SESLOAF

Sindh Education Students

English
Learning Outcome
Grade
Assessment Framework
I-V

Developed by
Provincial Education Assessment Centre (PEACe)
Bureau of Curriculum and Extension Wing Sindh Jamshoro

In Collaboration with
European Union & British Council
Karachi
1
 Acknowledgements

We wish to thank the members of Sindh Education Students Learning Outcome

Assessment Framework (SESLOAF) capacity building, design and expert review workshop for
their active participation and assistance in designing, development and review of the SESLOAF
for their specific school subjects and grade levels.

Also the generous and continuing collaboration of EU is highly appreciated, as this

capacity building workshop for the design and expert review of (SESLOAF) would not have
been possible without this support. The contribution of the Team Leader Sindh Education Sector
Support Programme (SESSP) Doran Bernard and Ms. Rana Hussian, Sr. Advisor, Quality
Education SESSP for conceptualizing and taking the desired target to completion, are highly
acknowledged.
The RSU unit and particularly the leadership, Chief Programme Manager Ms. Saba
Mahmood is highly acknowledged for their support in designing the SESLOAF framework.
Furthermore, the support of Director, Bureau of Curriculum Mr. Shahani, the Coordinator
PEACE, Mr. Aftab Ali and the entire PEACE team is acknowledged.

Unaeza Alvi
The Consultant

DOCUMENT DEVELOPED OCTOBER 30TH, 2014.

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 Acronym

BC British Council
BoC Bureau of Curriculum
CRQ Constructed Response Question
EU European Union
GECE Government Elementary College of Education
GoS Government of Sindh
MCQ Multiple Choice Question

NC National Curriculum Framework

PEACe Provincial Education Assessment Centre
PITE Provincial Institute of Teacher Education
RSU Reforms Support Unit
SEMIS Sindh Education Management Information System
SESSP Sindh Education Sector Support Programme
SESLOAF Sindh Education Student Learning Outcome Assessment and Feedback Framework
SLO Student Learning Outcome
STBB Sindh Textbook Board

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 Preface
The educational quality is determined by many aspects but the key indicator associated with
quality is the learning achievements and outcomes. The core to the learning achievement and
outcomes are the curriculum and assessment frameworks.

Former Ministry of Education through a revision of the existing National Curriculum

Framework 2000 and 2002 has initiated the Standards-based education reform in Pakistan. The
revision was carried out to improve and align the Pakistan National Curriculum with national and
international developments in educational standards.

This revision has resulted in the development of the National Curriculum Framework 2006,
based on the Standards-Based Education Reform. The Standards-Based Education Reform that
has been implemented by a number of countries in the world is largely driven by the approach of
setting of academic standards for what students know and can perform.

This educational reform necessitates the use of the Standards as a reference to plan, teach and
assess students learning outcomes. In addition, to this it requires an alignment of the curriculum
with the assessment system and a rethinking and broadening of the current approaches to
assessment to include continuous, performance, summative and alternative forms of assessments.

The complete implementation requires the development of an assessment framework aligned

with the curriculum standards, benchmarks and students learning outcomes. It also requires the
adoption of a comprehensive yet balanced approach to assessment including benchmark,
formative, summative, performance and authentic assessments for improved students learning
outcomes.

Therefore, to implement the Standards-based curriculum reform the Sindh Education

Student’s Learning Outcomes Based Assessment Framework“SESLOAF”, is designed to apply a
comprehensive approach to students learning outcome based assessment. The SESLOAF for the
all subjects presents an alignment of the curriculum standards with assessment schemes,
specifications, items, tasks, marking schemes and rubrics for effective assessment and feedback
based on the students learning outcomes.

The overall purpose of SESLOAF framework is to provide a comprehensive assessment

framework aligned with the NCF to guide the overall assessment and feedback processes for
improved assessment systems and learning outcomes.

Rana Hussain

Sr. Advisor, Quality Education SESSP

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Table of Contents

Acknowledgements ...................................................................................................................................... 2
Acronym........................................................................................................................................................ 3
Preface .......................................................................................................................................................... 4
1. Introduction .......................................................................................................................................... 7
2. Rationale for SESLOAF:......................................................................................................................... 9
3. The English Curriculum ....................................................................................................................... 10
3.1 The Competencies and Standards of the English Curriculum ....................................................... 10
3.2. The Benchmarks for Grade I-V English Assessment..................................................................... 11
4. Student Learning Outcomes Cognitive Categorization ..................................................................... 16
5. Scheme of Assessment ....................................................................................................................... 52
6. Specification for Summative Assessment ......................................................................................... 57
7. Reading Learning Progression and Assessment ................................................................................ 61
7.1 Levels of Reading: ......................................................................................................................... 61
7.2 Reading and Thinking Specification for English ............................................................................ 62
8. Grade 1 Assessment Specifications and SLO Based Tasks and Items. ................................................ 65
9. Grade II Assessment Specifications and SLO Based Tasks and Items. ................................................ 75
10. Grade III Assessment Specifications and SLO Based Tasks and Items. ............................................. 88
11. Grade IV-V Assessment Specifications and SLO Based Tasks and Items. ....................................... 100
GLOSSARY ................................................................................................................................................. 121
Appendix I ................................................................................................................................................. 124
Appendix II ................................................................................................................................................ 125
Appendix III ............................................................................................................................................... 127

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.................................................................................................................................................................. 127

.................................................................................................................................................................. 127

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 1. Introduction
The Sindh Education Student’s Learning Outcomes Assessment Framework “SESLOAF”,
is developed in alignment with the new standards based curriculum reform for systems
improvement. The SESLOAF aims at providing a model for a standardized approach to
formative, benchmark, performance and summative assessments of students learning
outcomes and improvement.

The SESLOAF is developed through a standardized policy development process that

involves multiple consultations with multi-stakeholders. The multi-stakeholders included in
the process are policy makers, education experts, managers and advisors, education and
assessment experts, public and private sector institutions, key assessment specialists, subject
based experts, curriculum reviewers and developers, textbook developers, teachers and
teacher educators.

The following processes were adopted in the development of the Assessment Framework

Development of
SLO Mapping and Development of Specification for
Cognitive Scheme of Summatve/Benchmark/
Categorization Assessment
Performance Assessment

Expert Review and Development of SLO

Development of
Validation of Based Test Items and
Marking Scheme and
Specification for Performace
Rubric
Assessment Assessment

Figure 1.1.Process of Developing Assessment Framework

The key stage of the development of the assessment framework was SLO categorization and
expert review and validation session for content validity of assessment specification in alignment
with the National Curriculum 2006 and revised curriculum 2011. This stage also included the
development of the slo based item, review of the items, agreement on key learning targets for
cognitive and skill/performance assessments.

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 The conceptual map below provides the design of the students learning outcome based
assessment & feedback framework. This conceptual framework forms the basis of the SESLOAF,
assessment specification, performance and authentic tasks, benchmark, formative, summative
assessments, items and tests for grade level I-V. The SESLOAF provides a comprehensive
framework that allows for multiples forms of assessments to provide varied opportunities to
assess demonstrate learning, feedback and improve learning outcomes.

National English Curriculum Framework

Key Learning Strands and Standards

Key Stage Benchmarks and Students Learning Outcomes

Students Learning Outcome Based Assessment Framework

SLO Mapping, Cognitive and Topic Distribution of Students

Learning Outcome

Students Learning Outcome Based Summative, Formative and

Authentic Assessment Specifications.

Students Learning Outcome Assessment Items, authentic/performance tasks, tools and Rubrics.
Guideline/samples for Implementation, Marking, Reporting and Feedback.

Figure 1.2. The Conceptual Map of the Assessment Framework

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 2. Rationale for SESLOAF:
The SESLOAF English (I-V) is designed to achieve the outcome of literacy and proficiency in the
English language, in alignment with the New Curriculum 2006 and Reviewed Curriculum 2011.

1.1 The SESLOAF Framework as a standardized approach to assessments outlines a

comprehensive framework for assessments using multiples forms of assessments, in order
to provide varied opportunities to the learner to demonstrate learning and assessor to
assess learning outcomes.
1.2 The assessment framework includes all those students learning outcomes that could be reliably and
validly assessed through summative, benchmark and authentic assessments.

1.3 The assessment items are designed to ascertain the important cognitive learning targets in English,
according to the Competencies of Reading and Thinking skills, Writing skills, Oral Communication
skills, Formal and Lexical Aspects of Language and lastly Appropriate Ethical and Social
Development.

1.4 The overall framework also takes into consideration the Skills, Attitude and Values Standards
through performance and authentic assessments.

1.5 Also, the International standards of assessments are considered in the design of the assessment
framework, specification, items, tasks and tools.

1.6 In the design a reference is made to the contemporary literature on learning and assessment of
language learning and learning in general.

1.7 The test is also aligned with agreed code of practice on fair testing and also aligned with the current
assessment and grading policy.

1.8 The current policy on assessment in Pakistan that recommends the assessment of 30 % Knowledge,
Understanding and Application in summative assessments is also taken into consideration.

This Assessment framework provides the standards, benchmarks, categorization of

SLO as per cognitive levels, Overall Scheme of Assessment for I-V, Assessment specification
for summative and continuous assessment, a sample of SLO based items, marking scheme,
rubrics.

Additionally, a glossary is also enclosed that includes description of student learning

outcomes, objectives, cognitive processes dimensions, authentic, formative, continuous,
summative, performance assessment, rubric, validity, reliability. The Appendix includes the
list of multi-stakeholders involved in the process, the difference between traditional and
authentic assessments, Document for Item Development, check list for identification of
learning target, checklist for assessment development and review.

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 3. The English Curriculum

The National English Curriculum 2006 and revised curriculum 2011 is based on the goal to
develop language literacy among students. The entire curriculum is divided into five
competencies, Reading and Thinking skills, Writing skills, Oral Communication skills,
Formal and Lexical Aspects of Language and lastly Appropriate Ethical and Social
Development. Curriculum is based on standard and benchmarks. Students’ learning outcomes
are matched with the content and topics and aligned with the standards. The learning
outcomes emphasize the development of knowledge, understanding and the application of
knowledge.

The National Curriculum for General English 2006 for I-V has the following five competencies
and several standards, benchmarks, themes and learning outcomes:
 Reading and Thinking skills,
 Writing skills,
 Oral Communication skills,
 Formal and Lexical Aspects of Language
 Appropriate Ethical and Social Development.
The Benchmarks in the English Curriculum are placed at Five Developmental Levels;
I-III, IV-V, VI-VIII, IX-X, and XI-XII
The five competencies and the corresponding standards for grade cluster I-V by the English
Curriculum are presented below:

3.1 The Competencies and Standards of the English Curriculum

Key Learning Area Standards

Competency 1:Reading and Thinking Skills Standard 1: All students will reach for, discover
and understand a variety of text types through
tasks which require multiple reading strategies for
comprehension, fluency and enjoyment.

Standard 2: All students will read and analyze

literacy text to seek information. Ideas, enjoyment,
and to relate their own experiences to those of

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 common humanity as depicted in literature.

Competency 2:Writing Skills Standard 1: All students will produce with

developing fluency and accuracy, academic,
transactional and creative writing, which is
focused, purposeful and shows an insight into the
writing process.

Competency 3: Oral Communication Skills
Standard 1: All students will use appropriate
social and academic conventions of spoken
discourse for effective oral communication with
individuals and in groups, in both informal and
formal settings.

Competency 4:Formal and Lexical Aspects Standard 1: Pronunciations: All students will
of Language understand and articulate widely acceptable
pronunciation, stress and intonation pattern of the
English language for improved communication.

Standard 2: Vocabulary: All student s will

enhance vocabulary for effective communication

Standard 3: Grammar and Structure: All students

will understand grammatical functions and use the
principles of grammar, punctuation. And syntax for
developing accuracy in their spoken and written
communication.

Competency 5: Appropriate Ethical and Standard 1: All students will develop ethical and
Social Development social attributes and values relevant in a
multicultural, civilized society.

3.2. The Benchmarks for Grade I-V English Assessment

Standards Benchmark s(I-II) Benchmarks (III-V)

Competency 1: Benchmark 1: Use reading Benchmark 1: Identify graphics,

Standard 1: All students will
reach for, discover and
understand a variety of text
types through tasks which
require multiple reading
strategies for comprehension,
readiness strategies; silent letters, and inflections in
words; comprehend words,
recognize words and
sentences and paragraphs as
sentences as meaningful units
meaningful units of expression.
of expression and paragraphs
as graphical units of

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fluency and enjoyment.
Standard 2: All students will
read and analyze literacy text
to seek information. Ideas,
enjoyment, and to relate their
own experiences to those of
common humanity as depicted
in literature.
Competency 2:
Standard 1: All students will
produce with developing
fluency and accuracy,
academic, transactional and
creative writing, which is
focused, purposeful and shows
an insight into the writing
process.
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expression.
Benchmark 2: Identify factual
information applying reading
comprehension and thinking
strategies.
Benchmark 3: Locate
information from a visual cue
or a graphic organizer and
express the information
verbally.
Benchmark 4: Locate
information for specific
purposes using various aids
and study skills.
Benchmark 1: Recall students
and nursery rhymes; express
personal reactions to
characters and events in
them.
Benchmark 1: Write words
and sentences using writing
techniques.
Benchmark 2: Write
sentences, answers to simple
questions and guided stories
about familiar topics.
Benchmark 3: Write a variety
of simple interpersonal and
transactional texts e.g.
greeting cards, post cards,
Benchmark 2: Interpret factual
information , new processes and
procedures, personal, school and
public related information,
applying reading comprehension
and thinking strategies
Benchmark 3: Comprehend from
a visual queue or a graphic
organizer to describe positions,
directions, events, sequences,
and to show comparisons and
contrast.
Benchmark 4: Gather and use
information for variety of
purposes using various aids and
study skills.
Benchmark 1: Describe basic
elements of stories and simple
poems; express personal
preferences giving reasons.
Benchmark 1: identify and use
techniques for writing effective
and unified sentences and
paragraph.
Benchmark 2: Write short
descriptive, expository and
narrative paragraph and stories
for academic and creative
purposes.
Benchmark 3: Variety of
interpersonal and transactional
texts e.g. short notes, informal
invitation and letters and

Competency 3:
Standard 1: All students will
use appropriate social and
academic conventions of
spoken discourse for effective
oral communication with
individuals and in groups, in
both informal and formal
settings.
Competency 4:
Standard 1: Pronunciations:
All students will understand
and articulate widely
acceptable pronunciation,
stress and intonation pattern of
the English language for
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dialogues ( speech bubbles,
cartoon strips) using
vocabulary, tone, style of
expression appropriate to the
communicative purposes in
context.
Benchmark 1: Use some
formulaic expressions for
basic routine greetings and
social courtesies for oral
interaction in predictable
environment of class and
school.
Benchmark 2: Demonstrate
through introduction,
recitation of poems and
show-and-tell activities, the
social and academic
conventions and dynamics to
communicate
information/ideas.
Benchmark 1: recognize and
articulate the basic sounds and
sound patterns of English
language at word and sentence
level.
dialogues (speech bubbles,
cartoon strips) using
vocabulary, tone, style of
expression appropriate to the
communicative purposes in
context.
Benchmark 4: Revise and edit
word order, spelling and
punctuation.
Benchmark 1: Use limited
exponents to communicate
appropriately for functions and
co-functions of opinion, apology,
requests and instructions and
predicable environment class
and school.
Benchmark 2. Demonstrate
through role plays, discussions,
conversations, social and
academic conventions and
dynamics to communicate /
ideas.
Benchmark 1: Recognize and
articulate sound patterns and
stress in words; and intonation
patterns in statements and
questions as they occur in
classroom text.
improved communication.
Standard 2: Vocabulary: All
student s will enhance
vocabulary for effective
communication.
Standard 3: Grammar and
Structure: All students will
understand grammatical
functions and use the
principles of grammar,
punctuation. And syntax for
developing accuracy in their
spoken and written
communication.
Competency 5:
Standard 1: All students will
develop ethical and social
attributes and values relevant
in a multicultural, civilized
society.
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Benchmark 1: Recognize and use
with correct spellings naming,
action and describing words,
cognates, rhymes, common
phrases and formulaic
expression from immediate
surroundings and from the
subjects’ texts.
Benchmark 1: Recognize
grammatical functions of some
parts of speech and use them in
their speech and writing.
Benchmark 2: Recognize and use
punctuation such as, full stop,
question mark, exclamation
mark and capitalization to read
and write simple sentences.
Benchmark 3: Use and respond
to simple commands in
questions verbally and no-verbal.
Benchmark 1: Recognize and
practice values and attributes
such as tolerance, humanism,
passions, equity, justice,
honesty, empathy etc, relevant
for peaceful co-existence
between individuals, groups and
nations.
Benchmark 1. Build vocabulary
through simple affixes,
compound words, converting
parts of speech, classify words
into different categories; and use
with correct spelling, the
vocabulary form the subject
texts and extended environment
including media.
Benchmark 1: Recognize
grammatical functions of
selected parts of speech, limited
concepts of time, tense and
aspect, and use them in their
speech and writing.
Benchmark 2: Recognize and use
punctuation including the use of
hyphen, comma, colon to read
and write lists and simple
paragraph.
Benchmark 3: Recognize and
use simple sentences structure
and appropriate sentence types
to write meaningful paragraphs.
 Benchmark 2: Develop and
portray through actions, absence
of importance of individual work,
simultaneously valuing diversity
and equality among people.

