a word to find words discusses title and looks at pictures Uses connectors (i, ali) Teacher’s Resource File (TRF) Teacher’s in a dictionary. Uses reading strategies e.g. making Uses some adjectives Writes an Resource File (TRF) predictions, using contextual clues appropriate ending Working with sentences Answersquestions Discusses new vocabulary Uses nouns and plurals e.g. makaze Records words and their meanings in a and pantalone .Builds on use of Answers simple questions Identifies sequence of events, setting personal dictionary adjectives before nouns e.g Malo Takes part in a conversation on a and characters Writes sentences using the words or kuče. Uses a dictionary explanations to show the meaning, etc familiar topic, code-switching if Vocabulary in context necessary Does comprehension activity on the Words taken from shared or individually Asks and answers question text (oral or written) read texts Respects other learners by listening to Practises reading them Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading Discusses a short story 13-14 Listens to information text e.g. oral Reads information text with visuals Writes a short description of objects / Working with words 56

GRADE 5 TERM 2 Language Structures and Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Conventions Spells familiar words correctly, using a description/s of object/s/ plants / animals e.g. charts / tables / diagrams/ mind plants / animals / places using a frame personal dictionary / places maps/ maps / pictures / graphs / (3-4 sentences) Uses knowledge of alphabetical order photographs/ drawings / cartoons Uses the frame correctly Text from the textbook or Teacher’s and first letters of a word to find words Includes specific details in a dictionary. Resource File (TRF) Text from the textbook or reader/s or Identifies the object/s Uses correct determiners Teacher’s Resource File (TRF) Working with sentences Describes what it/they are used for Uses relevant vocabulary Pre-reading: predicting from title and Builds on understanding and use of Draw and label it pictures/visuals Punctuation is correct future tense Uses reading strategies Records words and their meanings in a Simple present to describe regular Practises Listening and Speaking Readfor specific information e.g. actions e.g. “Ja perem zube svako personal dictionary (Choose one for daily practice) timetables or schedules jutro.” Writes sentences using the words or Performs a short poem or rhyme Answers questions on text and visuals Extends use of forms of the verb Uses explanations to show the meaning, etc. Plays a simple language game forms of the verb ‘biti e.g. biće / bilo Does comprehension activity on the je/ biti; ja sam / je/ su; bio / bili Gives and follows simple instructions / directions text (oral or written) Begins to use prepositions that show Tells own news direction (prema), time (dok), Practises reading possession (sa) Tells of own related experiences Reads aloud with appropriate pronunciation, fluency, and expression Vocabulary in context Words taken from shared or individually Reflects on texts read during read texts independent/pair reading Retells a text read 57

GRADE 5 TERM 2 Language Structures and Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Conventions 15-16 Takes part in a conversation about a Reads stories. Writes a passage using a frame Working with words familiar topic (e. g. Role models ) Writes at least two paragraphs in a frame Uses the dictionary to check spelling Text from the textbook or reader/s or Asks and answers simple questions on Links paragraphs using connectors and meanings of words Teacher’s Resource File (TRF) the topic Uses new vocabulary and punctuation Breaks long words into smaller chunks Pre-reading: predicts from title and Code switches if necessary learnt e.g. be-cause; sen-ten-ce pictures Gives other learners a chance to speak Uses appropriate grammar, spelling, Working with sentences Reads for detail and uses contextual Listens to them clues to find information punctuation and spaces between Uses different types of adjectives paragraphs Understands and uses verbs to describe Identifies and comments on themessage Gives a factual / descriptive recount Uses the dictionary to check spelling and actions Recounts a recent event Understands the vocabulary meanings of words Tells events in sequence Answers questions on the story Retells story inown words (oral or writing) Practises Listening and Speaking for enrichment Does comprehension activity on the Vocabulary in context text (oral or written) Records words and their meanings in a Words taken from shared or individually (Choose one for daily practice) read texts personal dictionary Performs a short poem or rhyme/or part Practises reading Writes sentences using the words or of a short story Reads aloud with appropriate explanations to show the meaning, etc. Plays a simple language game pronunciation, fluency, and expression Gives and follows simple instructions / directions Tells own news Diagram or table about the story 17-18 Listens to and responds to oral Reads procedural (instructions) text Writes a recipe using a frame Working with words 58

GRADE 5 TERM 2 Language Structures and Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Conventions Spells familiar words correctly, using a instructions e.g. a recipe or instructions for making or Text from the textbook or Teacher’s personal dictionary Text from the textbook or reader/s or doing something Resource File (TRF) Teacher’s Resource File (TRF) Follows Words starting with selected letters Uses the frame correctly the instructions Text from the textbook or reader/s or Includes list of ingredients Working with sentences Shows understanding of command words Teacher’s Resource File (TRF) Includes method in correct sequence Uses adverbs of place (here, there) Pre-reading: predicting from title and Role plays familiar situations e.g. giving Uses appropriate vocabulary Begins to use adverbs of degree e.g. pictures “very, really, almost, too” instructions Uses reading strategies Records words and their meanings in a Future tense (e.g. Ja ću ga videti sutra’ Gives at least 4 2 directions / instructions Answers questions on the text in the correct sequence personal dictionary ‘Ja cu videti njega sutra’) Follows the instructions correctly Begins to use connectors to show Uses appropriate language / vocabulary and gestures e.g. direction words, the Does comprehension activity on the contrast (ali), reason (zato što) and command form of the verb purpose (so that). text (oral or written) Uses question marks Practises Listening and Speaking for Practises reading Uses exclamation marks enrichment Reads aloud with appropriate pronunciation, fluency, and expression (Choose one for daily practice) Writes sentences using the words or Performs a short poem or rhyme or part Reflects on texts read during Vocabulary in context explanations to show the meaning, etc. of a story Words taken from shared or individually independent/pair reading read texts Plays a simple language game Compares texts read Gives and follows simple instructions / directions 19-20 FORMAL ASSESSMENT 59

GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 21-22 Listens to oral description of places / Reads a story Rewrites the a paragraph/passage in Working with words people own words, using a frame Spells familiar words correctly, using a (Choose from contemporary realistic Text from the textbook or reader/s or Uses the simple tenses personal dictionary fiction/traditional stories/personal Teacher’s Resource File (TRF) Identifies the main events Words starting with selected letters accounts/adventure/funny/fantasy/real Identifies places/people Tells the events in the correct order Working with sentences life stories/historical fiction) Notes relevant information from a story Uses appropriate grammar, spelling, Understands and uses nouns Builds on e.g. on a chart / table Text from the textbook or reader/s or punctuation and spaces between use of personal pronouns (e.g.Ja, ti on, Teacher’s Resource File (TRF) paragraphs oni ,one, mi, vii, oni) Listens to and gives personal Pre-reading: predicts from title and Builds on understanding and use of recounts Records words and their meanings in pictures adjectives Recalls own experiences Answers a personal dictionary Understands the features of the text Builds on use of subject verb concord questions about what happened first, Writes sentences using the words or second, etc. Uses reading strategies e.g. uses e.g. There is one book /There are two explanations to show the meaning, etc. contextual clues to determine meaning, books . Practises Listening and Speaking makes inferences Uses forms of the verb ‘Builds on the use (Choose one for daily practice) Answers questions about the story of question marks Performs a short poem or rhyme or song Identifiescharacters Builds on the use of exclamation marks or part of a short story Does comprehension activity on the Vocabulary in context Plays a simple language game Words taken from shared or individually text (oral or written) Gives and follows simple instructions / read texts directions Practises reading Tells own news Reads aloud with appropriate pronunciation, fluency and expression Reads a short paragraph Discusses main idea and specific details 60

GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Reflects on texts read during independent/pair reading Discussion on text studied 23-24 Talks about a familiar topic with Reads information texts with visuals Draws/completes and labels simple Working with words preparation e.g. charts/tables/ diagrams/ mind maps / visual texts e.g. charts/tables/ diagrams/ Uses the dictionary to check spelling and Plans and prepares important points meanings of words maps / pictures / graphs / photographs / mind maps/ maps/pictures/graphs/ Says at least 3 sentences on the topic Words starting with selecting letters drawings / cartoons photographs/drawings/ cartoons Answers questions Working with sentences Text from the textbook or reader/s or Text from the textbook or Teacher’s Understands and uses of the noun Practises Listening and Speaking Teacher’s Resource File (TRF) Resource File (TRF) Begins to use determiners such as one, (Choose one for daily practice) Pre-reading: focuses on important details Uses information from a visual or written two, etc and first, second, last. Performs a short poem or rhyme or song Discusses main information givenSelects text Begins to use pronouns Uses different or part of the story relevant details to answer questions Organises information types of adjectives Plays a simple language game gives information Does comprehension activity on the Gives and follows simple instructions / Vocabulary in context text (oral or written) Makes a mind map summary of a Words taken from shared or individually directions Practises reading short text read texts Tells own news Reads aloud with appropriate Identifies at least three main points pronunciation, fluency and expression Records words and their meanings in Reflects on texts read during a personal dictionary independent/pair reading Writes sentences using the words or Retells a text in about 3 sentences. explanations to show the meaning, etc. 25-26 Listens to stories Reads a story Writes a simple story in a frameWrites Working with words 61

GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Spells familiar words correctly, using a (Choose from contemporary realistic Text from the textbook or reader/s or an story personal dictionary fiction/traditional stories/personal Teacher’s Resource File (TRF) Story has a beginning, a middle and an ending Words starting with selected letters. accounts/adventure/funny/fantasy/real Discusses characters Answers questions about story Records words and their meanings in Working with sentences life stories/historical fiction) Identifies the moral/main message of the Analyses simple sentences into subject, a personal dictionary Text from the textbook or reader/s or verb, object story Writes sentences using the words or Teacher’s Resource File (TRF) Begins to use connectors (if, then) explanations to show the meaning, etc. Understands stories, answering Does comprehension activity on the Develops use of direct speech. questions text (oral or written) Begins to recognise and use reported Expresses own opinion Reads poem/s or song/s speech. Retells the story Discusses topic and main idea Vocabulary in context Refers to main characters Practises reading Words taken from shared or individually Retelling of story in own words Reads aloud with appropriate read texts Uses tenses introduced in previous pronunciation, fluency and expression grades Reflects on texts read during independent/pair reading Relates texts to own life 27-28 Takes part in a conversation on a Reads procedural text e.g. instructions Writes on a information text previously Working with words familiar topic (e.g. the weather) Text from the textbook or reader/s or used Spells familiar words correctly, using a Asks and answers questions Writes one to twoparagraphs personal dictionary Teacher’s Resource File (TRF) Respects other learners by listening to Finds specific details Organises information logically Words starting with selecting letters them Interprets visuals Uses the dictionary to check spelling and Working with sentences Code switches if necessary Discusses the sequence meanings of words Develops understanding and use of Uses the writing process with support connecting Practises Listening and Speaking 62

GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Understands and uses reported speech. (Choose one for daily practice) Practises reading Records words and their meanings in Performs a short poem or rhyme or song Reads aloud with appropriate Understands and uses negative forms a personal dictionary or a part of a story pronunciation, fluency and expression Writes sentences using the words or Vocabulary in context Plays a simple language game explanations to show the meaning, etc. Words taken from shared or individually Does comprehension activity on the Gives and follows simple instructions / read texts text (oral or written) directions Tells own news 29-30 Takes part in a conversation on a Reads a text Writes a short dialogue/ using a frame Working with words familiar topic Selects appropriate characters Uses the dictionary to check spelling and Text from the textbook or reader/s or Asks and answers questions Organises the dialoguelogically meanings of words Teacher’s Resource File (TRF) Respects other learners by listening to Uses direct speech Reinforces plural forms Pre-reading: predicting from title them Uses an informal style of writing Uses reading strategies with support Working with sentences Code switches if necessary Uses appropriate punctuation e.g. colon, Uses the gender forms of some nouns Identifies the story-line Asks and answers more complex exclamation and question mark (e.g.krava- bik) Discusses characters, setting Does questions e.g. What would you do…? Uses writing process comprehension activity on the text Performs simple role plays (oral or written) Uses regular forms of the verb e.g. šetati, Records words and their meanings in šetao Text from the textbook or reader/s or Practises reading a personal dictionary Builds on understanding tenses Teacher’s Resource File (TRF) Reads aloud with expression, showing Writes sentences using the words or understanding of the text explanations to show the meaning, etc. Revises use of connecors to show choice Develops sensible story line (e.g., jedno ili drugo…ili…) Pronounces words audibly and correctly Reads aloud using proper pronunciation, pacing and volume. Vocabulary in context Practises Listening and Speaking for Words taken from shared or individually Reflects on texts read independently enrichment read texts Compares texts read (Choose one for daily practice) 63

GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Performs a short poem or rhyme or song or a part of a story Plays a simple language game Gives and follows simple instructions / directions Tells own news GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 31-32 Listens to a story Reads a story or poem or song Writes a recount of events Working with words Spells familiar words correctly, using a (Choose from /traditional stories/personal Text from the textbook or reader/s or Relates event personal dictionary accounts/adventure / real life stories / Teacher’s Resource File (TRF) Writes a simple story / paragraph / Words ending in selecting letters historical fiction) Pre-reading: predicts from the title and passage in a frame pictures Working with sentences Text from the textbook or reader/s or Uses story structure Uses reading strategies e.g. uses Understands and uses nouns (e.g. Teacher’s Resource File (TRF) Links sentences into a coherent contextual clues to find the meaning of kreda) Understands stories paragraph using pronouns, connectors new words Builds on use of personal pronouns (e.g. and correct punctuation Answersquestions Discusses main idea and other details. ja, ti, on, mi , vi, oni, one) Uses correct tense Uses the dictionary to Asks relevant questions and responds to Identifies the sequence of events Uses different types of adjectives 64

GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions questions Identifies the setting and characters check spelling and meanings of words Builds on use of subject verb concord Answers and begins to ask some more Answers simple question and begins to Uses the following writing process with Vocabulary in context complex questions e.g. Why couldn’t ask some more complex questions e.g. support Words taken from shared or individually …?What…?; How do you think …? Why couldn’t …?; Records words and their meanings in read texts What…?; How do you think …? a personal dictionary Does comprehension activity on the Writes sentences using the words or explanations to show the meaning, etc. text (oral or written) Practises reading Reads aloud with appropriate pronunciation, fluency and expression Reflects on texts read during independent/pair reading Discusses texts studied 33-34 Participates in discussion Reads text Writes information text using a frame Working with words Discusses familiar topics Selects a relevant topic Uses the dictionary to check spelling and Text from the textbook or reader/s or Takes turns, shows respect for others, Includes relevant information meanings of words Teacher’s Resource File (TRF) respects others opinions Uses the following writing process with Words with long and short vowel sounds: Pre-reading: predicts what text is about by previewing it support Practises Listening and Speaking Working with sentences Answers questions Uses the dictionary to check spelling Uses nouns Builds on use of pronouns (Choose one for daily practice) Performs a short poem or rhyme or song Discusses main ideas and specific and meanings of words Builds on use of adjectives details Plays a simple language game Designs a poster Vocabulary in context Gives and follows simple instructions / Does comprehension activity on the Includes relevant information Words taken from shared or individually directions text (oral or written) Includes a picture read texts 65

GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Tells own news Uses print sizes effectively Practises reading Reads aloud with appropriate Presents neat, legible, final draft pronunciation, fluency and expression Records words and their meanings in Reads and understands a poster a personal dictionary Pre-reading: discusses pictures Writes sentences using the words or Interprets the information explanations to show the meaning, etc. Discusses the text 35-36 Listens to a story Reads a story Writes a recount of events in a frame Working with words Relates events in sequence Spells familiar words correctly, using a (Choose from /traditional stories/personal Text from the textbook or reader/s or Uses appropriate grammar, vocabulary, personal dictionary accounts//real life stories/historical Teacher’s Resource File (TRF) spelling and information. Singular and plural forms of nouns fiction) Pre-reading: predicts from the title and pictures Uses the writing process with support Working with sentences Text from the textbook or reader/s or Uses reading strategies e.g. uses Uses the dictionary to check spelling Builds on understandingtenses Teacher’s Resource File (TRF) Identifies contextual clues to find the meaning of and meanings of words Builds on use of modals e.g. “ mogu ” to plot, characters and actions new words show ability, “mogu li” to ask for Answer questions Discusses main idea and other details. Records words and their meanings in permission Identifies the sequence of events a personal dictionary Uses adverbs of time (e.g. sutra, juče) Tells same story in own words with Identifies the setting and characters Begins to use prepositions that show support Answers and begins to ask some more direction (prema), time (na,dok), Sequence of story makes sense complex questions e.g. Why couldn’t possession (sa) Practises Listening and Speaking … ?; What…? How do you think …? Vocabulary in context (Choose one for daily practice) Writes sentences using the words or Words taken from shared or individually Reads poem/s Performs a short poem or rhyme or song explanations to show the meaning, etc. read texts Pre-reading: predicts from title and Plays a simple language game pictures 66

GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Gives and follows simple instructions / Uses reading strategies e.g. uses directions contextual clues Tells own news Answers questions about the poem Recalls events or experiences in the right Expresses feelings stimulated by the sequence poem Discusses rhyme, words that begin with the same sounds and comparisons Practises reading Reads aloud with appropriate pronunciation, fluency and expression 37-38 Takes part in a conversation Designs a poster Working with words Asks and answers questions Includes relevant information Uses the dictionary to check spelling and Respects other learners Includes a picture meanings of words Listens to them and encourages them to Uses print sizes effectively singular and plural forms of nouns speak Presents neat, legible, final draft Working with sentences Code switches if necessary Develops use of connectors Writes information text using a frame Practises Listening and Speaking Selects appropriate information Uses adverbs of manner (e.g. brže, sporo) (Choose one for daily practice) Writes one to two paragraphs Performs a short poem or rhyme or song Uses correct spelling and punctuation Vocabulary in context Plays a simple language game Uses connectors Words taken from shared or individually read texts Gives and follows simple instructions / Uses the writing process with support directions Tells own news 67

GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 39-40 FORMAL ASSESSMENT 3.5.3 Grade 6 GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a short story Reads a short story Writes a paragraph with support Working with words Uses a frame Spells familiar words correctly, using a (Choose from contemporary realistic (Choose from contemporary realistic Writes an appropriate opening personal dictionary fiction/traditional stories/personal fiction/traditional stories/personal sentence with support Builds on phonic knowledge to spell accounts/adventure/ funny/fantasy/real accounts/adventure/funny / fantasy/real words e.g. builds word families based Uses connectors life stories/historical fiction) life stories/historical fiction) on how they sound or look. Writes an appropriate ending with support Builds on knowledge of sight words and Text from the textbook or reader/s or Text from the textbook or reader/s or high frequency words Teacher’s Resource File (TRF) Teacher’s Resource File (TRF) Uses appropriate grammar, Answers questions to show Pre-reading with support: predicts from vocabulary, spelling and Working with sentences understanding title and pictures punctuation Understands and uses countable nouns Gives a personal response to the story, Uses reading strategies e.g. making (e.g. knjiga-knjige). Uses the writing process with support predictions, uses phonic and Builds on use of personal pronouns (e.g. 68

GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions contextual clues Brainstorms ideas ja ,ti, on, mi, vi, oni ,one Practises Listening and Speaking for Discusses new vocabulary from the read Writes a first draft Builds on use of subject verb concord enrichment text Revises e.g. tamo su dvek knjige. (Choose one for daily practice) Discusses the title, and where the story Builds on understanding and use of Edits Performs a poem takes place (setting) tenses Writes final draft Plays a language game Answers simple questions on the story Presents neat, legible final draft Vocabulary in context Gives and follows instructions / directions Practises reading Words taken from shared or individually Discusses a topic Records words and their meanings in Reads aloud with appropriate read texts pronunciation, fluency and expression a personal dictionary Writes sentences using the words or explanations to show the meaning, etc. 3-4 Sustains a conversation on a familiar Reads a simpledescriptive / narrative Writes a simple personal note or Working with words topic (e.g. Body and Health) recount Text from the textbook or message Uses the dictionary to check spelling and Asks and answers questions Reinforces the features of a personal meanings of words reader/s or Teacher’s Resource File Respects other learners by listening to note / message Uses knowledge of alphabetical order (TRF) them Uses a frame and first letters of a word to find words Pre-reading with support : predicts from in a dictionary. title and pictures Directs message at appropriate person Practises Listening and Speaking for Uses reading strategies e.g. making Edits own writing with support by Working with sentences enrichment predictions, uses pictures / phonic and correcting grammar, punctuation and (Choose one for daily practice) contextual clues spelling errors Builds on understanding and use of Performs a poem Discusses new vocabulary from the read tenses Uses the writing process with support Plays a language game text Builds on the use of adverbs and Brainstorms ideas Discusses a familiar topic Answers simple questions on text adjectives Writes a first draft Does comprehension activity on the Revises Vocabulary in context text (oral or written) Words taken from shared or individually 69

GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Edits read texts Reflects on texts read during Writes final draft independent/pair reading Working with words Shares opinions on the text Presents neat, legible final draft Spells familiar words correctly, using a personal dictionary Records words and their meanings in Uses knowledge of alphabetical order a personal dictionary and first letters of a word to find words Writes sentences using the words or in a dictionary explanations to show the meaning, etc. 5-6 Listens to a story Reads a text Writes for personal reflection e.g. a Working with sentences diary using a frame Understands and uses of the possessive (Choose from contemporary realistic (Choose from contemporary /traditional Introduce and discuss the features of the form of the noun (e.g. Bongijeve oči) fiction/traditional stories/personal stories/personal accounts/adventure/real diary Begins to use determiners such as jedan, accounts/adventure//real life stories/ Text life stories) e.g. a diary/diary entries dva, etc. and prvi, drugi, poslednji. Uses the frame from the textbook or reader/s or Text from the textbook or reader/s or Begins to use possessive pronouns (e.g. Uses an informal style Teacher’s Resource File (TRF) moje, tvoje, njeno, njihovo vaše) Teacher’s Resource File (TRF) Tells the events in order Summarises story with support in a Pre-reading with support: predicts from Builds on understanding and use of Uses connectors title and pictures comparative adjectives frame Uses appropriate grammar, spelling, Understands basic questions Uses reading strategies with support e.g. Uses forms of the verb biti, e.g. biće / bilo punctuation makes predictions, uses phonic and je / biti; ja sam / je / su; bio / bili Practises Listening and Speaking for contextual clues Records words and their meanings in Builds on understanding and use of enrichment Discusses new vocabulary from the read a personal dictionary present progressive text Writes sentences using the words or (Choose one for daily practice) Vocabulary in context Performs a poem or a part of a story Answers questions on text explanations to show the meaning, etc. Words taken from shared or individually Plays a language game read textsts Practises reading Discusses a familiar topic Reads aloud with appropriate 70

GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions pronunciation, fluency, pacing and expression Reflects on texts read during independent/pair reading Discusses own feelings 7-8 Listens to and discusses basic Reads procedural text e.g. instructions completes visual text e.g. diagrams / Working with words instructions pictures / graphs / Uses the dictionary to check spelling with visuals e.g. diagrams / pictures / Responds physically to simple and meanings of words graphs / photographs / photographs /drawings instructions Adds correct labels Working with sentences Uses connectors drawings Includes relevant information Uses the command form of the verb Uses the correct order Text from the textbook or reader/s or Begins to use determiners such as one, Uses key words Teacher’s Resource File (TRF) two, etc and first, second, last. Practises Listening and Speaking for Pre-reading with support: predicts from Records words and their meanings in Uses the negative concord (e.g. Ja enrichment title, pictures and headings a personal dictionary nemam. Ona nema) (Choose one for daily practice) Uses reading strategies with support Uses “mora” to show necessity Performs a poem or song or a part of a :Discusses some visual features Uses past progressive/past perfect story Interprets information in the visual text progressive Plays a language game Follows instructions Begins to use prepositions that show Gives and follows instructions / directions direction (prema), time (na vreme), Practises reading Discusses a topic possession (sa) Reads aloud with appropriate pronunciation, fluency, pacing and Understands and uses negative forms expression Vocabulary in context Does comprehension activity on the Words taken from shared or individually read texts text (oral or written) 71

GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Synonyms (words that are similar in Does a word puzzle for enrichment meaning e.g. tiho / nežno) Uses relevant vocabulary Spells words correctly Explains meanings of words/uses them Writes sentences using the words or in a sentence explanations to show the meaning, etc. 9-10 Listens to poems/songs Reads poems Writes a description of a person / an Working with words object / animal / plant / place Spells familiar words correctly, using a Text from the textbook or Teacher’s Text from the textbook or Teacher’s Selects appropriate content personal dictionary Resource File (TRF) Resource File (TRF) Uses an oral description to identify Discusses topic and main idea Focuses on physical description Working with sentences people or objects Understands in a simple way some Writes creatively, using adjectives and Understands and uses of the possessive elements of poetry e.g. rhyme, adverbs form of the noun (e.g. Bongiijeve oči) Plays a language game for enrichment alliteration, Edits own writing, correcting spelling Begins to understand there is no article Gives and follows instructions correctly Discusses new vocabulary from the read errors with uncountable nouns (e.g Ja volim Takes turns ribu.) text Completes the game in the time Records words and their meanings in Uses a dictionary Uses different types of adjectives allocated a personal dictionary Builds on the uses of tenses Does comprehension activity on the Writes sentences using the words or explanations to show the meaning, etc. Vocabulary in context text (oral or written) Words taken from shared or individually Practises reading Uses the writing process with support read texts Reads aloud with appropriate Brainstorms ideas Compound words e.g. playground pronunciation, fluency and expression Writes a first draft Revises 72

GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Edits Writes final draft Presents neat, legible final draft 73

