Grade 6 English FAL teaching plan 2021-2023

REVISED ANNUAL TEACHING PLAN 2021- 2023
(GRADE 6 - ENGLISH FAL - TERM 1 - 4)

GRADE 6 TERM 1
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES &
CONVENTIONS
Listens and retells a Covid-19 related Reads a Covid-19 related story from an Writes a personal recount of events Spelling and punctuation
story from an article article
Uses the dictionary to check spelling
Text from the textbook or Teacher’s • Pre-reading: predicting from title and • Chooses appropriate content for the and meanings of words
Resource File (TRF) pictures topic
• Listens to a Covid-19 related story • Selects from experience Builds on phonic knowledge to spell
• Uses reading strategies, e.g. words, e.g. builds word families based
making predictions, uses phonic and • Stays on the topic on how they sound or look.
• Retells events in correct contextual clues
sequence, using simple past • Frame used by struggling learners Builds on knowledge of sight words and
tense • Discusses new vocabulary from the high frequency words
read text • Uses appropriate grammar, spelling
and punctuation. Working with words and sentences
WEEK 1 • Discusses the title and where the
DAY 1-3 story takes place (setting) • Uses vocabulary related to topic Understands and uses different types of
nouns.
• Expresses simple opinion on the story
Creates/Uses a personal dictionary
• Uses a dictionary
• Labels pages with letters of alphabet Vocabulary in context
Does comprehension activity on the text
(oral or written) • Enters 5 words and meanings Words taken from shared or individually
(drawing/sentence using the word/ read texts
Practises reading explanation of word)
• Reads aloud with appropriate • Or continues to enter words into

pronunciation, fluency, and dictionary created.
expression
Standardised Baseline Assessment and Orientation to be conducted during the first 3 days of the term in Week 1 – Day 1 to 3. Data is captured so that competency is determined
and learning gaps identified. This information should be used to inform subsequent teaching and learning activities.
CONVENTIONS
1
Listens to a story Reads a story Writes a simple story Spelling
(Choose from contemporary realistic (Choose from contemporary realistic • Uses a frame only if necessary Spells familiar words correctly, using a
fiction/traditional stories/personal fiction/traditional stories/personal • Uses a mind map or flowchart to personal dictionary
accounts/adventure/funny/fantasy/real accounts/adventure/funny/fantasy/real plan Builds on phonic knowledge to spell
life stories/historical fiction) life stories/historical fiction) • Selects appropriate topic and words, e.g. builds word families based
Text from the textbook or reader/s or Text from the textbook or reader/s or content on how they sound or look.
Teacher’s Resource File (TRF) Teacher’s Resource File (TRF) • Writes an appropriate opening Builds on knowledge of sight words
• Answers literal questions to show • Pre-reading: predicts from title and sentence and high frequency words
understanding pictures • Uses connecting words
• Gives a personal response to the • Uses reading strategies, e.g. • Writes an appropriate ending Working with words and sentences
story, connecting it to own life making predictions, uses phonic and • Uses appropriate grammar,  Common, proper, abstract nouns
contextual clues vocabulary, spelling and punctuation  Understands and uses countable
Plays language game/s • Discusses new vocabulary from the nouns
• Follows and gives instructions read text Uses the writing process  Gender
correctly • Discusses the title, plot and where • Brainstorms ideas  Builds on use of subject verb concord,
• Uses a range of vocabulary the story takes place (setting) • Writes a first draft e.g. There is one book/There are two
• Takes turns, giving others a chance • Answers questions on the story • Revises books ...
to speak • Edits  Verbs
TERM 1 Does comprehension activity on the • Writes final draft  Uses connecting words to show
text (oral or written) • Presents neat, legible final draft addition (and) and sequence (then,
WEEK 2 Practises reading before),
• Reads aloud with appropriate Records words and their meanings
pronunciation, fluency and in a personal dictionary Vocabulary in context
expression • Writes sentences using the words or Words taken from shared or
explanations to show the meaning, individually read texts
Does a word puzzle etc.
• Uses relevant vocabulary
• Spells words correctly
• Explains meanings of words/uses
them in a sentence
Reflects on texts read during

independent/pair reading
• Does a short oral book review
• Relates text to own life
CONVENTIONS
2
Listens to a factual recount, e.g. Reads a simple factual recount, e.g. Writes a simple factual recount Spelling
news report, factual account a news article or factual account • Uses a frame if necessary Uses the dictionary to check spelling
Text from the textbook or reader/s or Text from the textbook or reader/s or • Selects appropriate information and meanings of words
Teacher’s Resource File (TRF) Teacher’s Resource File (TRF) • Organises main idea and supporting Uses knowledge of alphabetical order
• Understands concepts and uses • Pre-reading: predicts from title and details and first letters of a word to find words in a
vocabulary relating to other subjects pictures • Uses connecting words, pronouns dictionary.
• Expresses and explains own opinion • Uses reading strategies, e.g. Appropriately Breaks long words into smaller chunks, e.g.
• Discusses the text making predictions, uses phonic and be-cause; sen-ten-ce
contextual clues
Sustains a conversation on a • Discusses new vocabulary from the Uses the writing process Working with words and sentences
familiar topic read text • Brainstorms ideas  Revises ‘a’ and ‘the’ with nouns.
• Asks and answers questions • Answers questions on text • Writes a first draft  Articles
• Respects other learners by listening • Expresses cause and effect • Revises  Adjectives (descriptive & quantity)
to them and encouraging them to • Edits  Adjectives (degrees of comparison)
speak Does comprehension activity on the • Writes final draft  Punctuation (capital letter, comma, full
text (oral or written) • Presents neat, legible final draft stop, question mark)
Records words and their meanings  simple present, past future tense
Reads media texts, e.g. advertisements/ in a personal dictionary
pamphlets/posters • Writes sentences using the words or Vocabulary in context
• Identifies the main message explanations to show the meaning, etc.
TERM 1  Homonyms (words that are
• Discusses the use of layout, colour,
pronounced or spelled alike but have
typeface and images
WEEK 3-4 different meanings, e.g. flour/flower)
• Understands how pictures and words are
used to persuade

