ST. KITTS AND NEVIS MINISTRY OF EDUCATION CURRICULUM DEVELOPMENT UNIT

PRIMARY SCHOOL INTERIM CURRICULUM LANGUAGE ARTS SEPTEMBER 2015

ACKNOWLEDGEMENT The Curriculum Development Unit (CDU) has embarked upon a review of the curriculum implemented from 2000 - 2003 for Language Arts, Mathematics, Science and Technology and Social Studies. This is a mammoth undertaking that requires thoughtful planning. Nonetheless, it is a most necessary and overdue mandate. Over the years, through our visits to schools, interactions with teachers and principals, and other consultations, we have been able to identify some of the most glaring gaps in the curriculum, especially with regard to scope and sequence, which required our immediate attention. During the 2014 – 2015 academic year, we made a number of indispensable adjustments, which we are confident will help address the most glaring gaps in the interim as we proceed with the comprehensive review. This effort has resulted in what we refer to collectively as the National (K - 6) Interim Curriculum for Language Arts, Mathematics, Science and Technology, and Social Studies for implementation in September, 2015 at all schools in the Federation of St. Kitts and Nevis. The Interim Language Arts Standards for Primary Schools is the first phase of the Language Art effort. The complete Interim Curriculum for Language Arts will be made available as soon as possible. In general, the National (K - 6) Interim Curriculum features set standards per grade and subject, clarified scope and sequence, updated content, alternative assessments, and areas for integration, among others. The Interim Curriculum is a product of the combined effort of Subject Coordinators, Education Officers with responsibility for the four subject areas in both St. Kitts and Nevis, Lecturers with responsibility for the four subject areas at the Teacher Education Division (TED) of the Clarence Fitzroy Bryant College (CFBC), select teachers of Grades K – 6, select Heads of Departments at some of our Secondary Schools, our primary school principals, and other stakeholders with the relevant expertise. They have collectively prepared and / or vetted the various drafts of this most critical document, and assisted with the training sessions. We commend the efforts of our stakeholders. We remain grateful for their invaluable contribution to this most timely effort. We look forward to working with them in completing the overall revision of the curriculum. The Interim Curriculum Committee members who contributed to this milestone for the subject specified are listed below: Language Arts Interim Curriculum Committee Members

Jacquelyn Lewis-Bassue Marvah Bradshaw Paula Burke-Tota

Affiliation

Terres Dore Dorothy Warner Darylie Williams

Reading Coordinator Education Officer with responsible for (St. Kitts) Teacher Resource Centre, Coordinator Education Officer, Nevis Education Officer, Nevis Language Arts Coordinator Lecturer, Clarence Fitzroy Bryant College

Delise Williams

Lecturer, Clarence Fitzroy Bryant College

Avril Elliott

Our hearts are indeed filled with thankfulness for your interest, commitment, and availability during this process.

…………………………………..…………………………………………….. Dr. Eva Donelly Bowrin Director, Curriculum Development Unit – Teachers Resource Centre ii

TABLE OF CONTENTS

Topic

Page

Overview …………………………………………………………………………………………………………………………………………………………………... vi Introduction ……………………………………………………………………………………………………………………………………………………………….

viii

COMMUNICATION

1–2

Poetry Reading

…………………………………………………………………………….………………………………………………………………………..

……………………………………………………………………………….…………………………………….………………………………………….. 3 ………….………………………………………………….………………………………………………….…………………………………………….

Phonemic Awareness

…….………………………………………..…………………………………………….………………………………………………. 4

Phonological Awareness Concepts of Print

4

…….…………………………………….………………………………………………………………….....……………………… 5

…….……………………………………….……………………………………………………………………………………………….….

Phonics, Structural Analysis and Decoding

…….………………………………………………………………………..…………………………………….

5–6 6–8

Spelling ………….………………………………………………………...………………………………………………………………………………………….. 8 A Prescriptive Spelling Programme Book One

…………………………………………...…………………………………………………………………… 8 – 9

A Prescriptive Spelling Programme Book Two

…………………………………………………………………………………………………..……………. 9

A Prescriptive Spelling Programme Book Three Additional Spelling Patterns

……….……………………………………………………………………………………………………..

………………………..………………………………………………………………………………………………………...…. 9

Vocabulary

……………………………………………………………………………………………………………..………………………………………….

Contractions

……………………………………………………………..………………………………………………………………………………………...

Alphabetical Order

9

……………………………………………………...…………………………………………………………………………..…………….

10 – 11 11 12

iii

Comprehension

…..……………………………………………..………………………………………………………………………………………………….