Benchmark 1: Understand and

evaluate contemporary social,
economic and scientific
development/ issues so as to
participate in the global society
as aware and thinking.

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 4. Student Learning Outcomes Cognitive Categorization
The Benchmarks have a cluster of Student Learning Outcomes. The Categorization of these Students Learning Outcomes for Grade level I-
V, at 3 Cognitive Levels is presented below:

COGNITIVE LEVEL SLO CATEGORIZATION ENGLISH GRADE I-V

Key Learning Students Learning Outcomes K U A

Area/Topics and Sub-
Topics
Competency 1: Grade I: Standard 1: (BMI)
Reading and  Hold, open and turn pages of a book correctly. 
 Understand that text in English runs from left to right, top to bottom. 
Thinking skills
 Recognize shape of letters (similar and different) in print, colour, and in 
tactile forms.
 Articulate, identify and match capital and small letters of the alphabet in a

series and in random order.
 Articulate, identify and differentiate between the sounds of individual letters
in a word. 
 Identify, recognize and articulate common sight words and words with 
common spelling patterns.
 Read common naming and action words and match with pictures. 
 Read aloud words with reasonable level of accuracy in pronunciation. 
 Know that words combine to make sentences. 
(BM II)
 Use pre-reading strategies to
 Predict story by looking at picture (s} in texts. 
 Interact with text and use reading strategies (while-reading) to
 Locate specific factual information. 
 Use pictures or rebus in texts to increase understanding. 
 Guess what follows in a story. 
 follow sequence in a simple procedure or a picture map

16
  Respond to the text (post-reading) to
 Express likes /dislikes about the story. 
 Express understanding of story through pantomime. 
 Read familiar words appearing on a variety of reading material such as food 
labels, toy boxes, etc.
(BM:III)
 Point out/ name some common objects in a picture or a photograph.

 Say a word or two, or a sentence about them.

 Point out specific information in a calendar like name of the month, and day of 
the week.
(BM:IV)
 Tell what comes before and after an alphabet 
 Arrange a list of words in alphabetical order. 
 Brainstorm to gather ideas for various activities/ tasks.
 Identify a book by looking at its title.

 Locate texts/ lessons by looking at titles and pictures. 

Standard 2: (BM: I)
 Recite short poems or nursery rhymes with actions

 Listen to a story/ fairytale of a few sentences read aloud by the teacher.

 Read aloud the same story/ fairytale themselves.
 Identify and name characters.

 Respond orally in yes or no, their likes or dislikes about the story/

character(s). 
Competency 2:
Standard 1: (BM: I)
Writing Skills
For writing readiness:
 Hold a pencil correctly 
 Trace and draw vertical, horizontal, slanted, curved lines forwards and 
backwards.
 Trace and draw circles, loops, curves and strokes. 
 Color within lines and create simple patterns. 
 Understand that English is written from left to right. 
 Trace and copy small and capital letters following appropriate writing models
of regular shape and size. 

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  Write small and capital letters in series and in random order. Take dictation of 
alphabets.
 Copy and write simple one syllable words with correct spellings. Leave 
regular spaces between words.
 Write numbers from 1 to 10 in words.
 Write date and captions on page top.

 Write name and phone number.

 Trace /copy simple sentences leaving spaces between words using correct 
capitalization punctuation and spellings. 
(BM: II)
 Write appropriate naming and action words) to identity an object or an action 
in a picture
 List items of a similar category from a given text.

 Show a series of actions in a picture by writing action verbs. 
 Copy rhyming words from a poem.

(BM:III)
 Make/ fill in through guided activity, simple greeting cards:
 Draw illustrations to make greeting cards. 
 Copy names of addressee and sender. 
 Copy appropriate words and formulaic expressions. 
 Fill in speech bubbles with given appropriate words and formulaic 
expressions.

Competency 3:
Oral Standard 1: (BM: I)
Communication  Articulate, recognize and use some formulaic expressions to
Skills  Offer and respond to basic routine greetings. 
 Express and offer a few basic social courtesies. 
 Listen and respond to a few commands. 
 Express limited needs. 

(BM: II)
 Demonstrate use of common conventions and dynamics of group oral

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 interactions:
 Exchange basic routine greetings 
 Exchange few social courtesies 
 Introduce themselves 
 Participate 
 Take turns 
 Express likes 
 Express needs 
 Express enjoyment while playing 
 Recite poems
 Use appropriate body language for different communicative functions. 

Competency 4: Standard 1: (BM: I)
Formal and  Articulate the sounds of letters of the alphabet in series and in random order. 
 Match the initial sound of common words depicted in pictures with their
Lexical Aspects of 
corresponding letters. 
Language  Recognize and identify consonant and vowels in the English alphabet. 
 Pronounce some common consonant digraphs in initial position.

 Match spoken words with the written words.

 Recognize that as letters of words change, so do the sounds.
 Identify words that begin with the same sound. 
 Identify words that end with the same sound. 
 Identify one syllable words that rhyme. 
 Pronounce familiar one syllable words and common irregular
sight words. 
 Differentiate between words ending with /s/and /z/sounds in 
the plural form of a word
 Pronounce weak forms of a and an in simple phrases. 
 Familiarize themselves with rhythm, stress and intonation of 
English Language for comprehension by listening to simple
stories and poems read aloud in class.
Standard 2: (BM: I)
 Recognize 'English' words used commonly in Urdu/other local languages 
from immediate environment.

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  Recognize different categories of simple action and naming words from 
pictures and immediate surrounding e.g. animals, fruits, vegetables, parts of
body, objects in the classroom and at home, colours, shapes, directions (left!
right) and numbers in words and first, second, third etc.
 Tell left from right. 
 Articulate simple rhyming words. 
 Use appropriately, common phrases and formulaic expressions in class and

playground.
 Spell simple oneltwosyllable words. 
 Trace and copy familiar words learnt in class. 
 Provide the missing letter in simple one/two syllable words. 

Standard 3: (BM:I)
NAMING WORDS (NOUNS)

 Recall and match common naming words with pictures from immediate 
environment.
 Use naming words in their speech and writing. 
 Recognize and change the number of simple naming words by adding or 
removing 5 (singular/plural).
 Identify gender of naming words from immediate environment (masculine / 
feminine).
 Recognize that people and places have particular name 

SUBSTITUTION WORDS (PRONOUNS)

 Use substitution words me, you, him, her, us, them and I, you, he, she, we,

they, it.
 Use words that point to something: this, that, these, those. 
 Use questioning words: what, who, where, when and why 
DOING WORDS (VERBS)

 Physically respond to, and use some common action words.


 Use am, is, are in short sentences to identify and describe a person, place and 
thing e.g. I am .....
DESCRIBING WORDS (ADJECTIVES)

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  Use some describing words showing quality, size and colour e.g. soft, big, and
yellow. 
 Identify and use words showing possession e.g. my, your, his, her, our, their. 

(BM:II)
CAPITALIZATION
 Apply capitalization to the initial letter of the first word of a sentence.

PUNCTUATION:
 Recognize and use a full-stop at the end of a statement. 

 Recognize and use a question mark at the end of a question.

 Recognize and use exclamation mark with words or statements showing
emotions.
(BM:III)
TYPES OF SENTENCES
 Use and physically respond to simple sentences showing request and command. 
 Comprehend and respond to simple wh- questions. 

Competency 1: Standard 1: (BM.I)

Reading and Grade II
Thinking Skills  Articulate, identify and differentiate between the sounds of individual letters, 
digraphs and trigraphs in initial and final positions in a word.
 Identify, recognize and articulate more sight words. 
 Read more naming, action and describing words and match with pictures. 
 Read aloud words and simple sentences with reasonable level of accuracy in 
pronunciation.
 Identify paragraph as a graphical unit of expression. 
 Know that words in a sentence join to make sense in relation to each other. 
(BM.II)
 Use pre-reading strategies to
 predict story by looking at picture(s} in texts 

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  Interact with text and use reading strategies (while-reading) to
 locate specific factual information to answer in a word or two simple 
short questions.
 Use pictures or rebus in texts to increase understanding.  
 Guess what follows in the story.
 follow sequence in a simple procedure or a picture map 
 Follow instructions in short school, public notices or signs with

visuals.
 Respond to the text (post-reading }to
 Express likes /dislikes about the story.

 Express understanding of story through pantomime/ simple role-play. 
 Read familiar words appearing on a variety of reading material such as food
labels, advertisements, coins, currency notes, etc. 
(BM.III)
 Point out/name some common objects in a picture or a photograph. 
 Say one or more sentences about them. 
 Locate:
 Specific simple information in a clock (by the hour) by looking at the 
position of the hands of the clock.

 Month and day in a calendar by reading across and down
 Read simple keys / legends on picture maps. 
 Read tables and charts in the classroom. 

(BM.IV)
 Use first and second letter to arrange words in alphabetical order. 
 Brainstorm to gather ideas for various activities/ tasks. 
 Identify title and table of contents of a book. 
 Use textbook pictures/ picture dictionary to aid comprehension and

development of vocabulary.
 Use textual aids such as table of contents to locate a particular text/lesson. 

Standard 2: ( BM.I)
 Read and recite short poems or nursery rhymes with actions. 

22 | P a g e
  Listen to a simple story/ fairytale read aloud by the teacher. 
 Read aloud the same story/ fairytale themselves. 
 Identify and name characters. 

 Respond orally and in writing, in a sentence, their likes or dislikes about the
story/ character(s).

Competency 2: Standard 1: (BM.I)

Writing Skills  Write Simple two I three syllable words with correct spellings leave spaces
between words. 
 Write numbers from 1 to 50 in words. 
 Write numbers in 10's in words. 
 Write ordinal numbers 'first to tenth' in words. 
 Identify position of objects using ordinal numbers. 
 Write date and captions on page top. 
 Write name, phone number, and address. 
 Re-write sentences by replacing words in given sentences. 
 Construct simple sentences of three/four to five/six words using correct 
capitalization, punctuation and spellings.
 Use the texts they read as models for their own writing. 
 Fill in the missing information to complete a simple paragraph. 
 Write a few simple, meaningful sentences of their own on a given topic. 

(BM.II)
 Write a few sentences to describe a picture and a series of pictures.


 List items of a similar category from a given text/pictures.
 Show a series of actions in a picture by writing action or describing words. 
 Recognize the function of selected question words e.g., what, when, to write 
answers to simple questions. 
 Replace rebus with words to complete a given story. 
 Fill in words to change/ complete a given story. 
 Copy rhyming words from a poem. Write more rhyme words. 
(BM.III)
 Make/write simple greeting cards:
 Draw illustrations to make greeting cards. 

23 | P a g e
  Write names of addressee and sender. 
 Write appropriate words and formulaic expressions. 
 Fill in speech bubbles and cartoon strips with appropriate formulaic
expressions or a simple dialogue.

Competency 3. Standard 1: (BM.I)

Oral  Articulate, recognize and use some formulaic expressions to 
communication  Offer and respond to basic routine greetings. 
Express and offer some social courtesies. 
Skills 
 Introduce self and talk about family. 
 Listen and respond to more commands. 
 Express limited needs and feelings. 
 Seek permission to do something.
(BM.II)
 Demonstrate use of common conventions and dynamics of group oral
interactions: 
 Exchange some routine greetings 
 Exchange some social courtesies

 Introduce themselves and others
 Participate 
 Take turns 
 Use polite expressions to seek attention
 Express likes and dislikes 
 Express needs and feelings 
 Express enjoyment while playing 
 Recite poems
 Describe things and objects in surroundings 
Competency 4:  Use appropriate body language for different communicative functions.

Formal and
Standard 1 (BM.I) 
Lexical Aspects of  Articulate the sounds of letters of the alphabet in random order. 
Language  Match the initial and final sound of common words depicted in pictures with
their corresponding letters.
 Recognize and identify consonant and vowels in the English alphabet.
 
 Identify / classify words that begin with consonant or vowel sounds.

24 | P a g e
  Pronounce common consonant digraphs in initial and final position. 
 Identify and pronounce with reasonable 'accuracy' common two- consonant 
clusters in initial positions. 
 Match spoken words with the written words.
 Recognize that as letters of words change, so do the sounds.
 Identify/ classify words that begin with the same sound. 
 
 Identify/ classify words that end with the same sound.

 Identify/ classify one/ two syllable words that rhyme.

 Pronounce familiar two/ three syllable words and common
irregular sight words. 
 Differentiate between words ending with /s/, /z/and /iz/sounds in
the plural form of a word. 
 Recognize words with one or more syllables. Pronounce simple
one, two syllable words.
 Pronounce the weak forms of a and the in simple phrases and of
be in contractions. 

 Familiarize themselves with rhythm, stress and intonation of
English Language.
 Comprehend simple stories and poems read aloud in class
Standard 2: (BM.I)
 Recognize 'English' words used commonly in Urdu/other local languages 
from immediate environment.

 Recognize and classify into different categories, some simple action and 
naming words from pictures and immediate surrounding e.g. animals, fruits, 
vegetables, parts of body, objects in the classroom and at home, colours,
shapes, directions (left! right) and numbers in words (cardinal and ordinal 1-
10) etc.
 Follow multiple-step directions.
 Articulate and recognize simple rhyming words. 
 Reproduce common phrases and formulaic expressions used in class and
school.
 Spell simple two/three syllable words. 
 Trace, copy, and take dictation of familiar words learnt in class.  
 Provide the missing letter in simple two/three syllable words.

25 | P a g e
 
Standard 3: (BM.I)
NAMING WORDS (NOUNS) 
 Recognize and match common singular naming words from immediate
environment. Classify naming words into different categories such as person,
pet, animal, place or thing. Use naming words in their speech and writing. 
 Identify and change the number of simple naming words by adding or
removing 5 and es. 
 Identify and classify gender of naming words from immediate environment
(masculine / feminine). 
 Recognize more particular names of people, pets and places.


SUBSTITUTION WORDS (PRONOUNS)

 Illustrate the use of substitution words learnt earlier. Recognize that some
words substitute particular and general naming words. 
 Distinguish between and use substitution words. 