• Summarises the text in a few
Sentences
• Shares opinions on the text
FORMAL ASSESSMENT: TASK 1: ORAL

 Read Aloud (20 marks)
Commence with this task in term 1 and conclude in term 2 when the mark will be recorded.
3
CONVENTIONS
Listens to a personal recount Reads a story Writes for personal reflection, e.g. a Spelling
(Choose from contemporary realistic (Choose from contemporary realistic diary using a frame Spells familiar words correctly, using a
fiction/traditional stories/personal fiction/traditional stories/personal • Uses the frame correctly personal dictionary
accounts/adventure/funny/fantasy/real accounts/adventure/funny/fantasy/real • Uses an informal style Uses knowledge of alphabetical order
life stories/historical fiction) life stories/historical fiction) • Selects appropriate content for the and first letters of a word to find words in a
Text from the textbook or reader/s Text from the textbook or reader/s or topic dictionary.
or Teacher’s Resource File (TRF) Teacher’s Resource File (TRF) • Tells the events in the correct order Words starting with g and followed by
Summarises story with support • Pre-reading: predicts from title and • Uses connecting words -e, -i or –y: start with g even though it
• Understands and uses questions, pictures • Uses appropriate grammar, spelling, sounds like j, e.g. germ
e.g. Why do you think…? punctuation and spaces between Working with words and sentences
Why doesn’t? Recalls experiences and Does comprehension activity on the paragraphs Builds on use of personal pronouns
events in the right sequence text (oral or written) (e.g. I, you, it, us, them)
Records words and their meanings Understands and uses verbs to
Practises Listening and Speaking Practises reading in a personal dictionary describe actions
TERM 1 (Choose one for daily practice) • Reads aloud with appropriate • Writes sentences using the words or Builds on use of prepositions that show
• Performs a poem pronunciation, fluency, pacing and explanations to show the meaning, position (on, under, above
WEEK 5-6 • Plays a language game expression etc.  Uses connecting words to show
• Gives and follows instructions/ addition (and) and sequence (then,
directions Reads personal recounts, e.g. a diary/ before),
• Discusses a topic diary entries Uses question forms, e.g. who, what,
• Discusses main idea and specific when, which, why, how
details Capital letters for proper nouns, for
• Identifies features, e.g. format, titles and initials of people
salutation, etc. Vocabulary in context
Words taken from shared or
Reflects on texts read during individually read texts
independent/pair reading Homonyms (words that are
• Expresses own opinion pronounced or spelled alike but have
different meanings, e.g. flour/flower)
FORMAL ASSESSMENT TASK 2: WRITING

 Essay (20 marks)
 Narrative or Descriptive
 5 paragraphs
During the term
SKILLS LISTENING AND SPEAKING READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES &
(ORAL) CONVENTIONS
4
Listens to and gives a sequence of Reads information text with Writes a description of a simple Spelling
instructions visuals, e.g. charts/tables/ diagrams/ process Uses the dictionary to check spelling
• Responds physically to complex mindmaps/maps/pictures/ graphs/plans • Information given in the description and meanings of words
sequence of instructions Text from the textbook or reader/s or makes sense Words starting with c and followed by
• Instructions given make sense Teacher’s Resource File (TRF) • Uses connecting words -e, -i or -y: pronounce as s, e.g. centre,
• Uses connecting words • Pre-reading: predicts from title, • Writes in the correct sequence City
• Uses the correct order pictures and headings • Uses formal language
Describes a process • Uses reading strategies: scans for • Uses vocabulary from other subjects Working with words and sentences
• Information given in the description information Uses the command form of the verb
makes sense • Understands visual features, e.g. Designs, draws and completes  Begins to use prepositions that show
• Uses connecting words keys, symbols, etc. visual text, e.g. charts/tables/ direction (towards), position (on, under
• Uses the correct order • Interprets information in the visual diagrams/mind maps/ maps/pictures/ above) time (on, during), possession
• Understands concepts and uses text graphs/ plans (with)
vocabulary relating to other subjects • Follows instructions • Adds correct labels  Adverbs of manner & time
• Includes relevant information  Uses negative concord (e.g. ‘I don’t
Practises reading • Uses key words have’, ‘she doesn’t have’)
TERM 1 • Reads aloud with appropriate Writes simple definitions using a  Question form
pronunciation, fluency, pacing and Frame 
WEEK 7-8 expression Vocabulary in context
Records words and their meanings Words taken from shared or
Does comprehension activity on the in a personal dictionary individually read texts
text (oral or written) • Writes sentences using the words or
Does a word puzzle explanations to show the meaning.
• Uses relevant vocabulary  Synonyms (words that are similar in
• Spells words correctly meaning, e.g. soft/gentle)
• Explains meanings of words/uses
them in a sentence

• Summarises the text in a few
sentences
• Shares opinions on the text
FORMAL ASSESSMENT TASK 3: RESPONSE TO TEXTS (50 marks)

