Grade 4 English competencies
Reference of expected learner competencies for planning and assessment.
English
Term 1
52 competenciesThe learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of literary and informational texts, and composing and creating processes; and their receptive and productive skills in order to produce age-appropriate and gender-responsive texts based on their purpose, context, and target audience.
The learners apply comprehension of literary and informational texts and produce narrative and expository texts (enumeration-description, time order: chronology and procedural) based on their purpose, context (mealtimes and birthdays), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.
Comprehend literary texts: noting important elements (story grammar)
Comprehend literary texts: identifying author's/speaker's point of view: first person
Comprehend literary texts: identifying author's/speaker's point of view: second person
Comprehend literary texts: identifying author's/speaker's point of view: third person (omniscient)
Comprehend literary texts: sequencing events: at least 6 events
Comprehend literary texts: identifying type of plot: sequential
Comprehend literary texts: analyzing sound devices: onomatopoeia
Comprehend literary texts: analyzing sound devices: alliteration
Comprehend literary texts: inferring: setting, theme, genre
Comprehend literary texts: making predictions: outcomes of events
Comprehend literary texts: drawing conclusions
Comprehend literary texts: identifying the main idea
Comprehend literary texts: summarizing story events
Comprehend literary texts: differentiating fantasy from reality
Comprehend literary texts: applying the important story elements to one's schema: relating story to one's experiences
Comprehend informational texts: noting important information through outlining (topic, main idea, supporting details): inductive organization (pyramid)
Comprehend informational texts: identifying text types: enumeration-description
Comprehend informational texts: identifying author's purpose: entertain
Comprehend informational texts: identifying author's purpose: inform, explain, describe
Comprehend informational texts: drawing conclusions
Comprehend informational texts: making a summary
Use words with literal (denotative) and implied (connotative) meanings in sentences: using context clues: synonyms
Use words with literal (denotative) and implied (connotative) meanings in sentences: using context clues: antonyms
Use words with literal (denotative) and implied (connotative) meanings in sentences: using structural analysis: root words
Use words with literal (denotative) and implied (connotative) meanings in sentences: using structural analysis: prefixes: un-, in-, il-, ir-, im-, mis-, dis-
Use words with literal (denotative) and implied (connotative) meanings in sentences: using structural analysis: suffixes: -able, -en, -ful, -ion, -less, -er, -or, -ly, -ible, -ness
Use words with literal (denotative) and implied (connotative) meanings in sentences: using structural analysis: compound words
Use tone and mood appropriately for one's purpose, context, and target audience: informal
Compose appropriate sentences for clarity and coherence: using subject-verb agreement: number of nouns: regular
Compose appropriate sentences for clarity and coherence: using subject-verb agreement: kinds of nouns: mass, count
Compose appropriate sentences for clarity and coherence: using subject-verb agreement: subject pronouns: personal
Compose appropriate sentences for clarity and coherence: using kinds of verbs: action
Compose appropriate sentences for clarity and coherence: using tenses of verbs: simple present
Compose appropriate sentences for clarity and coherence: using tenses of verbs: simple past
Compose appropriate sentences for clarity and coherence: using tenses of verbs: simple future
Compose appropriate sentences for clarity and coherence: using active and passive voices
Compose appropriate sentences for clarity and coherence: using adjectives: descriptive/qualitative or attributive
Compose appropriate sentences for clarity and coherence: composing complex sentences
Produce text with introduction, body, and conclusion in conveying ideas: using introduction, body, and conclusion
Express ideas appropriately for one's purpose, context, and target audience: using text types: narrative
Express ideas appropriately for one's purpose, context, and target audience: using text types: enumeration-description
Express ideas appropriately for one's purpose, context, and target audience: using friendly letters (e.g., excuse, invitation, gratitude, etc.)
Use appropriate non-verbal cues for clarity of context, purpose, and meaning: using facial expressions
Use appropriate non-verbal cues for clarity of context, purpose, and meaning: using gestures
Identify visual elements: using lines: straight
Identify visual elements: using lines: diagonal and zigzag
Identify visual elements: using lines: thin, thick, broken, and dotted
Derive meaning based on the visual elements: interpreting lines, shapes, and colors used to convey meaning
Derive meaning based on the visual elements: interpreting images/ideas that are explicitly used to influence viewers (symbolism)
Derive meaning based on the visual elements: identifying the purpose of the visual text
Identify real or make-believe, fact or non-fact images
Identify multimedia elements: text (headlines, subtitles, slogans)
Term 2
63 competenciesThe learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential comprehension of literary and informational texts, and composing and creating processes; and apply their receptive and productive skills in order to produce culture-specific texts based on their purpose, context, and target audience.
The learners apply literal and inferential comprehension of literary and informational texts and produce culture-specific narrative and expository texts (time order: chronology and procedural, recount) based on their purpose, context (christenings and weddings), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.