 Illustrate use of words that point to something.
 Identify and illustrate use of questioning words: what, who, where, when, why.

DOING/ ACTION WORDS (VERBS)

 
 Identify and use more common action words. 
 Use am, is, are with different substitution and pointing words in short
sentences to identify and describe a person, place and thing e.g. I am ... 
 Use has, have to show possession. 
 Recognize and use the doing words can / cannot to show ability or inability.

DESCRIBING WORDS (ADJECTIVES)

 Identify and match some pairs of describing words showing quality, size, and
colour e.g. soft-hard, big-small, black-white. 
 Identify and use more words showing possession e.g. my, your, his, her, our,

there and its.

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  WORDS SHOWING POSITION (PREPOSITIONS)
 Recognize, identify and use a few words showing position e.g. up/down, 
here//there (proposition of location)
(BM.II)
CAPITALIZATION
 Recognize and apply capitalization to the initial letter of the first word of a
sentence, and to the initial letter of the names of people, pets and places. 

PUNCTUATION:
 Recognize that a sentence ends with some form of punctuation, i.e. full-stop and
question mark or an exclamation mark.
 Recognize and add comma for series of items in a sentence and after Yes and No in
short informal dialogues, e.g. yes, thank you. etc.
 
(BM.III)
TYPES OF SENTENCES

 Use and respond to simple sentences showing requests and command, both
physically and in their speech. 
 Comprehend and respond to simple wh- questions.


Grade III
Competency 1: Standard 1: (BM.I)
Reading and  Articulate and identify words containing digraphs and trigraphsin initial, 
Thinking Skills middle and final position.
 Recognize specific parts of words including common inflectional endings. 
 Read aloud for accurate reproduction of sounds of letters and words. 
 Apply punctuation rules to assist accuracy and fluency in reading. 
 Recognize that
 Sentences join to make a paragraph.

 In a paragraph, sentences join to make sense in relation to each other.

 Identify paragraph as larger meaningful unit of expression representing unity

of thought.

27 | P a g e
  Identify and recognize the function of pronouns and transitional devices. 
 Show relationships between sentences in a paragraph. 
(BM.II)
 Use pre-reading strategies to
 Predict some words that might occur in a text by looking at picture!

Title.
 Apply critical thinking to interact with text using intensive reading
strategies (while-reading) to
 Locate specific factual information to answer short questions based on 
the text.
 Use common graphical features such as pictures, and tables in texts 
to increase understanding.
 Predict what follows in the text using context and prior knowledge.
 Use context to infer missing words.  
 Follow instructions in maps or short public notices or signs.
 Ask questions to understand text.  
 Use summary skills to
 Provide the missing words in a gapped summary.
 Use critical thinking to respond to the text (post-reading ): 
 Apply world knowledge and own opinion to the text read.
 Relate what is read to their own experiences. 
 Express understanding of story through pantomime.

 Apply strategies to comprehend questions for appropriate response by
marking key words, verbs and tenses in a variety of the following question 
types:
 Factual 
 Personal response 
 Interpretive 
(BM.III)
 Describe events in a picture and a photograph.
 Explain simple position on a picture, photograph or a map. 
 Read and use symbols in a picture map. 
 Locate specific simple information in a clock (by half hour).
 Locate specific information in a calendar (month of the year) or a class


timetable (subject and period) by reading across and down.
 
 Read information in a picture graph and a pie chart.

28 | P a g e
 (BM.IV)
 Use alphabetical order (first and second alphabet to arrange words).  
 Familiarize themselves with a dictionary in preparation for its use.
 Identify and utilize effective study skills e.g. brainstorm for ideas.
 Use textual aids such as table of content to locate a particular text.  
 Read simple keys / legends on picture maps. 
 Read tables and charts in the classroom. 
Standard 2: (BM.I)
 Recite poems with actions
 Find out the characters in a story and give brief general comments about 
them. 
 Retell a story in few simple sentences.

Competency 2: Standard 1: (BM.I)
 Write multi-syllable words with correct spellings.
Writing Skills  Write numbers from 50 to 100 in words. 
 Write ordinal numbers 'first to thirtieth'. 
 Use the reading texts as models for their own writing.  
 Make sentences by replacing words and phrases in given sentences.
 Write sentences of their own using correct capitalization, punctuation and 
spellings. 
 Write with reasonable accuracy, some sentences of their own on a given topic.
 Fill in the missing information to complete a simple paragraph. 
(BM.II) 
 Make a list of items (e.g. vocabulary) required for a given task! Topic
 Write a few simple sentences to describe I show sequence in a picture I series 
of pictures. 
 Recognize the function of different question words to write short answers. 
 Complete a simple paragraph using the given words, phrases and sentences.
 Write simple descriptive, narrative and expository paragraphs.
 Use appropriate vocabulary and tense to write a simple guided paragraph by 
 Giving general physical description of a person! Object. 
 Narrating an activity from immediate surroundings.
 explaining a process or procedure 
 Identity the basic elements of a story: 
 Beginning, middle and end  

29 | P a g e
  Characters 
 Place and time 
 Write a guided story using these elements
 Write a simple poem using a list of rhyming words.

(BM.III) 
 Read short notes written for selected purposes to write guided short notes of
their own to friends and family members. 
 Write guided short informal invitations to friends and family members to
demonstrate the use of following conventions:
 Purpose 
 Date and time 
 Venue 
 Name of addressee and sender 
 Write sentences in speech bubbles and cartoon strips using vocabulary, tone,

style of expression appropriate to the communicative purpose and context.
(BM.IV)
 Revise written work for layout, legibility, and punctuation.

Competency 3: Standard 1: (BM.I)
Oral  Identify and use previously learnt and more formulaic expressions for
greetings and some routine social courtesies according to the age, gender and 
Communication status of addresses.
Skills  Use appropriate expressions in conversation to articulate, recognize and use
some formulaic expressions to 
 Offer and respond to greetings.

 Express and show gratitude.
 Express regret. 
 Introduce self and talk about family. 
 Listen and respond to commands. 
 Express likes and dislikes. 
 Express needs and feelings.

 Express opinions in simple sentences.
 Respond to simple instructions and directions. 
(BM.II) 
 Demonstrate conventions and dynamics of group oral interaction to
 Exchange routine greetings and courtesies. 

 Introduce self and others.
 Engage in conversation. 
 Take turns. 

30 | P a g e
  Use polite expressions to seek attention.
 Agree/ disagree politely.  
 Lead and follow.
 Express likes and dislikes. 
 Express needs and feelings. 
 Express joy. 
 Identify and use appropriate tone and non -verbal cues for different 
communicative functions.


Competency 4: Standard 1 (BM.I)

 Articulate hard and soft sounds of the letters c and g. 
Formal and  Pronounce and spell simple words with silent letters such as wr and kn in 
Lexical Aspects of write and know.
Language  Pronounce and spell long and short vowels and diphthongs as they occur as 
practice items and sentences in reading lessons.
 Pronounce, in minimal pairs, common problems in consonants for Pakistani 
speakers of English.
 Pronounce with reasonable accuracy, common two-consonant clusters in 
initial and final positions.
 Classify words that begin or end with the same two-consonant clusters. 
 Identify and differentiate between vowel letters and sounds.

 Pronounce long and short vowel sounds in minimal pairs. 
 Recognize that ed has three sounds i.e. /d/, It!, lid! as in looked, danced and 
landed.
 Tell how many syllables each word has

 Pronounce the weak form of have in contractions 
 Differentiate between intonation patrons used in statement and questions. 
 Reproduce in speech, appropriate patterns of rhymes, stress, and intonation
of English language introduced through listening to stories and poems read 
aloud in class.

Standard 2: (BM.I)
 Recognize and use cognates from immediate and extended environment.
 Classify into different categories, and use more naming, action and 
describing words, from pictures, Signboards, labels etc. in their immediate 
and extended environment.
 Recognize, find out, create and use more rhyming words. 
 Use more phrases and formulaic expressions learnt in class and from

31 | P a g e
 extended environment. 
 Make anagrams from simple one syllable words.
 Identify the word class of a given word in context.

 Recognize and use words similar and opposite in meaning.
 Organize vocabulary items learnt in class in a notebook according to 
selected organizing principles, such as arranging words in alphabetical 
order and parts of speech.  
 Recognize alphabetical arrangement of words as a preparation for
glossary or dictionary use.
 Spell some words studied in class both orally and in writing. 
 Copy and take dictation of familiar words studied in class. 
 Recognize and apply spelling change in plural form of nouns and regular
verb forms. 
Standard 3 (BM.I)
NOUNS 
 Recognize naming words as nouns. Demonstrate use of some nouns from
immediate and extended environment. 
 Identify and differentiate between countable and uncountable nouns.
 Recall changing number of simple naming words by adding and removing
5 and es. Identify and change the number of nouns by adding es after
words ending in y, 0, etc. 
 Change the number of irregular nouns.
 Classify and change the gender of nouns from immediate and extended

environment (masculine / feminine/ neuter).
 Recognize general naming words as common nouns and particular 
naming words as proper nouns. Classify nouns as common and proper
nouns (names of people, pets, places, holidays, etc.), 
PRONOUNS

 Recall substitution words learnt earlier.
 Recognize substitution words as pronouns. Identify and use pronouns in
sentences.  
 Show possession by using the pronouns my, your, his, her, its, our, and their
before nouns.
 Recognize that pronouns agree with their nouns in gender and number. 
 Construct short sentences beginning with words that point to something such
as this, that, these, those, there to describe pictures.
 Illustrate use of question words learnt earlier. Identify and use question 

32 | P a g e
 words who, whose, which, where, etc. 
ARTICLES

 Recall the rules for the use of a and an. Choose between a or an. Identify a or

an as articles. Recognize that plural nouns do not take the articles a or an.
VERBS

 Recognize doing words as verbs. Use action verbs in speech and writing.
 Illustrate use of different forms of the verb be, do and have with their
 
corresponding pronouns (I, we, you, he, she, it, they).
 Identify and make simple sentences with the verbs be, done and have as main
verbs. 
 Demonstrate use of the verb can / cannot to show ability and inability.
Identify and use may/ may not for seeking or giving permission and
prohibition. 
 Articulate and use forms of some simple regular verbs including be, do and
have. 
TENSES

 Recognize that action takes place in time (Present, past or future). Tense 
indicates time of action.
 Use Simple Present Tense for habitual actions and for timeless and universal
statements.
 Use Present Continuous Tense for describing activities and for actions taking 
place at the time of speaking.
 Use Simple Past Tense for completed actions, with or without mention of 
specific time. 

ADJECTIVE

 Identify describing words as adjectives. Use adjectives of quantity, quality, 

size and colour.

WORDS SHOWING POSITION (PREPOSITIONS)
 Demonstrate use of some words showing position.

JOINING WORDS (CONJUNCTIONS)

33 | P a g e
 
 Recognize function of joining words.
 Use joining words and, or and but to show addition, alternative and contrast
within a sentence. Use because to express reason.
(BM.II) 
CAPITALIZATION

 Use capitalization according to rules learnt earlier.

 Recognize and apply capitalization to the initial letter of proper nouns: days of
the week and months of the year. 
PUNCTUATION 
 Use punctuation according to rules learnt earlier.
 Recognize and use apostrophe to show possessions and exclamation mark to
show strong feelings.
(BM.III) 
SENTENCE STRUCTURE 
 Make simple sentences by using SV (subject + verb) and SVO (subject + verb +

object) pattern. 
 Demonstrate use of subject-verb agreement according to person and number.

TYPES OF SENTENCE
 Identify and use simple sentences that show instructions and commands.

 Identify simple sentences that show strong feelings.
 Recognize function of simple WH forms used in questions.
 Respond to, and ask simple WH questions. 
Competency 1:
Reading and 
Thinking Skills
Grade IV
Standard 1 (BM.I)
 Articulate words containing digraphs, trigraphs and silent letters. 
 Recognize specific parts of words including common inflectional endings, and 
compound words.
 Read aloud for accurate reproduction of sounds of words and sentences.

 Apply punctuation rules to assist accuracy and fluency in reading.
 Alternate reading aloud with silent reading for comprehension. 

 Recognize that

34 | P a g e
  In a paragraph, sentences join to make sense in relation to each other 
through transitional devices.
 Identify paragraph as larger meaningful unit of expression representing unity 
of thought.
 Recognize each paragraph in a text as a separate meaningful unit of 
expression.
 Identify and recognize the function of pronouns and transitional devices.
 Show relationships between sentences in a paragraph. 


(BM.II)
 Use pre-reading strategies to 
 Predict the content! Vocabulary of a text from picture and title etc. by
using prior knowledge.
 Guess the meaning of unfamiliar words through context.
 Apply critical thinking to interact with text using intensive reading 
strategies (while-reading)
 Locate specific information to answer short questions. 
 Use common graphical features such as pictures, tables, diagrams in 
texts to increase understanding.
 Predict what follows in the text using context and prior knowledge. 
 Guess meaning of difficult words from context. 
 Use context to infer missing words. 
 Locate an opinion. 
 Distinguish fact from opinion. 
 Follow instructions in maps or short public notices or signs.
 Generate questions to understand text. 

 Use summary skills to
 Mark important points and develop a mind map to summarize a text. 
 Provide the missing information in the gapped summary. 
 Use critical thinking to respond to the text (post-reading ):
 Apply world knowledge and own opinion to text read.
 Relate what is read to their own feelings and experiences. 
 Express understanding of story through role play. 
 Apply strategies to comprehend questions for appropriate response by 

35 | P a g e
 marking key words, verbs and tenses in a variety of the following question
types
 Factual 
 Personal response 
 Interpretive

 Inferential


(BM.III)
 Describe a series of events in a picture and a photograph. 
 Explain position and direction on a picture, photograph or a map. 
 Read and use symbols and directions in a picture/story map. 

 Locate specific information in a clock.
 Locate specific information in a calendar and a class timetable. 
 Recognize how information is presented in a pie chart and bar graph. Read to

compare information given in a pie chart and a bar graph.

(BM.IV)
 Use alphabetical order to locate words in a dictionary for increase in
vocabulary and aid in comprehension of texts. 

 Identify and utilize effective study skills e.g., brainstorm for ideas, read a
diagram, note- taking.
 Use textual aids such as table of content and glossary for greater 
comprehension of texts. 
 Read simple keys / legends on maps. 
 Read tables and charts in textbooks.

Standard II: (BM.I)
 Recite poems with actions.
 Describe briefly story elements:
 Tell when and where the story is set. 
 Describe the characters in a story 
 Express preferences about them. 
 Retell a story in few simple sentences. 
Competency 2: 
Writing Skills Standard 1: (BM.I)

 Write multi-syllable words with correct spellings. 

36 | P a g e
  Use the reading texts as models for their own writing.
 Make sentences by replacing words and phrases in given sentences. 
 Write sentences of their own using correct capitalization, punctuation and 
spellings. 
 Use some strategies to gather ideas for writing, such as brainstorming. 
 Select and use some strategies to organize ideas for writing such as simple
mind maps etc.
 Write a guided paragraph using ideas gathered and organized through
various strategies.

 Recognize that 
 A simple paragraph comprises a group of sentences that develop a single
main idea. 
 The main idea of a paragraph is given in the topic sentence. 
 Other sentences in the paragraph support the topic sentence.
 Use the above organizing principles of paragraph writing to write an effective 
and unified paragraph.
 Use appropriate conjunctions to join sentences within a paragraph.