 Literary/Non- literary text (20 marks)
 Visual text (10 marks)
 Language Structures and Conventions (20 marks)
Activities for this task do not have to be written in one session
CONVENTIONS
5
Listens to poems/songs Reads poems Writes a description of a person Spelling
Text from the textbook or Teacher’s Text from the textbook or Teacher’s • Selects appropriate content Spells familiar words correctly, using a
Resource File (TRF) Resource File (TRF) • Focuses on physical description personal dictionary
• Uses an oral description to identify • Discusses topic and main idea • Writes creatively, using adjectives Words starting with a k sound and
people or objects • Understands in a simple way and adverbs followed by e or i: use a k to spell the
some elements of poetry, e.g. • Edits own writing, correcting spelling word
Plays a language game rhyme, alliteration, onomatopoeia, errors
• Gives and follows instructions comparisons, personification OR Working with words and sentences
correctly • Discusses new vocabulary from the Writes a description of an object/  Understands and uses of the
• Takes turns read text animal/plant/place possessive form of the noun (e.g.
• Completes the game in the time • Uses a dictionary • Selects appropriate content Bongi’s eyes)
Allocated • Focuses on physical description
Does comprehension activity on the • Writes creatively, using adjectives  Simple present to describe regular
text (oral or written) and adverbs actions, e.g. ‘I brush my teeth every
• Edits own writing, correcting spelling day’ or universal truths e.g. ‘The sun
Practises reading errors sets in the west.’
• Reads aloud with appropriate Records words and their meanings  Simple and compound sentences
pronunciation, fluency and in a personal dictionary  Figures of speech (simile, alliteration,
TERM 1 expression • Writes sentences using the words or personification, onomatopoeia)
explanations to show the meaning,
WEEK 9-10 Reflects on texts read during etc. Vocabulary in context
independent/pair reading Words taken from shared or
• Compares texts read Uses the writing process individually read texts
• Brainstorms ideas
• Writes a first draft
• Revises
 Antonyms
• Edits
• Writes final draft
• Presents neat, legible final draft
FORMATIVE ASSESSMENT ACTIVITIES
6
Listening and Speaking activities Reading and Viewing activities Writing and Presenting activities Language Structures and Conventions activities
 Variety of Listening and Speaking  Reading Process  Writing Process  Variety of Language Structures and
activities  Reading aloud activities  Paragraphing Convention activities
 Listening and Speaking activities  Reading Comprehension activities  Transactional Texts
that comply with the Covid-19  Literature activities based on the  Essay
conditions three prescribed genres for the  Creative Writing
semester
GRADE 6 ENG FAL SUMMARY OF FORMAL ASSESSMENT TASKS: TERM 1

FORMAL ASSESSMENT TASK 1 ORAL FORMAL ASSESSMENT TASK 2: WRITING FORMAL ASSESSMENT TASK 3: RESPONSE TO TEXTS (50 marks)
 Read aloud (20 marks)  Essay (20 marks)  Literary/Non- literary text (20 marks)
Descriptive / narrative (5 paragraphs)  Visual text (10 marks)
Commence with this task in term 1 and conclude in During the term  Language Structures and Conventions (20 marks)
term 2 when the mark will be recorded.
GRADE 6 TERM 2
CONVENTIONS
7
Listens to a story Reads a story Writes a simple story using a frame Spelling
(Choose from contemporary realistic Text from the textbook or reader/s or • Uses story structure as a frame Spells familiar words correctly, using a
fiction/traditional stories/personal Teacher’s Resource File (TRF) • Writes an appropriate opening personal dictionary
accounts/adventure/funny/fantasy/real • Pre-reading: reads and discusses sentence Words starting with a k sound and
life stories/historical fiction) title and looks at pictures • Uses connecting words followed by a, u or o: use a c to spell
Text from the textbook or reader/s or • Uses reading strategies, e.g. makes • Uses some adjectives the word, e.g. can, cot, cut
Teacher’s Resource File (TRF) predictions, using contextual clues • Writes an appropriate ending
• Answers literal questions • Discusses new vocabulary • Stays on the topic Working with words and sentences
• Notes relevant information • Identifies sequence of events, setting and • Links sentences into a coherent  Builds on use of demonstrative
• Tells and retells stories characters (e.g. describes paragraph using pronouns, pronouns and personal pronouns
characters’ feelings, and talks about connecting words and correct  Builds on use of adjectives
reasons for their actions) punctuation (demonstrative & interrogative)
• Expresses cause and effect • Uses appropriate grammar, spelling  Regular and irregular verbs
• Uses a dictionary and punctuation  Builds on understanding and use of
TERM 2 • Uses the dictionary to check spelling simple present
WEEK 1-2 Does comprehension activity on the and meanings of words  Begins to use ‘must’, ‘should’ and
text (oral or written) ‘have to’ to show obligation.
Records words and their meanings
Practises reading in a personal dictionary
Vocabulary in context
• Reads aloud with appropriate • Writes sentences using the words or
pronunciation, fluency and explanations to show the meaning, etc.
expression
Uses the writing process
Reflects on texts read during • Brainstorms ideas
independent/pair reading • Writes a first draft
• Gives opinions and relates books to • Revises
own life • Edits
• Writes final draft
• Presents neat, legible final draft
FORMAL ASSESSMENT TASK 1: ORAL Read Aloud (20 marks)
This task is a continuation from Term 1. It will be completed and recorded in Term 2.
GRADE 6 TERM 2
8
SKILLS LISTENING AND SPEAKING READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES &
(ORAL) CONVENTIONS
Listens to oral descriptions of Reads information texts, e.g. from Writes a description of objects/ Spelling
. objects/ animals/ plants/ places other subjects. animals/plants/places Uses the dictionary to check spelling
Text from the textbook or Teacher’s Text from the textbook or Teacher’s • Includes relevant, specific details and meanings of words
Resource File (TRF) Resource File (TRF) • Describes physical appearance Add –es to form plurals of words
• Identifies what it is • Pre-reading: discusses the topic and • Uses correct determiners ending in -s, -sh, -ch, or –z:, e.g.
• Describes what it is for revises key vocabulary • Uses relevant vocabulary bunch, bunches; brush, brushes
TERM 2 • Distinguishes parts from the whole • Reads a paragraph and identifies • Punctuation is correct
• Draws and label it main idea and topic sentence • Drafts writing, gets feedback, edits Working with words and sentences
WEEK 3-4 • Uses vocabulary relating to other • Answers questions on text and and rewrites  Begins to use possessive pronouns
Subjects visuals, e.g. graphs, diagrams, (e.g. mine, yours, his, hers, ours)
tables Uses the writing process
 Adjectives that come after nouns e.g.
Analyses and classifies things • Brainstorms ideas
The dog is small.
• Identifies similarities and Reflects on texts read during • Writes a first draft
 Builds on understanding and use of
differences independent/pair reading • Revises
comparative and superlative adjectives
• Sorts into groups • Summarises what they have read in • Edits
• Explains why they belong together a few sentences • Writes final draft  Develops understanding and use of
• Uses vocabulary relating to other • Presents neat, legible final draft connecting words showing addition,
Subjects sequence and contrast.
individually read texts
9
LISTENING & SPEAKING READING & VIEWING WRITING & PRESENTING LANGUAGE STRUCTURES &
SKILLS (ORAL) CONVENTIONS
Writes a simple personal letter
TERM 2 Listens to a personal recount of Reads stories  Uses a frame Spelling
an event (Choose from contemporary realistic • Uses an informal style Spells familiar words correctly, using a
WEEK 5-6 • Identifies most important ideas and fiction/traditional stories/personal • Writes at least two paragraphs personal dictionary
people accounts/adventure/funny/fantasy/real • Uses new vocabulary and Words ending in -l : double the l when
• Answers questions about what life stories/historical fiction) punctuation learnt you add a suffix, e.g. travel, travelling
happened first, second, etc., Text from the textbook or reader/s or • Uses appropriate grammar, spelling,
recounting the same event Teacher’s Resource File (TRF) punctuation and spaces between Working with words and sentences
• Pre-reading: predicts from title and paragraphs  Uses forms of the verb ‘to be’, e.g.
Listens to a story pictures be /been/ being; am/ is/ are; was/ were
(Choose from contemporary realistic • Reads for detail and uses contextual Uses the writing process  Present perfect tense (e.g. ‘I have
fiction/traditional stories/personal clues to find meaning • Brainstorms ideas finished.’)
accounts/adventure/funny/fantasy/re • Identifies and comments on the plot • Writes a first draft  Uses adverbs of frequency (e.g. ‘She
al • Gives reasons for action • Revises hardly ever visits me.’).
life stories/historical fiction) • Understands the vocabulary • Edits  Begins to use connecting words to
Text from the textbook or reader/s or • Answers questions on the story • Writes final draft show contrast (but), reason
Teacher’s Resource File (TRF) • Presents neat, legible final draft (because) and purpose (so that).
• Answers literal questions Does comprehension activity on the
• Gives a personal response, text (oral or written) Records words and their meanings Vocabulary in context
relating in a personal dictionary Words taken from shared or
story to own life Reads personal and social texts, • Writes sentences using the words or individually read texts
• Expresses and explains own e.g. a personal diary or letter explanations to show the meaning,
opinion • Comments on main ideas etc. Antonyms (words that are opposite in
• Asks and answers questions, • Reads for detail and notices informal meaning, e.g. loud/soft)
giving style
an opinion, e.g. Why do you • Comments on format and salutation Phrasal verbs, e.g. divide up, move in
think…?
. Why doesn’t …? Practises reading
• Reads aloud with appropriate
pronunciation, fluency and expression