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 11-12 Listens to a story Reads a story Writes a simple story using a frame Working with words Uses story structure as a frame Spells familiar words correctly, using a (Choose from contemporary realistic Text from the textbook or reader/s or Writes an appropriate opening sentence personal dictionary fiction/traditional stories/personal Teacher’s Resource File (TRF) Pre-reading: reads and discusses title Uses connectors Working with sentences accounts/adventure/ funny/fantasy/real and looks at pictures Uses some adjectives Understands and uses uncountable life stories/historical fiction) Uses reading strategies e.g. makes Writes an appropriate ending nouns (e.g. kreda) Text from the textbook or reader/s or predictions, using contextual clues Stays on the topic Builds on use of demonstrative pronouns Teacher’s Resource File (TRF) Discusses new vocabulary (e.g. to, te, one ove) Links sentences into a coherent Answers literal questions Identifies sequence of events, setting paragraph using pronouns, connectors Builds on use of adjectives before nouns Notes relevant information and characters (e.g. describes and correct punctuation e.g. Ovo je malo kuče. Begins to use characters’ feelings, and talks about irregular forms of some verbs e.g. run, Tells and retells stories Uses appropriate grammar, spelling and reasons for their actions) ran punctuation Practises Listening and Speaking for Builds on understanding and use of Expresses cause and effect Uses the dictionary to check spelling and enrichment simple present Uses a dictionary meanings of words Begins to use “mora, “trebalo bi” and (Choose one for daily practice) Does comprehension activity on the Writes a paragraph to express and “mora će” to show obligation. Performs a poem text (oral or written) explain an opinion Plays a language game Vocabulary in context Writes 2 to 3 sentences Gives and follows instructions / directions Practises reading Words taken from shared or individually Selects relevant information read texts Reads aloud with appropriate Discusses a topic pronunciation, fluency and expression Gives own personal opinion Explains sensibly Reflects on texts read during independent/pair reading Records words and their meanings in Gives opinions and relates books to own a personal dictionary 74

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions life Writes sentences using the words or explanations to show the meaning, etc. Uses the writing process with support Brainstorms ideas Writes a first draft Revises Edits Writes final draft Presents neat, legible final draft 13-14 Listens to oral descriptions of objects/ Reads information texts e.g. from other Writes a Working with words animals/ plants/ places subjects. description/paragraph/sentences of Uses the dictionary to check spelling and meanings of words Text from the textbook or Teacher’s Text from the textbook or Teacher’s objects / animals/plants/places Includes relevant, specific details Reinforce singular and plural forms Resource File (TRF) Resource File (TRF) Identifies what it is Pre-reading: discusses the topic with Describes physical appearance Working with sentences Describes what it is for support and revises key vocabulary Uses correct determiners Begins to use possessive pronouns (e.g. Reads a paragraph and identifies main Uses relevant vocabulary moje, tvoje, njeno, njihovo vaše) Distinguishes parts from the whole idea and topic sentence Punctuation is correct Builds on understanding and use of Draws and label it Answers questions on text and visuals comparative adjectives Uses vocabulary relating to other Drafts writing, gets feedback, edits and e.g. graphs, diagrams, tables rewrites Uses forms of the verb biti e.g. biće / bilo subjects je / biti; ja sam / je/ su; bio / bili Reflects on texts read during Designs, draws and labels visual text Practises Listening and Speaking Builds on understanding and use of independent/pair reading e.g. e.g. charts/tables/ diagrams/ mind present progressive (Choose one for daily practice) 75

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Performs a poem Summarises what they have read in a maps/ maps/pictures/graphs/ plans Vocabulary in context Plays a language game few sentences Uses information from a written or visual Words taken from shared or individually Gives and follows instructions / directions text reading. Discusses a topic Includes specific details Uses key words and phrases Uses appropriate vocabulary Records words and their meanings in a personal dictionary Writes sentences using the words or explanations to show the meaning, etc. Uses the writing process with support Brainstorms ideas Writes a first draft Revises Edits Writes final draft Presents neat, legible final draft 76

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 15-16 Listen to a personal recount of an Reads stories Writes a simple personal letter Working with words event Introduce features of the informal letter Spells familiar words correctly, using a (Choose from contemporary realistic Identifies most important ideas and Uses a frame personal dictionary fiction/traditional stories/personal people Uses an informal style accounts/adventure/funny/fantasy/real Working with sentences Answers questions about what happened Writes at least two short paragraphs Uses regular forms of the verb e.g. walk, first, second, etc, recounting the same life stories/historical fiction) Uses new vocabulary and punctuation Uses forms of the verb ‘bitie.e.g. biće/ event Text from the textbook or reader/s or bilo je / biti; ja sam / je/ su; bio / bili learnt Role-plays some familiar situations Teacher’s Resource File (TRF) Uses appropriate grammar, spelling, Uses appropriate language and actions Pre-reading: predicts with support from punctuation and spaces between Phrasal verbs e.g. divide up, move in Organises content sensibly title and pictures paragraphs Uses adverbs of frequency (e.g. ‘She Reads for detail and uses contextual Begins to use connectors to show Practises Listening and Speaking for Uses the writing process with support clues to find meaning contrast (ali), reason (zato što) and Brainstorms ideas enrichment Understands the vocabulary purpose (so that). Writes a first draft (Choose one for daily practice) Answers basic questions on the story Vocabulary in context Revises Performs a poem (e.g. message and setting) Words taken from shared or individually Edits Plays a language game read texts Practises reading Writes final draft Tells or retells stories Reads aloud with appropriate Synonyms (words that are similar in Presents neat, legible final draft pronunciation, fluency and expression meaning e.g. tiho / nežno) Records words and their meanings in Reads personal and social texts e.g. a a personal dictionary personal diary or letter Writes sentences using the words or Comments on main ideas explanations to show the meaning, etc. Reads for detail and notices informal style Comments on format and salutation Reflects on texts read during independent/pair reading Relates reading to own life 77

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1 7-18 Carries out a class survey e.g. Reads information text with visuals Develops a simple questionnaire Working with words interviews class mates), recording e.g. timetables and television Writes questions clearly Uses the dictionary to check spelling and Leaves space for answers meanings of words .Uses regular responses on a chart or graph schedules/charts/tables/ diagrams/mind forms of the verb e.g. walk, Uses forms Asks and answers questions maps/maps/pictures/graphs Uses the question form correctly of the verb biti e.g. biće/ bilo je/ biti; ja Handles interviews politely Writes a paragraph to express and sam / je/ bio/ bili Text from the textbook or reader/s or Records information accurately Teacher’s Resource File (TRF) explain an opinion Uses the structure correctly Writes 3-4 sentences with support Pre-reading: discusses the topic and Working with sentences Uses key words and phrases revises key vocabulary Selects relevant information Builds on understanding and use of Sustains a conversation on a familiar Reads a paragraph and identifies main Gives own personal opinion future tense idea and topic sentence Explains sensibly Begins to use “mora, “trebalo bi” and topic for enrichment Answers questions on text and visuals “mora će” to show obligation Listens to and gives other learners a Uses the writing process with support chance to speak Scans for specific information Begins to use adverbs Brainstorms ideas Asks and answers questions Does comprehension activity on the Vocabulary in context Writes a first draft Gives an opinion e.g. Why do you text (oral or written) Words taken from shared or individually Revises think…? read texts) Practises reading Edits Synonyms (words that are similar in Reads aloud with appropriate Writes final draft meaning e.g. tiho / nežno) pronunciation, fluency and expression Presents neat, legible final draft Solves word puzzles for enrichment Uses relevant vocabulary Spells words correctly Explains meanings of words/uses them in a sentence Uses a dictionary Reflects on texts read during 78

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions independent/pair reading Compares books and texts read Reads a story Records words and their meanings in Text from the textbook or reader/s or a personal dictionary Teacher’s Resource File (TRF) Writes sentences using the words or Pre-reading: predicts from title and explanations to show the meaning, etc. pictures 19-20 FORMAL ASSESSMENT GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Describes the features of the text 21-22 Listens to oral descriptions of Writes diary entries Working with words Uses reading strategies e.g. uses Selects appropriate content for the topic Spells familiar words correctly, using a places/animals/ plants /objects/etc contextual clues to determine meaning, personal dictionary Uses the appropriate structure as a Text from the textbook or reader/s or 79

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions makes inferences frame Teacher’s Resource File (TRF) Identifies places Answers questions about the story Tells the events in the correct order Add s to form most plurals Notes relevant information e.g. on a chart Identifies and discusses the setting and Uses connectors Working with sentences / table characters Uses appropriate grammar, spelling, Builds on use of proper nouns e.g. with Identifies similarities and differences Describes cause and effect in a story e.g. punctuation and spaces between capital letter What happened when…? Or Why do paragraphs Builds on the use of tenses Practises Listening and Speaking for you think ... happened? Uses the writing process with support Uses “will” to indicate something that will enrichment Reads simple personal letters for Brainstorms ideas happen e.g. Danas će biti nevreme. (Choose one for daily practice) enrichment Writes a first draft Begins to use connectors to show cause- Performs a poem Identifies main ideas and-effect (zato će) Revises Plays a language game Answers literal questions Edits Vocabulary in context Gives and follows instructions / directions Identifies features of text e.g. date, Writes final draft Words taken from shared or individually Recounts experiences or events in the salutation read texts Presents neat, legible final draft right sequence, using connectors Synonyms (words that are similar in Records words and their meanings in meaning e.g. tiho / nežno) a personal dictionary Writes sentences using the words or explanations to show the meaning, etc. 23-24 Listens to a simple talk on an issue Reads information texts with visuals Writes information text using visuals Working with words Asks and answers simple questions e.g. charts/tables/ diagrams/ mind maps/ e.g. charts/tables/ diagrams/ mind maps/ Uses the dictionary to check spelling and Discusses the main idea meanings of words maps/pictures/graphs. maps/ pictures/graphs Text from the Gives opinions textbook or reader/s or Teacher’s Working with sentences Text from the textbook or reader/s or Respects other learners by listening to Uses the gender forms of some nouns Teacher’s Resource File (TRF) Resource File (TRF) them (e.g. krava / bik) Pre-reading: scans for important details Reads selected text 80