(BM.II)
 Classify items (e.g. vocabulary) required for a given task! topic. 
 Recognize the function of different question words and key words to write 
appropriate short answers.
 Complete a simple paragraph using the given words, phrases and sentences.
 Write simple descriptive, narrative and expository paragraphs. 
 Use appropriate vocabulary and tense to write a simple paragraph by

 Giving description of a person! Object/ place.
 Narrating an activity from immediate surroundings.
 Explaining a process or procedure. 
 Identity the elements of a story: 

 Beginning, middle and end of a conflict 
 Human! animal, imaginary characters and their roles 
 Setting 
 Write a guided story using the elements of story writing.

 Write a short passage, anecdote, fable, etc. for pleasure and creativity. 
 Write the central idea of a given poem in simple language. 
 Write a simple poem using a poem model. 

37 | P a g e
 (BM.III) 
 Read short notes written for different purposes to write short notes of their

own to friends and family members.
 Write short informal invitations to friends, family members and teachers to 
demonstrate the use of following conventions: 
 Purpose 
 Date and time
 Venue
 Name of addressee and sender

 Write replies accepting an invitation. 

 Write short texts in speech bubbles and cartoon strips using vocabulary, tone, 
style of expression appropriate to the communicative purpose and context

(BMIV):
 Revise written work for correct 
 Spelling and punctuation. 
 Pronoun -antecedent agreement. 
 Subject -verb agreement. 
 Revise written work for layout, legibility, vocabulary and grammar.
Competency 3:
Oral Standard 1: (BM I)
Communication  Identify and use previously learnt and more formulaic expressions for 
Skills greetings, routine social courtesies and some communicative functions
according to the age, gender and status of addressee.
 Use appropriate expressions in conversation to

 Express regret. 
 Express likes and dislikes. 
 Express needs and feelings. 
 Express opinions. 
 Seek permission to do something.

 Show ability/ inability to do something.
 Respond to instruction and directions. 
(BM II) 
 Demonstrate conventions and dynamics of group oral interaction to

 Introduce self and others.
 Engage in conversation. 

38 | P a g e
  Take turns.
 Use polite expressions to seek attention.  
 Agree/ disagree politely.
 Lead and follow.

 Express needs and feelings.
 Express joy. 
 Identify and use appropriate tone and non -verbal cues for different 
communicative functions. 

Competency 4 : 
Standard 1: (BM I)
Formal and  Articulate hard and soft sounds of the letters c and g in different words.

Lexical Aspects of  Pronounce and spell simple words with more silent letters such as mb in lamb 
Language  Pronounce and spell long and short vowels and diphthongs as they occur as 
practice items and sentences in reading lessons and in speech
 Pronounce, in minimal pairs, common problem consonants for Pakistani 
speakers of English.
 Pronounce with reasonable accuracy, common three-consonant clusters in initial
positions. 
 Classify words that begin or end with the same three-consonant clusters.  
 Identify and classify words that begin with vowel sounds.

 Pronounce long and short vowel sounds in minimal pairs.
 Recognize that ed has three sounds i.e. Id/, It!, lid/.

 Tell how many syllables each word has. 
 Pronounce the weak form of of, and or, and but simple phrases 
 Listen to and identify rising and falling tones in sentences 
 Recognize and use the conventions to demarcate a syllable

 Produce in speech, appropriate patterns of rhythm, stress and intonation of
English language by listening to stories and poems read aloud in class.
 Recognize and use the conventions to mark these intonation patterns 

Standard 2: (BM I) 
 Recognize and use cognates from immediate and extended environment.
 Classify into different categories, and use more naming, action and describing 
words, from pictures, Signboards, labels etc. in their immediate and extended
environment.
 Recognize, find out, create and use more rhyming words.

39 | P a g e
  Use more phrases and formulaic expressions learnt in class and from 
extended environment. 
 Make anagrams from simple one / two syllable words
 Identify in text, and change part of speech of a given word. 
 Locate, provide, connect and use words similar and opposite in meaning. 
 Locate, identify, differentiate between, and use few simple pairs of words 
including homophones. 
 Understand and locate some compound words from various text sources.

 Break up some common compound words into words they are made of.
 Locate difference between the two. 
 Use common compound words in speech and own writing. 
 Recognize meaning of common adjectives in relation to each other e.g. huge- 
big. 
 Use some common similes in speech and writing e.q.as black as coal.
 Recognize and use some words and phrases that usually go with the verbs 
have and go. 
 Organize vocabulary items learnt in class and from extended environment
(including media) in a notebook, according to parts of speech and word
family.
 Recognize alphabetical arrangement of words in a glossary or a dictionary.  
 Locate an entry for a word in a glossary or a dictionary.
 Spell some words studied in class both orally and in writing.  
 Copy and take dictation of words studied in class. 
 Apply spelling change in plural form of regular and irregular nouns and
regular verb forms.

Standard 3: (BM I)
NOUNS 
 Recall, and demonstrate use of more common, countable and uncountable
nouns from immediate and extended environment. Identify and use collective
nouns.

 Change the number of regular and irregular nouns. Recognize and use nouns 
with no change in number.
 Classify and change the gender of more nouns from immediate and extended
environment (masculine / feminine/ neuter}. 
 Classify nouns as common and proper nouns (Names of people, pets, places,
mountains, lakes, rivers, etc.). 
PRONOUNS

40 | P a g e
 
 Illustrate use of pronouns learnt earlier. Show possession by using the
pronouns my, your, his, her, our, their and its, before nouns.

 Use the personal pronouns mine, ours, yours, his, hers, its, and theirs.
 Demonstrate correct use of my - mine, your - yours etc.  
 Recognize that pronouns agree with their nouns in gender and number.
 Illustrate use of words that point to something. Construct short sentences 
with the pronoun it as subject. 
 Illustrate the use of question words learnt earlier. Identify and use question
words when, how many, and how much etc.
ARTICLES 
 Recall the rules for the use of a and an. Choose between a or an. Choose
between a or a before words that start with mute consonant letters.
VERBS

 Recognize and use more action verbs from extended environment including 
other subjects in speech and writing.
 Recognize helping verb as aiding the main verbs. Identify the use of verbs be,
do and have as helping verbs. Distinguish between be, do and have as main and
helping verbs.

 Identify and make simple sentences with the verbs be, doing and have as main
and helping verbs.
 Illustrate use of can / cannot, may / may not. Identify and use should / should 
not to express permission and prohibition.
 Articulate, recognize and use forms of simple regular verbs and some 
irregular verbs.


TENSES

 Illustrate the use of tenses previously learnt in their speech and writing.
 Use Past Continuous Tense for actions that were in progress at some time in

the past and to give a descriptive background to a narrative / recount.
 Use Future Simple Tense for expressing actions in future. 
ADJECTIVE
 Classify adjectives of quantity, quality, size, shape, colour, and origin. 
 Articulate, identify and use degrees of regular adjectives. 
ADVERBS 
 Recognize that an adverb qualifies verbs, adjectives and other adverbs.

41 | P a g e
 Identify and use simple adverbs of manner and time.

WORDS SHOWING POSITION, TIME AND MOVEMENT (PREPOSITION)
 Use some words showing position, time and movement
JOINING WORDS (CONJUNCTIONS)  

 Demonstrate use of and, or and but. 

 Recognize function of more joining words.
 Use words such as, first, second, next and then to show a sequence.
(BM II):
CAPITALIZATION

 Use capitalization according to rules learnt earlier. 
 Recognize and apply capitalization to the initial letter of proper nouns: names of
holidays, special events and groups. 

PUNCTUATION

 Recall the rules of punctuation learnt earlier.


 Recognize and use full stop with some abbreviations; apostrophe with
contractions and hyphen to join two words that act as one unit.
(BM III)
SENTENCE STRUCTURE

 Make simple sentences by using SV (subject + verb) and SVO (subject + verb +
object) pattern.

 Demonstrate use of subject-verb agreement according to person and number.
TYPES OF SENTENCE
 Identify and make simple sentences to show instructions, commands and strong  
feelings.
 Recognize function of more whf orms used in questions. 
 Respond to, and ask more wh questions

42 | P a g e
 Grade V
Standard 1: (BM I)
Competency 1 :
 Articulate and syllabify words containing digraphs, trigraphs and silent letters. 
Reading and  Recognize specific parts of words including common inflectional endings, 
Thinking Skills compound words and affixes.
 Read aloud for accurate reproduction of sounds of individual words and

connected speech.
 Apply punctuation rules to assist accuracy and fluency in reading. 
 Read silently, and with comprehension.

 Read a paragraph as a larger meaningful unit of expression to recognize that:
 The main idea in a paragraph is carried in a sentence, called a topic sentence. 
 Other sentences in the paragraph support the topic sentence. 
 Recognize each paragraph in a text as a separate meaningful unit of expression. 
 Identify and recognize the function of pronouns and transitional devices. 
 Show relationships between sentences in a paragraph, and between paragraphs. 
(BMII)
 Use pre-reading strategies to
 Predict the content of a text from topic/ picture, title! Headings etc. by using

prior knowledge.
 Guess the meaning of difficult words through context. 
 Scan a simple text for specific information.

 Apply critical thinking to interact with text using intensive reading strategies
(while-reading) to
 Locate specific information to answer short questions. 
 Use common graphical features such as pictures, tables, diagrams, maps and 
graphs, etc. in texts to increase understanding.
 Make simple inferences using context of the text and prior knowledge. 
 Guess meaning of difficult words from context. 
 Use context to infer missing words. 
 Locate an opinion. 
 Distinguish fact from opinion 
 Follow instructions in maps or short public notices or signs.

 Generate questions to understand text. 

43 | P a g e
  Use summary skills to
 Mark important points and develop a mind map to summarize a text. 
 Follow a process or procedure to provide the missing information in the

gapped summary.
 Use critical thinking to respond to the text (post-reading ):
 Apply world knowledge and own opinion to the text read. 
 Relate what is read to their own feelings and experiences.
 Express understanding of story through role play.  
 Apply strategies to comprehend questions for appropriate response by marking
keywords, verbs and tenses in a variety of the following question types:
 Factual
 Interpretive 
 Inferential 
 Personal response

 Open ended

(BMIII)  
 Describe a series of events or sequence in a picture, photograph and diagram. 
 Explain position and direction on a picture, photograph or a map.
 Read and use symbols and directions in a map. 
 Locate specific information in a clock. 
 Locate specific information in a calendar, a class timetable and a report card. 
 Read to compare information given in a pie chart and a bar graph.

(BMIV)
 Use alphabetical order to locate words in a dictionary for increase in 
vocabulary and aid in comprehension of texts.
 Identify and utilize effective study skills e.g. brainstorm for ideas, read a 
diagram, make a mind map, note- taking.
 Use textual aids such as table of content and glossary for greater
comprehension of texts. 
 Read simple keys / legends on maps. 
 Read tables and charts in textbooks. 
Standard 2 (BMI)

 Recite poems with actions.

 Express opinion about them 
 Recognize and describe briefly store elements: 

44 | P a g e
  Tell when and where the story is set.
 Describe the characters in a story 
 Express preferences about them giving reasons. 
 Retell a story briefly but sequentially. 
 Summarize a short folktale through gapped summary exercise. 

Standard 1 (BMI)
Competency 2 :  Write multi-syllable words with correct spellings. 
Writing Skills  Use the reading texts as models for their own writing.
 Write sentences of their own using correct capitalization, punctuation and

spellings. 
 Select and use some strategies to gather ideas for writing such as
brainstorming.
 Select and use some strategies to organize ideas for writing such as outlines, 
mind maps etc.
 Write a guided paragraph using ideas gathered and organized through  
various strategies.
 Analyze a simple paragraph to recognize that
 A paragraph comprises a group of sentences that develop a single main
idea.
 The main idea of a paragraph is given in the topic sentence.
 Other sentences in the paragraph support the topic sentence. 
 Analyze and use the above organizing principles of paragraph writing to 
 
write an effective and unified paragraph.
 Analyze and use appropriate conjunctions within a paragraph and between
paragraphs. 

(BM II)
 Recognize the function of different question words and key words to write
appropriate short answers.
 Complete a simple paragraph using the given words, phrases and sentences.
 Identity descriptive, narrative and expository paragraphs to note  
differences. 
 Use appropriate vocabulary and tense to write a simple paragraph by
 Giving physical description and character traits/ characteristics of a

45 | P a g e
 person/ object/ place moving from general to specific.
 Narrating an activity from immediate and extended surroundings. 
 Explaining a process or procedure.

 Identity the elements of a story: 
 Beginning, middle and end of a conflict
 Human! animal, imaginary characters and their roles 
 Dialogues 
 Setting 
 Write a story using the elements of story writing.
 Write a short passage, anecdote, fable, etc. for pleasure and creativity.  
 Write the central idea of a given poem in simple language. 
 Write a simple poem using a poem model. 

(BMIII)
 Read short notes written for different purposes to write short notes of their
own to friends and family members.
 Write short informal invitations for a variety of purposes to demonstrate the 
use of conventions of short invitations. 
 Write replies accepting or declining an invitation.
 Demonstrate the use of conventions of letter writing: 
 Address
 Date
 Salutation 
 Body 
 Closing 
 Write a reply to a short informal letter from friends and family members 
 Write short texts in speech bubbles and cartoon strips using vocabulary, tone,
style of expression appropriate to the communicative purpose and context. 

(BMIV) 
 Revise written work to ensure correct
 Spelling and punctuation.
 Pronoun -antecedent agreement. 
 Subject -verb agreement
 Revise written work for layout, legibility, vocabulary and grammar. 



46 | P a g e
Competency 3: Standard 1: (BMI)
Oral  Identify and use previously learnt and more formulaic expressions for
Communication greetings and routine social courtesies according to the age, gender and status

of addressee.
 Use appropriate expressions in conversation to
 Express and respond to opinion. 
 Offer and accept apology. 
 Request and respond to requests. 
 give and respond to simple instructions and directions

 Demonstrate conventions and dynamics of group oral interaction to
 Introduce self and others. 
 Engage in conversation. 
 Take turns. 
 Use polite expressions to seek attention. 
 Agree! Disagree politely.  
 Lead and follow.

 Express needs, feelings and ideas.
 Express joy.

 Make polite requests for personal reasons. 
 Take leave. 
 Identify and use appropriate tone and non -verbal cues for different 
communicative functions. 
Competency 4:
Formal and Standard 1: (BMI)

Lexical Aspects of  Articulate hard and soft sounds of the letters c and g.
Language  Pronounce and spell more words with silent letters such as tch in switch, sch
inschool. 
 Pronounce and spell long and short vowels and diphthongs as they occur as
practice items and sentences in reading lessons and in speech.  
 Pronounce, in minimal pairs, common problem-consonants for Pakistani
speakers of English.
 Pronounce with reasonable accuracy, common three-consonant clusters in 
initial and final positions.
 Classify words that begin or end with the same consonant clusters.
 Classify more words that begin with vowel sounds. 
 Identify and pronounce long and short vowel sounds in different words. 
 Recognize that ed has three sounds i.e. /d/, It! lid/. 

47 | P a g e
  Find out how many syllables a word has. 
 Use a dictionary to find out how words are divided into syllables.  
 Pronounce weak form of will / shall and Not contractions.
 Listen to and respond appropriately to the sentences with rising and falling
intonation patterns. 
 Produce in speech, appropriate patterns of rhythm, stress and intonation of

English language by listening to stories and poems read aloud in class.

Standard 2: (BMI)

 Recognize and use cognates from immediate and extended environment. 

 Classify into different categories, and use more naming, action and describing 
words, from pictures, Signboards, labels etc. in their immediate and extended
environment.
 Recognize, find out, create and use more rhyming words.

 Use more phrases and formulaic expressions learnt in class and from
extended environment. 
 Make anagrams from simple two / three syllable words. 
 Change part of speech of a given word. 
 Locate, provide, connect and use words similar and opposite in meaning. 
 Locate, identify, differentiate between, and use some simple pairs of words

including homophones, homonyms
 Use common compound words in speech and own writing.
 Join some words to make common compound words and use them in speech 
and writing. 
 Recognize meaning of common adjectives and verbs in relation to each other 
 Analyze and use some analogies and more similes in speech and writing.