Comprehend literary texts: noting important elements (story grammar)
Comprehend literary texts: identifying author's/speaker's point of view: first person
Comprehend literary texts: identifying author's/speaker's point of view: second person
Comprehend literary texts: identifying author's/speaker's point of view: third person (omniscient)
Comprehend literary texts: sequencing events: at least 6 events
Comprehend literary texts: identifying type of plot: sequential
Comprehend literary texts: analyzing sound devices: onomatopoeia
Comprehend literary texts: analyzing sound devices: alliteration
Comprehend literary texts: analyzing sound devices: assonance
Comprehend literary texts: analyzing figures of speech to get and clarify meaning: simile
Comprehend literary texts: inferring: setting, theme, genre
Comprehend literary texts: making predictions: outcomes of events
Comprehend literary texts: drawing conclusions
Comprehend literary texts: identifying the main idea
Comprehend literary texts: summarizing story events
Comprehend literary texts: differentiating fantasy from reality
Comprehend literary texts: applying the important story elements to one's schema: relating story to one's experiences
Comprehend informational texts: noting important information through outlining (topic, main idea, supporting details): inductive organization (pyramid)
Comprehend informational texts: identifying text types: enumeration-description
Comprehend informational texts: identifying text types: time order: chronology
Comprehend informational texts: identifying text types: time order: procedural
Comprehend informational texts: identifying author's purpose: entertain
Comprehend informational texts: identifying author's purpose: inform, explain, describe
Comprehend informational texts: making a summary
Comprehend informational texts: distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of opinion)
Use words with literal (denotative) and implied (connotative) meanings in sentences: using context clues: definition
Use words with literal (denotative) and implied (connotative) meanings in sentences: using context clues: exemplification
Use words with literal (denotative) and implied (connotative) meanings in sentences: using structural analysis: root words
Use words with literal (denotative) and implied (connotative) meanings in sentences: using structural analysis: prefixes: non-, anti-, de-, mal-, sub-, a-, under-
Use words with literal (denotative) and implied (connotative) meanings in sentences: using structural analysis: suffixes: -dom, -ity/-ty, -ment, -ship, -wise, -al, -age, -ious/-ous
Use words with literal (denotative) and implied (connotative) meanings in sentences: using structural analysis: noun-forming suffixes
Use tone and mood appropriately for one's purpose, context, and target audience: informal
Compose appropriate sentences for clarity and coherence: using subject-verb agreement: number of nouns: irregular
Compose appropriate sentences for clarity and coherence: using subject-verb agreement: kinds of nouns: collective, concrete, abstract
Compose appropriate sentences for clarity and coherence: using subject-verb agreement: subject pronouns: indefinite
Compose appropriate sentences for clarity and coherence: using subject-verb agreement: subject pronouns: possessive
Compose appropriate sentences for clarity and coherence: using kinds of verbs: action
Compose appropriate sentences for clarity and coherence: using kinds of verbs: helping
Compose appropriate sentences for clarity and coherence: using tenses of verbs: simple present
Compose appropriate sentences for clarity and coherence: using tenses of verbs: simple past
Compose appropriate sentences for clarity and coherence: using tenses of verbs: simple future
Compose appropriate sentences for clarity and coherence: using active and passive voices
Compose appropriate sentences for clarity and coherence: using adjectives: quantitative/numeral
Compose appropriate sentences for clarity and coherence: using adjectives: degrees of regular adjectives
Compose appropriate sentences for clarity and coherence: using adjectives: degrees of irregular adjectives
Compose appropriate sentences for clarity and coherence: composing complex sentences
Produce text with introduction, body, and conclusion in conveying ideas: using introduction, body, and conclusion
Express ideas appropriately for one's purpose, context, and target audience: using text types: narrative
Express ideas appropriately for one's purpose, context, and target audience: using text types: time order: chronology
Express ideas appropriately for one's purpose, context, and target audience: using text types: time order: procedural
Express ideas appropriately for one's purpose, context, and target audience: using friendly letters (e.g., excuse, invitation, gratitude, etc.)
Use appropriate non-verbal cues for clarity of context, purpose, and meaning: using facial expressions
Use appropriate non-verbal cues for clarity of context, purpose, and meaning: using gestures
Use appropriate non-verbal cues for clarity of context, purpose, and meaning: using eye contact
Use appropriate non-verbal cues for clarity of context, purpose, and meaning: using haptics
Identify visual elements: using shapes: geometric
Identify visual elements: using shapes: organic
Identify visual elements: using shapes: abstract
Derive meaning based on the visual elements: interpreting lines, shapes, and colors used to convey meaning
Derive meaning based on the visual elements: interpreting images/ideas that are explicitly used to influence viewers (symbolism)
Derive meaning based on the visual elements: identifying the purpose of the visual text
Identify real or make-believe, fact or non-fact images
Identify multimedia elements: graphics (photographs, drawings, graphs, illustrations, icons, etc.)
Term 3
61 competenciesThe learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential comprehension of literary and informational texts, and composing and creating processes; and apply their receptive and productive skills in order to produce culture-specific texts based on their purpose, context, and target audience.