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Asks questions Uses information from the text to draw Talks about an issue after preparation Selects relevant details to answer and label visual text e.g. tables or Selects appropriate topic and content questions charts or graphs Stays on topic Makes a mind map summary of the Transfers text into graphic form e.g. Organises content logically text/selection of the text uses notes of information collected Does comprehension activity on the Transfers information into graphic form e.g. a graph or table text (oral or written) Analyses information Working with sentences Practises reading Understands and uses countable nouns Reads aloud with appropriate Writes a short report in a frame on (e.g. knjiga-knjige.) pronunciation, fluency and expression information collected Builds on use of personal pronouns (e.g. Evaluates with support the information ja ,ti, on, mi, vi, oni, one Uses an appropriate structure for the Builds on use of subject verb concord report e.g. Tamo su dve knjige. Builds on understanding and use of tenses 25-26 Listens to a song/simple poems Reads poems or songs Writes a simple passage / paragraph Working with words Pre-reading: predicts from title and using the writing processwith support Spells familiar words correctly, using a Text from the textbook or Teacher’s pictures Selects interesting content personal dictionary Resource File (TRF) Uses reading strategies e.g. uses Uses the story structure as a frame Shortening words e.g. television/TV Recalls main idea contextual clues Discusses central idea Uses a beginning, middle and end Working with sentences Answers questions about the poem Relates to own experience Tells events in appropriate order Builds on use of personal pronouns (e.g. Expresses feelings stimulated by the ja, ti, on, mi, vi, oni, one,) Identifies rhyme Uses an appropriate tense and co- poem ordinates sentences with “and” and Uses adverbs Expresses feelings stimulated by the Discusses rhyme “but” Begins to use pronouns poem 81

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Performs song/selected lines Discusses comparisons made in the Uses punctuation, Vocabulary in context poem Uses appropriate spacing for paragraphs Practises Listening and Speaking Words taken from shared or individually Practises reading read texts (Choose one for daily practice) Uses the writing process with support Reads aloud with expression, showing Brainstorms ideas using e.g. mind maps Joining prefixes or suffixes to a base Performs a poem understanding word Plays a language game Writes first draft Reads aloud using proper pronunciation, Gives and follows instructions / directions Gets feedback on content and use of pacing and volume. grammar and vocabulary Discusses a topic Reflects on texts read during Checks spelling independent/pair reading Writes final draft Relates texts to own life For enrichment: Writes for fun e.g. simple four line poem or rhyming sentences Chooses topic Writes rhyming sentences on topic Uses one comparison Records words and their meanings in a personal dictionary Writes sentences using the words or explanations to show the meaning, etc. 27-28 Listens to and carries out instructions Reads procedural text e.g. Makes a mind map / summary of a Working with words e.g. a procedure recipe/instructions (e.g. folding a paper short text with a frame Uses the dictionary to check spelling and Predicts what might come next Identifies at least three main points meanings of words box) Discusses specific details of text Organises information neatly Working with sentences Text from the textbook or reader/s or 82

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Discusses sequence of instructions Uses appropriate symbols Understands and uses of the possessive Teacher’s Resource File (TRF) Discusses the form of the verb used in /diagrams/other relevant graphic text form of the noun (e.g. Bongiijeve oći.) Pre-reading: predicts from title and headings Interprets visuals Uses appropriate vocabulary Uses different types of adjectives Practises Listening and Speaking for Answers questions about the text Checks spelling Understands and uses verbs to describe enrichment actions Discusses what needs to be done Uses the dictionary to check spelling and (Choose one for daily practice) meanings of words Build on the use of tenses Discusses sequence of instructions Performs a poem Follows the instructions Uses the writing process with support Vocabulary in context Plays a language game Brainstorms ideas using e.g. mind maps Words taken from shared or individually Gives and follows instructions / directions Reflects on texts read during read texts Writes first draft Discusses a topic independent/pair reading Checks spelling Describes features of some of texts read Writes final draft Records words and their meanings in a personal dictionary Writes sentences using the words or explanations to show the meaning, etc. 2 9-30 Participates in conversation on a Reads a role play Writes a short dialogue, using a more Working with words familiar topic ( e.g. The Weather) informal style of writing (in a frame) Uses the dictionary to check spelling and Text from the textbook or reader/s or Selects appropriate characters meanings of words Text from the textbook or reader/s or Teacher’s Resource File (TRF) Pre-reading predicting from title Develops the conversation and action Working with sentences Teacher’s Resource File (TRF) logically Begins to use determiners such as one, Asks relevant questions and responds to Uses reading strategies questions Uses direct speech two, etc and first, second, last. Identifies the story-line Sustains the conversation Uses appropriate punctuation e.g. colon, Uses different types of adjectives Discusses characters, setting and action exclamation and question marks including those relating temperature Expresses opinions Expresses feelings stimulated by the text Uses writing process with support Uses different types of adjectives 83

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Respects others’ ideas Discusses features of the text especially Brainstorms ideas using mind maps including those relating to age Encourages other learners to speak the punctuation and format Produces first draft additional language Gets feedback and revises Does comprehension activity on the Performs simple role plays text (oral or written) Proofreads Uses appropriate content and language Writes final draft Practises reading Uses direct speech Presents neat, legible final draft with Reads aloud with expression, showing Develops sensible story line correct spacing understanding of the text Uses voice and expression and gestures Reads aloud using proper pronunciation, to convey meaning pacing and volume. Pronounces words audibly and correctly Reflects on texts read during independent/pair reading Records words and their meanings in Presents a short oral book report with Vocabulary in context appropriate content and structure a personal dictionary Words taken from shared or individually Gives own opinion Writes sentences using the words or read texts explanations to show the meaning, etc. GRADE 6 TERM 4 84

Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 31-32 Listens to a story Reads a story Writes a simple story / passage Working with words Uses story structure as a frame Spells familiar words correctly, using a (Choose from contemporary realistic Text from the textbook or reader/s or Uses language imaginatively especially a personal dictionary fiction/traditional stories/personal Teacher’s Resource File (TRF) variety of vocabulary Builds on knowledge of sight words and accounts/adventure/funny/fantasy/real Pre-reading: predicts from the title and Links sentences into a coherent high frequency words pictures life stories/historical fiction) paragraph using pronouns, connectors Uses reading strategies: uses contextual Working with sentences and correct punctuation Text from the textbook or reader/s or clues to find the meaning of new words Understands and uses countable nouns Uses appropriate grammar, spelling and (e.g.knjiga – knjige) Teacher’s Resource File (TRF) Discusses plot, setting and characters punctuation Asks relevant questions and responds to Discusses the sequence of events, Builds on use of demonstrative pronouns questions Uses correct tense consistently (e.g.ova, ove, one, oni, tamo) answering questions about what Answers simple and begins to ask and happened first, second, etc Uses the dictionary to check spelling and Builds on use of adjectives before nouns answer more complex questions e.g. meanings of words e.g. Ovo je malo kuče. Asks and answers more complex Why couldn’t … ?; What…? How do questions e.g. Why couldn’t … ?; Uses adverbs of time (e.g. tomorrow, Uses the writing process with support you think …? What…? How do you think …? yesterday) Brainstorms ideas Practises Listening and Speaking for Writes a first draft Begins to use prepositions that show Does comprehension activity on the direction (prema, time (na vreme,za enrichment text (oral or written) Revises vreme), possession (sa) (Choose one for daily practice) Edits Reads personal letters (for Writes final draft Vocabulary in context Performs a poem enrichments) Words taken from shared or individually Plays a language game Presents neat, legible final draft Pre-reading: predicts based on skimming read texts Gives and follows instructions/ directions the text Records words and their meanings in Antonyms (words that are opposite in Discusses a topic Uses reading strategies: uses contextual a personal dictionary meaning e.g. bučno / tiho) clues to find the meaning of new words Writes sentences using the words or Identifies main idea and specific details explanations to show the meaning, etc. Discusses the purpose of the letter Discusses the format of the letter Practises reading Reads aloud with expression, showing understanding Reads aloud using proper pronunciation, 85