 Use more words and phrases that usually go with the verbs have, gone, take
and make. 

 Organize vocabulary items learnt in class and from extended environment
(including media) in a notebook according to parts of speech and word
family.
 Recognize alphabetical arrangement of words in a glossary or a dictionary.  
 Locate an entry for a word in a glossary or a dictionary.
 Spell some words studied in class both orally and in writing. 
 Copy and take dictation of words studied in class. 
 Apply spelling change in plural form of regular and irregular nouns and

regular and irregular verb forms.

48 | P a g e
 NOUNS
Standard 3: (BMI)

 Recall, and demonstrate use of more common, countable and uncountable, 

collective nouns from immediate and extended environment.
 Change the number of more regular and irregular nouns, and nouns with no
change in number.

 Classify and change the gender of more nouns from immediate and extended
environment (masculine / feminine/ neuter). Recognize and identify the 
common gender used for both male and female.
 Classify more nouns as common and proper nouns (names of people, pets,
places, mountains, lakes, rivers, etc.}. 
PRONOUNS
 Illustrate use of pronouns learnt earlier. Use the personal pronouns myself, 
yourselves, himself, herself, ourselves, themselves and itself.
 Demonstrate correct use of my - mine, your - yours etc. 
 Recognize that pronouns agree with their nouns in gender and number.

 Identify and illustrate extended use of words that point to something.
 Illustrate the use of question words learnt earlier. Identify and use question  
words: why and how often etc.

ARTICLES

 Recall and apply the rules for the use of a and an. Choose between a or a before
words that start with mute consonant letters. Identify and use the definite article
the. Differentiate between use of definite and indefinite articles.

VERBS

 Recognize and use more action verbs from extended environment including
other subjects in speech and writing. 
 Demonstrate the use of be, do and have as main or helping verbs in sentences.

 Illustrate use of can / cannot, may / may not, and should / should not to
express permission, prohibition, doubt, and obligation.
 Recognize and use forms of more regular and irregular verbs. 

TENSES

49 | P a g e
  Illustrate the use of tenses (Simple present and continuous, simple past and 
continuous, and simple future tense) previously learnt in their speech and
writing.

ADJECTIVE

 Classify adjectives of quantity, quality, size, shape, colour, and origin. 

 Articulate, identify and use degrees of regular and irregular adjectives. 
ADVERBS

 Identify and use adverbs of manner, time, place, and frequency. 

WORDS SHOWING POSITION, TIME AND MOVEMENT (PREPOSITIONS)
 Demonstrate use of words showing position, time and movement and 
direction.

JOINING WORDS (CONJUNCTIONS) 

 Demonstrate use of joining words learnt earlier.
 Recognize function of more joining words such as for example, for instance, to 
introduce an example etc.

(BMII)

CAPITALIZATION

 Use capitalization according to rules learnt earlier. 
 Recognize and apply capitalization to the initial letter of the key words in the
titles of stories and books.

PUNCTUATION
 Recall the rules of punctuation learnt earlier.
 Recognize and use hyphen to join numbers, quantities and fractions. 
 Recognize the function of colon and use it before a series of items. 

(BMIII)

SENTENCE STRUCTURE

50 | P a g e
 
 Recognize and use simple SVO pattern sentences with direct and indirect objects. 
 Demonstrate use of subject-verb agreement according to person and number.

TYPES OF SENTENCE

 Identify and make sentences to show instructions, commands, and strong
feelings. 
 Identify and write sentences that state/ negate something, or ask a question.
 
 Recognize function of WH forms used in questions.
 Respond to, and ask wh questions.

51 | P a g e
 5. Scheme of Assessment
Scheme of Assessment for English and Grade Level I
Serial Name of the Topics/Key No of Number Number Number Total
Number Learning Area Sub- of SLOs of SLOs of SLOs Number of
Topics of K of U of A SLOs

1. Reading and Thinking 19 04 07 30

skills

2. Writing Skills -03 08 09 20

3. Oral Communication 04 - 13 17

4. Lexical Aspects of 17 07 15 39
Language

52
Scheme of Assessment for English and Grade Level II
Serial Name of the Topics/Key No of Number Number Number Total
Number Learning Area Sub- of SLOs of SLOs of SLOs Number of
Topics of K of U of A SLOs

1. Reading and Thinking 15 06 09 30

skills

2. Writing Skills 01 03 19 23

3. Oral Communication 03 0 12 15

4. Lexical Aspects of 12 12 23 47
Language

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 Scheme of Assessment for English and Grade Level III
Serial Name of the Topics/Key No of Number Number Number Total
Number Learning Area Sub- of SLOs of SLOs of SLOs Number of
Topics of K of U of A SLOs

1. Reading and Thinking 12 14 10 36

skills

2. Writing Skills 03 03 21 27

3. Oral Communication 03 -01 17 21

4. Lexical Aspects of 08 17 36 61
Language

54 | P a g e
 Scheme of Assessment for English and Grade Level IV
Serial Name of the Topics/Key No of Number Number Number Total
Number Learning Area Sub- of SLOs of SLOs of SLOs Number of
Topics of K of U of A SLOs

1. Reading and Thinking 12 13 21 36

skills

2. Writing Skills 08 08 25 41

3. Oral Communication 04 - 13 17

4. Lexical Aspects of 08 17 45 70
Language

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 Scheme of Assessment for English and Grade Level V
Serial Name of the Topics/Key No of Number Number Number Total
Number Learning Area Sub- of SLOs of SLOs of SLOs Number of
Topics of K of U of A SLOs

1. Reading and Thinking 11 16 23 50

skills

2. Writing Skills 04 13 22 39

3. Oral Communication 04 - 13 17

4. Lexical Aspects of 06 17 42 65
Language

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 6. Specification for Summative Assessment

English Grade I
S# Competency/Key Learning Number of SLO Total Summative Assessment
Ares Per Level Number of 50% of the Overall Assessments.
SLOs (Number, Level and the Key
SLOs per topic and sub-topics)

K U A K U A T

1. Reading and Thinking Skills 17 06 07 30 06 04 05 15

Writing Skills 05 14 19 - 02 07 09
2
3 Oral Communication 04 - 09 13 - - - -

Lexical Aspects of 16 06
4 17 39 08 02 09 19
Language

57
 Specification for Summative Assessment English Grade II
S# Competency/Key Learning Number of SLO Total Summative Assessment
Ares Per Level Number of 50% of the Overall Assessments.
SLOs (Number, Level and the Key
SLOs per topic and sub-topics)

K U A K U A T

1. Reading and Thinking Skills 20 05 06 31 10 03 03 16

2 Writing Skills 01 03 19 23 01 02 09 12

3 Oral Communication 04 01 13 18
Lexical Aspects of 21 11 22
4 45 06 05 11 22
Language
18 10 23 50
46 20 60 107

Specification for Summative Assessment English Grade III

S# Competency/Key Learning Number of SLO Total Summative Assessment
Ares Per Level Number of 50% of the Overall Assessments
SLOs (Number, Level and the Key
SLOs per topic and sub-topics)

K U A K U A T

1. Reading and Thinking Skills 11 12 12 35 05 06 06 1

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2 Writing Skills 03 03 22 28 01 01 11 1

3 Oral Communication 04 - 17 21

Lexical Aspects of 07 18 35
4 60 03 09 18 3
Language
09 16 35 6
25 33 86 144

Specification for Summative Assessment English Grade IV

S# Competency/Key Learning Number of SLO Total Summative Assessment
Ares Per Level Number of 50% of the Overall Assessments
SLOs (Number, Level and the Key
SLOs per topic and sub-topics)

K U A K U A T

1. Reading and Thinking Skills 07 06 23 36 03 03 11 1

Writing Skills 03 08 26 37 01 04 10 1
2

3 Oral Communication 04 - 13 17 - - -

Lexical Aspects of 08 16 46
4 70 04 08 23 3
Language
08 15 46 6
22 30 108 160

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 Specification for Summative Assessment English Grade V
S# Competency/Key Learning Number of SLO Total Summative Assessment
Ares Per Level Number of 50% of the Overall Assessments
SLOs (Number, Level and the Key
SLOs per topic and sub-topics)

K U A K U A T

1
1. Reading and Thinking Skills 11 11 24 46 05 05 2
2
1
Writing Skills 04 13 22 39 02 06 1
2 1
3 Oral Communication 04 - 12 16 - - -

Lexical Aspects of 06 16 41
4 63 03 08 21 3
Language
10 19 44 7
25 40 101 164

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 7. Reading Learning Progression and Assessment

These SLOs are assessed through multiple approaches and assessment tasks for the assessment of reading
decoding (word recognition), reading fluency/oral reading and comprehension, such as:

Readings Aloud to externalize the process of reading that allows for miscue assessment (For identifying the
mistakes readers make when reading aloud)

Examining the Process of Reading through the Product of Reading. This is done through the comparison of the
product to the text read by the reader. A variety of products including action, role plays, verbal, visual and
written could be used.

As it is important to use a variety of ways to ascertain the level of reading as different readers may engage in
different reading processes to acquire the same understanding/comprehension level, hence the assessment tasks
adopt a variety of methods including reading aloud of letters, words, sentences, stories and assessment of the
process through product of reading including actions, role play and visual organizers.

Also various theorists and researchers have presented multiple levels of reading skills and comprehension. One
level aligned with the curriculum standards is presented below:

7.1 Levels of Reading:

Word Recognition

Reading Fluency at Word, Sentence and Paragraph Levels.

Reading and Comprehending Factual Information in Context Comprehension Abilities.

Reading and Comprehending Textual/Visual Information for specific purposes.

Reading and Comprehending and Enjoying Literary Text.

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7.2 Reading and Thinking Specification for English

Competency Reading and Thinking Skills

Standard 1 All students will search for, discover and understand a variety of text types through tasks
which require multiple reading and thinking strategies for comprehension, fluency and
enjoyment.

Benchmark 1 SLOs Grade I SLOs Grade II Tasks Reading Level

Use reading Recognize shape of Identify, One Task Word Recognition

readiness letters (similar and recognize and Identifying and
strategies; different) in print, color articulate matching Small
recognize words and in tactile forms. common sight letters and
and sentences words. capital Letters.
Articulate, identify and
as meaningful
match capital and small Read more One Task
units of Reading Fluency at
letters of the alphabet in naming, action comprising of
expressions and
a series and in random and describing words from the
paragraphs as Word Level
order. words and match context, written
graphical units
with pictures. on bill boards,
of expression. Identify, recognize and
house-hold
articulate common sight Read aloud words
materials,
words. and simple
grocery, fruits,
sentences with
everyday use
reasonable level
print and
of accuracy in
electronic
pronunciation
material, along
with the picture.

One Task
comprising of
Reading Fluency at
sentence with
naming and Sentence Level
action words
along with the
picture.

Benchmark 2 SLO Grade 1 SLO Grade 2 Task Reading Level

Identify factual Read a story with Follow instruction One Story Reading for Factual
information pictures or rebus in texts. in short school, Reading Task
Information/Visual
applying public notices or with
Locate specific factual Comprehension.
reading signs with rebus/pictures/v
information to answer in
comprehension visuals. isual on cards
a word or two simple
and thinking followed with
short questions. Express
questions on

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 strategies. Guess what follows in a understanding of factual
story. story through information,
pantomime/ like/dislikes and
Follow sequence in a
simple role play. role-play.
simple procedure or a
picture map.

Express likes/dislikes
about the story

Benchmark 3 SLO Grade 1 SLO Grade 2 Task Reading Level

Locate Point out/name some Read simple One Story Reading for
information common objects in a keys/legends on Board/Visual
Information
from a visual picture a photograph. picture maps. Organizer Task
cue or a graphic with In Context/Visual
Say one or more sentence Read table and
organizer and rebus/pictures/ Comprehension.
about them. charts in the
express the
classroom. Visual from the
information Locate:
context.
verbally.
Specific simple
Followed with
information in a clock (by
questions for
the hour) by looking at
information.
the position of the hands
of the clock.

Month and day in a

calendar by reading
across and down.

Benchmark 4 SLO Grade 1 SLO Grade 2 Task Reading Level

Locate Use textual/Visual aids Use One Task Reading and

information for such as table of contents, textual/Visual Comprehending
specific mobile menu, start menu aids such as table Textual/Visual
purposes using of computers, television of contents, Information for
various aids and keypad, to locate mobile menu, specific purposes.
study skills. particular information. start menu of
computers,
television keypad,
to locate
particular
information.

Benchmark 5 SLO Grade 1 SLO Grade 2 Task Reading Level

Recall stories Recite and recite short Recite and recite One Task Reading and
and nursery poems or nursery rhymes short poems or followed with
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 rhymes; express with action. nursery rhymes questions. Comprehending/
personal with action.
Listen to a simple Enjoying Literary
reactions to
story/fairytale read aloud Listen to a simple Text
characters and
by the teacher. story/fairytale
events in them. / Problem Solving
read aloud by the
Read aloud the same Text.
teacher.
story/fairytale
themselves. Read aloud the
same
Identify and name
story/fairytale
characters.
themselves.
Respond orally in yes or
Identify and
no, their likes or dislikes
name characters.
about the story/character
(s).

Respond orally in
writing, in a
sentence, their
likes or dislikes
about the
story/character
(s).

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8. Grade 1 Assessment Specifications and SLO Based Tasks and Items.

Competency: Reading & thinking Skill

Standard: All students will search for ,discover
and understand a variety of text type
through tasks which require multiple
reading and thinking strategies for
comprehension ,fluency and enjoyment
Bench mark: 01
Slo: Articulate, identify and match capital
and small letters of the alphabet in a
series or in a random order

Grade: one

Questions: Match the following alphabetical capital letters with small letters.

A e

B C

C a

D b

E d

N l

B h

C n

H r

L c

R b

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 Competency: Reading & thinking Skill
Standard: All students will search for ,discover
and understand a variety of text type
through tasks which require multiple
reading and thinking strategies for
comprehension ,fluency and enjoyment
Bench mark: 03
Slo: Point out/name some common object
in a picture or a photograph.
Grade: one

Question: look at picture. Write the name/ names of fruit and vegetable before
each color.

Red ___________ ____________ _____________

Green ____________ _____________ ____________

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 Yellow ___________ ______________ ____________

Purple ___________ ______________ _____________

Competency: Reading & thinking Skill

Standard: All students will search for ,discover
and understand a variety of text type
through tasks which require multiple
reading and thinking strategies for
comprehension ,fluency and enjoyment
Bench mark: 04
Slo: Arrange the list of words in alphabetical
order.
Grade: one

Question: Below are given some words. Arrange these words in alphabetical
order.

1: Gate _________

2: Car _________

3: Ant _________

4: Dog _________

5: Ball __________

6: Elephant __________

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 Competency: Writing Skill
Standard: All students will produce with
developing fluency and accuracy,
academic, transactional and creative
writing, which is focused, purposeful
and shows an insight into the writing
process
Bench mark: 01
Slo: Write numbers from one to ten in
words.
Grade: one

Question: below are given some numbers, write these numbers in words.

a) 7 _______________________

b) 4 _______________________

c) 8 ______________________

d) 3 ______________________

e) 9 ______________________

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 Competency: Writing Skill
Standard: All students will produce with
developing fluency and accuracy,
academic, transactional and creative
writing, which is focused, purposeful
and shows an insight into the writing
process
Bench mark: 01
Slo: Write appropriate naming and action
words to identify an object or an action
in a picture.
Grade: one

Question: write the names of pictures given below.