Metacognitive Strategies Comprehension Strategies

…………………………………………………………………………………………………………………………..…………….

12 – 15 12 – 13

…………………………….…………………………………………………………………………………………………..……. 14 – 15

Reading Fluency ………………………………………………...…………………………………………………………………………………..……………. 15 Writing …………………………………………………………………..…………………………………………………………………………………………...... 16 Grammar Usage and Mechanics ….…………………………………………………………………………………………………………………………….. 16 Punctuation ……..……………………………………………….…………………………………………………………………………………………..…….. 16 – 17 The Sentence

……………………………….………………….………………………………………………………………………………………………...

Sentence Building and Expansion

17 – 18

…………………………………………………………………………………………………………………………...… 18

Types of Sentences …………………..…………………...……………………………………………………………………………………………………... 19 Subject and Predicate …….….……………………………………….………………………………………………………………………………………….. 19 Active and Passive Voice …………………………..………………………………………………………………………….………………………………… Direct and Indirect Speech Nouns

…..……………………….…………………………………………………………………………………………………………. 20

……………………………………………………….…………………………………………………………………...…………………………………… 20

Define and Identify Plural of Nouns Verbs

19

……..………………………………………...……………………………………………………………………………………………….

20

…….……………………………………….…………………………………………………………………………………………………….. 21

…………………………………………………………………………...………………………………………………...…………………………………… 21

Identify and list ….…………………………………………………………………..…………………………………………………………………………..…

21

Tenses

22

……..……………………………….………………………………………………………………………………………………………..…………….

Subject Verb Agreement

………………………………………………………………………………………………………………………………………… 23 iv

Adjectives Articles

……………………………………………………………………………………………………………………………………………………………. 23

…….…………………………………………..……………………………………………………………………………………………..…………….….. 24

Pronouns …..……………………………………………………………..…………………………………………………………………………..……………….. 24 – 25 Adverbs

…………………………………………………...…………………………………………………………………………………………..………………. 25

Conjunctions

….………………………………………………………………………………………………………………………………………..…………….. 25

Prepositions

….…………………………..………...…………………………………………………………………..………………………..……………..…….. 26

Interjections

….……………………………………………………………………………………………………………………………..…………..…………….

Figures of Speech (For Enrichment) Abbreviations

Penmanship

…..……………….……………………………………………………………………………………………….…….…… 26

……………………………….…………………………………………………………………………………………………..…..………………...

Use of Negatives

………………………………………………………………………………………………………………………………..…………………...

…..………………………………………………………….………………………………………………………..……………..…………………...

Composition …………………………………………………………………………………………………………………………………………………………. Prewriting

….…..………………………….……………………………………………………………………………………………..……………..…………

Drafting/Organising Revision Skills

26

……..…………………….…………………………………………………………………………………………………..……………...

27 27 28 – 29 30 31 31

…..…..………………………..………………………………………………………………………………………………..……………..…... 32

Proofreading Skills/Editing ……..………………………….……………………………………………………………………………………..…………….... 32 Modes of Writing …………..…..……………………………………..………………………………………………………..……………..…………………... 33 Traits of Writing

………..………………………………………………………………………………………………………………………..………………...

41

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OVERVIEW Background Information The present Language Arts curriculum (in use since 2000) has been in existence for over a decade. Based on feedback from stakeholders and empirical evidence for over five years, it became evident that there is the need to modify its layout, content, approach and philosophy, in order to produce a curriculum that will respond to the growing needs of a multicultural and diverse society. The present curriculum adopts a Whole Language Approach which assumes that if students are afforded opportunities to experience language in various situations and for a variety of purposes, they will eventually master its form and function, consequently, language should be ‘caught and not taught’. The thrust which now fuels the review is that there needs to be a concerted effort to teach the forms, conventions and functions of the English Language. This would facilitate the English as a Second Language phenomenon that is needed within the St. Kitts and Nevis context. Children are open to the elements of literacy in all aspects of life and as such ample opportunities must be provided for their enrichment. The ability to read and comprehend is essential to learning. As they learn to read, write and express themselves through varied activities, their ability to listen, speak, read, write, compose, view and visually represent becomes evident. Through varied channels of Language Arts development they can practise to communicate their thoughts, feelings and ideas effectively. Consequently, their understanding of their world and the role of others in it will be enhanced greatly. Hence, an approach that emphasises the teaching of English as a Second Language is generally preferred and more applicable. Rationale for the Interim Language Arts Standards The Interim Language Arts Standards for Primary Schools was developed to address the shortcomings of the present curriculum. Based on its approach, the present curriculum is deemed vague as concepts are not explicitly stated and clearly defined. It lacks scope and sequence of concepts and does not contain sufficient content to meet the needs of primary school students. Additionally, its underlying philosophy and approach are not in sync with students’ needs and our cultural and social context. Considering the fact that English is a Second Language for many students, varied forms of dialect are predominantly used in the homes and during playtime. Hence there is no standard form. General Approach The document adopts an Integrated Approach, whereby there is a concerted effort to teach the forms and functions of the English Language for various purposes and in a variety of situations so that the link between the various Language Arts (Listening, Speaking etc.) are obvious. It is also of a spiral nature in that concepts are introduced then further refined and developed in successive terms and grades.