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions pacing and volume 33-34 Listens to and discusses a talk Reads information text Text from the Uses information from a visual text Working with words Discusses main ideas and specific textbook or reader/s or Teacher’s e.g. charts/tables/ diagrams/mind maps/ Uses the dictionary to check spelling and details meanings of words Resource File (TRF) maps/ Records specific information on a chart Pre-reading: reads and discusses Uses knowledge of alphabetical order or mind map pictures/ graphs to write a text and first letters of a word to find words headings and pictures Writes two to three paragraphs in a dictionary. Practises Listening and Speaking for Notices the role that pictures and Spelling and punctuation are correct photographs play in constructing Working with sentences enrichment meaning Writes visual information text Begins to understand there is no article (Choose one for daily practice) Answers questions about the text Makes a mind map summary of a short with uncountable nouns (e.g. Ja volim Performs a poem text with support ribu.) Summarises a paragraph with support Plays a language game Organises advantages and Begins to use possessive pronouns (e.g. Gives and follows instructions/ directions Does comprehension activity on the disadvantages into a table moje,tvoje njegovo,njihovo,njihove) Discusses a topic text (oral or written) Builds on understanding and use of Uses the dictionary to check spelling and Practises reading simple present meanings of words Reads aloud with appropriate Uses connectors to show addition (i) and pronunciation, fluency and expression Records words and their meanings in sequence (pre,onda) a personal dictionary Analyses simple sentences into subject, Reflects on texts read during Writes sentences using the words or verb, object e.g. “Bongi je čitao njenu independent/pair reading explanations to show the meaning, etc. knjigu.” Expresses emotional response to texts Understands and uses reported speech. read Uses relative clauses (e.g. Zlato koje je Relates text to own life veoma važan eksport Johanesburga. Uses commas for separating nouns in a list 86

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Uses quotation marks for direct speech Vocabulary in context Words taken from shared or individually read texts 35-36 Listens to a story Reads a story Writes a book review Working with words Selects appropriate content and structure Uses the dictionary to check spelling and (Choose from fiction/traditional Text from the textbook or reader/s or Expresses and explains own opinion meanings of words stories/personal accounts/adventure/ Teacher’s Resource File (TRF) Includes title, characters and summary Words belonging to the same lexical field funny/fantasy/real life stories/historical Pre-reading: predicts from the title and e.g. cover and page belong to the pictures Writes a personal letter fiction) lexical field “book” Uses reading strategies: uses contextual Selects appropriate content Text from the textbook or reader/s or clues to find the meaning of new words Working with sentences Uses a frame only if necessary Teacher’s Resource File (TRF) Discusses plot, setting and characters Uses question forms e.g. Ko?Šta? Addresses the message correctly Koliko? Kada? Kako? Koiji? Zašto? Asks relevant questions and responds to Discusses the sequence of events, questions Orders the information logically Develops use of connectors showing answering questions about what Summarises the story Writes own name at the end reason and purpose. happened first, second, etc Answers and begins to ask and answer Uses an informal style of writing Begins to use connectors to show choice Asks and answers more complex more complex questions e.g. Why appropriate for the purpose (e.g. ili jedno ili drugo…). questions e.g. Why couldn’t … ?; couldn’t … ?; What…? How do you What…? How do you think …? Future tense (e.g. Ja cu ga videti Uses the writing process think …? Expresses and explains own opinion sutra.Ja cu se videti sa njim sutra.) Brainstorms ideas Expresses an opinion, giving a reason for Builds on understanding and use of Does comprehension activity on the Writes a first draft it e.g. on ethical, social and critical present progressive issues in a story, code switching if text (oral or written) Revises necessary Edits Vocabulary in context Reads poems Words taken from shared or individually Uses tenses introduced in the earlier Writes final draft Pre-reading: predicts from title and read texts grades e.g. simple past and future Presents neat, legible final draft pictures 87

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Uses reading strategies e.g. uses Uses the dictionary to check spelling and Listens to a poem/s contextual clues meanings of words Text from the textbook or Teacher’s Answers questions about the poem Records words and their meanings in Resource File (TRF) Expresses feelings stimulated by the Recalls main idea a personal dictionary poem Writes sentences using the words or Discusses central idea Discusses rhyme and alliteration explanations to show the meaning, etc. Relates to own experience Discusses comparisons made in the Identifies rhyme and words that begin poem (similes) with the same sounds (alliteration) Practises reading Identifies and discusses comparisons Reads aloud with expression, showing (e.g. similes) understanding Expresses feelings stimulated by the Reads aloud using proper pronunciation, poem pacing and volume Performs song/selected lines 35-36 Practises Listening and Speaking Reflects on texts read during (Choose one for daily practice) independent/pair reading Performs a poem Does a structured book review with good oral presentation Plays a language game Gives and follows instructions/ directions Discusses a topic Recounts events or experiences in the right sequence, answering questions about what happened first, second, 88

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions third, etc 37-38 Takes part in a conversation (e. g. Reads media texts e.g. magazine Writes a simple paragraph/passage Working with words Role models) article/news report. using a frame Spells familiar words correctly, using a Asks and answers questions Includes relevant information personal dictionary Text from the textbook or reader/s or Respects other learners Includes a clear main idea Uses knowledge of alphabetical order Teacher’s Resource File (TRF) and first letters of a word to find words Listens to other learners and encourages Develops information logically Pre-reading: predicts what text is about in a dictionary. them to speak Uses connectors and organises by previewing it paragraphs properly Working with sentences Participates in discussion Uses a range of reading strategies e.g. Uses the correct format Uses “must” to show necessity Imagines and describes possibilities skimming, scanning Uses appropriate grammar, vocabulary, Begins to use connectors to show Uses the conditional Answers questions spelling and punctuation condition Takes turns Discusses main ideas and specific Uses comparatives (e.g. kao ... kao sto Respects others’ opinions details Designs a poster for enrichment je,) Encourages others to speak Discusses the layout and design of the Includes relevant information Uses question marks text Includes a picture Practises Listening and Speaking Uses exclamation marks Compares layout and design to that of Uses the correct format (Choose one for daily practice) newspaper Uses design features such as colour and Vocabulary in context Performs a poem different sizes or kinds of print (font) Words taken from shared or individually Does comprehension activity on the Plays a language game Presents neat, legible, final draft read texts text (oral or written) Gives and follows instructions/directions Compound words e.g. playground Practises reading Uses the writing process with support Discusses a topic Reads aloud with appropriate Writes first draft pronunciation, fluency and expression Revises Proofreads Reads and understands graphic Writes final draft media text e.g. posters and Presents neat, legible final draft advertisements Records words and their meanings in 89

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Pre-reading: discusses pictures a personal dictionary Interprets the information Writes sentences using the words or Discusses the purpose of the text explanations to show the meaning, etc. Discusses some of the language use Identifies and discusses design features such as colour and different sizes or kinds of print (font) Discusses the layout Compares different texts e.g. posters and advertisements Reflects on texts read during independent/pair reading Shares opinions on texts 39-40 FORMAL ASSESSMENT 90

SECTION 4: ASSESSMENT IN SECOND ADDITIONAL LANGUAGE 4.1 INTRODUCTION Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. The Second Additional Language learners’ success depends on regular, informal assessment and feedback from the teacher as they engage with the texts and activities. The teaching plan sets out the required content, skills and strategies for teaching and learning over a year. This is what will be assessed at increasing levels of development (progression). Not everything taught needs to be formally assessed. However, it is essential that learners’ progress is assessed through both a formal and an informal assessment programme, as this informs planning. Learners’ listening skills, oral competence, ability to answer questions, participation in discussions and written recording skills where necessary should be observed on a daily basis. It is important, too, that learners’ understandingof what they are reading is assessed and not just their ability to recognise or decode words. Assessment of reading should therefore also take place regularly and not just be a once- off assessment. Formal reading assessment should focus on reading aloud as well as activities which help a teacher to determine how much the learner has understood, for example, retelling a story or answering questions. Assessment of written work will focus primarily on the learner’s ability to convey meaning, as well as how correctly they have written, for example, correct Language Structures and Conventions, spelling and punctuation. All assessment should recognise that language learning is a process and that learners will not produce a completely correct piece of work the first time round. Therefore the various stages in the writing process should also be introduced. When giving a formal assessment task, there will be a focus on a particular skill, for example Listening and Speaking, or Reading or Writing. However, because language learning is an integrated process, more than one skill will be used. The language structures should be assessed in context. It must be ensured that assessment is not only done as written work, but allows for practical and oral work too. It is important to assess what learners understand and not what they can just memorise, so assess skills in context as much as possible e.g. learners may spell all their words correctly during a test on Friday, but are they able to use those same words correctly spelt when writing/ recording their personal news or a story? Teaching and assessment of languages should make provision for inclusion of all learners, and strategies should be found to assist all learners to access or produce language texts. Some students experiencing barriers may not be able to attain some of the aims as they are presented in the Curriculum and Assessment Policy Statement. 91