_________________________

______________________

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 Competency: Writing Skill
Standard: All students will produce with
developing fluency and accuracy,
academic, transactional and creative
writing, which is focused, purposeful
and shows an insight into the writing
process
Bench mark: 02
Slo: List items of a similar category from a
given text.
Grade: one

Question: Read the text and list the names of parts of body, used in the text.
Yes teacher

Touch your head

And touch your toes

Touch your eyes

And touch your nose.

Touch your hands

And turn around.

Jump up high

And sit on the ground.

Names of parts of body:

_________ _________

_________ __________

__________ __________

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 Competency: Writing Skill
Standard: All students will produce with
developing fluency and accuracy,
academic, transactional and creative
writing, which is focused, purposeful
and shows an insight into the writing
process
Bench mark: 02
Slo: Copy rhyming words from a poem.

Grade: one

Question: Read the poem and write down the rhyming words used in the poem.

A Fish
There is a golden fish

She lives in a dish.

She jumps into a pail,

And fall on its tail.

Rhyming words: 1; _______ ___________

2; ________ __________

3; __________ _________

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 Competency: Formal &Lexical Aspects of language
Standard: Vocabulary: All students will enhance
vocabulary for effective
communication.
Bench mark: 01
Slo: Recognize different categories of simple
action and naming words from pictures
and immediate surrounding e.g.
animals, fruits, vegetables, parts of
body, objects in the classroom and at
home, colors, shapes, directions(left,
right) and numbers in words and first,
second, third etc.
Grade: one

Question:
1) Write the names of things which you see in the classroom

2) Count the things and write the numbers and words

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 Competency: Formal &Lexical Aspects of language
Standard: Grammar and Structure: All students
will understand and use grammatical
functions and the principles of
grammar, punctuation, and syntax for
developing accuracy in their spoken and
written communication.
Bench mark: 01
Slo: Use am, is, are in short sentences to
identify and describe a person, place
and thing.
Grade: one

Question: Below some sentences are given. Use (am, is, are) in these sentences.
1; this ______ my pen.

2; I ______ busy now.

3; He _______ my little sister.

4; They ______ writing a letter.

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 Competency: Formal &Lexical Aspects of language
Standard: Vocabulary: All students will enhance
vocabulary for effective
communication.
Bench mark: 01
Slo: Provide the missing letters to spell
one/two syllable words.
Grade: one

Question: look at the pictures and complete the spelling of the words by filling
missing letters.

I__c__cr__am D__ c___.

Um__r__ll__ Ra__ b __t.

M__ nk __ y.

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9. Grade II Assessment Specifications and SLO Based Tasks and Items.

Competency Reading and thinking skills

Standard 2: All students will read and analyze literary text to seek information, ideas, enjoyment,
and to relate their own experience to those of common humanity as depicted in
literature.
Benchmark 1: Recall stories and nursery rhymes; Tasks / Questions Reading Level
express personal reactions to
characters and events in them.
SLO Read and recite short poems or Task. 1: What happens On comprehension
nursery rhymes with actions. when it is red / yellow / learners to draw
green? on various sources
of information in
order to make
sense of what
Task 2: Read the poem they read. They
carefully and mark (  ) the draw on visual
correct answer. and grapho-phonic
sources of
information in the
Task 3: Match the colours text, using
with actions. knowledge about
printed text (and
especially about
the relationship
between particular
written shapes and
spoken sounds);

Instructions: Question: Read the text and mark (  ) the correct options of the given questions below.

Red light, Red light

What do you say?

I say stop and stop,

Right away.

Yellow light, Yellow light,

What do you say?

I say start and start,

Right away.

Green light, Green light

What do you say?

I say go and go,

Right away.

Thank you, Thank you,

75
Red, Yellow, Green,

Now I know,

What the Traffic Lights mean.

Question: 01 The poem is all about…….

A: Traffic rules

B: Traffic lights

C: Road direction

D: Road safety

Question: 02 Which colour light indicates to move?

A: Red Light

B: Yellow Light

C: Green Light

D: Red and Yellow lights

Question: 03 Match the colours of lights with the words given below:

LightsActions / words

Red Go

Yellow Stop

Green Start

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Competency Writing skills
Standard 1: All students will produce with developing fluency and accuracy, academic,
transactional, creative writing, which is focused, purposeful and shows an insight into
the writing process.
Benchmark 2: Write sentences, answers, to simple Tasks / Questions Writing Level
questions and guided stories about
familiar topics.
SLO Write a few sentences to describe a Task 1: Look at the picture Brainstorming
picture and a series of pictures carefully and take a few and use of
moments to think before you sentences and
start writing. Answer the ideas.
questions given below.

Task 2: Make a story by filling Learning to

the blanks. develop range
of vocabulary
and sentences.
Developing
more ideas and
vocabulary;

Task 1: activity: Answer the questions given below.

(1) Describe what they are doing.

They are busy in their works.

(2) Describe what they are wearing.

She's wearing a blue dress and she’s wearing………….

(3) Describe what they are holding.

He's holding a cot.

(4) Describe what there is and how many there are.

There is a dog, three cows, a rooster and …………….

(5) Describe where they are.

There are at a village home.

(6) Give an opinion.

Her dress is pretty. It looks like a villagers dress.

(7) Describe where things are in relation to each other.

The girl is next to a tree.

(8) Describe what the weather is like.

It's a sunny day.

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Task 2:

1. Read the text carefully.

I get up early in the morning. I brush my teeth. I wash my hands and face. I perform prayer and get ready
for school. I study at school till noon. I do my homework in the evening then I play with my friends.
I also watch television at night than go to bed.

2. Look at the pictures and describe the activity in your own sentences.

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Competency Formal and Lexical Aspects of Language
Standard 3: Grammar and structure: All students will understand grammatical functions and use the
principles of grammar, punctuation and syntax for developing accuracy in their spoken
and written communication.
Benchmark 1: Recognize grammatical functions Tasks / Questions Formal and
of some parts of speech and use Lexical Aspects
them in speech and writing. Level
SLO Identify and change the number of Task 1: look around the class Have an interest
simple naming words by adding or and discover nouns and make a in words and
removing s &es. list. their meanings.

Task 2: Add s, es and ies to Have

make common nouns plural. development in
vocabulary to
use in speaking
and writing
activities in
daily life.

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Competency: Formal &Lexical Aspects of language

Standard: Pronunciation: All students will

understand and articulate widely
acceptable pronunciation, stress and
intonation pattern of the English
language for improved communication

Bench mark: 01

Slo: Identify/ classify words that begin with

same sound.

Grade: Two

Question01: Match the words of column “A” with the words of column “B” that
begins with same sound.
Column A Column B

Blue Here

Fairy Peace

Hare Blew

Meat Ferry

Piece Meet

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Competency: Writing Skill
Standard: All students will produce with
developing fluency and accuracy,
academic, transactional and creative
writing, which is focused, purposeful
and shows an insight into the writing
process
Bench mark: 02
Slo: Write a few sentences to describe a
picture and a series of pictures
Grade: Two

Question : look at the picture and write sentences about the objects in the picture.

1:______________________________________________________________________

2:______________________________________________________________________

3:_______________________________________________________________________

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Competency: Writing Skill
Standard: All students will produce with
developing fluency and accuracy,
academic, transactional and creative
writing, which is focused, purposeful
and shows an insight into the writing
process
Bench mark: 01
Slo: Fill in the missing information to
complete a simple paragraph
Grade: Two

Question: Complete the simple paragraph by filling the words given in the box on
appropriate place.

cool songs season fun

leaves hot spring sweet lovely

The _______ is the most pleasant ________. It is neither ________ nor cold. The

Winds are ________. Everything looks ____________ and ________. Birds

Sing sweet ___________. Trees have new __________. This is the best season to

have ________.

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Competency: Writing Skill
Standard: All students will produce with
developing fluency and accuracy,
academic, transactional and creative
writing, which is focused, purposeful
and shows an insight into the writing
process
Bench mark: 01
Slo: Write simple two/ three syllable words
with correct spellings
Grade: Two
Question: look at the pictures and write one, two and three syllable words with
correct spellings below each picture.

_________________ ______________ ____________________

________________ _______________ ____________________

______________ _______________ ______________

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Competency: Reading and thinking Skill
Standard: All students will search for ,discover
and understand a variety of text type
through tasks which require multiple
reading and thinking strategies for
comprehension ,fluency and enjoyment
Bench mark: 03
Slo: Name / point out some common
objects in a picture or photograph
Grade: Two

Question: Look at the picture, identify and write the names of things in the
picture.

1_______________ 2_________________ 3____________________

4________________ 5_________________ 6___________________

7________________ 8_________________ 9__________________

10________________ 11_________________ 12__________________

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Competency: Reading and thinking Skill
Standard: All students will search for ,discover
and understand a variety of text type
through tasks which require multiple
reading and thinking strategies for
comprehension ,fluency and enjoyment
Bench mark: 03
Slo: Describe events in a picture and
photograph
Grade: Two
Question: Read the text, look at the pictures and describe the activity in one
sentence below each picture.
I get up early in the morning. I brush my teeth, wash hands and face, say prayer
and get ready for school. I study in school till noon. I do my homework in the
evening then I play with my friends. I also watch television at night than go to bed.

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Competency: Formal &Lexical Aspects of language
Standard: Grammar and Structure: All students
will understand and use grammatical
functions and the principles of
grammar, punctuation, and syntax for
developing accuracy in their spoken and
written communication.
Bench mark: 01

Slo: Identify and change the number of

simple naming words by adding or
removing s &es.
Grade: Two

Question 02: Change the following words into correct plural form.

Words plural

Arrow ___________

Mango ___________

Class ____________

Tiger ____________

Mosquito _____________

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Competency: Formal &Lexical Aspects of language
Standard: Grammar and Structure: All students
will understand and use grammatical
functions and the principles of
grammar, punctuation, and syntax for
developing accuracy in their spoken and
written communication.
Bench mark: 02

Slo: Recognize that a sentence ends with

some form of punctuation, i.e. full-stop
and question mark or an exclamation
mark.
Grade: Two

Question 03: which one of the following marks will be used to punctuate
interrogative sentence?
A: (.)

B: (,)

C: (?)

D: (!)

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10. Grade III Assessment Specifications and SLO Based Tasks and Items.

Strand/Key Learning Area: Formal and Lexical Aspects of Language

Standard 2: Vocabulary

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade

BM.I SLO U .7 Q. Which one of the following is correctly spelled word?

Spell (A) Streat

some
(B) Streit
words
studied in (C) Street
class both
orally and (D) Strit
in writing

88
 Competency: Reading and thinking Skill
Standard: All students will search for ,discover
and understand a variety of text type
through tasks which require multiple
reading and thinking strategies for
comprehension ,fluency and enjoyment
Bench mark: 02
Slo: Apply critical thinking to interact with
text using intensive reading strategies:
 To locate specific factual
information to answer short
questions based on the text.
 Predict what follows in the text
using context and prior
knowledge.
Grade: Three

Question: Read the following text carefully and mark ( ) the correct answers of
the given questions.
During his visit to the zoo, Rashid and his family saw some huge apes which
looked like orangutans. They also saw a leopard, a few crocodiles and alligators
feeding. They also saw some tortoises and turtles. Both were looking alike but

turtles were smaller and had legs instead of flippers. They went home after an
enjoyable day.

Question 01: Ahmed took his family to:

A: the circus

B: the cinema

C: the zoo

D: the museum

89
 Question 02: When Ahmed and his family visited zoo which animal was feeding?

A: apes and leopard

B: the crocodiles and alligators

C: the turtles and tortoises

D: the orangutans and apes

Questions 03: Which animal had flippers?

A: leopards

B: Tortoises

C: Turtles

D: Alligators

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Competency: Reading and thinking Skill
Standard: All students will search for ,discover
and understand a variety of text type
through tasks which require multiple
reading and thinking strategies for
comprehension ,fluency and enjoyment
Bench mark: 02
Slo: Use critical thinking to respond to the
text (post- reading):
 Apply world knowledge and own
opinion to the text read.
 Relate what is read to their own
experiences.
Grade: Three
Read the following text and mark (  ) the correct answers of the given questions.
Address:
Dear, Auntie
Thanks for your lovely gift. I like the brooch very much. The postman
brought it this morning. It matches my blue dress and I shall wear it to a party
next Saturday.
I have not shown it to mother as she is out for shopping. When she
comes, I shall show it.
Thank you again
With love
Aisha

Question 01: The above text is:

A: A Story

B: A letter

C: An invitation

D: An essay

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Question 02: The gift arrived on:

A: Saturday

B: Sunday

C: Monday

D: next Saturday

Questions 03: The gift was a:

A: brooch

B: letter

C: blue dress

D: shopping

Question 04: Mother had not seen the gift yet because she was:

A: writing a letter

B: at a party

C: out for shopping

D: at home

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Competency: Writing Skill
Standard: All students will produce with
developing fluency and accuracy,
academic, transactional and creative
writing, which is focused, purposeful
and shows an insight into the writing
process
Bench mark: 01
Slo: Write with reasonable accuracy some
sentences of their own on a given topic
Grade: Three
Question: Write five sentence on your”Pet animal”.(Cat , Dog , Camel , Goat ,
Sheep ,Bull etc)
Answer:
1:_________________________________________________________

2:_________________________________________________________

3:_________________________________________________________

4:_________________________________________________________

5:__________________________________________________________

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Competency: Writing Skill
Standard: All students will produce with
developing fluency and accuracy,
academic, transactional and creative
writing, which is focused, purposeful
and shows an insight into the writing
process
Bench mark: 01 {{{{{{{{{{

Slo: Write simple descriptive, narrative and

expository paragraphs.
Grade: Three
Question: With the help of given pictures, write a story on “The fox and the
grapes”. You may use the following words.
{

hungry vineyard full fine ripe growing sunny jumped

disappointed get high reach found useless try

went saying sour want

94 | P a g e
Once a hungry fox came to vineyard

____________________________________________________ ________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

____________________________________________________________________________________,

Saying to himself that the grapes were sour, and he did not want them.

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Competency: Writing Skill
Standard: All students will produce with
developing fluency and accuracy,
academic, transactional and creative
writing, which is focused, purposeful
and shows an insight into the writing
process
Bench mark: 01

Slo: Write sentences of their own using

correct capitalization ,punctuation and
spellings
Grade: Three
Question: Below are given some of the words .Make sentence of each word by
using the correct capitalization, punctuation and spellings.

Word sentence

Remember: _ _________________________________________________

Secret: ___________________________________________________

Erase: __________________________________________________

Wear: ___________________________________________________

Throw: ___________________________________________________

96 | P a g e
Competency: Formal &Lexical Aspects of language
Standard: Vocabulary: All students will enhance
vocabulary for effective
communication.
Bench mark: 01

Slo: Recognize and use words similar and

opposite in meaning.
Grade: Three

Question 01: Which one of the following words is the opposite of “long?”