• Expresses emotional response to
texts read
• Relates reading to own life
10
FORMAL ASSESSMENT TASK 4:
 Transactional writing: (10 marks)
Written before the controlled test
11
CONVENTIONS
Carries out a class survey, e.g. Reads a simple book review Writes a paragraph to express and Spelling
interviews class mates), recording • Identifies key features, e.g. title, list explain an opinion/ writes a book review Uses the dictionary to check spelling
responses on a chart or graph of characters, brief summary and • Writes 4 to 5 sentences and meanings of words
• Asks and answers questions rating • Selects relevant information Words with long vowel sounds: add the
• Handles interviews politely • Identifies the language used to give • Gives own personal opinion silent –e at the end, e.g. cake, pole, mine,
• Records information accurately facts and to give opinions • Gives a sensible explanation tune
• Uses the structure correctly
• Uses key words and phrases Practises reading Uses the writing process Working with words and sentences
Sustains a conversation on a • Reads aloud with appropriate • Brainstorms ideas  Extends use of forms of the verb ‘to
TERM 2 familiar topic pronunciation, fluency and • Writes a first draft be’, e.g. be/ been/ being; am/ is/ are;
• Listens to and gives other learners a expression • Revises was/ were
WEEK 7-8 chance to speak • Edits  Builds on understanding and use of
• Asks and answers questions Reflects on texts read during • Writes final draft Perfect tense (past, present, future)
• Gives an opinion, e.g. Why do you independent/pair reading • Presents neat, legible final draft  Begins to use ‘must’, ‘should’ and
think…? • Compares books and texts read ‘have to’ to show obligation.
in a personal dictionary Vocabulary in context
• Writes sentences using the words or Words taken from shared or
etc. Antonyms (words that are opposite in
meaning, e.g. loud/soft)
FORMAL ASSESSMENT TASK 5: CONTROLLED TEST
RESPONSE TO TEXTS (50 MARKS)
 Question 1: Literary/Non- literary text (20 marks)
 Question 2: Visual text (10 marks)
WEEK  Question 3: Summary writing (5 marks)
9 - 10  Question 4: Language Structures and Conventions (15 marks)
12
that comply with the Covid-19  Literature activities based on the  Essay
conditions three prescribed genres for the  Creative Writing
semester