4.2 INFORMAL OR DAILY ASSESSMENT Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Assessment of language competence will be in the form of observation, written exercises, oral activities and presentations, written tests, reading aloud and other forms of assessment. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Many of the learning activities may be used to assess learners’ performance informally. In some cases, teachers might want to set specific assessment types of activities to motivate learners to learn, such as regular spelling texts. Learners or teachers can mark these assessment tasks. It is suggested that teachers use the first two weeks of the term to do a baseline assessment of learners. Use the activities given in the first two weeks of the teaching plans to do this assessment. This will enable teachers to establish the kind of attention that learners will need as they proceed. Self assessment and peer assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. Teachers may however wish to keep their own informal records of how individual learners are progressing in the different aspects of the subject to assist with planning and ensuring that individual learners develop the required skills and understanding. The results of daily assessment tasks are not taken into account for promotion and certification purposes. 4.3 FORMAL ASSESSMENT All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, oral presentations, demonstrations (such as retelling a story, matching), performances (such as role play), paragraphs/passages participation in oral tasks (such as dialogues, conversations, discussions), written tasks (such as completing a worksheet, writing paragraphs or other types of texts), etc. Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade and subject. While preparations for formal assessment tasks could be done outside the classroom, the final version should be done under controlled conditions, in the classroom. Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade and subject. Formal assessment tasks must assess not only learners’ knowledge and skill but also their use of the language in context. In formal assessment, use memoranda, rubrics, checklists and rating scales as well as other appropriate assessment tools to observe, assess and record learners’ levels of understanding and skill. Choose an assessment tool that is most appropriate for the type of activity. For example, a rubric is more suitable than a memorandum for a creative writing piece. A memorandum is better suited to a spelling test or a reading comprehension activity. 92

The formal assessment requirements for Second Additional Language are as follows: One formal assessment tasks for the first and third terms must be completed and one in the fourth term, totalling five in all for the school year. These five formal assessment tasks make up 75% of the total mark for Second Additional Language in Grades 4, 5 and 6. This formal assessment mark will include the mid-year test or examination, if this is given. The first formal assessment task in each term should be done in the middle of the term. The mid-year test formal assessment task in term 2 should be done towards the end of the term. There will be an examination at the year-end which will count for 25% of the mark. Each formal assessment task should be made up of activities that assess Listening and Speaking, Reading, Writing, and Language Structures and Conventions, and should take place over a period of days. Language Structures and Conventions should be assessed in context. Formal assessment tasks must assess a range of aspects of the language skills so that key aspects will be assessed over the course of the term and the year. Ensure that these aspects have been informally assessed and feedback given to the learner before they are formally assessed. All assessment in the Intermediate Phase is internal. The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject. Formal assessment tasks Each formal assessment task should cover the following aspects and have the following weighting. It should be based on the knowledge and skills done during that term. The examples given below are merely to illustrate the kind of activity that should be set. Use the term plans for each grade to select the kind of activities and the set of skills required for each part of the formal assessment task. Requirements for the compilation of a task are given in percentages. Where thirty percent for a language skill is indicated, it means that the final allocation of marks for that language skill should be thirty percent of the total and not thirty marks. Schools are not limited to a number of marks allocated to a language skill as long as the weighting for each language skill is observed for each task according to the percentage allocated. In grade four for example, a language knowledge test may be set for ten marks or more, as long as the final weighting does not exceed the weighting indicated. In Writing parts of the planning process or the whole process should be assessed at least once per term. The lengths of texts for writing as indicated in Section 3.4 should be strictly adhered to. Composition of a formal assessment task (FAT) Grade 4 Grade 5 Grade 6 Listening and Speaking 40 % 40 % 40 % Listening An activity to show that the learner has listened and 20 % 20 % 20 % understood e.g. listen and follow instructions/listen to a text and answer questions about it, orally or in writing Speaking An activity to show that the learner can express 20 % 20 % 20 % him/herself orally e.g. take part in a conversation or 93

dialogue/discuss a topic or text/give instructions or directions/perform a poem/give a short talk OR One or more combined Listening and Speaking 40% 40% 40% activities to demonstrate ability to understand and express oral language e.g. listen to and retell a story/listen to a talk and discuss it Reading 30% 30% 30%% Reading aloud An activity to show that the learner can read fluently 10% 10% 10% e.g. read aloud from a familiar text (Terms 1 to 4)/read aloud from an unfamiliar text (Terms 3 and 4). This must include a few questions to determine whether the learner has understood what has been read. Reading Two or more activities to show that the learner can 20% 20% 20% comprehension understand the meaning of the text and recognises features of the text e.g. answer questions/retell a story/make up own ending/give a summary/give own opinion/describe features of the text. Texts used may be short extracts or extended reading texts read during independent reading. The activity must suit the type of text chosen. Writing 20% 20% 20% Creative writing One activity to show the learner can express ideas 10% 10% 10% creatively in writing e.g. writes a particular creative text type (or a short paragraph/passage) or part of it or sentences. The activity must show use of language structures in context. Informational/ One activity to show the learner can give information in 10% 10% 10% Transactional writing writing e.g. writes a particular social or functional text type (such as a report/poster/ labelling diagrams/sentences/simple dialogues) or part of it. The activity must show use of language structures in context. Language structure 10% 10% 10% and conventions 94

Formal language One or more activities to show learner has knowledge 10% 10% 10% usage of language structures and their use e.g. correct punctuation/ spelling/appropriate use of parts of speech and sentence structures Total percentage for 100% 100% 100% each task 4.4 PROGRAMME OF ASSESSMENT The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term. A programme for assessment must be drawn up by the school indicating the dates on which tasks will be done. 4.4.1 Overview of requirements The following table provides an overview of the Programme of Assessment requirements for each term for Second Additional Languages: Table 4.1: Grades 4 - 6 Term 1 Term 2 Term 3 Term 4 FAT 3 / Mid-year Grade 4 FAT 1 FAT 2 FAT 4 FAT 5 End-of-year examination examination FAT 3 / Mid-year Grade 5 FAT 1 FAT 2 FAT 4 FAT 5 End-of-year examination examination FAT 3 / Mid-year Grade 6 FAT 1 FAT 2 FAT 4 FAT 5 End-of-year examination examination Composition End-of-year examination Continuous assessment 75% of final mark 25% 4.4.2 Examinations Content for the end-of-year examination should be drawn from the work done for the year and should be a selection of skills and activities that will enable the learner to show that he/she is ready to engage with the work in the next year. The examination will consist of the following: Reading comprehension, including vocabulary work 95

Writing of a short creative text, including appropriate and correct usage of format, grammar, punctuation and spelling Writing of a short transactional text, including appropriate and correct usage of format, grammar, punctuation and spelling Knowledge and understanding of grammar, punctuation and spelling Listening and Speaking skills will not be assessed as part of the examination as these are best assessed over a longer period of time. The weighting of marks for the examination is as follows: Grade 4 Grade 5 Grade 6 Reading Comprehension 60% 60% 50% Writing 25% 25% 35% Language Structures and Conventions 15% 15% 15% Total percentage 100% 100% 100% 4.5 RECORDING AND REPORTING Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her / his readiness to progress or being promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. Seven levels of competence have been described for each subject listed for Grades R - 12. The various achievement levels and their corresponding percentage bands are as shown in the Table below. CODES AND PERCENTAGES FOR RECORDING AND REPORTING RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 - 100 6 Meritorious achievement 70 - 79 96

5 Substantial achievement 60 - 69 4 Adequate achievement 50 - 59 3 Moderate achievement 40 - 49 2 Elementary achievement 30 - 39 1 Not achieved 0 - 29 Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. 4.6 MODERATION OF ASSESSMENT Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. Moderators at school level must give quality comments to ensure that the assessment practice at school is enhanced. Moderation cannot simply be a monitoring exercise to check that the correct number of tasks has been done or that a memorandum has been applied correctly. In Languages it means that the moderator will give good comment, among other things, on the levels of questioning in comprehension testing; the frequency of extended writing; the quality of assessment instruments and the developmental opportunities afforded, and the teacher’s engagement with learner workbooks and evidence of learner performance. The moderation process must also ensure that the ratings given are consistent across all classes in the grade, and all grades in the phase. For example, a rating of 3 given by one teacher should represent the same level of skill and knowledge as the same rating given by another teacher. It is therefore important for Subject Heads to do internal moderation regularly. 4.7 GENERAL This document should be read in conjunction with: 4.7.1 The National policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R - 12; and 4.7.2 The policy document, National Protocol for Assessment Grades R - 12. 97