A: Big

B: Short

C: Small

D: Tall

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Competency: Formal &Lexical Aspects of language
Standard: Grammar and Structure: All students will
understand and use grammatical
functions and the principles of grammar,
punctuation, and syntax for developing
accuracy in their spoken and written
communication.
Bench mark: 01

Slo: Classify and change the gender of nouns

from immediate& extended
environment(masculine/feminine/neuter)
Grade: Three

Question 02: Which one of the following words is the masculine of “Sheep?”
A: Goat

B: Bull

C: lamb

D: Buffalo

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Competency: Formal &Lexical Aspects of language
Standard: Grammar and Structure: All students
will understand and use grammatical
functions and the principles of
grammar, punctuation, and syntax for
developing accuracy in their spoken and
written communication.
Bench mark: 01

Slo: Recognize substitution words as

pronouns. Identify and use pronouns in
sentences
Grade: Three

Question 03: “Raheel and Reema play together”. The suitable pronoun for the
underlined words is:
A: He

B: She

C: It

D: They

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11. Grade IV-V Assessment Specifications and SLO Based Tasks and
Items.
Competency Reading and thinking skills
Standard 1: All students will search for, discover and understand a variety of text type through tasks
which require multiple reading and thinking strategies for comprehension, fluency and
enjoyment.
Benchmark 2: Interpret factual information, new Tasks / Questions Reading Level
processes and procedures, personal,
school and public related
information applying reading
comprehension and thinking
strategies.
SLO Apply strategies to comprehend Task 1:What did you do On comprehending
questions for appropriate response whole the day yesterday? learners will draw
by marking key words, verbs and Number of action verbs to on various sources
tenses of the following question be told in past tense with a of information in
types: sequence. order to make sense
 factual of what
 personal response they read. They
 interpretive. draw on their prior
knowledge,
including their
background
knowledge and
experience
and their literacy-
related knowledge.

Task 2: Read the text and On comprehending

mark (  ) the correct
option?
Task 3: Write about your
picnic that you had
previous year?
learners will use
personal
experiences and
they will have
semantic sources of
information in the
text (using their
knowledge of the
meanings of words
and sentences and
structure of
sentences).

100 | P a g e
Task 2: Activity

Read the following text and mark (  ) the correct option of the given questions:

One morning Mr. Khan drove car very fast to his office due to late. A policeman stopped him when he
was half way there. The policeman asked his name and checked his driving license. After few days Mr.
Khan received a notice to pay a fine of a hundred rupee. From that day he decided that he would not drive
so fast.

Question 01: The suitable title for the above text is:

A: Mr. Khan's Car

B: Fast driving and fined

C: Late and pay notice

D: Policeman and passenger

Question 02: Mr. Khan was driving very fast because he:

A: was late for work

B: was on the way

C: saw a policeman

D: had to pay fine

Question o3: what did policeman do, when he stopped Mr. Khan?

A: took Mr. Khan's Car

B: got hundred rupees

C: gave him notice

D: asked his name and driving license

Question 04: what happened with Mr. Khan a few days later?

A: Policeman sent back his license

B: He received a notice of fine

C: He received a hundred rupee

D: Police man again stopped him

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Competency Reading and thinking skills Grade 5
Standard 1: All students will search for, discover and understand a variety of text type through tasks
which require multiple reading and thinking strategies for comprehension, fluency and
enjoyment.
Benchmark 2: Interpret factual information, new processes and procedures, personal, school and public
related information applying reading comprehension and thinking strategies.
SLO  Apply strategies to comprehend questions for appropriate response by marking
key words, verbs and tenses of the following question types: Factual
 Interpretive
 Inferential
 Personal response
.
Reading Level On comprehending learners will draw on various sources of information in order to
make sense of what they read. They draw on their prior knowledge, including their
background knowledge and experience
and their literacy-related knowledge.

Task : Read the given text and tick the right option in each MCQ. Then also answer the
questions no. 7 to 9 given below the text.
Topic: Material
A material is what something is made of. There are 5 basic materials. Most things are made with these materials.
Some things are made of metal. Some things are made of glass. Some things are made of wood. Some things are
made of cloth. And some things are made of plastic. There are some other materials. But they are not used as
much as these 5 materials.

Let’s talk about metal first. Metal is very heavy. And it is very hard and strong. It usually feels cool if you touch it.
We use metal to make lots of things. We use it for forks and knives. We use it for keys. We use it for cars. We use
it for these things because it is very strong.

Next, let’s talk about glass. Glass is very smooth. It feels cool to touch. It is not as heavy as metal. It is hard. But it
is not strong. It breaks very easily! Then why do we use it? We use it because it is clear! You can see through
glass! That’s why we use it for windows. That’s also why we use it for glasses.

Now, let’s talk about wood. Wood is lighter than metal and glass. It is not as strong as metal. But it is much
stronger than glass. We use wood to make lots of things. Things made from wood are usually light and hard and
strong. Chairs and tables are made from wood. Pencils are made from wood.

Now let’s talk about cloth. Cloth is very light. It is much lighter than wood. And it is very soft. We use cloth to
make lots of things. For example, it is used to make clothing. And it is used to make blankets.

Last, let’s talk about plastic. Plastic is also very light. But it is different from cloth. Sometimes it is soft. And
sometimes it is hard. Plastic can be used to make thin plastic bags. These are light, soft, and strong. But plastic
can also be used to make bicycle helmets. These are light, hard, and strong. A helmet and a bag seem different.
But they are both made from plastic.

Source:(http://www.englishforeveryone.org/

102 | P a g e
Questions:

1) Which sentence from the passage best describes the main idea? (evaluative/interpretative)

A. "We use cloth to make lots of things."

B. "Metal is very heavy."
C. "There are 5 basic materials."
D. "A helmet and a bag seem different."

2) According to the passage, which of these things is a material? (evaluative )

A. chairs
B. clothing
C. windows
D. wood

3) According to the passage, how does glass feel? (inferential)

A. smooth and cool

B. warm and soft
C. light and hard
D. sharp and heavy

4) In paragraph 4, the passage says, “Wood is lighter than metal and glass.” What is the main purpose
of this sentence? (inferential)

A. to explain something
B. to recommend something
C. to compare something
D. to demonstrate something

5) Which material would you use if you wanted to make something that was strong and very light? (evaluative)

A. plastic
B. wood
C. metal
D. glass

6) In this passage, the author talks about (evaluative)

A. hard things first, then soft things

B. heavy things first, then light things
C. strong things first, then weak things
D. cool things first, then warm things

7) In this passage, we learn about a 5 different materials. Which of these materials do you think is best?
Why? (personal)

8) In this passage, we learn about a 5 different materials. Which of these materials do you think is worst? Why?
(Personal)

9) Is there any other material which you can create in your imagination? Yes or no . Then give reason for your reply ?
(Personal)

Answer key for MCQs. 1C 2D 3A 4C 5A 6B

103 | P a g e
Competency Writing skills
Standard 1: All students will produce with developing fluency and accuracy, academic,
transactional, creative writing, which is focused, purposeful and shows an insight into
the writing process.
Benchmark 2: Write short descriptive, expository Tasks / Questions Writing Level
and narrative paragraphs and stories
for academic and creative purposes.
SLO Write simple descriptive, narrative Task 1: Write a letter to your Brainstorming,
and expository paragraphs. father to tell him how your sentence
school picnic was. structure and
development of
ideas.

Task 2: Who is your favourite learning to

teacher and why? develop topics
in depth.

Task 3: Make a list of Developing

descriptive adjectives and more ideas and
create a paragraph to describe vocabulary;
your father’s / teacher’s
character?

104 | P a g e
Competency Formal and Lexical Aspects of Language
Standard 3: Grammar and Structure: All students will understand and use grammatical functions and
the principles of grammar, punctuation, and syntax for developing accuracy in their
spoken and written communication.
Benchmark :1 Recognize grammatical functions of Tasks / Questions Formal and
selected parts of speech, limited Lexical Aspects
concepts of time tense and aspect and Level
use them in their speech and writing.
SLO Classify and change the gender of nouns Task 1: Make a list of Ability to
from immediate& extended genders. differentiate
environment(masculine/feminine/neuter) vocabulary and
have a growing
range of
vocabulary to
use in students
speaking and
writing
activities.

Task 2: Classify
Develop
masculine and feminine
students’ powers
gender.
of words to use
in creative
writing.

Task 3: Make a family

Develop their
tree and distinguish powers of
masculine and feminine imaginative
gender nouns. word use in
creative and
inventive
writing

Have an
Task 4: Find neuter interest in
gender that exits around words and their
you. Make a list of it.
meanings

105
Competency Reading and thinking skills
Standard 1: All students will search for, discover and understand a variety of text type through tasks
which require multiple reading and thinking strategies for comprehension, fluency and
enjoyment.
Benchmark 2: Interpret factual information, new Tasks / Questions Reading Level
processes and procedures, personal,
school and public related
information applying reading
comprehension and thinking
strategies.
SLO Use pre-reading strategies to:- Task 1: Look at the picture Comprehending
 predict the content! and guess what is happening visual
Vocabulary of a text from in the picture? information for
picture and title etc. by Responses by students seeing developing
using prior knowledge. pictures. ideas.
 guess the meaning of
unfamiliar words through Task 2: Comprehending
context. Read the text carefully and factual
underline the difficult words information.
and guess the meanings.
WORDS.
Fall Sick, fever, stomach,

106 | P a g e
 upset, ache, germs, clip nails.

Task 3: Role play Life related role

Performing role of a doctor enjoyment by
and a patient focusing cough performance.
and fever.

Reading and thinking skills

Checklist of Role play

S# Students Names Content Confidence Stress and Body Voice Total Goal
(Pair) ( 1-3 (2 marks) intonation Language audibility marks ( X/√)
marks) ( 0-2 marks) (1 mark) (0-2
marks)
01 Fiza and Khan

Instructions: Tick (√) If goal is achieved

Cross (X) If goal is not achieved
Description:
Confidence: ( 3 marks) good(1) better (2) best(3)
Content : (2 marks) sufficient (2) not sufficient (1) irrelevant (0)
Stress and intonation (1 mark) present (1) absent (0)
Body language ( 1 mark) present (1) absent (0)
Voice audibility (2 marks) clear & audible (2) slow but clear (1) not audible(0)

107 | P a g e
Competency Writing skills
Standard 1: All students will produce with developing fluency and accuracy, academic,
transactional, creative writing, which is focused, purposeful and shows an insight into
the writing process
Benchmark 1: Identify and use techniques for Tasks / Questions Writing Level
writing effective and unified
sentences and paragraphs.
SLO Write a guided paragraph using Task 1: Write guided Brainstorming,
ideas gathered and organized paragraph. coherence and
through various strategies. (Ref: guideline is given in the use of present
book Page.13 Ex: 06) simple tense

Task 2: What makes your learning to

mother / father / grandmother / develop topics
father happy? in depth.

Task 3: What makes our Allah Developing

unhappy and why? more ideas and
vocabulary;

Competency Formal and Lexical Aspects of Language

Standard 3: Grammar and structure: All students will understand grammatical functions and use the
principles of grammar, punctuation and syntax for developing accuracy in their spoken
and written communication.
Benchmark 1: Recognize grammatical functions Tasks / Questions Formal and
of selected parts of speech, limited Lexical Aspects
concepts of time, tense and aspect, Level
and use them in their speech and
writing.
SLO Classify nouns as common and Task 1: Brainstorm and Have a growing
proper nouns (Names of people, discover nouns around you. range of
pets, places, mountains, lakes, vocabulary to
rivers, etc.) use in students
speaking and
writing
activities

Ability to
differentiate
Task 2: categorize proper and
vocabulary.
common nouns into a table.

Develop
students’
Task 3: Use proper and powers of
common nouns in your own words to use in
sentences. creative
writing.

108 | P a g e
109 | P a g e
Competency Reading and thinking skills
Standard 2: All students will read and analyze literary text to seek information, ideas, enjoyment and
relate their own experiences to that common humanity as depicted in literature.
Benchmark 1: Describe basic elements of stories Tasks / Questions Reading Level
and simple poems; express personal
preferences giving reasons.
SLO Recognize and describe briefly story Task 1:Describe the character On
elements:- of Jabir. comprehending
 to describe the characters in learners will
a story draw on various
 to express preferences about sources of
them giving reasons. information in
order to make
sense of what
they read. They
draw on their
prior
knowledge,
including their
background
knowledge and
experience
and their
literacy-related
knowledge.

Task 2: How do you behave On

when somebody misbehaves comprehending
you? learners will
use personal
Task 3: When you help experiences and
someone How do you feel? they will have
semantic
sources of
information in
the text (using
their knowledge
Ref: I’ll help you pg. 03 of the
meanings of
words and
sentences and
structure of
sentences).

110 | P a g e
Standard 2: All students will read and analyze literary text to seek information, ideas, enjoyment and relate their own
experiences to that common humanity as depicted in literature.
Benchmark Describe basic Tasks / Questions Reading Level
1: elements of stories
and simple poems;
express personal
preferences giving
reasons.
SLO Recognize and Task 1 On
describe briefly Student will read any story and fill this graphic organizer. comprehending
story elements:- Sample Story: Cinderella learners will
 to describe Basic Elements of a story (Graphic organizer) draw on
the various sources
characters Title ( name of Cinderella of information
in a story story) in order to
Setting (place of In a remote kingdom make sense of
 to express
story) what
preference
Characters Cinderella, Step mother, 2 step sisters, they read. They
s about draw on their
Prince, fairy God mother, messengers.
them prior
animals
giving Theme Cruelty , simplicity , patience, believe in knowledge,
reasons. (messages/morals God including their
behind the story) background
Conflict( main Cinderella had to go to Dance Party but she knowledge and
problem ) had no arrangements. Her step mother had experience
left her at home. and their
Climax( the most At 12 o’ clock Cinderella ran back to home literacy-related
exciting part of leaving her one shoe. knowledge.
the story)
Resolution Cinderella showed her next shoe to the price
( How the and he took her to palace.
problem is
solved)

Task 2 : take one more story of your own choice .Read it and fill
the graphic organizer.

111 | P a g e
Competency Reading and thinking skills
Standard 1: All students will search for, discover and understand a variety of text type through tasks
which require multiple reading and thinking strategies for comprehension, fluency and
enjoyment.
Benchmark 2: Interpret factual information, new Tasks / Questions Reading Level
processes and procedures, personal,
school and public related
information applying reading
comprehension and thinking
strategies.
SLO Apply strategies to comprehend Task 1:What did you do On comprehending
questions for appropriate response whole the day yesterday? learners will draw
by marking key words, verbs and Number of action verbs to on various sources
tenses of the following question be told in past tense with a of information in
types: sequence. order to make sense
 factual of what
 personal response they read. They
 interpretive. draw on their prior
knowledge,
including their
background
knowledge and
experience
and their literacy-
related knowledge.

Task 2: Read the text and On comprehending

mark (  ) the correct
option?
Task 3: Write about your
picnic that you had
previous year?
learners will use
personal
experiences and
they will have
semantic sources of
information in the
text (using their
knowledge of the
meanings of words
and sentences and
structure of
sentences).

112 | P a g e
Competency Reading and thinking skills
Standard 1: All students will search for, discover and understand a variety of text types through
tasks which require multiple reading and thinking strategies for comprehension, fluency
and enjoyment.
Benchmark 2: Interpret factual information, new Tasks / Questions Writing Level
processes and procedures, personal,
school and public related
information reading comprehension
and thinking skills.
SLO Use pre-reading strategies to Task 1: Underline difficult Comprehending
 predict the content of a words from the text and use in factual
text from topic/ picture, your own sentences. information
title! headings etc. by
Task 2: How do you feel when learning to
using prior knowledge. your pet dies? develop topics
 guess the meaning of in depth.
difficult words through
context. Task 3: How can your pet Developing
defend you? more ideas and
vocabulary;
Ref: A Sad story of my
peacock pg. 58

Competency Writing skills

Standard 1: All students will produce with developing fluency and accuracy, academic,
transactional, creative writing, which is focused, purposeful and shows an insight into
the writing process
Benchmark 3: Write a variety of interpersonal and Tasks / Questions Writing Level
transactional text e.g. short notes,
informal invitations, and letters, and
dialogues (Speech bubbles, cartoon
strips) using vocabulary, tone, style
of expression appropriate to the
communicative purpose and
context.
SLO Write replies accepting or Task 1: Write a letter to invite Brainstorming,
declining an invitation. your best friend to participate coherence and
on your birthday ceremony. use of future
simple tense
Task 2: What makes you
excited, angry, sad, happy, and learning to
serious on different occasions? develop topics
in depth.
Task 3: Make a list of
descriptive adjectives and Developing
create a paragraph to describe more ideas and
your father’s / teacher’s vocabulary;
character?
Ref: Creative writing Page.66

113 | P a g e
Competency Writing skills
Standard 1: All students will produce with developing fluency and accuracy, academic,
transactional, creative writing, which is focused, purposeful and shows an insight into
the writing process
Benchmark 2: Write short descriptive, expository Tasks / Questions Writing Level
and narrative paragraphs and stories
for academic and creative purpose.
SLO Write the central idea of a given Task 1: Compose a poem Brainstorming,
poem in simple language. using rhyming words. i.e. coherence and
. (I wish) (Ref: Page.85) use of present
simple tense

Task 2: Imagine any three learning to

wishes and create a paragraph develop topics
on that. in depth and
developing
more ideas and
vocabulary.