FORMAL ASSESSMENT TASK 1: ORAL FORMAL ASSESSMENT TASK 4: WRITING FORMAL ASSESSMENT TASK 5: CONTROLLED TEST (50 marks)
 Read Aloud (20 marks)  Transactional writing: (10 marks) RESPONSE TO TEXTS
This task is a continuation from Term 1. It will be  Question 1: Literary / non-literary text comprehension (20 marks)
completed and recorded in Term 2. Written before the controlled test  Question 2: Visual text comprehension (10 marks)
 Question 3: Summary writing (5 marks)
 Question 4: Language Structures and Conventions in context (15 marks)
13
GRADE 6 TERM 3
CONVENTIONS
Listens to a story Reads a story Writes diary entries Spelling
(Choose from contemporary realistic Text from the textbook or reader/s or • Selects appropriate content for the Spells familiar words correctly, using a
fiction/traditional stories/personal Teacher’s Resource File (TRF) topic personal dictionary
accounts/adventure/funny/fantasy/ • Pre-reading: predicts from title and • Uses the appropriate structure as a Add s to form most plurals
real life stories/historical fiction) pictures frame
Text from the textbook or reader/s or • Describes the features of the text • Tells the events in the correct order Working with words and sentences
Teacher’s Resource File (TRF) • Uses reading strategies, e.g. uses • Uses connecting words  Simple present to describe universal
• Answers literal questions contextual clues to determine • Uses appropriate grammar, spelling, statements, e.g. ‘The sun sets in the
• Discusses the key character meaning, makes inferences punctuation and spaces between west.’
• Notes relevant information on a • Answers questions about the story paragraphs  Begins to use connecting words to
chart, e.g. timeline • Identifies and discusses the setting show cause-and-effect (so that)
• Summarises the story and characters Uses the writing process
• Describes cause and effect in a • Brainstorms ideas Vocabulary in context
story, e.g. What happened when…? • Writes a first draft Words taken from shared or individually
or Why do you think ... happened? • Revises read texts
• Gives a personal response to the • Edits
TERM 3 story • Writes final draft
Synonyms (words that are similar in
• Connects it to own life • Presents neat, legible final draft
WEEK 1-2 meaning, e.g. soft/gentle)
Reflects on texts read during in a personal dictionary
independent/pair reading • Writes sentences using the words or
• Does a structured book review with explanations to show the meaning,
good oral presentation etc.
14
CONVENTIONS
Listens to a simple talk on an issue Reads information texts with Writes a short report on information Spelling
• Asks and answers more complex visuals, e.g. charts/tables/ diagrams/ collected (N.B. for the project to be Uses the dictionary to check spelling
questions mind maps /maps/pictures/graphs. done) and meanings of words
• Discusses the main idea Text from the textbook or reader/s or • Evaluates information and makes
• Gives opinions Teacher’s Resource File (TRF) judgements, giving reasons for them Working with words and sentences
• Respects other learners by listening • Pre-reading: scans for important • Uses an appropriate structure for the * Builds on use of adjectives before
to them details report and after nouns, e.g. The small dog
• Encourages other group members to • Asks questions • Organises paragraphs correctly, … The dog is small.
support fellow learners • Selects relevant details to answer for example, using a topic and * Builds on use of subject verb
Talks about an issue after preparation questions including the visuals supporting sentences concord, e.g. There is one
• Selects appropriate topic and • Makes a mind map summary of the book/There are two books ...
content text/selection of the text  Present progressive tense (e.g. ‘He is
• Stays on topic reading.)
• Organises content logically Does comprehension activity on the
text (oral or written) Vocabulary in context
Collects information, e.g. carries Words taken from shared or
out simple research such as a Practises reading individually read texts
survey • Reads aloud with appropriate Words belonging to the same lexical
TERM 3
• Selects questions to be asked pronunciation, fluency and field, e.g. cover and page belong to
• Asks and answers questions expression the lexical field ‘book’
WEEK 3-4
• Records information as notes in the Homonyms
questionnaire developed Does a word puzzle
Practises Listening and Speaking • Spells words correctly
(Choose one for daily practice) • Explains meanings of words/uses
• Performs a poem them in a sentence
• Plays a language game
• Gives and follows instructions/ Reflects on texts read during
directions independent/pair reading
• Discusses a topic • Summarises text in about 5
sentences.
CONVENTIONS
15
Listens to stories Reads a story Writes a simple story, using the Spelling
(Choose from contemporary realistic Text from the textbook or reader/s or writing process more independently Spells familiar words correctly, using a
fiction/traditional stories/personal Teacher’s Resource File (TRF) • Selects interesting content personal dictionary
accounts/adventure/funny/fantasy/real life • Pre-reading: predicts from pictures • Uses the story structure as a frame Shortening words, e.g. television –
stories/historical fiction) • Discusses title, plot, characters and • Uses a beginning, middle and end telly, telephone – phone
Text from the textbook or reader/s or setting • Tells events in appropriate order Uses abbreviations correctly:
Teacher’s Resource File (TRF) • Discusses how a plot of as story can • Uses an appropriate tense and acronyms, initialisation, truncation, etc.
• Answers literal questions represent a particular view of the coordinates sentences with ‘and’ and
• Gives a personal response, relating world ‘but’ Working with words and sentences
story to own life • Answers questions about story • Uses a wider range of punctuation,  Revises ‘a’ and ‘the’ with nouns.
• Expresses and explains own opinion • Summarises the story orally or in writing including inverted commas  Builds on use of personal and reflexive
• Suggests an alternative ending, • Identifies the moral or message of • Uses appropriate spacing for pronouns
imagining and describing the story Paragraphs  Begins to use ‘shall’ and ‘will’ to show
possibilities intention.
Does comprehension activity on the Uses the writing process  Uses adverbs of place (here, there)
Retells a story text (oral or written) • Brainstorms ideas using, e.g. mind  Uses past progressive
• Uses the correct sequence of events Reads poems maps
• Refers correctly to the character’s in • Pre-reading: predicts from title and • Writes first draft Vocabulary in context
the story pictures • Gets feedback on content and use Words taken from shared or
• Uses tenses introduced in previous • Uses reading strategies, e.g. uses of grammar and vocabulary individually read texts
TERM 3 grades contextual clues • Checks spelling  Joining prefixes or suffixes to a base
• Suggests an alternative ending. • Answers questions about the poem • Writes final draft word
WEEK 5-6 • Expresses feelings stimulated by the
poem Records words and their meanings
• Discusses rhyme in a personal dictionary
• Discusses comparisons made in the • Writes sentences using the words or
Poem explanations to show the meaning,
etc.
Practises reading
• Reads aloud with expression,
showing understanding
• Reads aloud using proper
pronunciation, pacing and volume.