The learners apply literal and inferential comprehension of literary and informational texts and produce culture-specific narrative and expository texts (recount) based on their purpose, context (funerals and symposia), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language.
Comprehend literary texts: noting important elements (story grammar)
Comprehend literary texts: identifying author's/speaker's point of view: first person
Comprehend literary texts: identifying author's/speaker's point of view: second person
Comprehend literary texts: identifying author's/speaker's point of view: third person (omniscient)
Comprehend literary texts: sequencing events: at least 6 events
Comprehend literary texts: identifying type of plot: sequential
Comprehend literary texts: analyzing sound devices: onomatopoeia
Comprehend literary texts: analyzing sound devices: alliteration
Comprehend literary texts: analyzing sound devices: assonance
Comprehend literary texts: analyzing sound devices: consonance
Comprehend literary texts: analyzing figures of speech to get and clarify meaning: simile
Comprehend literary texts: analyzing figures of speech to get and clarify meaning: metaphor
Comprehend literary texts: inferring: setting, theme, genre
Comprehend literary texts: making predictions: outcomes of events
Comprehend literary texts: drawing conclusions
Comprehend literary texts: identifying the main idea
Comprehend literary texts: summarizing story events
Comprehend literary texts: differentiating fantasy from reality
Comprehend literary texts: applying the important story elements to one's schema: relating story to one's experiences
Comprehend informational texts: noting important information through outlining (topic, main idea, supporting details): inductive organization (pyramid)
Comprehend informational texts: identifying text types: recount
Comprehend informational texts: identifying author's purpose: entertain
Comprehend informational texts: identifying author's purpose: inform, explain, describe
Comprehend informational texts: drawing conclusions
Comprehend informational texts: making a summary
Comprehend informational texts: distinguishing fact from opinion (statements of facts, opinions, and fact-based statements of opinion)
Use words with literal (denotative) and implied (connotative) meanings in sentences: using context clues: exemplification
Use words with literal (denotative) and implied (connotative) meanings in sentences: using structural analysis: root words
Use words with literal (denotative) and implied (connotative) meanings in sentences: using structural analysis: prefixes: pre-, post-, semi-, over-, fore-, trans-
Use words with literal (denotative) and implied (connotative) meanings in sentences: using structural analysis: prefixes: uni-, mono-, bi-, tri-, quad-, multi-, poly-
Use words with literal (denotative) and implied (connotative) meanings in sentences: using structural analysis: adjective-forming suffixes
Use tone and mood appropriately for one's purpose, context, and target audience: informal
Compose appropriate sentences for clarity and coherence: using subject-verb agreement: number of nouns: irregular
Compose appropriate sentences for clarity and coherence: using subject-verb agreement: kinds of nouns: collective, concrete, abstract
Compose appropriate sentences for clarity and coherence: using subject-verb agreement: subject pronouns: possessive
Compose appropriate sentences for clarity and coherence: using subject-verb agreement: subject pronouns: demonstrative
Compose appropriate sentences for clarity and coherence: using kinds of verbs: action
Compose appropriate sentences for clarity and coherence: using kinds of verbs: helping
Compose appropriate sentences for clarity and coherence: using kinds of verbs: linking (and sense)
Compose appropriate sentences for clarity and coherence: using tenses of verbs: simple present
Compose appropriate sentences for clarity and coherence: using tenses of verbs: simple past
Compose appropriate sentences for clarity and coherence: using tenses of verbs: simple future
Compose appropriate sentences for clarity and coherence: using active and passive voices
Compose appropriate sentences for clarity and coherence: using adjectives: series (quality, size, shape, color)
Compose appropriate sentences for clarity and coherence: composing complex sentences
Produce text with introduction, body, and conclusion in conveying ideas: using introduction, body, and conclusion
Express ideas appropriately for one's purpose, context, and target audience: using text types: narrative
Express ideas appropriately for one's purpose, context, and target audience: using text types: recount
Express ideas appropriately for one's purpose, context, and target audience: using friendly letters (e.g., excuse, invitation, gratitude, etc.)
Use appropriate non-verbal cues for clarity of context, purpose, and meaning: using facial expressions
Use appropriate non-verbal cues for clarity of context, purpose, and meaning: using gestures
Use appropriate non-verbal cues for clarity of context, purpose, and meaning: using eye contact
Use appropriate non-verbal cues for clarity of context, purpose, and meaning: using haptics
Identify visual elements: using colors (general meaning of colors)
Identify visual elements: using space (three-dimensional, four-dimensional, and proportional)
Derive meaning based on the visual elements: interpreting lines, shapes, and colors used to convey meaning
Derive meaning based on the visual elements: interpreting images/ideas that are explicitly used to influence viewers (symbolism)
Derive meaning based on the visual elements: identifying the purpose of the visual text
Identify real or make-believe, fact or non-fact images
Create a visual text drawn from visual elements learned
Identify multimedia elements: graphics (photographs, drawings, graphs, illustrations, icons, etc.)