Competency Formal and Lexical Aspects of Language

Standard 3: Grammar and structure: All students will understand grammatical functions and use the
principles of grammar, punctuation and syntax for developing accuracy in their spoken
and written communication.
Benchmark 1: Recognize grammatical functions Tasks / Questions Formal and
of selected parts of speech, limited Lexical Aspects
concepts of time, tense and aspect, Level
and use them in their speech and
writing
SLO Classify more nouns as common Task 1: Brainstorm and Have a growing
and proper nouns (Names of discover nouns around you. range of
people, pets, places, mountains, vocabulary to
lakes, rivers, etc.) use in students
speaking and
writing
activities

Task 2: categorize regular and

Ability to
irregular nouns into a table.
differentiate
vocabulary.

Task 3: Use regular and Develop

irregular nouns in your own students’
sentences. powers of
. words to use in
creative
writing.

114 | P a g e
Competency Formal and Lexical Aspects of Language
Standard 3: Grammar and structure: All students will understand grammatical functions and use the
principles of grammar, punctuation and syntax for developing accuracy in their spoken
and written communication.
Benchmark :1 Recognize grammatical functions Tasks / Questions Formal and
of selected parts of speech, limited Lexical Aspects
concepts of time tense and aspect Level
and use them in their speech and
writing.
SLO Recognize and use more action Task 1: Underline action verbs Ability to
verbs from extended from the lesson and categorize differentiate
environment including other regular and irregular verb into a vocabulary and
subjects in speech and writing. table.
have a growing
range of
vocabulary to
use in students
speaking and
writing
activities.

Task 2: Write a paragraph on

Develop
most memorable day of your
students’
life.
powers of
words to use in
creative
Ref: pg.42
writing.

Task 2: Activity
Read the following text and mark (  ) the correct option of the given questions:

One morning Mr. Khan drove car very fast to his office due to late. A policeman stopped him when he
was half way there. The policeman asked his name and checked his driving license. After few days Mr.
Khan received a notice to pay a fine of a hundred rupee. From that day he decided that he would not drive
so fast.

Question 01: The suitable title for the above text is:

A: Mr. Khan's Car

B: Fast driving and fined

C: Late and pay notice

D: Policeman and passenger

Question 02: Mr. Khan was driving very fast because he:

115 | P a g e
 A: was late for work

B: was on the way

C: saw a policeman

D: had to pay fine

Question o3: what did policeman do, when he stopped Mr. Khan?

A: took Mr. Khan's Car

B: got hundred rupees

C: gave him notice

D: asked his name and driving license

Question 04: what happened with Mr. Khan a few days later?

A: Policeman sent back his license

B: He received a notice of fine

C: He received a hundred rupee

D: Police man again stopped him

116 | P a g e
Competency Writing skills
Standard 1: All students will produce with developing fluency and accuracy, academic,
transactional, creative writing, which is focused, purposeful and shows an insight into
the writing process.
Benchmark 2: Write short descriptive, expository Tasks / Questions Writing Level
and narrative paragraphs and stories
for academic and creative purposes.
SLO Write simple descriptive, narrative Task 1: Write a letter to your Brainstorming,
and expository paragraphs. father to tell him how your sentence
school picnic was. structure and
development of
ideas.

Task 2: Who is your favourite learning to

teacher and why? develop topics
in depth.

Task 3: Make a list of Developing

descriptive adjectives and more ideas and
create a paragraph to describe vocabulary;
your father’s / teacher’s
character?

117 | P a g e
Competency Formal and Lexical Aspects of Language
Standard 3: Grammar and Structure: All students will understand and use grammatical functions and
the principles of grammar, punctuation, and syntax for developing accuracy in their
spoken and written communication.
Benchmark :1 Recognize grammatical functions of Tasks / Questions Formal and
selected parts of speech, limited Lexical Aspects
concepts of time tense and aspect and Level
use them in their speech and writing.
SLO Classify and change the gender of nouns Task 1: Make a list of Ability to
from immediate& extended genders. differentiate
environment(masculine/feminine/neuter) vocabulary and
have a growing
range of
vocabulary to
use in students
speaking and
writing
activities.

Task 2: Classify
Develop
masculine and feminine
students’ powers
gender.
of words to use
in creative
writing.

Task 3: Make a family

Develop their
tree and distinguish powers of
masculine and feminine imaginative
gender nouns. word use in
creative and
inventive
writing

Have an
Task 4: Find neuter interest in
gender that exits around words and their
you. Make a list of it.
meanings

118
Strand/Key Learning Area: Writing Skills

Standard 1: All students will produce with developing fluency and accuracy, academic, transactional and creative writing, which is focused,
purposeful and shows an insight in to the writing processes.

Benchmark SLO Cognitive Difficulty Item

Level Level
Grade

BM.I SLO: A Text:

The water flows fast down a hill or a mountain. This is a river, which has fresh water.
Use the A river is broader than a stream. Rivers gain more water from streams, springs, rain
reading falls and other sources. When small rivers join together they make a large river.
text as
model for Q. Write a short passage on a mountain/wood/village describing its features. The text
their own should include transitional devices, coherence, clarity and accuracy.
writing.
Guidelines for students:
 Use present simple tense (There is / there are/ it is/ it has/ it gives/ it makes/ it
helps/ it provides ...) ( people like to go/ we enjoy/ we learn ) (It is near/ it is
about .,)
 Add connective devices like ( and, but, because, then, so , that etc.)
 Use transitional devices like ( in fact/ in my view / on the other hand/ what’s
more )
 Add describing words like ( big/ vast/ huge/ tiny/ broad) ( attractive/ fascinating/
alluring) ( clean/ non polluted /hygienic/ cool/ clear/ airy) ( green/ black/ white/
blue/ pink) ( silence/ peaceful/ noisy/ crowded) ( magical/ dreamy/ heart
touching/ charming)

Rubric for marking the passage ( 60-75 words passage marks 12)
 Analytical Marking ( 7 marks )
1 marks for correct use of tense ( less than 4 errors)
1 marks for using describing words ( at least 4 words)
1mark for spelling ( less than 4 spelling errors ) 119
1 mark for using transitional devices ( at least 2 should be present )
 2 mark for content
1 mark for coherence
 Over all impression of language used

Marking Criteria
Excellent ( 5-4 marks)
There is one or no errors of spelling and tenses ; content /ideas are original; clear and
have coherence; with 4 to 5 describing words ,connective and transitional devices.
Word limit is above 60.
Average ( 2-3 )
There are few errors of spelling and tenses; content/ideas are present with little clarity
and coherence, and 2or 3 describing words; and 1 or 2 transitional devices. Word limit is
between 40 to 50
Below Average ( 0-2)
There are many errors of spelling and tenses, content is very little, ideas are not original
and clear, with no coherence, very few or no describing words and no transitional
devices. Word limit is below 40.

120 | P a g e
 GLOSSARY
Assessment: This is a process of the collection and synthesis of data and evidences on students’
learning, by using a variety of methods.
Cognitive Processes: The cognitive processes also referred to as ‘cognition’ encompasses all
information processing at the conscious and sub-conscious levels. The Latin root of cognition is
cognoscene, which translates into "to conceptualize," "to recognize," and "to know." According to
Bloom’s taxonomy this processing of information may be at six level from simple recall, retrieval of
knowledge to understanding, application, analysis, evaluation and create. In SESLOAF Framework three
cognitive processes will be considered.
Knowledge: Information processing that requires remembering, recognition, retrieval and recall
of knowledge.
Understanding: Information processing that requires construction of meaning from oral, written
or graphic text/communication. It involves Interpreting, exemplifying, summarizing, inferring,
explaining
Application: Carrying out a procedure, comparing, executing, implementing, evaluating, and
creating.
Summative Assessment: Summative Assessment (Assessment of learning) is assessment for
accountability purposes and for determining a student's level of performance after a certain
period of time, on a specific task or at the conclusion of a unit of teaching and learning. This
is formal way of testing students in order to find out what they have learnt. The information
gained from this kind of assessment is used for giving marks, reporting the grades, awarding
certificates, promoting to the next classes, evaluating teachers’ performance, making school
accountable, selection of students for further studies and professions and helping policy
makers to take certain decisions for future educational planning and improvement.
Formative Assessment: Formative Assessment (also called assessment for learning) is an
integral part of day- to- day teaching and learning processes. The information gained from
formative assessment activities can be used for shaping the teaching and learning processes. This
information helps the teachers know how students are progressing and where they are having
trouble, which leads toward making the necessary instructional adjustments, such as teaching the
concept again, trying alternative instructional approaches, or offering more opportunities for
practice. Hence formative assessment can lead to more opportunities for learning and improved
student achievements.

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Continuous Assessment: Continuous assessments are regular assessment conducted at the
classroom level to assess student learning outcomes frequently and regularly as opposed to one
time annual examination. The results could be used for immediate improvement of the teaching
and learning process and also accountability purposes.
Benchmark Assessment: These are continuous and regular assessment conducted to assess the
achievement of benchmarks and standards.
Performance Assessment: Performance assessment is a form of assessment that comprises
of the application and assessment of knowledge, skills, attitudes, values and work habits
through the performance of tasks in a given situation that are both meaningful and engaging to
students.
Authentic Assessment:

Task, Problem, or Project is Authentic if it:

1. Is realistic: The task or tasks replicate the ways in which a person’s knowledge and
abilities are “tested” in real –world situations.
2. Requires Judgment and Innovation: The student has to use knowledge and skills
wisely and effectively to solve unstructured problems, such as when a plan must be
designed, and the solution involves more than following a set routine or procedure or
plugging in knowledge.
3. Ask the students to “do” the subject: Instead of reciting, restating, or replicating
through demonstration what he or she was taught or what is already known, the
student has to carry out exploration and work within the discipline of science, history,
or any other subject.

Validity: Validity is the extent to which a test measures what it claims to measure.
Reliability: Reliability refers to the consistency of a measure. A test is considered reliable if we
get the same result repeatedly.
Specification: An Assessment Specification is a two-way chart which illustrates the topics to be
assessed in the tests, the cognitive levels for each of the topics and the number of test items. It
has the topics on one axis and the SLOs on the other axis. The specification table gives the
outlines the complete content areas and also the learning outcome at each level of the cognitive
domain. Hence, it is recommended that a Table of Specifications be developed before the test is
developed to guide complete content converge and to ensure test validity.

Benchmark: Components of the standards. These are statements that identify what students
know and can do at the end of a particular developmental and grade levels. These may also
represent students’ learning outcomes for a particular grade cluster or course.

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Content Standard: Content standards are general statements that describe what students are
expected to know and be able to do. It is a statement of the knowledge or understanding we
would expect students to have.

Curriculum Mapping: These are strategies to interpret the curriculum and develop an alignment
of SLOs, teaching and learning and planning and evaluation with standards.

Evaluation : Evaluation is the process of judging the quality of students’ work on the basis of
established criteria, by using collected information (assessment) for making informed decisions
about continued instruction, programs, and activities.

Performance Standard: Performance Standards are descriptions via tasks of what it is students
should know and be able to do to demonstrate competence. It is a description of specific use of
knowledge.

Rubric: It is a set of scoring guideline for evaluating students’ work. It explicitly describes
different levels of the quality of a work.

SLO: The Student Learning Outcomes are detailed statements describing what students are
supposed to learn, know and able to do at each grade level in order to achieve the specified
benchmarks.

Objective: The teaching objective is detailed statements of what teachers wants to do in the
teaching lesson in order to accomplish the specified teaching goal.

Standard: General statements that describe what students are expected to know and be able to
do.

Strand: A key learning area or competency.

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 Appendix I
MULTI- STAKEHOLDERS INVOLVED IN THE SESLOAF DESING,
DEVELOPMENT AND EXPERT REVIEW &VALIDATION PROCESSES AND
WORKSHOPS

Policy Makers, Education Advisers and Educational Managers

1. Ms. Saba Mehmood CPM RSU.
2. Mr. Mushtaq Ahmed Shahani, Director Bureau of Curriculum.
3. Mr. Asghar Memon Additional Director Bureau of Curriculum.
4. Mr. Syed Saleh Muhammad Deputy Director Bureau
5. Mr. Aftab Ali Co-ordinator PEACe.
6. Mr.Zameer Khan PM-SAT RSU.
7. Ms.Rana Hussain. Educational Adviser SESP EU
8. Mr.Bernard Doran. Team Leader British Council
9. Mr. John Payne Team Leaders British Council.

PEACe Institution:
10. Mr. Tanweer Ahmad Khan Subject Specialist, PEACe
11. Mr. Ajeeb Nonari Subject Specialist, PEACe.
12. Ms. Majida Soomro Subject Specialist, PEACe.
13. Mr. Ajeeb Nonari Subject Specialist, PEACe.
14. Ms. TahseenKousar Ansari Subject Specialist, PEACe.

Government Institution:

15. Mr. Muhammad WaseemMughal Assistant Professor GECE (M) Mirpurkhas.

16. Dr. Khalil Ahmed Koria Principal GECE(M) Qasimabad, Karachi.
17. Mr. Khalid Mehmood Assistant Professor. Government National Agro-Tech TTI,
Hyderabad.
18. Mr. Sher Nawaz Assistant Professor GCE F.B Area, Karachi.
19. Mr. Imdad Ali Lakho Assistant Professor GECE(M) Qasimabad, Karachi
20. Ms. AttiaTabasum Bhutto. Assistant Professor Govt. Zubeda Girls College, Hyderabad.

Private Institutions and Professional Associations:

21. Ms Humera Mahmood (Assessment Graduate in English).

22. Ms. Fatima Shahabuddin SPELT
23. Dr.FoziaAhsan Consultant Oxford University Press Karachi
24. Ms. Maria Talha ERDC.
25. Dr Huma Ghaffer Chair ASSET Faculty AKU and KITE.
26. Ms. Kiran Hashmi Faculty NDIE.
27. Mr NadeemKirmani Mathematic Consultant Mathematics Association of Pakistan.
28. Ms. Unaeza Alvi Founding Chair Science Association of Pakistan. Faculty AKU.

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 Appendix II

Current : Desired:

Emphasizing on outcomes after learning
Assessing disconnected and; Isolated facts
and skills
Assessing with de-contextualized tasks
Assessing learning outcome during the learning
process.
Assessing Integrated and Interconnected skills.
Assessing with contextualized tasks

One correct answer Multiple correct answers

Providing little feedback to students Providing considerable amount of feedback to
students
Sporadic assessment Continual assessment
Used for power, control and documentation Used for motivation, empowerment and
engagement
Unauthentic tasks Authentic tasks
Assessing knowledge and simple Assessing Deeper understanding, reasoning and
understanding application
Promoting memorization Promoting thinking

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 Adapted from McMillan, H. (2001). Essential
Assessment Concepts for Teachers and
Administrators. United States: Corwin Press

Figure 1: Recent Trends in the Purpose of Classroom Assessment

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 Appendix III

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