• Relates texts to own life
CONVENTIONS
TERM 3 Listens to and carries out Reads procedural text, e.g. recipe/ Makes a mind map summary of a Spelling
16
instructions, e.g. a procedure instructions for a simple scientific short text Uses the dictionary to check spelling
• Predicts what might come next experiment/project. • Identifies at least three main points and meanings of words
• Discusses specific details of text Text from the textbook or reader/s or • Organises information neatly Words which are often confused (e.g.
• Discusses sequence of instructions Teacher’s Resource File (TRF) • Uses appropriate symbols/diagrams/ diary/dairy)
• Discusses the form of the verb used in • Pre-reading: predicts from title and other relevant graphic text
headings and surveys the text, e.g. • Shows clearly the relationship Working with words and sentences
Plays a language game contents page or index between different parts of the  Understands and uses of the
• Follows instructions correctly • Uses reading strategies, e.g. diagram or other graphic text possessive form of the noun (e.g.
• Uses a range of vocabulary skimming • Uses appropriate vocabulary Bongi’s eyes)
• Takes turns, giving others a chance • Interprets visuals • Checks spelling  Understands and uses auxiliary verbs
to speak • Answers questions about the text • Uses the dictionary to check spelling  Determiners
• Describes what needs to be done and meanings of words  Active & passive voice
• Discusses specific details of text
WEEK 7-8
• Discusses the format of the text Uses the writing process Vocabulary in context
• Discusses sequence of instructions • Brainstorms ideas using, e.g. mind Words taken from shared or
• Follows the instructions maps individually read texts
• Writes first draft
Reflects on texts read during • Checks spelling
independent/pair reading • Writes final draft
• Gives main ideas
• Describes features of some of texts Records words and their meanings
read, e.g. reference books with in a personal dictionary
content pages and index • Writes sentences using the words or
explanations to show the meaning,
etc.
GRADE 6 TERM 3
LANGUAGE STRUCTURES &
SKILLS LISTENING AND SPEAKING (ORAL) READING & VIEWING WRITING & PRESENTING CONVENTIONS
17
WEEK 4-8 Project based on any ONE of the literature genres studied: poems / folktales / short stories / drama / novel. Note: There must be a variation of genres across the grades.
Planning / Preparation/ Research/ Investigation of oral presentation and creative writing of project.
FORMAL ASSESSMENT TASK 6: CREATIVE WRITING PROJECT (40 MARKS) FORMAL ASSESSMENT TASK 7: CREATIVE WRITING PROJECT (20 MARKS)
Stage 1: Research (Learners do research on their project) Stage 3: Oral presentation (Learners do the Oral presentation of their project)
(10 marks) (20 marks)
Week 4 - 5 Oral presentation:
 Uses appropriate structure: introduction, body and conclusion
Stage 2: Writing (Learners engage in the write-up of their project)  Presents central idea and supporting details
(30 marks)  Shows evidence of research/ investigation
 Planning/pre-writing of the creative writing project  Uses appropriate body language and presentation skills, e.g. makes eye contact,
 Drafting volume
 Revising  Participates in a discussion
 Editing  Gives constructive feedback
 Proofreading  Maintains discussion
 Presenting  Shows sensitivity to the rights and feelings of others
Week 6
Commence with the oral task in term 3 and conclude in term 4 when the mark will be
recorded.
CONVENTIONS
TERM 3 Participates in conversation on a Reads a play Writes a short play script, using a Spelling
familiar topic Text from the textbook or reader/s or more informal style of writing Uses the dictionary to check spelling
WEEK Text from the textbook or reader/s or Teacher’s Resource File (TRF) • Selects appropriate characters and meanings of words
9-10 Teacher’s Resource File (TRF) • Pre-reading predicting from title • Develops the conversation and Builds on phonic knowledge to spell
• Asks relevant questions and • Uses reading strategies action logically words, e.g. builds word families based
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responds to questions • Identifies the story-line • Uses direct speech on how they sound or look.
• Sustains the conversation • Discusses characters, setting and • Uses appropriate punctuation, e.g.
• Expresses opinions action colon, exclamation and question Working with words and sentences
• Respects others’ ideas • Expresses feelings stimulated by marks  Begins to use determiners such as
• Encourages other learners to speak the text one, two, etc. and first, second,
the additional language • Discusses features of the text Uses writing process last.
especially punctuation and format • Brainstorms ideas using mind maps  Punctuation (comma, exclamation,
Performs simple plays • Produces first draft quotation marks)
• Uses appropriate content and Does comprehension activity on the • Gets feedback and revises  Relative clauses (from term4)
language text (oral or written) • Proofreads
• Uses direct speech • Writes final draft Vocabulary in context
• Develops sensible story line Practises reading • Presents neat, legible final draft with Words taken from shared or
• Uses voice and expression and • Reads aloud with expression, correct spacing individually read texts
gestures to convey meaning showing understanding of the text Homonyms (words that are
• Pronounces words audibly and • Reads aloud using proper Records words and their meanings pronounced or spelled alike but have
Correctly pronunciation, pacing and volume. in a personal dictionary different meanings, e.g. flour/flower)
• Writes sentences using the words or
Reflects on texts read during explanations to show the meaning,
independent/pair reading etc.
• Presents a short oral book report
with appropriate content and
structure
• Gives own opinion
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 Variety of Listening and Speaking activities  Reading Process  Writing Process  Variety of Language Structures and
 Listening and Speaking activities that comply  Reading aloud activities  Paragraphing Convention activities
with the Covid-19 conditions  Reading Comprehension  Transactional Texts
activities  Essay
 Literature activities based on  Creative Writing
the three prescribed genres for
the semester
FORMAL ASSESSMENT TASK 6 FORMAL ASSESSMENT TASK 7 Oral