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Underlying Philosophy The document is based on the work of cognitive theorist, David Ausubel and constructivist theorist, Jerome Bruner. It acknowledges David Ausubel’s notion of prior learning experiences by ensuring that prerequisite skills are taught prior to more advanced skills. Furthermore, it is a reflection of Jerome Bruner’s declaration that learning should progress from the known to the unknown; simple to complex and the idea of teaching similar concepts to all grades, which is profoundly enshrined in his famous quote, ‘Any concept can be taught at any level in an intellectually honest way.’ Objectives The main objectives of this document are to: a. stipulate the standards that students should master in specific grade levels b. provide an insight into the standards for previous and successive grades c. demonstrate that the teaching of Language Arts is spiral d. standardise the Language Arts content for each grade level and all primary schools within the Federation of St. Kitts and Nevis e. facilitate smooth movement of teachers and students among schools within the Federation of St. Kitts and Nevis. General Aims The document is intended to assist students in: a. developing effective communication skills b. respecting opinions of others c. developing critical listening skills d. learning to listen critically and attentively to others e. expressing themselves fluently and clearly f.

making valuable contributions to discussions

g. appreciating a variety of thoughts, feelings and ideas

i.

understanding connections between spoken and written word

j.

becoming independent readers

k. responding to texts at various levels l.

practicing the aspects of the Writing Process

m. writing for a variety of audiences and purposes n. applying the mechanics of language to their writing o. appreciating other people’s writing

h. making sense of their world and its complex ideas

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INTRODUCTION This document which is entitled Interim Language Arts Standards for Primary Schools is designed to provide a roadmap for Language Arts teaching and learning. It is organised in three strands, namely, Communication, which encompasses Listening, Speaking, Reading, Writing, Viewing and Visually Representing; Reading which subsumes Phonemic Awareness, Phonological Awareness, Spelling, Vocabulary and Comprehension; Writing which incorporates Grammar Usage and Mechanics, Composition and Penmanship. Each strand reflects sub concepts and the corresponding standards or benchmarks that students should master as they experience learning from Kindergarten to Grade Six. Each standard is coded for easy referencing. Grade and term standards are also indicated by ticks in the relevant columns. The asterisks shown in some columns suggest that students should have previously mastered those skills. However, if not, teachers are encouraged to review such skills in order to reinforce or enhance students’ knowledge. Related word lists and other information relevant to the standards are provided in the Appendices. Essentially, this document reflects the scope and sequence for each grade and is based on a spiral progression. As such, concepts are introduced in one grade and further developed or refined in upper grades. In light of this feature, it is necessary that the standards assigned to the specific grade be taught conscientiously. This will ensure that teachers in the successive grades can truly build on students’ previous knowledge with a view to mastery. Teachers are not required to create lessons based on the three major strands. Instead, they are expected to employ the standards to plan their usual Phonics/Vocabulary, Reading, Grammar, Composition, Comprehension, Handwriting, Spelling and Poetry lessons. In essence, the standards reflect every component of the teaching of Language Arts and in some cases reference is made to specific supplementary texts. It is hoped that teachers would make maximum use of these standards and provide rich and meaningful feedback as they interact with this document. This is in an attempt to provide further data for the curriculum review process. Note well: It is important to note that this document includes only Language Arts standards and should not be considered a curriculum. Activities, materials and assessment suggestions that are characteristic of a curriculum are not included. This document is therefore a precursor to the curriculum that will be developed later, hence its interim nature. We look forward to reviewing your candid suggestions for improvement. We trust that its fundamental nature could provide substance for the general overview. As you continue to explore the pedagogical potentials of this document.

viii

INTERIM LANGUAGE ARTS STANDARDS FOR PRIMARY SCHOOL

ix