GLOSSARY acronym - a word made up from the first letters of the name of something, e.g. CAPS is an acronym for Curriculum and Assessment Policy Statement aesthetic - the use of language to create something artistic, fine and beautiful alliteration-the use of several words together that begin with the same sound or letter, e.g. Round the rocks the ragged rascal ran allusion - writing or speaking that mentions a subject, person, etc. indirectly, e.g. He alluded to the president’s ill health ambiguity - a possible double meaning which may make a message unclear when used by mistake, e.g. I am going out for the present may mean I am leaving for this time OR I am going to get a gift anecdote - a short story of based on personal experience anti-climax - a situation or event that is less exciting because it happens after something that was much better. In literature study anti-climax suggests that the expectations built up by the writer are deliberately disappointed. antonym - a word that is opposite in meaning to another word in the same language, e.g. tall and short are antonyms in Serbian appreciation - pleasure you express when you realise something is good, useful, or well done; an understanding of the importance or meaning of something appropriate - correct or suitable for a particular time, situation, or purpose assonance - repetition of vowel sounds in two or more words, e.g. All is in tune in the world in June assumptions - something that you think is true although you have no definite proof. Underlying assumption --a belief that is used as the basis for an idea, but which may not be correct bias - an opinion about whether something is good or bad which influences how you deal with it chronological - arranged according to when things happened or were made, e.g. The poems were arranged in chronological order. clip (video clip/audio clip) - a short part of a film, television or radio programme that is shown by itself, especially as an advertisement, e.g. clips from the new James Bond film cognitive academic skills - these are skills such as inferencing, synthesising and evaluating; the term cognitive academic language proficiency (CALP) was coined by Jim Cummins to describe abstract, decontextualised, cognitively demanding language i.e. the kind of language that you would find in a science textbook coherent - something which makes logical sense; a coherent paragraph has a clear development of ideas and sentences have logical links cohesive - a cohesive text is one which flows and has unity. It makes use of connectives, conjunctions and pronouns, which hold the text together, e.g. Punctuation is important makes written language easier to understand. colloquial - language or words that are used mainly in informal conversations rather than in writing or formal speech, e.g. just chuck it there (colloquial) instead of please place it there (formal) conjunctive - in conjunctive writing systems (e.g. isiZulu and isiXhosa) there are spaces between grammatical words rather than morphemes; words are therefore longer than in disjunctive writing systems (e.g. Sesotho and Setswana) 98

connotation - the meanings which a word suggests, e.g. plump has positive connotations such as attractive, comfortable, cheerful; whereas fat has more negative connotations climax - the most exciting, effective or important part of a story, which usually comes near the end conflict - struggle that arises between characters, between characters and their circumstances or from opposing desires or values critical language awareness - the analysis of how meaning is constructed by those in power to maintain their position; the analysis of language forms to reveal the mechanics of power-based relationships. It empowers the learner to resist manipulation and to use language sensitively critique - a detailed explanation or evaluation of something such as political beliefs decoding - to discover the meaning of a word or message decontextualised - taken out of the situation, events, or information related to it denotation - the literal or straightforward meaning of a word denouement- the exciting last part of a story or play disjunctive - in disjunctive writing systems (e.g. Sesotho and Setswana) there are spaces between morphemes; words are therefore shorter than in conjunctive writing systems (e.g. isiZulu and isiXhosa) dramatic irony - when the people watching a play know something that the characters do not, and can understand the real importance or meaning of what is happening element - one part or feature of a whole system, plan, piece of work etc., especially one that is basic or important emotive - emotive language is language which arouses strong feelings euphemism - a polite word or expression that you use instead of a more direct one to avoid shocking or upsetting someone, e.g. Pass away is a euphemism for die evocative - making people remember something by producing a feeling or memory in them explicit - clearly or directly stated (as opposed to implicit) exposure - given the chance to experience new ideas, ways of life, cultures etc. falling action - refers to events that happen after the climax, where the tension has been released and the story moves towards its end. This is also known as the denouement generic - relating to a whole group of things rather than to one thing genre - a genre is a particular kind of text written with a specific purpose and audience in mind; it has a recognisable structure and language features. Examples are: novel, drama, poetry, short stories, film, diaries, journals, academic articles, comics, etc. homograph - a word that is spelled the same as another, but is different in meaning, origin, grammar, or pronunciation, e.g. the noun record is a homograph of the verb record homonym - a word which has both the same sound and spelling as another word but a different meaning, e.g. the noun bear and the verb to bear homophone - a word which sounds the same as another but is spelled differently and has a different meaning, e.g. one and won hyperbole- an exaggeration, e.g. to describe something so that it appears bigger than it really is, for example, He gave me a mountainous plate of food. 99

icon - a small sign or picture on a page or computer screen that is used to indicate or start a particular operation or activity, e.g. To open a new file, click on the icon. impact - the effect or influence that an event, situation etc. has on someone or something implied- meaning that is suggested but not directly stated, e.g. “It’s ten o’clock” may imply that the other is late infer - to read between the lines to form an opinion about something inference - something that you think is true based on the information you have inflection- the way your voice goes up and down when you are speaking to communicate meaning inhibition - a feeling of shyness or embarrassment that stops you doing or saying what you really want interpersonal communication skills - this is face-to-face language where the context helps speakers to make interpret meaning; Jim Cummins coined the term Basic Interpersonal Communication Skills (BICS) intonation - a pattern of rise and fall in the pitch of one’s voice which contributes to the meaning of sentences, e.g. questions are spoken with a rising intonation irony - something which is the opposite of what is expected; using words to mean the opposite of what is expected key word searches - these can be carried out when the text is on the internet or in the computer’s memory. The programme can be asked to search for specific words or phrases manipulative - clever at controlling or deceiving people to get what you want. Manipulative language is aimed at getting an influence or unfair advantage over others, e.g. in advertising or political speeches - a language (or terminology) used to talk about language, e.g. irony, hyperbole, alliteration metre - the arrangement of sounds in poetry into patterns of strong and weak beats. It creates rhythm mode - a method, way or manner in which something is presented; a way of communicating (e.g. the written mode, the spoken or oral mode, the visual mode (which includes graphic forms such as charts); information can be changed from one mode to another (e.g. by converting a graph into a passage). There are different modes of communication: the written mode, the spoken or oral mode, the visual mode, the kinetic mode which makes use of gestures; some texts combine these modes and are therefore called multimodaltexts modulation - to change the sound of your voice monitor - to watch and check a situation carefully in order to see how it changes over a period of time motion --a proposal that is made formally at a meeting which is then usually decided on by voting, e.g. The motion was defeated by 201 votes to 159. multimodal - multimodal texts are designed to make use of more than one mode of communication, e.g. sound, print, images and gestures onomatopoeia - words which sound like what they describe, e.g. a brush swishes, a cow moos pace - the speed at which something happens or is done perspective --a way of thinking about something, especially a way of thinking which is influenced by the type of person you are or by your experiences point of view - a particular way of thinking about or judging a situation, e.g. From an economic point of view, the new development will benefit the town greatly. Also someone’s personal opinion or attitude about something, e.g. I respect your point of view, but I’m not sure I agree with you. 100

posture - the way you position your body when sitting or standing pull down menus - a list of things a computer program can do. You make a pull-down menu appear on the computer screen by clicking on a special word or icon. pun- a play on words, e.g. Seven days without water makes a person weak. rapport - friendly agreement and understanding between people, a cooperative relationship reflect - to think carefully about something, or to say something that you have been thinking about refrain - part of a song or poem that is repeated, especially at the end of each verse register- the words, style and grammar used by speaker and writers in different contexts or situations, e.g. official documents are written in a bureaucratic register, legal documents are written in a legal register resolution - when a problem or difficult situation in a story, play or novel is solved rhetorical question - a question that is asked for emphasis or dramatic effect rather than to get an answer, e.g. Do you know how lucky you are? rhythm - a regular and repeated pattern of sounds, e.g. of strongly and weakly stressed syllables rising action - in the early part of a play, novel, story or film one or more conflicts are developed. Because of the increased sense of conflict the action is said to be ‘rising’ towards a climax. sarcasm- speaking or writing using expressions which clearly mean the opposite of what is felt in order to be unkind of offensive in an amusing way, e.g. saying to someone who has arrived at a meeting very late, So good of you to come. scan - to run one’s eyes over a text in order to find specific information, e.g. you scan a telephone directory for a name and number, or a timetable for the time of a train or bus skim - to read a text very quickly to get an overview, e.g. skim the newspaper headlines for the main news stage direction - a written instruction to an actor to do something in a play stereotype - a fixed (and often biased) view about what a particular type of person (e.g. a woman, a foreigner, a particular race group) is like strategies - a planned series of actions for achieving something symbol- something which stands for or represents something else, e.g. a dove is a symbol of peace synonym - a word which has the same meaning or nearly the same meaning as another word in the same language, e.g. big and large are synonyms in Serbian synthesise, synthesis - to draw together and combine information or ideas from a variety of sources; a synthesis is a clear and succinct summary of these combined ideas tempo (e.g. speech tempo) - the speed at which spoken words are delivered, e.g. in a speech or performance of a poem testimony - a formal statement saying that something is true, OR a fact or situation that proves very clearly that something exists or is true text type - text types are broad categories of texts defined by their purpose, structure and language features, e.g. recount, procedure, information report, narrative, explanation, discussion tone - tone is the emotional message of a text. In a written text it is achieved through words (e.g. neutral words to create an objective tone). In a film it could be created through music or the setting. 101

turn-taking conventions - customs of behaviour and attitudes that people accept in order to cooperate and communicate understatement- a statement which is not strong enough to express the true or full facts or feelings, e.g. To say I am angry is the understatement of the year. visualise (visualising) - to form a picture of someone or something in your mind vivid - something that is particularly clear, bright, or seems very real voice projection - to enable listeners to hear clearly what you are saying; to “throw” your voice into an audience word attack skills - strategies for working out the meaning of unfamiliar words by recognising parts of them, e.g. that rearrange suggests that the action is being repeated because of the prefix re word family - A group of words that share a common root, to which different prefixes and suffixes are added, e.g. agree - agreeable, agreement, disagree, disagreement 102