 Creative Writing (10+30=40 marks)  Oral presentation of project (20 marks)
Project based on any ONE of the literature genres studied: poems / folktales / Note: There must be a variation of genres across the grades.
short stories / drama / novel.
Commence with the oral task in term 3 and conclude in term 4 when the mark will be recorded.)
GRADE 6 TERM 4
CONVENTIONS
TERM 4 Listens to a story Reads a story Writes a simple story Spelling
20
(Choose from contemporary realistic Text from the textbook or reader/s or • Uses story structure as a frame Spells familiar words correctly, using a
fiction/traditional stories/personal Teacher’s Resource File (TRF) • Uses language imaginatively personal dictionary
accounts/adventure/funny/fantasy/real • Pre-reading: predicts from the title especially a variety of vocabulary Builds on knowledge of sight words
life stories/historical fiction) and pictures • Links sentences into a coherent and high frequency words
Text from the textbook or reader/s or • Uses reading strategies: uses paragraph using pronouns,
Teacher’s Resource File (TRF) contextual clues to find the meaning connecting words and correct Working with words and sentences
• Asks relevant questions and of new words punctuation  Builds on use of demonstrative
responds to questions • Discusses plot, setting and • Uses appropriate grammar, spelling pronouns (e.g. this, that, those, these)
• Summarises the story characters and punctuation
• Answers and begins to ask and • Discusses the sequence of events, • Uses correct tense consistently  Builds on use of adjectives (before
answer more complex questions, answering questions about what • Uses the dictionary to check spelling nouns), e.g. The small dog
e.g. Why couldn’t …?; What…? How happened first, second, etc. and meanings of words  Uses the command form of the verb,
do you think …? • Asks and answers more complex • Uses question forms, e.g. who,
• Discusses ethical, social and critical questions, e.g. Why couldn’t? Uses the writing process what, when, which, why, how
issues in a story, code switching if What…? How do you think …? • Brainstorms ideas
necessary • Expresses and explains own opinion • Writes a first draft  Progressive tense (past, present,
• Discusses how characters represent • Revises future)
Presents an oral book review a particular view of the world • Edits  Uses adverbs of time (e.g. tomorrow,
• Selects appropriate content and • Discusses the role that visual images • Writes final draft yesterday)
structure play • Presents neat, legible final draft
• Expresses and explains own opinion • Discusses alternative ways of
 prepositions that show
direction (towards), time (on, during),
• Presents clearly with fluent presenting characters Records words and their meanings
possession (with)
Expression Does comprehension activity on the in a personal dictionary
WEEK 1-2
text (oral or written) • Writes sentences using the words or
Include poetry from week 5 – 6 explanations to show the meaning,
Reads poems etc.
individually read texts
• Pre-reading: predicts from title and
Antonyms (words that are opposite in
pictures
meaning, e.g. loud/soft)
• Uses reading strategies, e.g. uses
contextual clues
• Answers questions about the poem
• Expresses feelings stimulated by the
poem
• Discusses rhyme and alliteration
• Discusses comparisons made in the
poem (similes
Practises reading
• Reads aloud with expression,
• Reads aloud using proper
pronunciation, pacing and volume
• Retells the story in 5 or 6 sentences
(summarizes)
21
 Oral Presentation (20 marks)
This task is a continuation from Term 3. It will be completed and recorded in Term 4.
CONVENTIONS
TERM 4 Participates in teacher led Reads information text, e.g. from Uses information from a visual text, Spelling
discussion across the curriculum e.g. charts/ tables/diagrams/ Uses the dictionary to check spelling
WEEK 3-4 • Discusses advantages and Text from the textbook or reader/s or mind maps/maps/pictures/ graphs and meanings of words
disadvantages Teacher’s Resource File (TRF) to write a text Uses knowledge of alphabetical order
• Uses a concepts and vocabulary, • Pre-reading: reads and discusses · Writes two to three paragraphs and first letters of a word to find words in a
22
e.g. those relating to other subjects headings and pictures · Facts are correct and well dictionary.
• Takes turns • Uses reading strategies, e.g. scans organised
• Respects others’ opinions for information · Spelling and punctuation are Working with words and sentences
• Encourages others to speak • Notices the role that pictures and Correct  Begins to understand there is no article
photographs play in constructing with uncountable nouns (e.g. I like
Listens to and discusses a talk meaning Writes visual information text fish.)
• Discusses main ideas and specific • Answers questions about the text • Makes a mind map summary of a
details • Identifies advantages and short text  Begins to use possessive pronouns
• Records specific information on a disadvantages • Organises advantages and (e.g. mine, yours, his, hers, ours,
chart or mind map • Summarises a paragraph with disadvantages into a table theirs)
Support  Uses connecting words to show
addition (and)
Does comprehension activity on the Uses the dictionary to check spelling
text (oral or written) and meanings of words  Constructs compound sentences using
Practises reading ‘and’
• Reads aloud with appropriate Records words and their meanings
pronunciation, fluency and in a personal dictionary Vocabulary in context
expression • Writes sentences using the words or Words taken from shared or
Reads and solves a word puzzle etc.
• Spells words correctly
• Shows understanding of meanings
of words

• Expresses emotional response to
texts read
• Relates text to own life
CONVENTIONS
TERM 4 Listens to a story Reads a story Writes a book review Spelling
(Choose from contemporary realistic Text from the textbook or reader/s or • Selects appropriate content and Uses the dictionary to check spelling
WEEK 5-6 fiction/traditional stories/personal Teacher’s Resource File (TRF) structure and meanings of words
accounts/adventure/funny/fantasy/real • Pre-reading: predicts from the title • Expresses and explains own opinion Words belonging to the same lexical
life stories/historical fiction) and pictures • Includes title, characters and field, e.g. cover and page belong to the
Text from the textbook or reader/s or • Uses reading strategies: uses Summary lexical field ‘book’
23
Teacher’s Resource File (TRF) contextual clues to find the meaning
• Asks relevant questions and responds of new words Writes a personal letter Working with words and sentences
to questions • Discusses plot, setting and • Selects appropriate content  Uses question forms, e.g. who, what,
• Summarises the story characters • Uses a frame only if necessary when, which, why, how
• Answers and begins to ask and • Discusses the sequence of events, • Addresses the message correctly
answer more complex questions, answering questions about what • Orders the information logically  Develops use of connecting words
e.g. Why? …What? …How do you think? happened first, second, etc. • Writes own name at the end showing reason and purpose.
• Expresses an opinion, giving a • Asks and answers more complex • Uses an informal style of writing  Begins to use connecting words to
reason for it, e.g. on ethical, social questions, e.g. Why couldn’t …?; appropriate for the purpose show choice (e.g., either…or…).
and critical issues in a story, code What…? How do you think …? Future tense (e.g. ‘I will see him
switching if necessary • Expresses and explains own opinion Uses the writing process tomorrow.’ ‘I’m going to see him
• Uses tenses introduced in the earlier Does comprehension activity on the • Brainstorms ideas tomorrow.’)
grades, e.g. simple past and future text (oral or written) • Writes a first draft
Listens to a poem/s • Revises  Uses direct and indirect speech
Text from the textbook or Teacher’s Reads poems Move to week 1 - 2 • Edits Uses quotation marks for direct speech
Resource File (TRF) • Pre-reading: predicts from title and • Writes final draft
• Recalls main idea pictures • Presents neat, legible final draft Vocabulary in context
• Discusses central idea Words taken from shared or
• Uses reading strategies, e.g. uses
• Relates to own experience individually read texts
• Identifies rhyme and words that begin with contextual clues Uses the dictionary to check spelling
the same sounds (alliteration) • Answers questions about the poem and meanings of words
Identifies and discusses • Expresses feelings stimulated by the
comparisons (e.g. similes) poem Records words and their meanings
• Expresses feelings stimulated by the • Discusses rhyme and alliteration in a personal dictionary
poem • Discusses comparisons made in the • Writes sentences using the words or
• Performs song/selected lines poem (similes) explanations to show the meaning,
Practises Listening and Speaking Practises reading etc.
(Choose one for daily practice) • Reads aloud with expression,
• Performs a poem
• Plays a language game
• Gives and follows instructions/ • Reads aloud using proper
directions pronunciation, pacing and volume
• Discusses a topic Reflects on texts read during
• Recounts events or experiences independent/pair reading
in the right sequence, answering • Does a structured book review with
questions about what happened first, good oral presentation
second, third, etc.
 Transactional writing: (10 marks)
Written before the controlled test
CONVENTIONS
TERM 4 Revision Revision Revision Revision
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WEEK 7-8
WEEK FORMAL ASSESSMENT TASK 9: CONTROLLED TEST

RESPONSE TO TEXTS (50 marks)
9- 10  Question 1: Literary/Non- literary text (20 marks)
 Question 2: Visual text (10 marks)
 Question 3: Summary writing (5 marks)
 Question 4: Language Structures and Conventions (15 marks)
FORMATIVE ASSESSSMENT ACTIVITIES
that comply with the Covid-19  Literature activities based on the three  Essay
conditions prescribed genres for the semester  Creative Writing
FORMAL ASSESSMENT TASK 7: FORMAL ASSESSMENT TASK 8: FORMAL ASSESSMENT TASK 9: CONTROLLED TEST
 Oral Presentation (20 marks)  Transactional writing: (10 marks) RESPONSE TO TEXTS (50 MARKS)
This task is a continuation from Term Written before the controlled test  Question 1: Literary/Non- literary text (20 marks)
3. It will be completed and recorded in  Question 2: Visual text (10 marks)
Term 4.  Question 3: Summary writing (5 marks)
 Question 4: Language Structures and Conventions (15 marks)
25

Grade 6 English FAL teaching plan 2021-2023

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Grade 6 English FAL teaching plan 2021-2023

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REVISED ANNUAL TEACHING PLAN 2021- 2023

(GRADE 6 - ENGLISH FAL - TERM 1 - 4)

• Reads aloud with appropriate • Or continues to enter words into

Reflects on texts read during

Reflects on texts read during

FORMAL ASSESSMENT: TASK 1: ORAL

FORMAL ASSESSMENT TASK 2: WRITING

Reflects on texts read during

FORMAL ASSESSMENT TASK 3: RESPONSE TO TEXTS (50 marks)

FORMATIVE ASSESSMENT ACTIVITIES

GRADE 6 ENG FAL SUMMARY OF FORMAL ASSESSMENT TASKS: TERM 1

Reflects on texts read during

GRADE 6 ENG FAL SUMMARY OF FORMAL ASSESSMENT TASKS: TERM 2

Reflects on texts read during

FORMATIVE ASSESSMENT ACTIVITIES

GRADE 6 ENG FAL SUMMARY OF FORMAL ASSESSMENT TASKS: TERM 3

FORMAL ASSESSMENT TASK 6 FORMAL ASSESSMENT TASK 7 Oral

Reflects on texts read during

WEEK FORMAL ASSESSMENT TASK 9: CONTROLLED TEST

FORMATIVE ASSESSSMENT ACTIVITIES

GRADE 6 ENG FAL SUMMARY OF FORMAL ASSESSMENT TASKS: TERM 4

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